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What does the United States need to do to build future generations’ knowledge and skills in science, technology, engineering, and mathematics (STEM), and what kinds of research and innovation can enable the needed changes in teaching and learning? This brief describes examples of research and development (R&D) sponsored by the National Science Foundation (NSF) that are designed to advance knowledge and practice in STEM education. It highlights just a few of the many R&D projects that have the potential to equip educators in pursuing national priorities for STEM education. The national priorities cited in this report are among those identified in recent years by expert committees, with members drawn from the STEM professions, the military, business and industry, as well as from education policy, research, and practice. These committees have deliberated how to teach and inspire future generations of STEM-skilled citizens and professionals, and they have made specific recommendations for STEM education. Their recommendations could, if carried out on a broad scale, transform schools and other settings where young people learn STEM knowledge and skills. But for that to happen, educators need research-based resources and guidance that they can use in changing their practice. Some of the needed advances in R&D are likely to come from the NSF. Among the many kinds of work that the NSF supports are research on learning in schools and other settings and the development of educational innovations. Under one NSF program, Discovery Research K-12 (DR K-12), grantees pursue research questions and develop resources, models, and tools for students and teachers in STEM.1 This brief describes a sampling of DR K-12 projects that could, if successful, give life to the recommendations made by the experts. These are not the only such projects under way nationally or even within the DR K-12 program. They were selected to illustrate the wide range of ways in which the education R&D community, working with STEM professionals and STEM educators, is studying and developing promising ideas that may advance teaching and learning. For this brief, staff of the Community Advancing Discovery Research in Education (CADRE)2 reviewed recent national reports to identify recommendations for STEM education that will depend on better resources, models, and tools for their enactment. The reports were issued by bodies convened by the National Academy of Sciences, U.S. Department of Education, President’s Council of Advisors on Science and Technology, National Science and Technology Council, Council on Foreign Relations, and Gordon Commission on the Future of Assessment in Education (see the Appendix for a full listing of the reports). CADRE identified nine priorities that recur across multiple reports, each having direct implications for practice in teaching and learning. For each priority, this brief presents several specific recommendations culled from the reports, followed by capsule descriptions of a few of the DR K-12 projects that are already working in these areas.3 These projects serve as examples, intended to illustrate the rich variety of work under way in the DR K-12 portfolio. The ones highlighted here were chosen because they differ in their intended outcomes, discipline areas, populations served, methods, and scope. What they have in common is that each one, if successful, could ultimately support schools and other learning settings in bringing about the changes in STEM education that experts say the nation needs. 1 Additional information about the DR K-12 program and its projects can be found on the NSF’s DR K-12 website. 2 CADRE, funded by the National Science Foundation, is a resource network that connects STEM education researchers and developers in the DR K-12 program community. Additional information about CADRE and DR K-12 projects can be found on the CADRE website at www.cadrek12.org. 3 DR K-12 project descriptions in this brief were developed by CADRE staff using publicly available information, primarily project abstracts housed on the NSF website and the projects’ own websites. Project leaders did not provide input on the content of the descriptions.	<urn:uuid:da127927-27fb-41d2-afdb-720066fb0882>	CC-MAIN-2017-26	http://cadrek12.org/resources/moving-stem-education-forward-national-priorities-and-national-science-foundation%E2%80%99s-dr-k-1	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320823.40/warc/CC-MAIN-20170626152050-20170626172050-00356.warc.gz	en	0.95234	811	3.84375	4
Definition von 'in the negative Beispielsätze, die 'in the negative' enthalten THE ANCIENT AND SOLITARY REIGN (2003) The Rules of Conversation clearly stated that all questions of doubtful origin must be answered in the negative.MUSIC FOR BOYS (2003) He was about to reply in the negative when he caught sight of a lone building beyond the customs house.CODE BREAKER (2003) Something about the distracted way he mumbled out an answer in the negative told Agnes that he was, indeed, nervously disposed.THE LAST REPORT ON THE MIRACLES AT LITTLE NO HORSE: A NOVEL (2003) Definition von in the negative aus Collins Englischen Sprache Why every generation is at risk We take a look at the etymology behind the word 'election' in the run-up to the UK General Election in June Language expert Ian Brookes looks at the word 'election' and its origins. Join the Collins community All the latest wordy news, linguistic insights, offers and competitions every month.	<urn:uuid:b2a958c5-cddd-42cc-8465-30d2b59902ff>	CC-MAIN-2017-26	https://www.collinsdictionary.com/de/worterbuch/englisch/in-the-negative	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320823.40/warc/CC-MAIN-20170626152050-20170626172050-00356.warc.gz	en	0.803501	235	3.03125	3
The Grapes of Wrath The Importance of Chapter Twenty-Five Chapter Twenty-Five is central to John Steinbecks The Grapes of Wrath. Besides containing the title of the book, this chapter clearly, forcefully, and elegantly drives home Steinbecks central messagethe injustice of life in the Depression-era American west. Without doubt one of Steinbecks strongest attributes as a writer is the way he makes the reader feel his words. Chapter Twenty-Five is an excellent example of this technique. Through his overall structure, graphic appeal to the senses, and approachable, rhythmic sentences, Steinbeck allows the reader to experience chapter Twenty-Five, and in doing so gives the reader no choice but to connect with his theme. Steinbeck presents the reader with two main contrasting sections joined by a third transitional one. The first, which portrays the verdant bounty of nature, is juxtaposed with the second, which portrays human suffering. Steinbecks point is simple and ironic; "men who have created new fruits in the world cannot create a system whereby their fruits can be eaten" (448). How Steinbeck chooses to structure his point is likewise uncomplicated, yet incredibly effective. He simply gives the reader the first sectionverdant crops, and contrasts it with the second section... Join Now to View Premium Content GradeSaver provides access to 804 study guide PDFs and quizzes, 5920 literature essays, 1675 sample college application essays, 229 lesson plans, and ad-free surfing in this premium content, “Members Only” section of the site! Membership includes a 10% discount on all editing orders. Already a member? Log in	<urn:uuid:e222b6eb-55b3-44ba-8176-fd6172e0d39f>	CC-MAIN-2017-26	http://www.gradesaver.com/the-grapes-of-wrath/essays/the-importance-of-chapter-twenty-five	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321309.25/warc/CC-MAIN-20170627101436-20170627121436-00436.warc.gz	en	0.923288	348	3.328125	3
How to Build a Cooler City CHICAGO \| On a sweltering day in July 1995, Luxora Coleman returned to her Chicago home to find her husband, Oliver, unmoving on his living room couch. With a weak heart and only a ceiling fan to battle temperatures that had soared to 106 degrees, the heat wave had proved too much for him. He was pronounced dead later that day. Coleman’s husband was one of thousands of residents left without air conditioning over the four days that summer when the heat index reached 120 degrees. Roads buckled, cars broke down and many areas lost power. And by the time it was over, more than 700 people, mostly the elderly and ill who live alone, had died due to heat-related causes. Since that devastating heat wave, the city has been working to prevent such a tragedy from occurring again by improving heat emergency warnings, opening summer cooling centers and stepping up efforts to monitor seniors during extreme heat events. But they’re also working to engineer a city that can stay cooler even as temperatures rise. Watch the full broadcast report. Global climate data shows the Earth has been warming increasingly over time. Chicago is part of that trend. The city’s annual average temperature has increased by 2.5 degrees since 1945, according to this climate assessment created by a consortium of scientists and commissioned by the city. Like many urban areas, Chicago is also victim to something called the urban heat island effect. Simply, concrete and pavement, which absorb and trap heat, make cities like Chicago hotter than surrounding rural areas. Buildings soak up the sun’s rays during the day and release that heat into the night. Joseph Fernando of University of Notre Dame has been studying the urban climate in both Chicago and Phoenix. He’s also been studying the influence of climate change on the urban heat island effect. Fernando’s research shows that Chicago is about four to five degrees warmer than the neighboring rural town of DeKalb, Ill., for example. That’s partly due to continued urban development as well as global temperature rise, he said. The heat island effect, climate scientists are quick to point out, does not skew the global trends that indicate climate change is occurring. After all factors that impact temperature at different locations are accounted for, research has shown that urban sites are warming at about the same rate as rural sites, said Thomas Peterson, chief climatologist for the National Oceanic and Atmospheric Administration. “Climate change basically exacerbates the effect at night,” Fernando said. As the global temperature increases, a city’s developed areas will retain even more nighttime heat than other areas. To battle the heat, city officials have undertaken an ambitious $7 billion plan to build a “new Chicago,” said Karen Weigert, the city’s chief sustainability officer. That means renovating citywide infrastructure from sidewalk to rooftop. Central to the city’s plan is adding green space and vegetation wherever they can, which has a natural cooling effect Chicago’s City Hall, for example, contains a spectacular rooftop garden. From native woodland grasses to sunflowers and asters, plants arranged in radiating bands of color bloom throughout the seasons in a sunburst pattern. The roof, 12 stories high, contains 23,000 square feet of more than 100 plant species. “It’s really the Rolls-Royce of green roofs.” said Michael Berkshire who administers green projects for the city. Some areas of the roof have rolling terrain with an added 18-inch layer of soil to support trees and shrubs. A rainwater collection system irrigates the roof and several bee hives pollinate the many flower varieties. The plants on the rooftop soak up the sun’s heat to evaporate water, keeping both the buildings underneath and the air above it cooler. One half of City Hall’s roof used to be black like most roofs, and on a hot day when they measured the difference between the two sides, the surface temperature was nearly 80 degrees hotter on the black top side than the green side. Chicago estimates that this green roof saves City Hall about $3,600 a year in heating and cooling savings. “If every rooftop in Chicago was covered with a green roof, the city could save $100 million in energy every year,” said Jason Westrope, a developer for Development Management Associates, who has overseen the building of green roofs in the city. See images of some of Chicago’s most impressive green roofs. Green roofs also help absorb stormwater runoff. That’s important because the city’s stormwater drains through its sewers, and if the system gets overloaded after a big storm, that wastewater is in danger of backflowing into the river, the lake, and even into people’s basements. Chicago already has 359 green roofs covering almost 5.5 million square feet — that’s more than any other city in North America. But city planners are pushing for even more. Chicago has mandated that all new buildings that require any public funds must be “LEED” Certified — designed with energy efficiency in mind — and that usually includes a green roof. Any project with a green roof in its plan gets a faster permitting process. That combined with energy savings is the kind of green that incentivizes developers. “We’re looking at placing landscape wherever we can, and it’s so much more difficult when you have a densely developed city.” Berkshire said. “Rooftops are one of the last frontiers.” But the city is looking beyond buildings — they’re hitting the streets too. “Our streets represent 23 percent of the land area here in Chicago.” said Janet Attarian, project director for the city’s transportation department, “And it needs to be more than just a place where we move vehicles and goods. It needs to be our front doors.” That’s why they’re designing new streetscapes that integrate technology and design elements from widened sidewalks for increased pedestrian traffic to tree and plant landscaping that provide shade. The pavements are made of a light reflecting material mix that includes recycled tire pieces and lanes coated with a microthin concrete layer that keep the street from absorbing so much heat. Chicago’s 1,900 miles of alleyways traditionally absorb heat and cast away potentially cooling rainwater. But new ‘green alleys’ use permeable pavement that absorb rainwater. As that underground water evaporates that also keeps the alley and air around it cool. “We need to make sure that people can get from A to B safely, that the streets aren’t flooding, and that they’re not buckling because of the heat,” Attarian said. A version of this report will air on NewsHour’s broadcast on Oct 9, 2012. Videography by Michael Werner and Saskia de Melker. You can see more from our series on the Coping with Climate Change page.	<urn:uuid:822e2f18-499a-4bf6-a37a-77733c08212f>	CC-MAIN-2017-26	http://www.pbs.org/newshour/updates/climate-change-july-dec12-chicago_10-09/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321309.25/warc/CC-MAIN-20170627101436-20170627121436-00436.warc.gz	en	0.948909	1,480	3.359375	3
You are here Thursday, September 5, 2013 NIH funds six grants to build next generation dental composite The National Institutes of Health announced today it will award $2.8 million this year for six research projects to pursue a longer-lasting dental composite, the white, currently resin-based fillings that are a mainstay of dentistry. The six projects, each funded for five years, will allow a select group of scientists around the country to work independently toward the common goal of doubling the service life of dental composites. In the U. S., dentists currently place more than 122 million dental composites per year. But they fail on average in less than eight years and must be replaced, often with another dental composite. “The time is right scientifically to develop the next-generation dental composite,” said Martha Somerman, D.D.S., Ph.D., director of NIH’s National Institute of Dental and Craniofacial Research (NIDCR), which supports the research. “There have been major advances over the past decade in chemistry, microbiology, imaging, and several other potentially important research areas. Let’s get the right people talking to each other and see if it’s possible to double the service life of tomorrow’s dental composite.” The first dental composite was developed during the early 1960s to answer dentistry’s need for an esthetically pleasing, tooth-colored filling. The new material was packaged into tubes as a sticky paste composed of thousands of individual molecules, or monomers, of methacrylate and a reinforcing filler of white silica powder. Methacrylate is a derivate of the organic compound methacrylic acid and a common constituent of polymer plastics. Dentists loaded the paste into the cavity and pulsed a light source. The light energy triggered a chemical chain reaction in which the methacrylate monomers interconnected like links in a necklace and formed strong, durable, adhesive polymers that hardened inside the tooth. Over the past half century, researchers have made numerous improvements to the filler material and added additional compounds to enhance the depth and degree of the monomer-to-polymer conversion. But the majority of today’s dental composites still employ the original methacrylate monomer, known as Bis-GMA. A concern is this monomer, when polymerized, may work together with certain microorganisms in the mouth to cause a recurrence of decay in the repaired tooth. An estimated 600 to 800 distinct microorganisms that inhabit the mouth have learned to colonize for a competitive advantage over its microbial rivals. “Bacteria have learned to colonize virtually every organic and inorganic surface on our planet,” said James Drummond, D.D.S, Ph.D., director of NIDCR’s Dental and Biomaterials Program. “But little is known about how oral bacteria interact with a dental composite. It is critical to determine whether and to what extent oral bacteria might contribute to the aging, mechanical fatigue, and ultimately the failure of composite fillings.” To explore the issue further, each of the five research projects will team for one of the first times material scientists, polymer chemists, and microbiologists. Another possible area of study will be to characterize whether the natural enzymes in saliva also play a role in degrading restorative dental materials. The six grants include: - Principal Investigators: Christopher N. Bowman, Ph.D., Christopher J. Kloxin, Ph.D., and Jeffrey Stansbury, Ph.D., University of Colorado, Boulder Title: Cu-catalyzed azide-alkyne reactions for novel dental composite materials - Principal Investigator: Christopher N. Bowman, Ph.D., University of Colorado Title: Dental composite materials based on photoinitiated thiol-vinyl sulfone reactions - Principal Investigator: H. Ralph Rawls, Ph.D., University of Texas Health Science Center, San Antonio Title: Oxarane-acrylate system to double the clinical service life of restorative resins - Principal Investigator: Jirun Sun, Ph.D., American Dental Association, Gaithersburg, Md. Title: Novel dental resin composites with improved service life - Principal Investigators: Carmen S. Pfeifer, D.D.S., Ph.D., and Jack Ferracane, Ph.D., Oregon Health and Science University, Portland Title: Tertiary methacrylamides and thiourethane additives as novel dental composites - Principal Investigators: Brian H. Clarkson, Ph.D., and Timothy F. Scott, Ph.D., University of Michigan School of Dentistry, Ann Arbor Title: The design, development and evaluation of a nano/micro filled novel smart dental composite The National Institute of Dental and Craniofacial Research (NIDCR) is the Nation’s leading funder of research on oral, dental, and craniofacial health. To learn more about NIDCR, please visit: http://www.nidcr.nih.gov. About the National Institutes of Health (NIH): NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov. NIH…Turning Discovery Into Health®	<urn:uuid:0960028f-f56f-4ce3-91eb-1b821e59b3fd>	CC-MAIN-2017-26	https://www.nih.gov/news-events/news-releases/nih-funds-six-grants-build-next-generation-dental-composite	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321309.25/warc/CC-MAIN-20170627101436-20170627121436-00436.warc.gz	en	0.909711	1,175	2.546875	3
Finally there’s a new way to teach kids words in a more captivating way. You see, children tend to learn quickly when stories are accompanied by great pictures, especially pictures in motion. They hear, then see and digest the information. When this happens over time, they learn and accumulate a huge vocabulary of words in a relatively short period of time. Thanks to TouchActionApps Inc, the developer behind iOS app Super-Spies Adventures. This app teaches kids new English words in story form, and most importantly, the audio feature lets them follow the storyline. It’s a great storytelling app for kids of all ages. It all begins when Martha and Sam are being tucked away in bed by their dad. As soon as that happens, they sneak into the Super-Spies Adventures world. The two receive critical information at their headquarter about Dr. Pinkeye’s plot to steal pet food. Dr. Pinkeye has many evil plans against the world, and someone must stop him in order to save the world. It’s the duty of both Martha and Sam to stop him from executing his evil plans. This app is meant for kids, and that means it has to come with attractive features to keep them engaged enough. Outstanding features include coloring pages for each graphic to make children entertained throughout the story. These visually-attractive pages can easily be saved into a photo album. * This iPhone app comes with a read-out-loud audio feature that automatically plays as the story runs, so the kids can learn while they hear and see the pictures responding. * The developers put more focus on kid’s first 100 words. This feature was meant to quicken their learning process at this stage. Learning the first 100 words is critical here, because it marks the foundation for mastering English words. * Interactive Character Voices: This iOS app concentrates on engaging kids through interactive character voices. The feature synchronizes well with moving pictures. * Follow-along texts on screen: When kids see the words moving along on the screen with pictures, they tend to relate them with what’s happening. Again that’s the quickest way of learning. * Storybook Coloring Pages: This feature ensures that kids participate in the story being told, and this motivates them to keep following the storyline. So far, we could say the app is great in terms of usability. Super Spies Adventure has managed to garner an average of 4.5 out of 5 stars, and that’s because it’s just ideal for its category. Kids can now learn from their iPhone using the most interactive app geared towards sharpening their knowledge of words and imagination. Design and Application: This app was designed for both iPhone and iPad devices. It runs on iOS 6.0 or later. However, those with iPhone 5 can also play it too. It’s a great storybook app that reads stories page by page. So it’s something parents can bank on. Super Spies Adventure lets kids learn at their free time, in the most appropriate manner. It’s an app that parents must get for their kids if they want them to master their first 100 English words, and even expand their vocabulary of words. The app can be downloaded at iTunes for a very pocket-friendly price.	<urn:uuid:858e4c10-1c47-4c75-8118-e941c459effc>	CC-MAIN-2017-26	http://ipad.dci.in/super-spies-adventures-review-the-best-story-telling-app-that-lets-kids-expand-their-vocabulary-of-words/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.954988	686	2.65625	3
O-no! The chance of receiving mismatched blood during a medical procedure is estimated to be 1 in 12,000, making it a more common problem than blood shortages. In 2003 Tawnya Brown was awaiting bowel surgery in a Northern Virginia hospital when she decided to switch beds to be closer to the window. The move ultimately killed her. During surgery, Brown mistakenly received two pints of A-negative blood. She was O-positive. An investigation revealed that a technician had drawn blood from the wrong patient. Within minutes of the procedure, the 31-year-old suffered a fatal hemolytic reaction, which resulted in plunging blood pressure and kidney failure. Blood mix-ups, though rare, are still one of the most feared mistakes in transfusion medicine. "It's the biggest threat today," says Dr. Kathleen Sazama, a transfusion expert at the University of Texas M.D. Anderson Cancer Center in Houston. \| Tags: Allergy, Cancer \| Labels: Allergy, Cancer	<urn:uuid:03b6d3ac-0125-4277-8cb6-22b707d22d4a>	CC-MAIN-2017-26	http://medreader.blogspot.com/2007/07/simple-blood.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.960215	210	3.09375	3
Expression has typically been taken to be just one of many pivotal topics in Merleau-Ponty’s life’s work — found primarily in his writings on language and art. In a book that I expect will reorient the terrain of Merleau-Ponty scholarship, however, Donald Landes shows us that expression is rather the very heart of Merleau-Ponty’s philosophy. Through an insightful and nuanced reading of Merleau-Ponty’s life’s work, Landes demonstrates that expression, with its “paradoxical logic,” is what enables Merleau-Ponty to take up fundamental paradoxes that have riddled philosophical efforts to think mind and body, perception, interpersonal relations, history, politics, animal life, art, language, ontology, and philosophy itself. Thinking that emerges out of the Cartesian heritage has a tendency to deal with these paradoxes in a reductive manner, “resolving” them only by denying the reality of ambiguity and paradox, drawing distinctions which distort, and thus in an important sense missing that which it aims to comprehend. Landes shows, however, that Merleau-Ponty’s logic of expression, in contrast, allows paradoxes to be embraced and profound new insight thereby realized. Landes suggests (though he does not put it quite this way) that expression is at issue in Merleau-Ponty’s work on at least three levels. First, insight into the paradoxical character of the various realities interrogated comes through finding an expressive logic at work in each of them. But also, through thinking these different realities according to their paradoxical logic of expression, Merleau-Ponty deepens his understanding of expression itself. The logic of expression thus both elucidates and is elucidated by that which calls to be thought. Finally, then, expressive interrogation comes to be seen, by Merleau-Ponty, as philosophy’s essential task. Landes, by drawing out these dimensions of expression in Merleau-Ponty’s work, provides us with a new way of understanding the main trajectory of Merleau-Ponty’s thought. Landes proceeds by tracing out this trajectory in its historical development, beginning with Merleau-Ponty’s first article published (“Christianity and Ressentiment”) and finishing with his posthumously published and incomplete work The Visible and the Invisible. In each chapter we are offered remarkably lucid and revealing readings of the texts (moving almost chapter by chapter through key writings), which foreground how the logic of expression is at work in them and are deeply informed by Landes’ impressive and expansive knowledge of Merleau-Ponty’s entire corpus, his keen awareness of the historical circumstances, and his familiarity with secondary literature in both France and the Anglo-American world. The Introduction is where the groundwork for these textual readings is laid. Landes lays out the paradoxical character of expression and, by drawing upon key ideas in the work of Jean-Luc Nancy and especially Gilbert Simondon, articulates Merleau-Ponty’s account of its logic in a new and illuminating manner. It is in good part through Nancy’s notion of “exscription” and Simondon’s notions of “transductive logic” and “metastable equilibrium” that Landes lends us new insight. Since the ensuing chapters rest on this Introduction, I will devote some time to reflecting on some of its key ideas before offering summaries of those chapters. As Landes reminds us, for Merleau-Ponty, expression is not the making public or externalization of an already possessed meaning or thought. Rather, it is only in expression that we accomplish our thoughts or find out what we meant. Paradoxically, then, the meaning that we seek to express only exists once it is expressed (13, 21). What precedes expression is, however, not nothing. It is a pregnant silence inhabiting the established order — a silence characterized by tensions that threaten to undo that order and that call for a new way of making sense. That established order is, then, merely a “metastable equilibrium” — an equilibrium that is only “precariously stable” (25) and that can give rise to new and unforeseen forms of equilibrium, new ways of crystallizing meaning or sense, through the act of expression. The new meaning expressed is, correspondingly, not a meaning fully possessed, finally circumscribed. It is rather a “sense” we cotton onto (8, 14), a kind of reconfiguration or reordering of things that includes its own pregnant silences or latent content and introduces its own internal tensions and lines of force which maintain the sense, keep the equilibrium, but only precariously. That which is expressed is thus an inscription which also “exscribes”: it brings along, but also turns us away from — that is, it makes present as absent — its own latent content or the still unthought, inarticulate, indeterminate directions of meaning that support it (9). Since “what is exscribed overflows every possible inscription and yet only exists as the excess of inscriptions,” expression is an ongoing project, an “open and endless trajectory,” and we are forever having to begin again; the full inscription of truth is “forever deferred” (18). The process of expression thus moves by a “transductive logic”: in expression, new meaning, or a new form of sense crystallizes. Expression introduces a new configuration of sense which, though it is motivated by the previous form of crystallization and the tensions therein, does not merely reorganize preexisting terms. Rather, it realizes new terms in new relations. For example, though in linguistic expression we make use of already established words and rely upon the weight of their history of meaningful uses, genuine expression also transforms the word’s sense. The poet manages to reveal a new dimension of the world only by using words in ways that stretch them in new directions, mobilize their unnoticed powers, transforming them into new powers of expression. Paradoxically, then, “the meaning of words is shaped by their use, and yet . . . these words are used because of the meaning they will have in this new context” (11). The advent of new meaning is both enabled by, and a metamorphosis of, the weight of the past and present in relation to the future to come. Expression is thus a matter of an ongoing interrogation of the unsaid, or the potent silences. Each word or gesture inscribed in the act of expression is itself only the trace or vestige of what is exscribed, and if we are to catch its sense, we must “gear into the metastable structures of experience” and perform the sense of their vestiges (5) — which is to say that we must continue the trajectory of expression. Landes argues on this basis that expression is — whether it is linguistic or not — a form of writing, leaving a trace to be read. And reading is the expressive taking up of that trace — a taking up that, precisely by trying to answer to the weight of that trace, by trying to say what lays unsaid in it and thus repeat it, institutes something new. Expression can thus be understood as an action “between pure repetition and creation”; or, more fundamentally, it can be understood as the performance of gestures that “create and sustain structures that paradoxically transcend them and solicit them” (4). This is what Landes aims to show by following the trajectory of Merleau-Ponty’s work and reading the traces established therein. Chapter One proposes that, from his earliest work, Merleau-Ponty is animated by the antinomies of body and soul, subject and object, first and third person, and by his disappointment in the ways in which these are taken up by the Cartesian tradition (especially Brunschvicg’s “Kantian fulfilment” (47) of it). Landes claims that Merleau-Ponty discovers another, more productive way of responding to these antinomies through his engagements with Scheler and Marcel; these engagements set him on the path of a phenomenology that aims not at eidetic description of perception but at the description of the paradoxical nature of lived experience (42). In “Christianity and Ressentiment” Merleau-Ponty unfolds Scheler’s notion of ressentiment: ressentiment motivates a turn away from, and reduction of, what presents us with an enigma. The Cartesian tradition is characterized by ressentiment, and the new task is to think these enigmas in non-reductive ways. Scheler’s notion of intentionality and expressivity and Marcel’s notions of mystery, one’s own body, and creativity offer resources for this. Chapter Two argues that, in the Structure of Behavior, Merleau-Ponty pursues the antinomy of subject and object by addressing two ways of understanding nature that emerge out of the Cartesian tradition: according to mechanistic causality or according to transcendental thought. Working from an outside perspective as the scientist does, Merleau-Ponty aims to think animal behavior, which is paradoxically neither a thing (as causal thinkers would have it) nor an idea (as transcendental philosophy would have it) but expression. Behavior develops in the relation between animal and its environment: the animal responds to a solicitation from the environment in a way that, while informed by its bodily resources and its past, establishes a new perceptual significance within the environment and improvises a new organization of its own body or movement. Behavior is thus not something reducible to mind or matter, but has “its own meaningful unity and reality” (76). Chapter Three turns to the Phenomenology of Perception. Landes make the case that there is one trajectory being worked out through the diverse analyses undertaken in this text — namely, revealing the expressive nature of our embodied being in the world, but this time from within experience. Challenging the notion of a transcendental subject, Merleau-Ponty makes a case, in various ways, for our embodiment and perception — indeed, even for our “cogito” — being an expressive response to and taking up of already established meanings that transcend us. Chapter Four considers Merleau-Ponty’s political writings and argues that he is proposing a politics of expression. Merleau-Ponty’s Adventures of the Dialectic is sometimes understood as a rejection of his earlier Humanism and Terror, substituting parliamentary liberalism for Marxism. Landes, however, argues convincingly that it is not a rejection but a reworking. What Marxism gets right are the paradoxically expressive structures of action and history: it sees that our actions inevitably involve an encroachment upon, and violence to, others, so that the meaning of our action is always in excess of what we intend, and yet we are responsible for it. Marxism needs to be reworked, however, insofar as it supposes that this movement of history comes to an end, and its ambiguity is overcome. Instead, what is called for is an intensification of questioning that acknowledges this expressive logic and continues the expressive dialectic in a mode of ethical responsibility, aiming for the least violence. In Chapter Five, Landes explores texts on art, language, and expression where, Landes claims, Merleau-Ponty more thoroughly establishes the logic of expression as one of transduction, and thus as involving the on-going institution of “metastable structures” and “a trajectory of performances of sense” (135). The thing painted, for instance, is itself an “inexhaustible reality full of reserves” (129) so that no painter exhausts or fully possesses its sense. Insofar as Cézanne’s work manages to express this inexhaustibility or ongoing trajectory, it suggests for philosophy, too, a new way of approaching the phenomena that remains open to the paradoxical logic of expression (128). Chapter Six claims that, in his last writings (“Eye and Mind” and The Visible and the Invisible), Merleau-Ponty is exploring the ontological significance of the paradoxical logic of expression. This leads both to Merleau-Ponty’s ontology of the flesh and reversibility and to an understanding of philosophical interrogation as expression. Reversibility is expressive: “this fundamental structure is what places us within the metastable systems [within Being] that our gestures bring about and sustain, but that nevertheless transcend us” (175). Philosophical interrogation, correspondingly, “aims to gear into the open and metastable structures of Being without thereby making a claim to reveal Being itself, that is, according to its ability to always express so as to solicit more expression” (162). The Epilogue reflects briefly on the implications of our new understanding of the paradoxical logic of expression for reading the unpublished lectures, which Landes doesn’t discuss in this book. Landes ultimately provides us with a compelling, well-developed argument for understanding Merleau-Ponty’s philosophy in terms of his effort to think along with the expressive logic at work in our being in the world and in being itself, as it continuously and never fully reveals itself. The nature of the project requires that Landes move quickly through the many texts he elucidates, but this does not mean that his work is superficial. Far from it. He is able to mirror in his deeds what he argues for in words: he is able to avoid being reductive and to offer lucid and profound insights while maintaining the sense of the depth of Merleau-Ponty’s thought and the sense that there is more to be thought within it and through it. Landes thus not only offers a compelling thesis about Merleau-Ponty’s work but also a productive framing of that work for future Merleau-Ponty scholarship. If there is a weakness in the book, I would locate it in its attempt to communicate the movement or development in Merleau-Ponty’s understanding of expression. Certainly, Landes shows us how the domains in which Merleau-Ponty finds an expressive logic at work become increasingly ontological. But, as I read him, Landes also aims to trace the ways in which Merleau-Ponty’s understanding of expression undergoes its own expressive transformations, so that aspects of expression that are realized only in his later works are there in the early works in merely nascent, potently silent, “exscribed” ways. This is an inherently difficult task: how does one call attention to nascent possibilities without making them no longer nascent? One way in which Landes attempts to deal with this, it seems, is by characterizing the development as progressing from expression conceived as “an act between pure repetition and pure creation” (e.g. 56, 60, 67) to an expressive logic “of taking up from within that which the act sustains and yet that which transcends any given act” (e.g. 174). One might wonder whether the former characterization does justice to expression as it shows up in the earlier texts. But my proposed criticism here is that, despite that general characterization, Landes employs for his detailed description of the early texts concepts or logics that he also seems to argue really only come to be established in the later texts — notions like “metastable trajectory,” “exscription,” “transductive logic,” and “bringing about and sustaining structures that nonetheless transcend” each expression (e.g. 56). This might be Landes showing us what Merleau-Ponty had not yet fully articulated for himself. But it is not clearly marked out as such. As a result, though Landes is trying to trace a development and indeed gives us many other excellent resources for thinking this development, one can get drawn, contrary to Landes’ intentions, into the sense that we are seeing merely the same logic of expression being applied, by Merleau-Ponty, over and over again to different issues. It can be difficult to witness the development unless one reads with an eye to this issue. Notwithstanding, Landes’ book provides, as I hope I have communicated, a lucid, insightful, and ultimately revolutionary contribution to the study of Merleau-Ponty’s work. With its clarity, comprehensiveness, and scholarly expertise, it provides an important and helpful resource for students of Merleau-Ponty. But impressively it also goes far beyond its pedagogical virtues by establishing a penetrating and compelling new way of reading Merleau-Ponty — a reading that should, I think, transform Merleau-Ponty scholarship.	<urn:uuid:a2097666-7027-441c-9a2f-7388b916b59c>	CC-MAIN-2017-26	http://ndpr.nd.edu/news/merleau-ponty-and-the-paradoxes-of-expression/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.944451	3,562	2.53125	3
Also often called clear expertise, this refers to the use of technology that makes merchandise and processes extra environmentally friendly, for example, by lowering CO2 emissions or by making products more biodegradeable. If you are serious about finding out technology history and criticism, you must follow his blog and take a look at his book, The Tourist and The Pilgrim: Essays on Life and Technology within the Digital Age , which is a collection of some of his best essays. For example, a pencil grip is an assistive know-how device which may be utilized by a scholar with a bodily incapacity to improve handwritten communication via increasing the student’s grasp of and management over his or her pencil. Second, expertise is the set of means (tools, gadgets, programs, strategies, procedures) created by the technological course of. So, I’ll start with two straight-ahead definitions from the Merriam-Webster and Oxford dictionaries after which convey in the definitions from varied historians and critics. By adopting green know-how wisely, the earth might be protected towards environmental pollution. He is currently the Toshiba Professor of Media Arts and Sciences, and Professor of electrical engineering and laptop science. After, a device has been selected to satisfy the student’s wants, the following step or service” is to truly provide the assistive expertise system for the coed’s use. The technology entrepreneurship literature is dominated by a theme that focuses on identifying the antecedents of expertise firm formation. Often an IEP crew focuses their energies on the device itself and forgets that the assistive expertise companies, as described in this document, are essential to the student’s use of the machine. The proposed definition emphasizes the importance of technology entrepreneurship in enabling specialized individuals to develop combos of assets and their attributes in an effort to create and capture worth for the agency. If you add a new definition, please be sure and provide full credentials for the supply of the definition. The spread of paper and printing to the West, as on this printing press , helped scientists and politicians communicate their concepts simply, leading to the Age of Enlightenment ; an example of technology as cultural power. A function in aiding the switch of technology and enterprise skills between university and industry groups. Previous definitions from the literature do not explore and establish: the ultimate end result of know-how entrepreneurship; the target of the last word outcomes; the mechanism used to deliver the final word outcomes; or the nature of the interdependence between technology entrepreneurship and scientific and technological advances. Appropriate expertise entails making an attempt to make sure that applied sciences are fitted to the context of their use&emdash;both the biophysical context which takes account of well being, local weather, biodiversity and ecology, and the psycho-social context which includes social establishments, politics, culture, economics, ethics and the non-public/non secular wants of individuals. Educational Technology is a multifaceted and integrated process, involving individuals, thought and group, during which expertise from other discipline of science is borrowed as per the necessity and requirement of training for implementing, evaluating and managing options to these problems concerned in all features of human behaviour. This part examines the fast progress within the quantity and breadth of research into expertise entrepreneurship since that first symposium in 1970. Technology entrepreneurship, as outlined above, applies equally well to newly shaped or established corporations as well as small or large firms.	<urn:uuid:643ee7a0-0600-43da-b08c-ec5068b179e6>	CC-MAIN-2017-26	http://orolift.org/information-technology-definition-2.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.945486	696	2.75	3
Try One or Try Them All—Whatever You Do WILL Make a Difference! 1. Grow Your Own Food The best way to ensure that the food you eat is grown organically is to grow your own. It’s healthier for you and your family, as well as the birds, insects and native plants in your area. Put in a “Victory” garden as a way to keep our planet from being saturated in chemicals. No yard? Start tomatoes and herbs in containers on your deck or patio. No accessible outdoor space? Look into community gardens like Seattle’s P-Patch Program. 2. Incorporate Native Plants in Your Garden The Earth spent billions of years developing the ecosystems that contribute to a healthy planet. Native species of flora and fauna have a symbiotic relationship and need one another to thrive. As the human population continues to grow, we are at risk of losing so much of our natural world. Bringing native plants into our home environments can help stop the march to extinction. The organization Plant Native can help you find resources in your area. 3. Put Up a Clothesline Home clothes dryers use 4% of residential energy on an annual basis. By hanging our clothes outside whenever the weather allows, we can reduce the world’s dependence on energy. Nothing beats the smell of sun/air-dried laundry—especially sheets. Become aware of neighborhoods that ban the practice, and work to help them see the folly of their ways. I’d rather see my neighbor’s skivvies flapping in the breeze than another mountaintop blown for coal mining. 4. Recycle Everything You Can We are running out of physical space for the amount of trash we create. Most municipalities have some form of recycling as part of their waste-disposal services. Take advantage of every aspect and fill in the gaps when you can with commercial options—especially for those items that are most harmful to the environment when dumped in a landfill: computer and TV monitors, household chemicals, unused prescription drugs, etc. Encourage your community to make more services available by lobbying your representatives at every level. 5. Compost Kitchen Scraps with a Worm Bin Hooray for cities like Seattle that offer composting as one of their waste disposal options! If yours does, be sure to take advantage of it. If it doesn’t or if you want to make rich, organic compost for use in your own garden, consider setting up a worm bin. There are a number of options, but we prefer the submerged garbage can method. No space? Check your area for firms that will take your scraps in return for finished compost. 6. Shop at Thrift Stores Who needs more cheaply made stuff from overseas? Check your local thrift stores for the product you need, before heading to a big, chain store. You will be amazed by the quality and variety of items available—kitchen utensils and appliances, furniture, toys, books, sporting goods, pet supplies, small electronics, and, of course, clothing and accessories. For even bigger bargains, see if there’s a Goodwill Outlet store in four area. Most thrift stores benefit non-profit organizations. 7. Feed the Birds Even yards with native plants can’t always produce food for our feathered friends year-round. Bird feeders and birdbaths will provide them with sustenance to make it through those times when natural seeds and water are not in abundance. Backyard birds bring joy and song to your garden while they pollinate your fruits and veggies, and keep the harmful insects down. 8. Practice Organic Gardening The use of agricultural chemicals is still wrecking havoc on the environment, despite the public’s awareness of its dangers since the 1960s. By eliminating the use of chemical fertilizers and pesticides in your own yard, you help protect native species as well as neighborhood pets and your own family. Organic gardening is big business these days, so there is tons of information available. 9. Walk, Bike or Take Public Transit Every time you opt to leave your gas-powered car at home, you are reducing our use of fossil fuels. Start with simple walking trips to the mailbox on the next block, or the neighborhood convenience store. Take the bus or light rail to your job if you can; many employers offer incentives to those who do. If your fit and able, commute by bike whenever practical—but be sure to always wear a helmet. 10. Shop at Farmers’ Markets When you can, practice the philosophy of the Slow Food movement. By shopping at local Farmers’ Markets, you get fresh high-quality food and support family-owned farms (thus protecting America’s farmland from corporate takeover by big agribusiness). Local farms are far more likely to use earth-friendly practices and help create a sense of community in your area. 11. Repurpose Items Rather than Toss There are so many ways to repurpose things. I like to make nightgowns from old top sheets. Creative and frugal ideas are all over the Internet, with a number of online communities devoted to the concept. Search Pinterest, Facebook and Twitter for these keywords: repurpose, upcycle, reuse, and recycle. You’ll be amazed at what you will find! 12. Clean Your House with Natural Products A few simple products like vinegar, baking soda, and lemon juice can replace nearly all of the man-made chemical-based cleaners you use around the home. If you’re not interested in playing chemist, you can purchase products made from natural ingredients almost anywhere these days. As with processed food, if you can’t pronounce many of the words on the label, leave it on the shelf. 13. Eliminate Your Lawn The typical American lawn requires a ton of water to maintain. Add in the chemical herbicides and fertilizers used to keep it weed-free and green, and you have a major player in the destruction of the environment. Replace your lawn with flowers and shrubs, or low-maintenance, water-saving xeriscaping. If you want to reserve an area in your back yard for children/pets to play, go ahead. Just don’t worry about keeping it picture-perfect. 14. Bring Your Own Shopping Bags Single-use, plastic grocery bags are notorious for their affect on the environment—especially when coupled with careless littering. They get swallowed by turtles and other animals, and take forever to break down in landfills. Reusable bags are easier to carry and hold more/heavier items without breaking. Since many areas are instituting bans on plastic bags, it make sense to bring your own. 15. Save Energy From simple steps like turning off lights and other electronics when not in use to purchasing big-ticket energy efficient products, there are so many things you can do to lower carbon emissions and decrease the need for energy production. Your local utility may even have programs to help you reduce your energy consumption such as rebates or low-cost compact fluorescent bulbs. 16. Free-cycle Things You No Longer Need Most people agree they have too much stuff and want to make life simpler. Give gently used items to friends who can use them. Donate to local thrift stores and take the tax advantage. Or participate in a neighborhood free-cycle program. Communities that offer ways to connect people are springing up all over social media. As always, be smart in how you interact with strangers. 17. Use Natural Bath and Beauty Products Most commercial products contain a myriad of chemicals and petroleum products—many to be shown harmful or toxic with long-term use. Residuals from these products end up in our water systems and can potentially harm all living things. Eco-friendly versions are readily available in most stores but labels can be deceiving. If you really want to be safe, consider making some of your own. 18. Create Gifts Rather than Buy Handmade gifts show that real care and thought went into the giving. Knit a baby hat. Sew an apron. Quilt a table runner. Preserve fresh fruit as jams and jellies. The craft-challenged can create a photo book, frame a special announcement, or gather a bouquet from the garden. The possibilities are endless. Ideas and instructions for every skill level can be found online. Check Pinterest or search: handmade gifts and DIY. 19. Cut Down on Plastic Purchases Whenever practical, choose products made from glass, ceramic, wood or metal over plastic. Go for quality over quantity. With care, such products will outlast their plastic counterparts by decades and don’t stain or hold odors. When plastic is unavoidable, find a new use for it after it has served its original purpose. I easily turned a container for nuts into a yarn caddy. 20. Repair/Restore Your Stuff With a few basic items like glue, needle and thread, and tools (hammer & nails, screwdrivers, etc.) you can increase the life of many of the things you own by making simple repairs yourself. I can’t tell you how many times I have found a terrific piece of clothing in a thrift store that was perfect save for a missing button or ripped seam. Simple maintenance, like polishing shoes, can save you money and keep you looking your best. 21. Conserve Water Use in the Home If you grew up on Sesame Street you know not to be a “wasteroo” by letting the water run while you brush your teeth. That philosophy can be extended to most of your daily water-using tasks. Don’t let the water run needlessly while washing dishes, grooming, and cooking. Look for water-saving appliances when buying new. Make use of drip irrigation and/or a rain barrel in your garden. The ways are endless. 22. Donate to and/or Volunteer for an Earth-Friendly Cause Support organizations that promote green practices in every aspect of our life with your time/money. Groups all over the country will have special Earth Day activities happening all week. Many have ongoing events like beach clean-ups, trail maintenance and restoration, and ivy-out work parties. If you can’t volunteer, consider donating to the group that best serves your interests. - Words by Andrea Leigh Ptak - April 17, 2014 - 1 Comment	<urn:uuid:9ea29471-18cb-49ff-88b5-c9db25a24630>	CC-MAIN-2017-26	http://www.thegreenqueenofmod.com/22-ways-to-celebrate-earth-day-every-day/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.927616	2,169	3	3
The days of answering multiple-choice questions on a bubble sheet are long behind us. Instructional designers are coming up with new and creative assessment strategies that exhibit more than just a learner’s ability to Christmas-tree a bubble sheet. Assessment strategies are implemented in two ways: while the learning is happening (formative) or at the end of a lesson or course (summative). In both instructor-led and online learning course, it is important to practice both formative and summative assessment strategies. As a trainer, you do not want to wait until the end of a course to find out your learners are lost. Formative Assessment Strategies - This is the most obvious formative assessment strategy if the course is happening in a classroom. You can tell who is paying attention and who has that deer in the headlights look, but how do you know when everyone is behind a computer? One way is data. Learning management systems often track learners as they move through the content. If a learner seems to be hanging out in one section much longer than others or if the learner seems to be quickly exiting sections, these are flags. - Self-assessment. In either scenario, a self-assessment can be a written to answer questions about the learner’s experience through a certain point in the course. For example, after completing section one of the course, learners can write up a list of things they learned in the course and things they are still confused about. This self-reflection also helps the trainer know where learners are stuck before they move on. - Case Studies. A case study gives learners the opportunity to apply what they have learned thus far. Case studies also give learners a real-world example, which heightens the relevance of the information they are learning. Summative Assessment Strategies Formative assessment strategies can be expanded to include materials from all coursework. Although, depending on how long the course is, there may be too many things to observe, assess, or study. Here are some strategies that work particularly well for summative assessments. - Learner portfolios. Learners can gather important assignments or activities into a portfolio, which is then reviewed at the end of the course. Trainers may choose to have learners create new materials to include in the portfolio before reviewing them. Learner portfolios give trainers an idea of everything learners have accomplished through the course. - Creating a website or blog. Learners are bored of the age-old research paper. Let them create a multimedia document such as a website or blog to show off all they have learned. The trainer should give learners a set of guidelines for what they would like to see included and score the finished product against a rubric. - Using video or digital media. Today’s learners are very tech savvy. Let them flex their technology skills by giving them a chance to demonstrate their understanding through video or other digital media. Nearly everyone has a cellphone with video capability and a YouTube account. That is one easy way to share videos, comment on them, and engage the whole group in assessing the final product. Use a learning management system to post your course content, engage learners, and try out these assessment strategies. Mindflash offers you the ability to do all of the above using an integrated content development software. Sign up for a free demo of Mindflash to see how it can help you engage your learners and assess their understanding.	<urn:uuid:b6fdeec8-e588-4879-9672-63b1b76827ef>	CC-MAIN-2017-26	https://www.mindflash.com/course-development/assessment-strategies/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00516.warc.gz	en	0.945367	700	3.90625	4
Sorting Out the “Meccan” Surahs on One Side, the “Medinan” Ones on the Other? Might there be two Korans, or even two successive Muhammad? The question is not as absurd as it may sound at first, especially if one pays sufficient attention to prevailing Islamologic discussions or to the notes attached to each surah’s title in contemporary editions of the Koran. It all begins with a double postulate: on the one hand, the Islamic idea that Muhammad simply dictated the Koranic text as it is; on the other, the ideological postulate according to which every “religion” necessarily begins as a “spiritual” phenomenon – to later become a “political one. Applied to Islam, this postulate of Western thought implies a classification between the surahs deemed peaceful and spiritual and alleged to have been “revealed” in Mecca, and the so-called “post-Hegira” alleged to have “come down” to Medina in a purported context of confrontations with the Meccans – and thus violent and warlike, essentially dealing with waging war and killing. Thus the idea got into the head of modern scholarship of categorizing the Koran’s surahs in two distinct periods reflecting the alleged life of the “Prophet of Islam”. The rational approach would rather have been to first ask oneself whether the “biography” manufactured by special caliphal order two centuries after the alleged events (the Sirat Al-Nabawiyah, by Ibn Hishâm) could at all be taken at face value, before giving credence to a capsizing of Meccan attitude (?) concerning Muhammad (that would have been the true incentive of the Hegira to Madinah in 622). Be that as it may, the most capable Islamologists are not remotely fooled. They know quite well that one cannot make up for the scarcity of reliable sources by way of fanciful imagination – significantly enough, the sources predating the Sirat have in effect been the object of systematic destructions (and the destruction of the past continues today). Let us remark in passing that a serious question arises: does not this classification provide a perfect alibi to dodge the question as to the real meaning of the Koranic text? In effect, rather than ask whether violence is not advocated as simply a means among others to achieve the pursued goal – that is, submission (i.e. al-islâm> in Arabic) –, one tries to justify it on the basis of a supposed defensive attitude toward the Meccans. Additionally, the Muslim always sees himself as a victim (from violence inflicted by others). Couldn’t then the classification between “Meccan” and “Medinan” surahs finally be but a necessary part of the justification of Islam by itself, a piece of propaganda to which Westerners themselves have contributed? In any case, the Koranic text does not support the imagined opposition between two types of surahs, some labeled “peaceful” and other “violent”. What we are dealing with is a compilation of disparate texts in dire need of sorting, providing serious criteria. The degree of assumed violence is an absurd criterion. Let us take an example of a “peaceful” surah: Here is sura 105 (only of 5 verses): not you seen how your Lord dealt with the companions of the Elephant? Did He not make their treacherous plots come to an end in confusion? (2), and sent against them birds in flocks, (3) striking them with stones of baked clay? (4) So He turned them like straw eaten up. (5) The elephant alluded to therein has had a great impact on both Islamic and Western commentators. The first have made it up to be the title of the surah itself, while the second have seen in it an indication relating to Muhammad’s birth. In fact, by virtue of a mysterious calendar South-Arabian (?), it has been decreed that the “Prophet of Islam” was born in a year of the Elephant corresponding to 570, in such a way as to enable the storyline to bring the inspiration down on Muhammad in 610, when he turned 40 years of age – in order words, without him being either too old or too young for the divine mission which he is proclaimed to have accomplished. In reality, no historical indication whatsoever allows anyone to know how old this warchief was, not even at the time of his death in 632 (however, even this date is uncertain, some alternative sources referring to 634). The only available piece of historical dating relates to the expedition he incited (which had nothing to do with Islamic tradition) not against Mecca, but toward Jerusalem: the Arabs were defeated in 629 near the Jordan by the Byzantines. Otherwise, the dates of his biography come straight out of the Western rationalist imagination – and are then reused in Islamic talks. This surah of “the Elephant” is classified as “Meccan” because the verb “to kill” (qatala) is not found in it under any form. One would therefore label it a “peaceful” surah, notwithstanding the fact that it also goes as far as involving God in a war! That an allusion is made in passing to a legendary war is altogether another question – all the same, the Muslim reader sees therein a reference to a real war. Let us now consider verses from another, longer surah, also classified as “Meccan”, surah 74: he reflected and determined (verse 18). May he be as he determined! (19). Yes, may he be killed as he determined! (20)… And We have set none but angels as wardens of the Fire (Hell). And We have fixed their number only as a trial for those who kafar (31a)… God leaves in error whom He pleases and guides whom He pleases (34a). In these verses the verb to kill occurs in the passive form; but it still stands as a clear (reiterated) call to carry it out. Indeed how will the kafarers here mentioned be killed? Whose task is this supposed to be? God Himself (as in surah 105)? Or, maybe, His subjected believers? Thus to classify this surah as “peaceful” (and therefore Meccan) is nothing short of taking people for fools. In order to better understand what is at stake here, let us look at a verse - very seldom cited - from a surah classified as “post-Hegira”, surah 61: Surely God loves those who go so far as to kill (verb qâtala, to fight to death) in His way [= for His cause’s sake], in battle ranks. (4a) In this peculiar verse, which has given its name to the whole surah (The Battle Ranks), the verb to love is ascribed a positive meaning as it applies to God, whereas its use in the Koranic text is usually negative: it is primarily a question of all “whom God does not love”, specifically those who “sow disorder upon the Earth”. In short, there are on the one hand those deemed not to be wanted and whom God accordingly does not love; and, on the other, those whom God does love because they are ready to kill the former. The end therefore justifies the means, as in any ideological system. Would this not precisely be that dream of a pure world (not exclusive to the Koran, but in any case fundamental to Koranic thought), which the distinction between “Meccan” and “Medinan” surahs would like to becloud? Some Islamologists have glimpsingly begun to discern the nature of the problem by speaking of Islam as a “strict monotheism” (by opposition to Christianity, conceived as “non-strict monotheism”). According to them, monotheism would in itself be a system of intolerance eventually leading to the extermination of non-members, and thus, for example, to the Soviet and Nazi genocides. Such a view identifies a truth but, at the same time, loses it to a great deal of misunderstanding. A certain historical connection does exist between biblical revelation and totalitarian horrors (modern or Islamic). But such a connection is made up of post-Christian counterfeits. And any attentive reader of the Bible (Old or New Testament) can be trusted to figure this out. In conclusion one cannot, in the Koran, oppose surahs set apart as violent to others that are not. The text expresses a global and coherent vision, not of violence in and for itself, but of peace to be imposed – that is, to be imposed by all means. Something we appear to be reluctant to acknowledge. Translated by Sébastien Renault	<urn:uuid:9b63d2ec-abbd-4a22-8c18-9869cf05e209>	CC-MAIN-2017-26	http://rootsofislamtruehistory.com/subpages/Meccan-or-Medinan_suras.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323808.56/warc/CC-MAIN-20170629000723-20170629020723-00596.warc.gz	en	0.961641	1,900	2.59375	3
The Florentine Duomo, Santa Maria del Fiore (St. Mary of the Flower) recently celebrated the 712th anniversary of the laying of the first stone on September 8, 1296. The day was marked by the ringing of the bells in Giotto’s campanile, the annual opening of the mid-level terrace to visitors, and the open-house of the La Bottega dell’Opera di Santa Maria del Fiore — the fix-it shop of the cathedral. On Via dello Studio, half a block from Piazza del Duomo, Claudio, a stone-cutter, works with about ten other men to keep the Duomo in repair. Usually passersby look in through the dusty windows to see a large workshop with machines found in every modern crafts workshop – a milling machine, a circular saw – along with manual tools forged in steel, some a few centuries old – a stonemason’s chisel, gravers, hammers and the same marble drills used by Renaissance artists. On September 8, 2008, visitors could enter and look around. This is the third location of the workshop. During Michelangelo’s time it was located in a courtyard of the building behind the aspe of the Duomo – now the Museo dell’Opera del Duomo. It was in this same courtyard where the David was carved. In the 1700s, the old courtyard was abandoned and the craftsmen were relocated to a rotunda still found in Piazza delle Pallottole – now the Sasso di Dante trattoria. In the mid-1800s, the workshop was moved to its present location. On the cathedral’s birthday, Claudio and his colleagues get the day “off” and invite both Florentines and tourists in to view their craftsmanship up close, to take photographs and to learn about the work done by the botegga. The men point to the parts of the Duomo or the bell tower where they have cleaned, repaired or replaced dirty, damaged or destroyed columns, statues, sections of marble, and pieces of colored glass or gold leaf. One craftsman is currently creating a copy of a six-foot statue of St. Sebastian that sat in a niche to the left of the Madonna on the façade of the cathedral. The original statue was carved in the late 1800s when the façade finally, after 400 years, was erected to hide the gray stone front wall of the church. When the copy is complete, the original will join its brethren in the museum of the Duomo and the copy will take its place high on the front of the cathedral. Most of the original statues on the façade of the cathedral and in the niches on the bell tower have been replaced with copies. No computer helps the stone-cutter make an exact copy of the statue. The process used to make the copy is the same used by sculptors 500 years ago. Measurements are taken from the original (be it an existing marble statue or a plaster model) using a freestanding metal device that has an arm with a point that sets the distance of the stone cut and then is turned to transfer the same measurement to the new block of marble. Black dots are put on the original in the areas of finest detail so that the final cuts are accurate. The original rough shaping is done with electric tools, but the final work is done with small tools resembling dental instruments. The bottega workmen are proud that when a pillar, stone or marble decoration or statue is replaced on the Duomo, the identical material is used, requiring the same skills and artistic sense of the original craftsmen.	<urn:uuid:eff6b52b-3268-42c8-9e2e-d0807aad7ce3>	CC-MAIN-2017-26	http://tuscantraveler.com/2008/florence/the-fix-it-shop-for-the-cathedral/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323808.56/warc/CC-MAIN-20170629000723-20170629020723-00596.warc.gz	en	0.949393	769	2.609375	3
An entrepreneur is the person who administrates a company, firm, group of companies or running any organization or business.Entrepreneur skills are much more important to run a business successfully, he or she must know the basics of the project management, marketing, leadership skills, business strategy and know how of the marketplace where he is working. For instance consider two different persons running two different organizations have different outputs and different sales levels.While the both have the equal no of labour employed, similar cost of raw material, having same investments and market structures then what leads to yield different outputs.It is the entrepreneur, the organization having large output has highly skilled business administrater while the other one has less efficient person. How an entrepreneur can develop all business skills First of all,to run any organization the entrepreneur must have personnel and financial management training, negotiation skills tactics, purchasing skills, time management and management marketing theory must be in his knowledge. The entrepreneur should highlights its goals and objectives before stating any business and make clear to himself in which field his interest lies so that he can give his full potentials. After setting the type of business, the entrepreneur has to decide to whom he has to deliver his services or products to have high reward. The entrepreneur should have in touch with the market situations in making decisions such as when to raise or decline prices and supplies,how to survive in depressions and what to do in fluctuating markets. The entrepreneur must keep himself uptodate with the latest happenings in the market. He should make modifications in the product according to the new inventions and innovations. A healthy advertising in a proper way also raises the demand of a product and at the same time there should no compromise over the quality of the product. While employing labour their efficiency must be properly judged and regular incentives should be given to the labour to raise their productivity. A strategic review of what is done and how is done must be made by the entrepreneur to improve the working standards This article is the property of http://www.latestbusinessupdates.com Copying and publishing any article from our site is strictly NOT allowed	<urn:uuid:0ecc4e79-54ab-478e-9b35-8a1eb542a539>	CC-MAIN-2017-26	http://latestbusinessupdates.com/how-entrepreneur-skills-are-important-to-run-a-business.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319688.9/warc/CC-MAIN-20170622181155-20170622201155-00235.warc.gz	en	0.961248	433	2.828125	3
At this age, your child usually has started teething. First appeared is the next gig and grow alternately up and down. Her smile will grow sweet and adorable, coupled uneasiness because teething phase rather makes it less convenient. At this time, usually complete tooth will grow until it reaches the molars. Although the growth between teeth cannot be equated with one another baby, but it helps you as a parent understands correctly this stage. Therefore if there is any discrepancy with the growth of your baby teeth then you can easily figure it out. In some infants, they will have a fever every time their teeth develop. This low-grade fever is not too worried, but the pain of the gums will make it more fussy than usual. You have to make adjustments. You can just wipe their gums with a finger, or giving soft toys for their teeth so they chew. It will make your baby’s gums feel uncomfortable moment. You can also give him a pain reliever, but avoid cream gum because it would be dangerous to use it too often. Naturally when your baby is teething they try to chew all the objects they hold. Gum they did seem less convenient because of this. In addition, they will have a problem with saliva. They will look always drool, but not for no reason. It is the body effect when they tried to always wet gum pain so comfortable. Therefore, you do not need to worry about it. For tips, when your child begins to grow teeth, begin to get used to clean their teeth. Use a soft dampened it and wipe the teeth and gums them after they drink or eat. This will keep their mouth stay clean and keep their tiny teeth from damage. In addition, familiarize your child has a lag between drinking and eating with the sleep that they are not used to sleeping with a dirty mouth. 4-7 Months : Early Teething Baby’s Period The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.	<urn:uuid:869b1036-5584-41fb-acc6-8a5427c9b509>	CC-MAIN-2017-26	http://www.netparents.org/4-7-months-early-teething-babys-period/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319688.9/warc/CC-MAIN-20170622181155-20170622201155-00235.warc.gz	en	0.966856	443	2.828125	3
Vitamin C is a water-soluble nutrient. Your body doesn't store vitamin C, so you must continuously get it from supplements or food. This vitamin plays a role in the production of leukocytes, white blood cells that help destroy disease-causing fungi, bacteria and viruses in your body. Vitamin C may also decrease your risk of heart disease, according to the Linus Pauling Institute. Citrus fruit and pineapple are rich in vitamin C, but they also contain abundant citric acid. Several foods can help boost your vitamin C intake without adding citric acid to your diet, however. Some vegetables can add a wealth of vitamin C to your diet without much or any citric acid. A 1/2-cup serving of broccoli contains about 60 milligrams of vitamin C. A 1 cup serving of boiled asparagus provides about 43.9 milligrams of this nutrient, a cup of fresh peas with edible pods contains about 76.6 milligrams and a baked potato contains about 20 milligrams . Additionally, a cup of raw spinach provides about 15 milligrams of vitamin C. Adding edible greens to your diet can help boost your vitamin C intake while avoiding citric acid. Greens can be served as side dishes, either alone or over brown rice, or included in soups, casseroles and stir fry dishes. A cup of boiled dandelion greens contains about 18.9 milligrams of vitamin C, while a cup of mustard greens contains about 35.4 milligrams and a 1-cup serving of boiled collard greens provides about 34.6 milligrams. Finally, a 1-cup serving of boiled beet greens contains about 35.9 milligrams of this vitamin. Like vegetables and greens, melons are low in citric acid; however, they provide a wealth of vitamin C in your diet. A 1/2-cup serving of cantaloupe offers about 35 milligrams of this vitamin, while consuming a 1-cup serving of honeydew melon adds about 30.6 milligrams of vitamin C to your diet. Peppers are abundant sources of vitamin C, but do not add significant amounts of citric acid to your diet. A 1/2-cup serving of red bell pepper contains about 95 milligrams of vitamin C, and the same-sized serving of green bell pepper contains about 45 milligrams. Additionally, one red or green chili pepper provides about 45 milligrams of vitamin C, and a 1/4-cup serving of canned jalapenos contains about 26 milligrams. Recommended Daily Intake The recommended daily intake of vitamin C is 75 milligrams for women and 90 milligrams for men. Pediatric recommendations range from 40 milligrams per day for toddlers to 75 milligrams per day for male adolescents and 65 milligrams for female adolescents. There is no reliable scientific evidence of vitamin C toxicity, even at doses up to 10 grams per day for adults; however, check with your doctor before consuming more than 2,000 milligrams per day or allowing a child to consume more than 400 milligrams per day. - Linus Pauling Institute; Vitamin C; Jane Higdon, Ph.D.; November 2009 - Net Wellness; Citric Acid; Lisa Cicciarello Andrews, MEd, RD, LD; January 2007 - Ohio State University Extension; Vitamin C (Ascorbic Acid); November 2004 - USDA National Nutrient Database: Vitamin C, Total Ascorbic Acid (mg) Content of Selected Foods - Ablestock.com/AbleStock.com/Getty Images This article reflects the views of the writer and does not necessarily reflect the views of Jillian Michaels or JillianMichaels.com.	<urn:uuid:a557f1e9-ee18-4a01-9b33-d7dc1f1214a8>	CC-MAIN-2017-26	http://getfit.jillianmichaels.com/foods-high-vitamin-c-but-low-citric-acid-2073.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320243.11/warc/CC-MAIN-20170624082900-20170624102900-00396.warc.gz	en	0.860163	781	3.265625	3
This publication is available in a PDF file format only. Umbrella-pine is a beautiful slow-growing conical conifer. Its beauty is mostly derived from the unusual texture that is imparted by the glossy dark-green needles that occur in whorls along the stem. The needles are relatively thick and have an unusual “plastic” feel to them. One must have patience for an umbrella-pine to become a prominent garden feature since it only grows about 6 to 9 inches per year; this slow growth rate also makes it a relatively expensive item in a garden center. Virginia Cooperative Extension materials are available for public use, reprint, or citation without further permission, provided the use includes credit to the author and to Virginia Cooperative Extension, Virginia Tech, and Virginia State University. Issued in furtherance of Cooperative Extension work, Virginia Polytechnic Institute and State University, Virginia State University, and the U.S. Department of Agriculture cooperating. Edwin J. Jones, Director, Virginia Cooperative Extension, Virginia Tech, Blacksburg; M. Ray McKinnie, Administrator, 1890 Extension Program, Virginia State University, Petersburg. February 27, 2012	<urn:uuid:f2318b00-be13-41d9-b392-0bfa7fde53a5>	CC-MAIN-2017-26	http://www.pubs.ext.vt.edu/HORT/HORT-29/HORT-29.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320243.11/warc/CC-MAIN-20170624082900-20170624102900-00396.warc.gz	en	0.916671	236	2.84375	3
Don Vaughan provides infrequently used words to strengthen your vocabulary. Sometimes I’m asked, “How long have you been doing Vaughan’s Vocabulary?” Actually, it’s been about 20 years. I originally did Vaughan’s Vocabulary when I was a radio personality. I gave the listeners an infrequently used word, followed by four choices, one being the right definition. Later, it evolved from a radio show to a column in The Reflector newspaper at Mississippi State University, where I taught communication courses. It wasn’t long before the fun and educational column grew to other newspapers. Increasing my vocabulary became important to me when I was an undergraduate trying to wend my way through reading assignments. When I came upon a word I did not know, I looked up its meaning and wrote it and the definition in a notebook. Having a good vocabulary will improve oral communication, interpersonal communication, writing skills, reading comprehension, and the comprehension of movies, television programs, and theatrical plays. It can heighten your esteem, credibility, and confidence, and yes, it might even help your love life. See how you do with this week’s word quiz. Let me hear from you. 1. redoubtable (ree-DOW-tuh-bul) A. becoming doubly suspicious B. causing fear or alarm C. creating confidence D. second guessing 2. candor (CAN-dur) C. freedom from bias, prejudice or malice Let’s see how you are doing so far. Aside from B, redoubtable means commanding or evoking respect, reverence, and the like. No. 2 is C. Candor is the state or quality of being frank, open and sincere. 3. disingenuous (dis-in-JEN-u-us) A. lacking in candor C. displaying quality work 4. attenuate (uh-TEN-you-ate) A. to weaken or reduce in force, intensity, effect, quantity, or value B. to worsen C. to elaborate D. None of the above 5. idoneous (i-DOH-nee-us) B. appropriate, fit, suitable D. not likeable No. 3, disingenuous, is A. Attenuate can also be pronounced “uh-TEN-you-it). In my public speaking classes, I help my students to attenuate their public speaking anxiety by first speaking in pairs, small groups, and in ice breaker speeches. A is the answer. Lastly, if something is idoneous it is apt, appropriate, and suitable (B). Last week’s mystery word is jejune. This week’s mystery word to solve is sometimes mispronounced with the first syllable having the sound of “cop” and if you say it that way your pronunciation won’t be what it means, very satisfactory.	<urn:uuid:09cf955e-767e-4b3c-814e-5524838fcbd7>	CC-MAIN-2017-26	http://choctawplaindealer.com/2013/06/13/vaughans-vocabulary-2/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320593.91/warc/CC-MAIN-20170625221343-20170626001343-00556.warc.gz	en	0.929991	629	2.6875	3
By Jerol Kennedy The categories people were asked to place themselves on the continuum were; Alarmed, Concerned, Cautious, Disengaged, Doubtful and Dismissive. Out of 42 responders, 36 were Alarmed, 2 were Concerned, 2 were Cautious, 1 was Doubtful, 1 wrote in” Other”, none said Dismissive or Disengaged. As you can see, the overwhelming majority of our congregation who responded was Alarmed. A report issued in 2006 by the United Nations Food and Agriculture Organization ( FOA) warned that raising cattle for meat and dairy generates more greenhouse gases than all the automobiles in the world. The report states: \|photo: Creative Commons: Wikipedia\| - About 9% of the total carbon dioxide produced by human related activities is emitted by livestock - 65% of the nitrous oxide output (a chemical which has nearly 300 times the Global Warming Potential as CO2) is emitted by livestock - 37 percent of the methane output is from the livestock industry, and - 64 percent of the ammonia output is from the livestock industry (United Nations News Center). Additionally, more than 1/3 of the world’s grain is used to feed livestock. (Eco Mind, Francis Moore Lappe) Fact: Each one of us can lessen our climate change footprint by reducing our consumption of meat, eggs, and milk. Want to do it? There is a way for those who still eat meat, egg and dairy and want to change to help lesson Climate Change - It is called Meatless Monday, a movement that is gaining momentum. More on Meatless Monday later. Green Sanctuary Planning Team	<urn:uuid:09543f24-e61f-4b8b-aee1-5151ee3c1e6c>	CC-MAIN-2017-26	http://beyondthebeacon.blogspot.com/2014/09/concerned-about-climate-change.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00636.warc.gz	en	0.960389	352	2.765625	3
Why Performing ensembles require attendance at performances 1. The opportunity to perform for a public audience is an integral part of the curriculum that cannot be taught, provided or experienced during the school day. For those who are not present to perform, the educational condition presented in a performance can not be effectively recreated at a future time. Having a student play the concert or marching music AFTER the performance may measure student's ability to play correct notes and rhythms, but is otherwise useless. Missed completely in the measurement is the ability to control and develop skills such as balance, blend, intonation, adjustment to an audience, recovery from nervous anxiety and adjustments to one's own and other's mistakes. 2.PERFORMANCES ARE EXAMS! This is the means with which we have music teachers measure and evaluate the group performance class. If we as music educators compromise this requirement, it merely serves to chip away at the importance of not only the individual but the worthiness of our content area. Teachers want each performance to be at its best; failure to insist on full attendance hampers the ability of the entire group. It also makes for easy perception that it is only "extra-curricular" and not really that important. Extracurricular applies to those activities not taught during the school day... Such as clubs and sporting activities 3.In most regular classrooms, student's ability to perform, as well as the success of the overall class performance, it's not usually damaged by a single student absence. In fact, a better student-teacher ratio exists if fewer students are in the classroom. In music ensembles however, a single absence impairs the other students' ability, morale, and group reputation. When only one person is missing it does affect balance, blend, intonation and technical proficiency. To preserve the quality of the performance, the morale of the entire ensemble, and the dignity and integrity of the educational values, attendance must be required. 4.If a student is absent without cause and no penalty/punishment is given, morale and dedication of the other ensemble members will decrease. This, of course, leads to many other problems including more absenteeism.	<urn:uuid:ca26717c-bea4-4b4d-8ab9-a574c3ad29ee>	CC-MAIN-2017-26	http://newalbanyband.com/new-page-1/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00636.warc.gz	en	0.961437	451	2.90625	3
Scientists don’t know exactly what causes prostate cancer and there is no one known measure you can take to prevent prostate cancer. Researchers have studied certain preventive measures and determined they have the potential to reduce the risk of prostate cancer. They have evaluated other measures and found that the evidence supporting their effect on prostate cancer development is inconclusive. Other preventive strategies have simply not been studied adequately for organizations to recommend their use. Finally, some recommendations regarding prevention have been made based on known risk factors but have not been thoroughly studied. NIH: How to Avoid Prostate Cancer The only two measures that the National Institutes of Health’s National Cancer Institute endorses as “protective factors that may decrease the risk of prostate cancer” are: - Diet Rich in Folate-Containing Foods: A 10-year study found that men whose diet was rich in folate-containing foods had a significantly reduced risk of prostate cancer. Interestingly, though, men who took a dietary supplement of 1 milligram of folate had an increased risk of prostate cancer. - Finasteride or Dutasteride Treatment: These five alpha-reductase inhibitor medications were studied in two large trials looking at whether or not they reduced the risk of prostate cancer. Both medications were associated with an overall lower risk of prostate cancer, but a higher risk of more aggressive cancers. The overall lower risk was due to a lower incidence of less aggressive prostate cancers. What is not known is whether these drugs lower the overall death rate from prostate cancer. As a result, their use as preventive strategies remains controversial. Get a FREE Special Report from the editors of University Health News, Prostate Health: BPH, Prostatitis and Prostate Cancer Symptoms, Screenings, Treatment, and More. Certain factors have been identified as increasing your risk of developing prostate cancer. As such, many doctors advise that you take the following steps to avoid high-risk factors, even if the evidence is lacking. Guidelines to follow: - Exercise: Exercise provides many health benefits including the proven reduction of the risk of other types of cancers, heart disease, and diabetes. Exercise can also help you maintain a healthy weight, which is important for many reasons—not the least of which is that obesity is a risk factor for prostate cancer. - Maintain a Healthy Weight: Research has demonstrated that obese men (those with a Body Mass Index of 30 or higher) are at increased risk of developing prostate cancer. - Eat a Low-Fat Diet: Some studies have shown that men with high dietary fat consumption, particularly animal fat, have an increased risk of prostate cancer. As a result, some doctors encourage patients to get their fat from plant sources such as olive oil, nuts, or seeds and to reduce their total fat intake. - Watch Your Dairy and Calcium Consumption: Some studies have shown that men with high amounts of dairy and/or calcium (whether in food or supplements) in their diet have a slightly increased risk of prostate cancer. - Stop Smoking: Smoking is a known risk factor for a number of different diseases. There is some evidence that smoking also increases your risk of developing prostate cancer. One study demonstrated that men who quit smoking prior to developing prostate cancer may delay the development of the disease or have a less aggressive form of cancer. It is hard to argue against the idea that smoking cessation would benefit your overall health. An interesting development in prostate cancer prevention has been the determination that some factors previously thought to have a protective effect against prostate cancer have actually proven to have no effect or to increase your risk: - Selenium: A large-scale trial of over 35,000 men looked at whether or not selenium supplements had a preventative effect on the development of prostate cancer and determined that selenium supplements alone or with vitamin E did not reduce the risk of prostate cancer. - Vitamin E: The same trial that evaluated selenium found that vitamin E supplements taken alone actually increased the risk of prostate cancer. Research trials evaluating prevention strategies for prostate cancer are ongoing. If you’re interested in such trials, you should consult your doctor or click this link to visit the National Cancer Institute.	<urn:uuid:8a452386-e898-4f63-a1be-071fa6ecbf29>	CC-MAIN-2017-26	http://universityhealthnews.com/daily/prostate/how-to-avoid-prostate-cancer/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00636.warc.gz	en	0.967339	852	3.015625	3
What is the Macula? The macula is a special area of the retina that gives you fine, central, reading vision. The retina is a thin layer of tissue that lines the back of the eye. It acts like the film in a camera. The retina “takes a picture” of objects you look at and sends it to the brain. What is Macular Pucker? Macular pucker occurs when abnormal scar tissue grows like a sheet of cellophane on the macula and causes wrinkling. Macular pucker is present in about one in twenty eyes and is more common later in life. It may occur from aging of the gel inside the eye (vitreous separation), from a torn or detached retina, or from inflammation. Macular pucker is not the same problem as macular degeneration. Macular pucker does not lead to macular degeneration What are the Symptoms? The presence and severity of symptoms vary widely with macular pucker. Symptoms include distortion and blurred vision. Distortion means that straight lines look crooked or wavy. Some patients have few or no symptoms and the macular pucker remains stable without worsening. What is the Treatment? If symptoms are mild and well-tolerated, no treatment is needed. The macular pucker may not progress and the vision may not worsen further. New glasses will not restore the vision to normal. There is no role for vitamins, exercises, eye drops, pills, or laser in the treatment of macular pucker. This problem usually affects one eye, although occasionally both eyes are involved. When the symptoms of macular pucker interfere with daily activities, vitrectomy surgery can improve vision by removing the abnormal tissue that wrinkles the retina. The amount of visual improvement depends upon the health of the retina under the scar tissue. Usually, there is a significant improvement in vision with much less distortion. Rarely, does the vision return completely to normal. Improvement in vision after surgery takes month to years. Below is a time-lapse video of a retina scan (OCT) of a 64 year-old woman with longstanding blurred vision and distortion in her right eye with 20/100 vision. After surgery her thickened retina gradually thinned (although it did not return to normal). Her vision returned to 20/25 over time. For more information please visit Retina Vitreous Associates of Florida. Copyright © 2016 Designs Unlimited of Florida. All Rights Reserved.	<urn:uuid:84c6cd45-e36d-4f7b-8151-93fbde47dd43>	CC-MAIN-2017-26	http://www.scottpautlermd.com/macular-pucker/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00636.warc.gz	en	0.918695	509	3.1875	3
THREE-QUARTERS of the world’s population will live in cities by 2050, according to the United Nations. The question of what kind of cities the people of 2050 will find themselves living in was tackled at the recently concluded World Cities Summit (WCS) here. The general consensus was that a smart city would be one that is green, sustainable and liveable. The ultimate achievement for a city is to earn unconditional respect from people all over the world, for our people, our city and our country, said Liu Thai Ker, chairman of the Centre for Liveable Cities (CLC), during his closing remarks. He told delegates that a city, which was in a way the largest piece of industrial design made by man, would be judged on its user-friendliness, functionality and aesthetics. Over 130 mayors and city leaders, along with representatives of international organisations, researchers and urban planners, attended the four-day summit to discuss strategies on how to develop liveable, more resilient and attractive cities for urban residents worldwide. They emphasised the need for governments to collaborate more closely with businesses, academia and citizen networks to create more holistic and cost-effective solutions that improve the quality of life. Senior Minister of State for National Development Lee Yi Shyan said during the closing plenary that cities which invest in IT infrastructure, educational and training capacity to raise IT literacy, the adoption of open data and deployment of various intelligent systems could harness public opinions, and promote co-ownership of problems, and co-creation of solutions. In such instances, the government need not be the sole solution provider, and neither can it, because there is potential for greater creative capacity in the people and private sector in devising solutions to help city residents deal with day-to-day problems, he said. Some partnerships announced at this year’s WCS have already put that goal into action. One of them was a memorandum of understanding between the Housing & Development Board (HDB), the Energy Market Authority and Panasonic to study the feasibility of establishing a smart-home energy pilot to provide households with more energy choices and solutions. The year-long study will explore various energy solutions – such as time-of-use pricing where electricity is cheaper during off-peak hours, and home-energy management systems which provide energy usage data to encourage behavioural change – for HDB households in the future. As electricity demand increases, energy management technologies and solutions are becoming more important than ever, said Junichiro Kitagawa, managing director of Panasonic Asia Pacific. We hope that such synchronised private-public efforts will create a better life and a better world for all. Transport solutions also featured in the conversations at WCS, with a focus on driverless vehicles. SMRT International signed an exclusive agreement with technology provider 2getthere on Monday for an introduction of the latter’s driverless transit systems in Singapore. We are keen to introduce such driverless transportation technology in Singapore where there are manpower challenges, said Goh Eng Kiat, managing director at SMRT International, adding that the company expects to participate in trial rollouts. He added that the system can complement existing bus services through last-mile connectivity for commuters, and also has the ability to address on-demand transport requirements, while providing an energy-saving and green transportation solution. Besides motorised transport, CLC is also looking to encourage active mobility. A joint study released by CLC and the US-based Urban Land Institute on Monday identified strategies to promote walking and cycling in tropical cities. Ten recommendations were provided for active travel, such as ensuring visibility at road junctions by painting cycling lanes and continuous sidewalks that require cars to stop and allow pedestrians and cyclists to continue. CLC’s executive director Khoo Teng Chye said that besides a change in the urban environment, active mobility required a change in mindset as well. As CEO and chief planner of URA in the 1990s, I was sceptical of whether cycling can be a viable form of transport, because of our hot and humid weather, for example. But he pointed to cities such as Copenhagen and Amsterdam that have 80 per cent of their people cycling both in winter and summer to get around. Many cities are now planning and providing infrastructure for cycling. They have developed much expertise and we should learn from them, rather than reinvent the wheel, said Mr Khoo. Other recent studies also indicate that the ability to innovate and adjust to changes across the board is the key to a successful city with high quality of life. A joint CLC-Shell report titled New Lenses on Future Cities released last month cited flexible long-term planning, investing in the future and collaboration between sections of society as some of the crucial conditions cities should have in order to respond promptly to emerging crises. In particular, the report emphasised the importance of an efficient transport system that goes hand in hand with a compact city design, and raised the Republic as a positive example of a city that took and continues to take decisive steps for its long-term physical development. The results of another study – PwC’s Cities of Opportunity, which ranks 30 global cities across 10 indicators – also highlighted the need for cities to actively sweat the details on virtually every aspect of urban policy and organisation. Of the cities ranked in the top 10 overall, nine were ranked in the top 10 as well for at least five indicators. Singapore finished third overall behind London and New York and was also top for the transportation and infrastructure indicator. The fourth edition of the WCS was held together with the Singapore International Water Week and the CleanEnviro Summit Singapore. More than 20,000 participants from 118 countries attended the three co-located events.	<urn:uuid:5fb81f40-7e48-4d0c-8c0b-006827263606>	CC-MAIN-2017-26	https://sgbayhomes.wordpress.com/2014/06/22/what-a-smart-city-should-be/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00636.warc.gz	en	0.958709	1,175	2.5625	3
WAYLAND. - This town is one of the younger civil divisions of the county, and was formed from Cohocton and Dansville, April 12, 1848. A part of Fremont was taken off in 1854, and as now constituted Wayland contains 23,400 acres of land. Its surface is an upland, rolling in the north and moderately hilly in the south, yet possesses natural resources far superior to many of the interior towns of the county. The highest ridges approximate 1,800 feet above tide, and form a portion of the watershed between Lake Ontario and the Susquehanna. Loon and Mud Lakes are situated in the rich valley in the south part of the town, but their waters flow in opposite directions. Loon Lake has a subterranean outlet for half a mile and when it comes to the surface the volume of water is sufficient to form a valuable mill stream. The town was named not in honor of Rev. Dr. Francis Wayland of Rhode Island, as has been stated, but in allusion to the hymn called "Wayland," which Mr. Patchin sang at a fortunate moment. Many of the early settlers in this town were Germans, the pioneer being Adam Zimmerman, who in 1806 settled where the railroad depot now stands in the village. The other pioneers were Capt. Thomas Bowles, Mr. Bowen and John Hume, who came in the year 1808, also Mr. Hicks, in 1810, and Thomas Begole in 1814, all locating in the north part. The Loon Lake vicinity was settled in 1813 by Salmon, James and Elisha Brownson, Isaac Willie, Osgood Carleton and Solomon Draper. The central portion was settled at the same time, its pioneers being Demas Hess, John Hess, Samuel Draper, Benjamin Perkins (for whom Perkinsville is named), Walter Patchin, founder of the settlement known as Patchin's Mills; and others whose names are now forgotten. Peter Shafer located on the road leading to Dansville, and for many years kept tavern and did blacksmithing. Among the early settlers, as we have intimated, was a strong contingent of Germans; hardy, determined, and active men, not easily dismayed or discouraged by obstacles, for half hearted pioneers could never have gained a substantial foothold in Wayland, as we are told that this region was hard to settle and develop. In the early population was also a fair proportion of New Englanders and a few Pennsylvanians, and all seem to have worked earnestly and unitedly, and today the results of well expended energy is apparent, for in point of resources and general productiveness Wayland ranks well up among the towns of the county. Circumstances, too, have done much for our town, as the railroads have afforded facilities for the shipment of products which the majority of towns do not possess. Small wonder is it, therefore, that in this extreme northwest corner of the county we find as early as 1825 a stable and progressive settlement, with mills and fine farms in active operation and an era of prosperity prevailing on every hand. Referring briefly to some of the early institutions of Wayland, we may state that the first saw mill was built by Benjamin Perkins; the first grist mill by Dugald Cameron and Abijah Fowler, in 1816. Samuel Taggart kept one of the first taverns, in 1827; the first storekeeper was James L. Monier, in 183o; the first school was taught by Thomas Wilbur, in 1811. Erastus Ames was the noted hunter of the region. Dr. Warren Patchin built a hotel at Patchin's Mills in 1824, and for him the hamlet was named. The grist and saw mills here he also built, and they were kept in operation by his son for many years. The saw mill was built in 1820; the grist mill two years later. The plank road from Patchinville to Dansville was constructed about 1842. Outside of these old industries Patchin's Mills, or Patchinville, has not attracted any considerable attention to the history of the town. The same may also be said of the locality known as Loon Lake, although in connection with the latter, during recent years, an attempt was made to establish a summer resort, but with indifferent success. Wayland in the north part, and Perkinsville near the center of the town, are thriving villages, and are the centers of rich agricultural regions. The town at large yields well in farm products, potatoes being the special crop grown and affording excellent returns. In pursuance of the act creating the town the meeting for the election of officers was held at the house of Cameron Patchin, May 2, 1848, and resulted as follows: John Hess, supervisor; Samuel W. Epley, town clerk; M. M. Patchin, Amos Knowlton, Chauncey Moore and Gardner Pierce, justices; R. M. Patchin, David Poor and David Brownson, assessors. The statement may be made that Supervisor Hess and Justices Patchin and Knowlton were previous officers of the mother town, and were continued in the new creation under the erecting act. The succession of supervisors in Wayland is as follows: John Hess 1848-50, 1852 and 1855-57; Daniel Poor, 1851; David Poor, 1853 M. M. Patchin, 1854; James G. Bennett, 1858-63, 1866 and 1875-76; James P. Clark, 1864-65 and 1867; James Redmond, 1868 and 1870-71; H. A. Avery, 1869; Martin Kimmel, 1872-73 and 1879-80; Jacob Morsch, 1874; F. E. Holliday, 1877; John M. Folts, 1878; G. E. Whitman, 1881-83; H. J. Rosencrans, 1884-85; J. P. Morsch, 1886-87; Andrew Granger, 1888; W. W. Capron, 1889; J. B. Whitman, 1890-92; H. S. Rosenkrans, 1893; John P. Morsch, 1894-95. The officers for 1895 are John P. Morsch, supervisor; George Nold, town clerk; Peter H. Zimmerman, H. S. Rosencrans, Peter Didas, jr., and Wm. Schuts, justices; John E. Bennett, F. E. Holliday and Wm. Wolfanger, assessors; Henry Schumaker, collector; John A. Schwingle, overseer of the poor; Martin Kimmel, jr., highway commissioner; G. D. Abrams, Sylvester Dodge and C. S. Fults, excise commissioners. Notwithstanding the fact that Wayland is regarded as one of the most progressive towns of the county, the truth remains that the population in 1892 was not so large as in 1860. Then the inhabitants numbered 2,809, as against 2,375 at the last enumeration. This somewhat unnatural condition is accounted for in the fact that the young men have left the farms for city life, and that all agricultural interests during the last twenty five years have materially declined; and whatever growth has been shown is confined chiefly to the villages of Wayland and Percinsville, both enterprising municipalities within the limits of the town. During the war of 1861-65 Wayland contributed to the regiments of this State a total of 239 men, certainly a splendid record, though many of the volunteers enlisted in adjoining counties. Previous to 1848 the schools of Wayland were a part of the history of the towns from which it was formed, and when this town was organized its territory was divided into nine districts, in each of which a school was provided. Then the school population was about 1,000 children. There are now eleven districts, with 400 children attending school, outside Wayland village. There are also employed fourteen teachers. In 1893-4 the town raised by tax for school purposes the sum of $3,104.83, and received of public moneys the sum of $1,635.85.	<urn:uuid:ebd37f34-33f4-438b-80f7-425aab7c041f>	CC-MAIN-2017-26	http://history.rays-place.com/ny/steu/wayland-t.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321410.90/warc/CC-MAIN-20170627115753-20170627135753-00716.warc.gz	en	0.966013	1,775	2.875	3
The World’s Fair that never happened began in 1936 when the Fascist Italian government was selected to host the Exhibition in Rome in 1941 (a year after the close of the New York fair). The Exhibition was soon postponed to 1942 to celebrate the anniversary of Mussolini’s faltering Fascist regime. The area chosen for the exhibition was some three miles south of the walls, near the river and the road to Ostia. The architect Marcello Piacentini was asked to not only build the temporary pavilions required by the Exhibition, but to coordinate the development of a new quarter of Rome. Piacentini, who designed the new Railway Station of Florence, was tasked with creating permanent buildings in a new quarter known as E.U.R., the acronym of Esposizione Universale Roma. A current exhibit at Museo dell’Ara Pacis in Rome presents the Fascist origins and current life of this historical environ. All images from the catalog for Esposizione Universale Roma, Una Citta Nuova dal fascismo agli anni ’60. Print’s 75th Anniversary Issue: A celebration of all things print, and all things PRINT. Exclusive new work by Milton Glaser, Jessica Hische, Paula Scher, Mucca Design and many more. The last of the magazine illustrators. Six unsung design heroes. The best of the Bauhaus. Get Print’s 75th anniversary issue today.	<urn:uuid:50442f9f-2ef8-4833-844d-c414daeca6a0>	CC-MAIN-2017-26	http://www.printmag.com/daily-heller/the-fascist-worlds-fair/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321410.90/warc/CC-MAIN-20170627115753-20170627135753-00716.warc.gz	en	0.93042	311	3	3
GALVESTON, Texas -- Researchers at the University of Texas Medical Branch at Galveston have discovered two biochemical pathways that the Ebola virus relies on to infect cells. Using substances that block the activation of those pathways, they've prevented Ebola infection in cell culture experiments -- potentially providing a critical early step in developing the first successful therapy for the deadly virus. Ebola inflicts severe and often fatal hemorrhagic fever on its victims, producing 90 percent mortality rates in some outbreaks. No vaccine exists for the virus, and it is considered a high-risk agent for bioterrorism. Natural Ebola outbreaks strike periodically, often with devastating effect; recent examples include outbreaks in Uganda in 2008 and the Democratic Republic of the Congo in 2007. The UTMB team took a new approach to stopping viral infection, using powerful new computational and analytical techniques to focus more on the host cell than the virus, according to microbiology and immunology associate professor Robert Davey. "The premise for this work is that the virus is essentially nothing without a cell," said Davey, lead author of a paper on the research appearing this month in the journal Drug Discovery Research. "It needs to rely on many cell proteins and factors for it to replicate. The idea is that if we can suppress the expression of those cell proteins for just a short time, we can then stop the disease in its tracks." To identify the critical proteins, the UTMB researchers -- including research scientist Andrey A. Kolokoltsov, assistant professor Mohammad F. Saeed, postdoctoral fellow Alexander N. Freiberg and assistant professor Michael R. Holbrook -- first conducted large-scale screening experiments using sets of cells treated with small interfering RNA (siRNA) to block 735 different genes that might produce proteins important to Ebola infection. They then added Ebola "pseudotype" viruses, artificially created virus particles made by wrapping Ebola envelope proteins around a core of genetic material from another virus. (The resulting viruses behave just like Ebola when infecting a cell, but are safe enough to work with in an ordinary lab.) "We got a number of hits, quite a lot of places where the virus wasn't infecting the cells," Davey said. "The problem was then to understand what those hits meant." To make sense of the data, the researchers turned to a newly developed statistical algorithm designed especially to prioritize the results of siRNA screens. After subjecting that output to further computational analysis, they found that two networks of biochemical reactions seemed particularly important to Ebola's entry into cells: The PI3 kinase pathway and the CAMK2 pathway. Since drugs to block both pathways are available, the UTMB group decided to investigate whether they would interfere with Ebola infection of cells -- first using virus pseudotypes, and then, in UTMB's maximum containment BSL4 "spacesuit" lab, with Ebola Zaire itself, the variety of the virus most associated with high mortality rates. "With the real virus in the BSL4, we found that the PI3 kinase inhibitor dropped virus titers by 65 percent, and if we used drugs which block CAMK2 function, it was just killed -- stopped dead," Davey said. "This is really, very, very interesting because this pathway has a lot of potential for future pharmaceutical exploitation."	<urn:uuid:b025373f-507f-46b8-a3ff-05dd0daada45>	CC-MAIN-2017-26	https://www.eurekalert.org/pub_releases/2009-06/uotm-sbe062309.php	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321410.90/warc/CC-MAIN-20170627115753-20170627135753-00716.warc.gz	en	0.944165	675	3.34375	3
Exam Information (AP Biology Exam from spring 2012 and prior) Exam Content The Topic Outline in the Course and Exam Description provides details about the content. 2010 AP Course Requirements Your guide for what is needed for this course and what is expected of you in this course. 2010 AP Biology Curriculum Schedule. Archiving Early America Your Window Into America's Founding Years Resources For Teachers and Students of Early. Website Url Brief Description; New York Times - Termites http://www.nytimes.com/2015/03/03/science/termites-are-guardians-of-the. Reading Guides. Book PDF. Ch 3: Ecosystems. Chapter 4: Biodiversity and Evolution. Chapter 5: Part One: Biodiversity, Species Interactions, and Population Control. Advanced Placement Biology. EXAM QUESTIONS AND STANDARDS. You can download and preview AP Biology test questions and answers in text format or you. This site is intended as a resource for university students in the mathematical sciences. Books are recommended on the basis of readability and other pedagogical. Intended Audience/Grade Level; These lessons are intended for use in any high school biology course. However, many can be used in middle school / junior high. Flashcard Machine - create, study and share online flash cards ― ― ― My Flashcards; Flashcard Library; About; Contribute; Search; Help; Sign In; Create Account. Energy and the Human Journey: Where We Have Been; Where We Can Go. By Wade Frazier. Version 1.2, published May 2015. Version 1.0 published September 2014. Pearson Course Content. Pearson is the world leader in publishing, education and learning. Pearson Prentice Hall, along with our other respected imprints, provides. Engage students with immersive content, tools, and experiences. Part of the world's leading collection of online homework, tutorial, and assessment products, Pearson. Prepare to do fearsome battle in the Regional Championships for HeroClix and Dice Masters as well as many other amazing side events in the Winter 2017 WizKids Open. The following is a comprehensive list of essay questions that have been asked on past AP exams. The questions are organized according to units. 2017 AP Scholarships Applications 2017 AP Scholarships Applications are now open for AP Summer Institute scholarships. Apply to receive professional development funding. In the United States, Advanced Placement Biology (commonly abbreviated to AP Biology or AP Bio), is a course and examination offered by the College Board to high. How to Ace AP Biology. AP Biology is a notoriously challenging course that students take in order to earn advance placement or credits for college. The class itself. Welcome to the Teachers' Center at Explore Biology. Here you will find resources to help you teach biology at the high school level. Thousands of Test Prep videos for PSAT, SAT, AP Exams, and more. Organized by test for easy browsing. AP Biology practice tests, notes, and outlines. Our directory is great for AP bio review. Free response questions, multiple choice, study guides, and more. Pearson, as an active contributor to the biology learning community, is pleased to provide free access to the Classic edition of The Biology Place to all educators. MetaPack are the leading provider of delivery management technology to enterprise retailers and retail delivery partners across the world. Our platform integrates to. Teacher Login / Registration : Teachers: If your school or district has purchased print student editions, register now to access the full online version of the book.	<urn:uuid:ff6f032e-e88d-4ac8-8505-03322138425b>	CC-MAIN-2017-26	http://ifpaperfunn.clinchrivertitle.com/evolution-essay-questions-ap-biology.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323588.51/warc/CC-MAIN-20170628083538-20170628103538-00076.warc.gz	en	0.906898	718	2.9375	3
As one of the Organizers of the North Shore Permaculture Group I am tasked with setting up meeting that promote all things permaculture. To this end I recently scheduled and a held a class on harvesting seaweed on May 17th. Now in New England Spring is often referred to as Mud for the amount of rain that we get. I started getting questions about what we would do if it rained on the day of the planned harvesting. My reply, “You get wet, so dress for the weather“! There were originally eleven people signed up for the class and we ended up with five of us hardy folk ready to grab this gift from the sea. I started out by explaining to the group about what seaweed that we would be encountering. It was slightly difficult as not only was it raining, but it was quite windy too. Common name: Sea lettuce Description: Ulva lactuca is a bright green sheet that closely resembles Monostroma spp. and Ulvaria spp. Ulva is two cells thick while Monostroma and Ulvaria are only one cell in thickness. Ulva can be differentiated from Monostroma and Ulvaria by the fingerprint test. If fingerprints can be seen through the translucent plant, it is Monostroma or Ulvaria. If they cannot, and the texture is similar to wax paper, it is probably Ulva. The shape of Ulva is quite variable; some specimens are almost circular or oval while others are narrow and elongated. Plants have a fine, silky texture with waved or ruffled margins. Habitat: Ulva is found in a variety of places-on exposed rocks, in tide pools, and in quiet shallow bays near the low tide mark. Ulva thrives in estuarine, nutrient-rich waters and may be dense in salt marshes and on mud flats where fresh water is abundant. Foraging: Sea lettuce is an annual or a pseudo-perennial (most of the seaweed dies back and the plant is regenerated by a residual basal material). Young plants should be harvested in early spring for taste and tenderness. Blades are cut or plucked from rocks at low tide. Drifting plants may also be harvested if fresh. Uses: Ulva is occasionally used fresh in salads, but is more often processed before eating. Ulva is prepared and eaten in the same manner as Porphyra (see page 14), but is not considered as much of a delicacy. Sea lettuce has also been used for burn treatments. Processing: Sea lettuce may be washed in fresh water, drained, and dried for use as a seasoning (similar to Porphyra). It is also used fresh as a fodder or dried, milled, and added to animal feed. Nutrients: Very high in iron. High in protein, iodine, aluminum, manganese, and nickel. Also contains starch, sugar, vitamin A, vitamin B1, vitamin C, sodium, potassium, magnesium, calcium, soluble nitrogen, phosphorous, sulfur, chloride, silicon, rubidium, strontium, barium, radium, cobalt, boron, and trace elements. Knotted wrack (Ascophyllum spp.) Rockweed, bladderwrack (Fucus spp.) Description: There are several species of the genus Fucus, and one species of Ascophyllum with several different forms or “scads.” The Fucus species generally have dividing, Y-shaped, flattened blades with a prominent midrib. Fucus species may reach 2 or 3 feet in length and are not easily distinguished from each other. Fucus vesiculosus has paired air bladders within the blades that “pop” when they are stepped on. These bladders keep the seaweed afloat so its photosynthetic tissues are more effectively exposed to sunlight. Breeding receptacles are football-shaped structures at the tips of the plant-orange if male and olive-green if female. F. spiralis lacks bladders and has twisted fronds and numerous tufts of dark brown hairs scattered across the surface. Recep-tacles at the tips of the plants are “winged”–having a narrow, shelflike tissue bordering each one. F. distichus (subspecies edentatus, evanescens, and fileformis) are distinguished by the shape of their receptacles, which are 2 to 4 inches long and have a pointed tip. Ascophyllum has long fronds without a midrib and narrow, unflattered, straplike blades with air bladders that grow singly and are scattered throughout the plant. Receptacles are small, pea-sized, yellow structures (found during the winter) along the length of the plant and attached by short stalks. A. nodosum has been reported to have a life span of about 20 years and is the dominant species of the sheltered and semi-exposed intertidal zone. Habitat: These algae form the prominent “rockweed” zone of the intertidal region in northern New England. This is the generally dark brown area that is very slippery to those walking on rocky shores and ledges. F. spiralis is found at the upper level of the intertidal zone, F. vesiculosus forms a band toward the middle, and F. distichus subspecies are found in tide pools in the high intertidal and extend into the shallow subtidal zone. Ascophyllum prefers shores protected from heavy wave action and may also be found in tidal pools of salt marshes. Some of the less common forms of Ascophyllum (i.e.. A. nodosum ecad scorpioides) are free-living, growing unattached and often entangled in Spartina salt-marsh grass. Foraging: Ascophyllum and Fucus are perennials. Because they grow slowly, it is best to collect them after they have washed up on the beach after a storm. Uses: The main uses of Ascophyllum and Fucus are as fertilizers, soil conditioners, and sources of micronutrients in animal feed supplements. Studies have shown that seaweed fertilizers promote plant growth by supplying necessary minerals and growth hormones, and by improving soil structure. Studies have shown that when these seaweeds are used in animal feed, cows produce more milk, chicken eggs have better pigmentation, and horses and pets are generally healthier. These seaweeds are also important packing materials for shipping live lobsters and marine bait worms. A special form of Ascophyllum called wormweed (A. nodosum ecad scorpioides) is a gold-colored seaweed with very fine fronds that grows in localized areas and is used exclusively for the sand and bloodworm bait industry. Processing: Local farmers gather rock-weed for use as a fertilizer and soil conditioner, and simply bury it in their gardens. When used as an animal supple-ment, the algae are dried in commercial dryers to 10 to 12 percent water content and milled to various particle sizes. Some is processed into liquid fertilizer. Alginates are extracted chemically and used in bulking, gelling, and stabilizing processes. Products using alginates include charcoal briquettes, cosmetics, ceramics, cheese, paint, asphalt, rubber tires, polishes, toothpaste, ice cream, and paper. Nutrients: Very high in magnesium, and high in protein, vitamin A, iodine, bromine, and phosphorous. Also contain sugar, starch, vitamin C, vitamin K, vitamin E, zinc, potassium, calcium, sodium, sulfur, chloride, silicon, iron, manganese, copper, zinc, cobalt, titanium, hydrogen, molybde-num, lead, barium, boron, radium, and trace elements. Common names: Oarweed, kelp Description: This brown kelp has a very long, narrow stipe (which may be 6 feet long) transforming into an elongated, flat blade with no midrib. The stipe becomes somewhat swollen and hollow before it joins the blade. Blades are fairly thick in the midsection, thin and a bit ruffled at the edges, and may be 6 to 30 feet long and very wide. Laminaria has a large branched holdfast. Plants range from olive-tan to olive-brown. Habitat: A dominant plant of the coast, it grows in dense forests below low tide mark, from the shallow subtidal to deep water along much of northern New England’s shores. Foraging: Peak harvest for Oarweed is in April and May. Blades are harvested by cutting with a knife or sickle at low spring tides. Uses: These kelps are a prominent source of algin and food in the Oriental market. Traditionally they have been a source of iodine and potash. Their stipes were used to open wounds, aid in cervical dilation, and induce abortions. Oarweed is harvested in Maine for health food stores where it is sold as “kombu.” Prepared plants may be cooked as a vegetable or added to soups. As with the other kelps, oarweed is a natural source of monosodium glutamate. Processing: Oarweed may be air- and sun-dried (or smoke-dried over a woodstove) and sold whole or milled and sold as seasoning. Nutrients: High in calcium, potassium, magnesium, iron, and trace minerals such as manganese, copper, and zinc. Also provides chromium, instrumental in blood sugar regulation; and iodine, essential to the thyroid gland. Common names: Laver, nori Description: There are at least four species of Porphyra in northern New England waters: P. umbilicalis, P. miniata, P. Ieucosticta, and P. Iinearis. They are red algae, with color ranging from dark brown and nearly black to reddish-purple. P. umbilicalis is most prominent with broad, very thin, papery, translucent blades, which are one cell thick. Its species name umbilicalis (meaning ‘of the navel”) comes from the fact that the small holdfast is usually centrally located and the membrane tends to have a pinched appearance where it joins the holdfast. Habitat: P. umbilicalis is found in the upper and mid-intertidal zone on rocks and mooring balls in protected waters. P. miniata, a bright rose-colored species, is found at or below the low tide mark. P. Ieucostkta is smaller and usually grows on kelp fronds and rocks in the shallow subtidal zone. P. Iinearis is also small, has a narrow blade, and grows to be 2 to 3 inches long. It is found in turbulent, coastal waters in the upper intertidal zone. Foraging: The peak harvest for Porphyra is early to mid-spring. Fronds are tough by summer. It is harvested by plucking the seaweed from rocks at low tide. Preparation: Porphyra may be air-dried or pressed into thin sheets. To air dry, seaweed is washed quickly in cold, fresh water and hung on a clothesline or spread on screens to dry in the sun. Porphyra can also be toasted over a charcoal fire, broken up, and added to soups and sauces. For use in Japanese cuisine (especially for “sushi”), certain species of Porphyra are pressed and dried into paper-like, 3-gram (.11 ounce) sheets, 18 x 21 centimeters(7.09 x 8.27 inches) in size. Uses: P. umbilicalis and P. miniata are air-dried and used in soups, in lever bread, and as a seasoning for many dishes. Some Porphyra species (such as P. Iinearis, which has a taste very similar to the Japanese species P. tenera) are commonly used as a wrapping for sushi, a Japanese dish. Nori has antiscorbutic properties (prevents and cures scurvy), is used as an antibiotic, and reduces blood cholesterol. Nutrients: High in protein, vitamins B1, B2, B6, B1 2, vitamin C, and vitamin E. Also contains manganese, fluoride, copper, zinc, sugar, starch, and trace elements Chondrus crispus Common name: Irish moss Description:This red alga has large clumps of fan-like fronds, 3 to 7 inches tall. The fronds are flattened and may be narrow, branched, curled, or twisted. Several blades arise from a single holdfast and the tips of the blades are rounded. The color varies with locality and season, ranging from white, when washed ashore on beaches, to green and dark purple-red. Habitat: Chondrus crispus occurs abun-dantly on rocks or horizontal ledges at or below the low tide mark and-in the shallow subtidal zone. It grows in sheltered, open coastal, and estuarine sites with strong tidal currents. It has also been found in water as deep as 60 feet. Foraging: Irish moss is a perennial and is at peak for harvest in spring and summer. Harvesting in the summer is best for high vitamin A content. This seaweed is raked by hand at low tide from small boats or cut with sickles by wading out in shallow water. Storm-cast seaweed is often harvested from beaches. Uses: As a source of the valuable carrag-eenan, this alga is of great commercial importance. When Chondrus is dried and boiled in water, carrageenan is extracted. Carrageenan is a gummy substance made of very large molecules that remain dispersed and suspended in liquids without settling to the bottom. It is used primarily as a thickener, stabilizer, and gelling agent in food and food products (jello, ice cream, salad dressings, chocolate and evaporated milk, pudding, frozen desserts, etc.), pharmaceuticals, toothpaste, cosmetics, paints, and textile sizings. Chondrus was given its common name, Irish moss, because residents in County Carragheen, Ireland, discovered about 600 years ago that a handful of the seaweed cooked with milk and flavored made a delicious pudding. (See recipe for Irish moss pudding on page 27.) Irish moss gelatin (made by boiling the seaweed in water and straining it) has been used as a soothing remedy for ulcers. Processing: Carrageenan is extracted by boiling the algae. Nutrients: High in protein, vitamin A and iodine. Also contains sugar, starch, vitamin B1, iron, sodium, phosophorus, magne-sium, copper, calcium, soluble nitrogen, bromine, potassium, chlorine, sulfur, boron, aluminum, and trace elements. Common name: False Irish moss Description: False Irish moss is a small stiff plant, growing in tufts 2 to 3 inches tall with flattened and often curled blades. The terminal surfaces of the blades are covered with irregular “lumps” that enclose micro-scopic reproductive cells. It is usually dark red to brown in color and grows densely on rocks, forming a thick carpet. Habitat: This seaweed, along with Irish moss, forms a distinct zone at the fringe of the low intertidal zone, between the rockweeds above and the kelp below. False Irish moss grows better on sloping and vertical rocky substrates, while Irish moss is more often found on horizontal ledges. Mastocarpus grows in areas of strong tides and minimal surf action. Foraging: Mastocarpus stellatus is usually harvested incidentally with Irish moss. Uses: Its major use is as a source of carrageenan. It has been used medicinally for coughs and chest and stomach ailments. Processing: Like Irish moss, it is boiled and carrageenan is extracted from the aqueous solution. Common name: Dulse Description: Dulse is deep red or purple. The blades are flattened and broad with numerous forks. Lobed segments make the plant appear hand-shaped, thus its name palmata meaning “of the palm.” It has a tiny, disc-shaped holdfast and widens almost immediately into tough, leathery fronds. Dulse grows to 1 foot in length. Habitat: This is a common red alga growing near or below the low tide mark in somewhat protected bays with strong tidal currents. It grows best on long sloping ledges. It is also commonly found growing on the stipes of kelps. Foraging: Dulse is a perennial and is at peak for harvest from late spring to mid-fall. It should be collected in mid- to late summer for high vitamin A content and early to late fall for high vitamin C . It is harvested by cutting the plant from rocks at low tide. Uses: Dulse is used exclusively for food. Preparation: Dulse is simply spread out on the ground, air dried, and then packaged in plastic bags for distribution. It may be eaten directly as seaweed “chips” or added to soups, sauces, salads, and relishes. Some dulse is also dried and ground for use as a seasoning. Nutrients: Very high in protein, iron, and fluoride and vitamins B6 and B12. High in potassium, iodine, and phosphorous. Also contains sugar, starch, vitamin A, vitamin E, vitamin C, soluble nitrogen, yeast, bromine, magnesium, sulfur, calcium, sodium, radium, boron, rubidium, manga-nese, titanium, and trace elements. White, S. and M. Keleshian. 1994. A field guide to economically important seaweeds of northern New England. University of Maine/University of New Hampshire Sea Grant Marine Advisory Program. MSG-E-93-16. http://www.noamkelp.com/technical/handbook.html This go around we were gathering for the garden but I did explain to the members that all of the plants were also edible for human consumption. This will be a meeting for another day. If one is gathering for that purpose it needs to be done when the seaweed is freshest and an optimal time would be after a storm. I had checked the tide schedule and found that the low tide for May 17th at Hampton Beach NH was at 8:00 am. So I set the class for 8:30 to make sure that the gathering would not be compromised by the surf. The day was gray and in the beginning a driving rain which actually started to let up almost immediately. The location that I most often harvest from is at the end of the beach. Here is a line of rocks that prevents the tractors that clean the beach from entering. Which means that there is always plenty of seaweed for the taking. What we had harvested did not even make a dent to the piles. I had asked that the members bring empty buckets/containers to hold the seaweed. So there were many buckets to fill. All of which took about 15 min to finish off. It takes longer to get to the beach then it does to gather the seaweed. Then came the lugging of the heavy buckets back to the road and the loading up of the vehicles. It really is a simple as that! I will reiterate here about how to harvest this seaweed. Do Not take the plants that are still attached to the rocks. You could do irreparable damage to tidal pools and sea life habitats. As you can see from the pictures there is no need to harvest in this way! White, S. and M. Keleshian. 1994.A field guide to economically important seaweeds of northern New England. University of Maine/University of New Hampshire Sea Grant Marine Advisory Program. MSG-E-93-16. http://www.noamkelp.com/technical/handbook.html	<urn:uuid:ccd7f612-217b-48fe-8c68-4a82272dd133>	CC-MAIN-2017-26	https://thesuburbanreaper.wordpress.com/2014/05/21/734/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323588.51/warc/CC-MAIN-20170628083538-20170628103538-00076.warc.gz	en	0.934838	4,270	2.671875	3
Available from Amazon By The Rev. David Robson, M.Ed., D.Min., rector, St. Andrew's Episcopal Church, York A few decades ago, educators began to shift their focus from teaching to learning. Instead of teaching material, educators began to focus on helping students learn. This represented a monumental shift. Around the same time, educators began to discover that adults learn differently than children. Unfortunately, some continue to use traditional methods to teach adults. The phrase, either spoken or inferred, “I am the priest, and I will tell you what you need to know” is a perfect example of that historical style. Today, we realize that adult learning represents a new and bold field that weaves theories with healthy viable practices. Adult educators believe that instead of treating adults as passive receptors we need to engage and help adults in their inquiries of mental and spiritual development. Today, countless books explore this burgeoning field. Some of these books are big, bulky and tend to be designed for academics or other professionals. Frankly, the average reader would likely find these efforts boring! Thankfully, Jane Vella offers several small, very readable and deep insightful works. At age 19, Jane became a Maryknoll Sister. In 1956, she moved to Africa where she spent the next twenty-five years working and teaching in a variety of settings. When she returned to America, she completed her Ph.D. in adult education. Among various projects Jane found time to write delightful books. In 1994, Jossey-Bass, perhaps the predominant publisher of adult education, printed this remarkable book. Early in this book Vella introduces a central and pivotal adult education image. It is, I think, an image we often overlook or ignore in the church. She wrote: Do not tell what you can ask. Do not ask if you know the answer; tell in dialogue.' This invites the adult educator to honor the learner. Perhaps the best way to further review this fine work is to simply note the twelve principles of adult education that Vella identifies and explores in this work. These are: - Needs Assessment - meeting the need to provide quality Christian education. - Safety - providing a comfortable learning environment. - Create a sound relationship for all - no experts, just a community of learners. - Careful attention to the sequence of content and reinforcement - learning at the speed and comfort level of the small group. - Praxis education - learning by doing. - Respect for learners as subjects of their own learning - self explanatory. - Total learning - being aware of everyone's ideas, feelings and actions. - Immediacy - direct application of new learning into one's faith or leadership ministry. - Clear roles - understanding the relationship between provider and learner. - Teamwork - everyone contributes to everybody's learning. - Engagement - sharing and learning with others of similar background. - Accountability - success is learners deepening and sharing new insights. While a small book, it is filled with many anecdotal descriptive stories rooted upon the author's experiences. These illustrations help readers learn and appreciate some of the wonderful and supportive ways we can help adults embrace learning.	<urn:uuid:d21847d8-6fe9-45d5-993a-b10726baf62a>	CC-MAIN-2017-26	http://st-james-muncy.diocesecpa.org/news/bookreviews/learningtolisten	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00156.warc.gz	en	0.940052	653	2.71875	3
In our family, we don’t “do” subject areas. We don’t really do tests, quizzes, essays or worksheets. We’re radical unschoolers, and we believe that learning happens all the time, and for us, it rarely happens in tightly defined areas like “social studies” and “grammar.” That said, I get a lot of questions from people who are unfamiliar with unschooling and wonder, “But how do you teach math?” (Or any other subject!) That’s why I agreed to take part in the iHomeschool Network’s “5 days of…” Hopscotch series this week, in which I’m joining a bunch of my fellow bloggers to share how we “teach” language arts, math, science, history and fine arts. It’s a little bit of a trick… because I’m not going to talk about teaching at all. Instead, I’m glad to share how we learn, radical unschooling, eighth-grade-ish daughter style! If you wonder how our learning happens “beyond the curriculum,” read on. Today, we’re tackling my favorite subject, unschooling math, and sharing some looks at how it happens in our lives. Unschooling and real-world math This is actually such a big thing in our lives that I gave it its own five-day series in July 2012! I hope you’ll check out five days of real-world math. In that series, I share posts about the math you need at the grocery store, the math you need in your kitchen, the math you need to manage your money and the math you need to play sports and do other fun stuff. I also share my list of top real-world math resources you’ll love – our key to unschooling math at a practical level. Unschooling and algebra Because my daughter, Sarah, is now a teenager, the question I’m most often asked is about algebra. I admit that this makes me smile sometimes. To be blunt, Sarah’s arithmetic knowledge (like, 7 times 8) is sometimes not the strongest. HOWEVER. She does algebra for fun, and does it well. It actually started with science. Sarah decided on her own that she wanted to learn chemistry this year. While we haven’t been working straightforwardly through any particular text or lesson plan for this, she’s hit on something she really seems to enjoy… Balancing chemical equations. She starting doing this via Uzinggo and moved on to doing some other examples she’s found in a variety of sources. This is 100% algebra, and somehow Sarah finds it fun – because it has a practical application to a topic she enjoys. Meanwhile, because there are REALLY only so many chemical reactions you can balance, in our quest to find her something similar, we started playing around with the DragonBox algebra app. I say algebra app, and that’s really what it is, but Sarah treats it like any other app game for her iPod Touch, and she’s enjoyed flying through the first five “worlds” of levels. One thing I need to be really clear about: We’re not doing these things because we they’re algebra. We’re doing them because Sarah is interested in them, and the fact is, it’s cool that we can ALSO say, “Oh, hey, by the way, did you know that you now know how algebra works?” Fundamentally, algebra is about sitting a system of equations on top of the real world. DragonBox has helped Sarah see all the ways you can conceive of and manipulate those systems; Uzinggo has shown her an example application of when you might apply such a system and why. But the thing that fits in with that is that we aren’t trying to have “algebra course” come out of this. We’re not doing algebra worksheets to solve for X. While we’re occasionally diving into the stories in Life of Fred: Pre-Algebra 1 with Biology, we’re focused MUCH more on the biology piece of that, actually, as the math is a little simplistic at this point. (And we’re doing this infrequently – just as it catches our interest among our other reading!) What we are doing is using the things Sarah has already encountered on her own to start conversations that drive us deeper. We might not work out algebra problems even weekly, but we talk about how algebra works in everything from grocery price calculations to our family budget almost daily! Unschooling and advanced math “But what if she needs to learn trigonometry or calculus?” Well, my answer to that is simple – if Sarah wants to or needs to learn those things at any point, I know that she has the skills needed to do so, and I know that I can help her, either directly or by putting resources in her path. (I’m looking at you, Life of Fred college series!) The bottom line is, as a math major, I learned one thing above all else. Advanced math is NOT about computation or memorization. It’s about knowing how to learn, which is very different. And I’m confident that my daughter is doing great at learning to learn, which means I’m not worried about advanced math in the slightest, should her need for it arise! The rest of the series Monday: The power of words: Unschooling and “language arts” Today: It’s not all about numbers: Unschooling and “math” Wednesday: Exploring the world and how it works: Unschooling and “science” Thursday: You can’t escape the past: Unschooling and “history” Friday: There’s beauty in everything: Unschooling and “fine arts” More great resources for homeschooling and unschooling math This post is also part of the iHomeschool Network’s Massive Guide to Homeschooling Math. Click the image to read many, many more posts full of great math advice! Also, if you’re into the things we do in our family homeschool, check out my previous “5 days of…” series, 5 days of real-world math. Finally, this post is part of the How to Teach Without a Curriculum linkup through the iHomeschool Network. Click the image below to read more posts on teaching without formal curriculum!	<urn:uuid:432d377c-af1e-4115-acab-288ea13fc3ed>	CC-MAIN-2017-26	http://unschoolrules.com/2014/01/unschooling-math/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00156.warc.gz	en	0.950395	1,432	2.53125	3
Today's Highlight in History: On July 28, 1943, President Franklin D. Roosevelt announced the end of coffee rationing, which had limited people to one pound of coffee every five weeks since it began in November 1942. On this date: In 1540, King Henry VIII's chief minister, Thomas Cromwell, was executed, the same day Henry married his fifth wife, Catherine Howard. In 1794, Maximilien Robespierre, a leading figure of the French Revolution, was sent to the guillotine. In 1821, Peru declared its independence from Spain. In 1914, World War I began as Austria-Hungary declared war on Serbia. In 1928, the Summer Olympic games opened in Amsterdam. In 1932, federal troops forcibly dispersed the so-called "Bonus Army" of World War I veterans who had gathered in Washington to demand payments they weren't scheduled to receive until 1945. In 1945, a U.S. Army bomber crashed into the 79th floor of New York's Empire State Building, killing 14 people. The U.S. Senate ratified the United Nations Charter by a vote of 89-2. In 1959, in preparation for statehood, Hawaiians voted to send the first Chinese-American, Republican Hiram L. Fong, to the U.S. Senate and the first Japanese-American, Democrat Daniel K. Inouye, to the U.S. House of Representatives. In 1973, the Summer Jam at Watkins Glen took place in upstate New York. In 1976, an earthquake devastated northern China, killing at least 242,000 people, according to an official estimate. In 1990, political newcomer and upset winner Alberto Fujimori was sworn in for his first term as president of Peru. In 2002, nine coal miners trapped in the flooded Quecreek Mine in Somerset, Pa., were rescued after 77 hours underground. Ten years ago: Rebels in Liberia captured Buchanan, the country's second-largest city. Five years ago: President George W. Bush received Pakistan's new prime minister, Yousuf Raza Gilani, at the White House, praising him as a reliable partner in confronting terrorism. Four suicide bombers believed to be women struck a Shiite pilgrimage in Baghdad and a Kurdish protest rally in northern Iraq, killing at least 57 people and wounding nearly 300. One year ago: Syria's government launched an offensive to retake rebel-held neighborhoods in the nation's commercial hub of Aleppo. At the London Olympics, Chinese swimmer Ye Shiwen set the first world record, winning the women's 400-meter individual medley in 4:28.43. Ryan Lochte of the U.S. won the men's 400-meter individual medley in 4:05.18. Today's Birthdays: Movie director Andrew V. McLaglen is 93. Actor Darryl Hickman is 82. Ballet dancer-choreographer Jacques d'Amboise is 79. Musical conductor Riccardo Muti is 72. Former Senator and NBA Hall of Famer Bill Bradley is 70. "Garfield" creator Jim Davis is 68. Singer Jonathan Edwards is 67. Actress Linda Kelsey is 67. TV producer Dick Ebersol is 66. Actress Sally Struthers is 65. Actress Georgia Engel is 65. Rock musician Simon Kirke (Bad Company) is 64. Rock musician Steve Morse (Deep Purple) is 59. CBS anchorman Scott Pelley is 56. Alt-country-rock musician Marc Perlman is 52. Actor Michael Hayden is 50. Actress Lori Loughlin is 49. Jazz musician-producer Delfeayo Marsalis is 48. Former hockey player turned general manager Garth Snow is 44. Actress Elizabeth Berkley is 41. Singer Afroman is 39. Country musician Todd Anderson (Heartland) is 38. Rock singer Jacoby Shaddix (Papa Roach) is 37. Country singer Carly Goodwin is 32. Actor Dustin Milligan is 28. Actor Nolan Gerard Funk is 27. Rapper Soulja Boy is 23. Thought for Today: "All youth is bound to be 'misspent'; there is something in its very nature that makes it so, and that is why all men regret it." — Thomas Wolfe, American author (1900-1938).	<urn:uuid:6e43b16f-93f0-4c45-9e81-931c6066a8eb>	CC-MAIN-2017-26	http://www.nbcmiami.com/news/Today-in-History-for-July-28-217293071.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320070.48/warc/CC-MAIN-20170623151757-20170623171757-00596.warc.gz	en	0.945475	884	2.90625	3
Recent research, which has studies the effect of drug and alcohol abuse on mental health, has confirmed the association between schizophrenia and violence. Published in the open access journal PLoS Medicine, the study has also found that the risk of violence from patients with psychoses, who also have substance use disorder, is no greater than those who have a substance use disorder, but who do not have a psychotic illness. This finding suggests that schizophrenia and other psychotic illnesses are not responsible for any additional risk of violence above the increased risk associated with substance abuse. Potentially this finding has implications for attempts to reduce violence in society, suggesting that strategies aimed at reducing drug and alcohol abuse would be more successful than focusing on mental illness. Seena Fazel, of the Department of Psychiatry at the University of Oxford, and colleagues conducted a systematic review of all previous studies examining psychotic illness and the risk of violence to try and resolve their varied conclusions. While some of the previous studies concluded that there was no increased risk of violence from patients with schizophrenia, others reported that there was a marked increase in the risk of violence in individuals with schizophrenia. In their systematic review, the researchers identified 20 studies that compared the risk of violence among people with psychotic illness with those in the general population. They used statistical tools to allow for the differences between the studies, and found that the risk of violent outcomes did increase for individuals with schizophrenia or other psychoses. Men with schizophrenia or other psychoses were typically four to five times as likely to commit a violent act as a man in the general population. For women with schizophrenia or other psychoses, there was an eight times greater risk of violence than those in the general population, although the researchers suggest this might be explained by the lower prevalence of alcohol and drug use in the general female population. The researchers also found that substance abuse was the only factor causing variation between the studies. According to them, substance abuse greatly increased the risk of violence for those with a psychotic illness, but this increased risk of violence was similar to those in the general population with substance abuse but no psychotic illness - suggesting that most of the excess risk of violence in psychotic patients appears to be mediated by the abuse of drugs and alcohol. The researchers admit that further research is needed to clarify the relationship between schizophrenia and other psychoses, substance abuse, medication adherence and violence. They, however, suggest that their findings could help redress the stigmatisation of patients with schizophrenia and other psychoses. The authors write: "As substance use disorders are three to four times more common than the psychoses, public health strategies to reduce violence could focus on the prevention and treatment of substance abuse at an individual, community and societal level."	<urn:uuid:7b742781-2487-4bcf-b72e-be540d4464c3>	CC-MAIN-2017-26	http://www.medindia.net/news/Schizophrenia-Induced-Violence-Raised-By-Substance-Abuse-56250-1.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320257.16/warc/CC-MAIN-20170624101204-20170624121204-00676.warc.gz	en	0.96561	548	2.734375	3
Minerals during Antler Growth Clearly minerals are important in antler development. Large quantities of minerals are required for antler growth. Whitetails actually deposit calcium and phosphorous in their skeletons prior to the onset of antler growth and then transfer these minerals during active growth. However, these body sources of calcium and phosphorous provide only a portion of that needed for optimum antler growth. The remainder must come directly from their diet while their antlers are actively growing. During times of peak antler growth, antler demand for minerals forces the thyroid gland to release calcitonin; this hormone allows the deer to “steal” minerals from its internal bone structure. This process is known as “physiological” or “temporary” osteoporosis. Bones such as the ribs and shoulder blades contribute the most to this temporary mineral deficiency, and they may lose as much as 40% of their calcium content while antlers are hardening. However, by September, deer can fully replace the minerals borrowed from their skeleton. Another factor to consider in trace mineral nutrition is bioavailability (how well a mineral is absorbed and utilized in an animal). Therefore, supplementation of these minerals prior to and during antler growth may be beneficial. Deer have the ability to “stockpile” calcium and phosphorous, this is not true for the majority of other minerals found in antlers. Many “trace minerals” such as barium, aluminum, zinc, and strontium are toxic in large quantities and must be excreted from the deer’s body. As a result, these minerals must be consumed in very small quantities (parts per million) on a regular basis. There are numerous benefits of mineral supplementation including increased forage intake, improved forage digestion, and increased reproductive success. Diet provides the greatest proportion of calcium and phosphorus for antler growth and mineralization. Mineral Composition of Antlers While antlers are growing they are comprised mostly of proteins (80 percent by weight); whereas, mature (hardened) antlers are comprised of roughly equal amounts of proteins and minerals. Studies have shown that calcium and phosphorus are by far the two most common minerals in deer antlers comprising nearly 30–35 percent of the mature antler by weight. However, they are not the only minerals present. A University of Georgia study (Miller et al. 1985) detected 11 different minerals in the whitetail’s antlers. In addition to calcium (19.01 percent) and phosphorous (10.13 percent), the next two most common elements reported in the Georgia study were magnesium (1.09 percent) and sodium (0.50 percent). Lesser amounts of other minerals were found including potassium, barium, iron, aluminum, zinc, strontium, and manganese. Shock Effect Mineral is the most advanced and complete mineral formula ever formulated to help maximize your buck’s potential. It contains cheated minerals, vitamins, amino acids, yeast culture and biotin. It was designed for optimum absorption. It was formulated from our 22 years of experience and working with the top whitetail breeders in the country. We used CBC testing (Complete blood Count) to help get the correct combinations and levels. What is CBC testing? The blood was drawn from these giant whitetails during peak antler growth and analyzed to see the actual vitamin and mineral levels found in their blood streams. We then combined that information with best whitetail veterinarian’s recommendations in the country. You can’t mix this in your garage. It has always amazed me that there are so many supplement companies on the market today in which 99.9% of them have never put their hands on a live whitetail. Alot of them where thrown together by a nutritionist that knows how to balance minerals but knows nothing about whitetail. Most of these company’s products consist mainly of salt. The salt will only attract the deer and it has very little nutritional benefit. Many of these products come with a money back guarantee. The problem is you can’t prove their product didn’t help, it’s all a sales gimmick. If any of those products really worked the breeders would be using them. Nobody has done more scientific testing with proven results than we have. The choice is yours, buy a mineral supplement in a fancy bag that has just been thrown together or try one that is proven to help grow bigger antlers and can be backed up by test results. Here is a picture of a set of sheds off one of our test animals. In the left picture there are two yearling bucks. The buck in the back is the same deer as the sheds in the right picture. The sheds on the right are his second set of antlers. Yes, he is a two year old. He scored 348” and had 42 score able points. He definitely has superior genetics but without the proper nutrition he would have never looked like this.	<urn:uuid:ce7e8f1d-9605-4c43-b552-5af300c20068>	CC-MAIN-2017-26	http://shockeffectwhitetail.com/mineral-requirement/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323604.1/warc/CC-MAIN-20170628101910-20170628121910-00356.warc.gz	en	0.958579	1,026	3.640625	4
The science class is structured around three main areas of focus: lecture, investigations/experiments, and journal writing. The classroom works at a rapid, but productive, pace between all three areas of instruction. Labs are conducted emphasizing scientific inquiry. Students are encouraged to practice the three main scientific skills: observing, inferring, and predicting. Experiments follow the Scientific Method stressing Hypothesis, Testing the Hypothesis and Finding the Conclusion. The science journals are used to extend practice in data collecting and recording, writing observations, and analyzing experiments to finalize an appropriate conclusion. Please visit our science website to see what we are up to.	<urn:uuid:84f0e6d2-9484-4cba-bb1e-6af4e3fe8186>	CC-MAIN-2017-26	http://www.incaschool.org/apps/pages/index.jsp?uREC_ID=308247&type=d&pREC_ID=759586	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323870.46/warc/CC-MAIN-20170629051817-20170629071817-00436.warc.gz	en	0.922306	131	3.671875	4
The packet provides the essential question: “Can wanting something too much lead us to do things against our nature?” Students will select 2 articles from the provided list of links. Students will read and annotate these articles, focusing on the essential question. Then, students will prove the essential question with the evidence through argumentative paragraphs. Students will also connect this essential question to their own lives. Rubric is included.	<urn:uuid:7273ada8-01c8-4237-a218-47f33b64f039>	CC-MAIN-2017-26	https://www.teacherspayteachers.com/Product/Romeo-and-Juliet-Assessment-Love-Teenagers-and-the-Human-Brain-3179706	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00075.warc.gz	en	0.94532	86	2.6875	3
Hans (Hänsel) Schmid, also called Raiffer, probably because he was born in the Tirolean village of Raiffach, a Hutterite leader and martyr (d. 1558), successful missioner, composer of hymns, writer of letters and doctrinal tracts, a strong and leading personality, one of the noblest representatives of the second period of Anabaptism. His date of birth and conversion are not known. In 1548 (a period of severe persecution in Moravia) he was made minister and four years later was confirmed in this office. Soon thereafter he began his successful mission work in Germany: in 1555 he was in Hesse (district of Nidda), in 1556 in the Rhenish Palatinate around Kreuznach and Worms, where he won over a group of "Swiss Brethren" to the Hutterite way after long and serious debates, and in 1557 he worked along the Lower Rhine and around Aachen, winning the important Swiss Brother Hans Arbeiter and other Swiss Brethren, most of whom now moved to Moravia like those from Kreuznach. Next his work led him into the Eifel district of Western Germany and again to Aachen. Here, on 9 January 1558, during a meeting, he was surprised by city authorities and together with five brothers and six sisters (all of the former Hans Arbeiter group) he was imprisoned. On the events between 9 January and the day of his execution, 19 October, there is much detailed information thanks to the 35 extant letters and the 15 hymns written in prison, which material the Chronicle used for its graphic account. Raiffer had cherished some hope of finding leniency at the hands of the City Council, but of the twelve Anabaptists imprisoned five men were finally executed, the sixth recanted and was thereupon released (he returned to Moravia, repented, and was reaccepted by the Brethren), and the six women were flogged and driven out of the city. At one time all twelve were allowed to be together from 4 a.m. to 10 p.m., but then were separated again in different prisons. They sang overly loud as often as they could to comfort each other (see Singing, Hutterite), and they wrote letters to each other between their confinements, as well as letters to the Rhineland Brethren and those in Moravia. Schmid was badly racked but remained steadfast, defending his faith courageously and helping others to do likewise. Of his 35 letters from prison 15 were addressed to his "marital sister" (wife) Madlen (Magdalena) in Moravia. Apparently messengers could communicate freely with the prisoners. A wealthy woman in Aachen sent them extra food, but Schmid refused it unless she would change her mind and allegiance. All attempts to persuade him failed as they did with nearly all Anabaptists; accordingly the city authorities finally had to obey the imperial mandates issued by the "new" emperor Ferdinand I. In October 1558, all five brethren were publicly strangled and then burned. Of this unusually strong personality we get a vivid picture from his numerous writings, which places him on the level of Peter Riedemann. Letters - The letters are found in many Hutterite codices, which proves their popular appeal. Of the 37 letters the 35 written in Aachen are described above (excerpts of one are to be found in Wolkan's Geschicht-Buch, 292, note). Seventeen of these were published in a book edited by Robert Friedmann. One letter (perhaps of 1557), written to Romies Caltenburg and dealing with the Incarnation, is extant in a codex in Bratislava. Schmid discussed this topic several times (Chronik, 384 and 387), repeating more or less the Nicene Creed. One letter of 1555 (now in Darmstadt) written to the Rentmeister of Nidda (Franz, 332-36) contains a defense against slander and a sort of summary of Anabaptist teaching. Doctrinal Writings — Of Schmid's doctrinal writings the following are known: (A) Eine Rechenschaft vom Abendmahl und seiner rechten Bedeutung, written in prison in Aachen and sent to his fellow prisoners as well as to the Brethren in Moravia, obviously a repetition of his oral defense before the authorities. This document (published in Glaubenszeugnisse II, as No. 12) has two parts: (a) a defense of the Zwinglian theology of the Lord's Supper (the symbolical interpretation); (b) Vom rechten Gebrauch . . ., which explains the idea of community (Gemeinschaft) both with Christ and with the Brethren (excerpts of this tract in Wiswedel, Bilder III, 97-99). (B) Brüderliche Vereinigung zwischen uns und etlichen Schweizer Brüdern (1556), containing the debate with Lorenz Huef and others at Kreuznach, a statement of the Hutterite position in seven articles (Chronik, 361-66) in which the main differences from the Swiss Brethren position are formulated. Andreas Ehrenpreis reprinted this piece in his Sendbrief of 1652. The article concerning marriage and divorce is very informative, and so is the one concerning ministers and their special honors (see Ministers, Hutterite, etc.). (C) One year later Schmid discussed 17 articles with Hans Arbeiter, the titles of which are named but their contents not published. Here we find also two theological items: Concerning Original Sin, and Concerning the Incarnation of Christ. One may safely assume that Schmid's views coincided with those of Riedemann. Hymns — The Liederbuch der Hutterischen Brüder (pp. 551-611) contains 15 hymns by Schmid (hymn No. 3 is not by Schmid but about him), and six hymns by his co-prisoners, most of them of great beauty and depth. Wolkan (211-28) discusses them at great length, reprinting five of them in full, and claiming that with Schmid and Riedemann Hutterite hymn composition reached its climax. Wiswedel (99, note 5) claims that Schmid composed 24 hymns, but does not report further. One hymn is printed by Wackernagel, Kirchenlied III, 812. One hymn, "O herre Gott vom Himmelreich merck auff und sieh die worte . . . ," composed by Schmid and Jörg von Ingenheim, is found in the rare German hymnal Ein Schon Gesangbüchlein. The main theme of all these hymns is love, obedience to God, community, and Gelassenheit, a key attitude of the Anabaptists. Of particular beauty is hymn No. 4, "Fröhlich so wollen wir singen," a deeply felt praise of Christian love. Many a hymn shows the typical Anabaptist acrostic—a hidden message composed by the first words of each stanza. (For details see Chronik, 385 note.) Braght, Thieleman J. van. Het Bloedigh Tooneel of Martelaers Spiegel der Doops-gesinde of Weereloose Christenen, Die om 't getuygenis van Jesus haren Salighmaker geleden hebben ende gedood zijn van Christi tijd of tot desen tijd toe. Den Tweeden Druk. Amsterdam: Hieronymus Sweerts, 1685: Part II, 209-13. Braght, Thieleman J. van. The Bloody Theatre or Martyrs' Mirror of the Defenseless Christians Who Baptized Only upon Confession of Faith and Who Suffered and Died for the Testimony of Jesus Their Saviour . . . to the Year A.D. 1660. Scottdale, PA: Herald Press, 1951: 588-90. Available online at: http://www.homecomers.org/mirror/index.htm. Der Mennonit 9 (1955): 10. Franz, Günther. Urkundliche Quellen zur hessischen Reformationsgeschichte. Vierter Band, Wiedertäuferakten 1527-1626. Marburg: N.G. Elwert, 1951. Friedmann, Robert, ed. Quellen zur Geschichte der Täufer, vol. 12: Glaubenszeugnisse oberdeutscher Taufgesinnter, vol. 2. Quellen und Forschungen zur Reformationsgeschichte 34. Gütersloh, 1967. Hansen, Josef. "Wiedertäufer in Aachen," Zeitschrift des Aachener Geschichtsvereins VI (1884) 295-338 (contains extensive excerpts from Schmid's writings). Hochhuth, K. W. H. "Mittheilungen aus der protestantischen Secten-Geschichte in der hessischen Kirche," Zeitschrift für die Historische Theologie 30 (1860): 267-71. Liederbuch der Hutterischen Brüder. Scottdale, 1914: 551-611. Wackernagel, Philipp. Das deutsche Kirchenlied von der ältesten Zeit bis zu Anfang des XVII. Jahrhunderts, 5 vols. Leipzig, 1864-1877. Reprinted Hildesheim : G. Olms, 1964: v. III, 812. Wiswedel, Wilhelm. Bilder and Führergestalten aus dem Täufertum, 3 vols. Kassel: J.G. Oncken Verlag, 1928-1952: v. III, 95-101, 210-213. Wolkan, Rudolf. Die Lieder der Wiedertäufer. Berlin, 1903. Reprinted Nieuwkoop : B. De Graaf, 1965 : 211-28. Wolkan, Rudolf. Geschicht-Buch der Hutterischen Brüder. Macleod, AB, and Vienna, 1923. Zieglschmid, A. J. F. Die älteste Chronik der Hutterischen Brüder: Ein Sprachdenkmal aus frühneuhochdeutscher Zeit. Ithaca: Cayuga Press, 1943. Cite This Article Friedmann, Robert. "Schmid, Hans (d. 1558)." Global Anabaptist Mennonite Encyclopedia Online. 1959. Web. 23 Jun 2017. http://gameo.org/index.php?title=Schmid,_Hans_(d._1558)&oldid=141385. Friedmann, Robert. (1959). Schmid, Hans (d. 1558). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 23 June 2017, from http://gameo.org/index.php?title=Schmid,_Hans_(d._1558)&oldid=141385. ©1996-2017 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.	<urn:uuid:3e409e67-d11d-4101-91e1-fe894f24cd55>	CC-MAIN-2017-26	http://gameo.org/index.php?title=Schmid,_Hans_(d._1558)	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.866839	2,522	2.828125	3
Need a good proof for the fact that Masonic Templarism that became so prominent in the 19th century is in no way connected to the original Order of the Knights Templar? Here it is. Templar Freemasonry amongst its various symbols uses what is termed abacus – a wooden staff of office. You will spend countless unfruitful hours trying to find a single dictionary where this word is defined in a suitable sense. It just so happens that the originator of this most solemn Masonic term was none other than Sir Walter Scott. In his novel Ivanhoe, which features a rather unsavory Templar Knight character, we find this passage: In his hand he bore that singular abacus, or staff of office, with which Templars are usually represented, having at the upper end a round plate, on which was engraved the cross of the Order, inscribed within a circle or orle, as heralds term it. Abacus, of course, is a primitive computational device. As any Latinist should know the word for ‘staff’ in Latin is ‘baculus’. This is, in fact the word used by the Knights Templar in their documents to describe the Grand Master’s staff. The similarity of ‘abacus’ and ‘baculus’, coupled perhaps with the fact that a diminutive of ‘abacus’ would be ‘abaculus’ we may suppose a possible chain of events that took place in the novelist’s mind: “a baculus” – “abaculus” – “abacus”. But that’s really not all that important. The important question is: How would it be possible for a group that claims to have descended from the medieval Order of the Knights Templar to use Walter Scott’s novel for inspiration and freely borrow the author’s clearly misplaced term? If Masonic Templars were unable to get one single word right, being so influenced by Walter Scott’s usage, how on earth could they possess a single morsel of the Knights Templars’ spiritual tradition (provided such a tradition really existed at some point)?	<urn:uuid:16b43780-fdab-415a-a5fa-5faeeed07dd4>	CC-MAIN-2017-26	http://knightstemplarvault.com/walter-scott-and-masonic-templarism/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.957092	450	2.9375	3
The researchers, from institutes in Sweden, Spain, Germany, Italy, and Switzerland, explain that their building approach marks a new paradigm of robot development in microrobotics. The technique involves integrating an entire robot - with communication, locomotion, energy storage, and electronics - in different modules on a single circuit board. In the past, the single-chip robot concept has presented significant limitations in design and manufacturing. However, instead of using solder to mount electrical components on a printed circuit board as in the conventional method, the researchers use conductive adhesive to attach the components to a double-sided flexible printed circuit board using surface mount technology. The circuit board is then folded to create a three-dimensional robot. The resulting robots are very small, with their length, width, and height each measuring less than 4 mm. The robots are powered by a solar cell on top, and move by three vibrating legs. A fourth vibrating leg is used as a touch sensor. As the researchers explain, a single microrobot by itself is a physically simple individual. But many robots communicating with each other using infrared sensors and interacting with their environment can form a group that is capable of establishing swarm intelligence to generate more complex behavior. The framework for this project, called I-SWARM (intelligent small-world autonomous robots for micro-manipulation) is inspired by the behavior of biological insects. “I look upon them more like a manufacturing way for future robots,” Erik Edqvist of Uppsala University in Sweden told PhysOrg.com. “There are cool experiments going on with flying insects, swimming robots and so on. But it is time for the miniaturized robots to leave the research laboratories and find useful applications. That is where this work fits in. It is an attempt (with a somewhat small budget) to try to build robots in a mass-fabricated way.” As this was the first test of this fabrication technique, the researchers noted that they encountered some fabrication problems. The single largest problem was to connect the naked integrated circuit to the flexible printed circuit board by the conductive adhesive. Also, some solar cells did not stick due to weak adhesion. At this stage in the production process, the robots were folded manually, but the researchers hope to design a tool to enable a faster and more accurate alignment when folding. Many of these complications could likely be corrected, with the important result being that the microrobots can be assembled using a surface mounting machine, whereas prior robots have usually been manually assembled with a soldering iron. In the future, the researchers hope to move from building academic prototypes to manufacturing the robot on a commercial basis, which is necessary for overcoming some of the technical issues. By mass-producing swarms of robots, the loss of some robotic units will be negligible in terms of cost, functionality, and time, yet still achieve a high level of performance. Currently, the researchers hope to find funding to reach these goals. “Right now the robots need a new ASIC [application-specific integrated circuit] and some other redesigns to be able to work properly, and currently the funding for such a redesign is missing,” Edqvist said. “We have, however, (in a not yet published article) shown that the robot would have been able to walk at 3.0 V (the solar cell delivers 3.6 V), so with new funding, they could be up and running and be produced in large numbers.” More information: Erik Edqvist, et al. “Evaluation of building technology for mass producible millimeter-sized robots using flexible printed circuit boards.” J. Micromech. Microeng. 19 (2009) 075011 (11pp).	<urn:uuid:c34229ca-29d7-4c6d-b217-57f44077d5a8>	CC-MAIN-2017-26	http://roymitsuoka.blogspot.com/2009/08/researchers-hope-to-mass-produce-robots.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.943933	776	4.15625	4
Does portion control mean small portions? We look at portion sizes and how you can enjoy healthy, balanced meals whilst also feeling full and satisfied. Do you associate healthy eating and diets with feeling hungry and eating tiny amounts? If so, you’re not alone. A lot of people mistakenly believe that they have to eat tiny portions in order to be healthy or lose weight. Portion size is only one part of the equation – the balance and types of foods you eat is what matters most. And if you get this right you can often feel satisfied and full whilst eating a healthy diet. A well-balanced meal A balanced meal means a balanced plate. Low-starch veggies should fill half your plate, with equal amounts of protein and carbohydrates filling the other half. As part of a broader healthy diet, try and get some fruits and dairy in there as well. Healthy Plate Guide Overeating is something to avoid, but that doesn’t mean healthy eating means tiny meals. Balancing your portions so that vegetables form the foundation of each meal can not only help lower your risk of chronic health problems, but can also keep you feeling satisfied – and this can help you maintain a healthy weight. Back to top ⌃	<urn:uuid:f24c626a-0e4f-460b-ae40-b42ec5cc8b51>	CC-MAIN-2017-26	http://theblueroom.bupa.com.au/healthier/healthy-eating/does-portion-control-mean-small-portions/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.964952	257	2.671875	3
A comprehensive Ancient History curriculum for grades 1-6 at a fantastic introductory price (digital version only)!! Amy Puetz, a home educated history enthusiast, has created a marvelous curriculum that puts the topic of ancient history into material that elementary children can easily understand. Mixed in with the narrative, Amy incorporates copywork, music, drama, arts & crafts, cooking, geography, games, and fabulous reprints from writers in the early 1900's including: James Baldwin, Josephine Pollard, Olive Beaupré Miller (editor of My Book House series), and others. This is a Christian-based curriculum so parents will have no worries about evolutionary content. The early chapters set a foundation of Biblical history woven in among non-Biblical historical figures so children can understand what world events were happening during Bible times. The book is liberally sprinkled with illustrations, photographs, and maps. Works of art related to the time period are also examined. The Additional Materials CD contains any templates or pages students will need for games or craft projects. This CD is a fabulous resource enabling families to print off as many copies as they need for their children. Daily lessons can be completed in 30-60 minutes depending on what activities are chosen to do. Each week, students are encouraged to learn a verse and have it ready to recite on Friday. Bible references are given in the King James Version but readers can substitute another preferred translation if desired. Review questions are incorporated into the material and all answers are provided. A history course that is Bible-based, involving little preparation and suitable for a variety of ages is a tremendous benefit to homeschool families. There are so many activities to choose from that families can pick and choose the things that interest them most. Normally this curriculum would sell for $98.99 but for a limited time, you can get the whole bundle in digital format for the introductory price of $68.99 through August 31, 2015. What comes in the Curriculum Package? (Note: All materials for Part 2 will be available for download in early 2016) - Heroes, Heroines, and Tales of Ancient History Part 1 - Lessons for the first half of the year. View the table of contents and sample pages - Heroes, Heroines, and Tales of Ancient History Part 2 - Lessons for the second half of the year - Additional Materials CD - This CD has supplemental materials. There are printable timelines, instructions and entertaining videos, color artwork, audio pronunciations, and much more. - Historical Skits - Performing historical skits is a great way to bring history to life. View a sample. - Sing Some Ancient History CD - This CD contains the songs mentioned in the books. (The songs for Part 1 will be available in the middle of September 2015) - Listen to Some Ancient History MP3 CD - An audio collection of original speeches, letters, and documents that are mentioned in the books. Listen to a sample. This special offer also includes an e-book of coloring pages to accompany the lessons: Hurry! Don't miss out on this dynamite offer--place your order today at AmyPuetz.com. Disclaimer: I received a copy of Heroes, Heroines, and Tales of Ancient History in exchange for reviewing the material. No other compensation was received.	<urn:uuid:0def390e-f80f-499c-b160-a61913223208>	CC-MAIN-2017-26	http://www.livetoreadtolive.com/2015/08/heroes-heroines-and-tales-of-ancient.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.934101	678	3.109375	3
Research: Wind power pricier, emits more CO2 than thought 'Windfarm output is never zero. Sometimes it's less' Oswald is an expert on gas turbines, having worked for many years at Rolls Royce. He says that most people, in allowing for gas backup to wind farms, assume that the current situation of gas-turbine usage applies. Not so, he says. Gas turbines used to compensate for wind will need to be cheap (as they won't be on and earning money as often as today's) and resilient (to cope with being throttled up and down so much). Even though the hardware will be cheap and tough, it will break often under such treatment; meaning increased maintenance costs and a need for even more backup plants to cover busted backup plants. Thus, the scheme overall will be more expensive than the current gas sector. And since people won't want to thrash expensive, efficient combined-cycle kit like this, less fuel-efficient gear will be used - emitting more carbon than people now assume. High-efficiency base load plant is not designed or developed for load cycling ... Load cycling CCGT plant will induce thermal stress cracking in hot components ... The other impact on the individual plant is a reduction in the plant’s utilisation. This has an economic consequence, which will encourage operators of generation plants to buy cheaper, lower-efficiency and therefore higher carbon emission plants ... Reduced reliability will require more thermal plant to be installed ... And it gets worse. All this will hammer the gas grid's pipeline networks and storage hardware too, costing the end consumer even more money - again, something that isn't currently accounted for in wind power schemes. Power swings from wind will need to be compensated for by power swings from gas-powered plants, which in turn will induce comparable power swings on the gas network as plant ramps up and down. This will have a cost implication for the gas network, an implication that does not seem to have been included in cost of wind calculations ... In essence, wind plans aren't actually wind plans, according to Oswald. They're gas plans with windfarms used to reduce the amount of gas actually burned in the plants. But he thinks the assumptions now made on costs and emissions reductions to be anticipated are unduly optimistic. From one perspective, one might argue that this is the exact purpose of renewable plants, namely to reduce fossil fuel burning. However, it does this not by obviating the need for that plant, but instead by reducing the utilisation of power plants which continue to be indispensable. Electricity operators will respond to the reduced utilisation ... high capital [cleaner gas] plant is not justified under low utilisation regimes ... it is critically important that the carbon saving achieved by the whole system is known, understood, and achieved in practice. The effect of this higher carbon calculation does not appear to be mentioned ... There was one little ray of light for wind power lovers, however. When we asked Oswald for his views on plans to deal with wind variation using car batteries plugged into the grid for charging, he said he hadn't so far factored that into his plans. There are those - Google, the Danes - who think this might be seriously useful if a large amount of road transport went electric. Obviously, that doesn't seem especially likely in a 2020 UK timeframe, but it might not take that much longer if oil prices stay high. Of course, that in turn would mean a lot more electricity production required - perhaps magnifying the wind variation problem, if the increased 'leccy demand was met with windfarms. And the calm or windy periods might not come just when the electric car users wanted them to. "It's an interesting dance," says Oswald. His article (Oswald, J., et al., Will British weather provide reliable electricity? Energy Policy (2008), doi:10.1016/ j.enpol.2008.04.0330) can be downloaded here, though you have to pay for it. ® The jet-engine firm, not the unimportant car badge.	<urn:uuid:e4ccf5b7-0bff-493a-bbcd-77a43a5fd37a>	CC-MAIN-2017-26	http://www.theregister.co.uk/2008/07/03/wind_power_needs_dirty_pricey_gas_backup_report?page=3	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320130.7/warc/CC-MAIN-20170623184505-20170623204505-00156.warc.gz	en	0.959939	837	2.984375	3
Forget trying to fake your face. You can’t do it. Not according to Dr. Paul Ekman, who has been studying facial expressions for more than 40 years among cultures all over the world. (You may have seen the TV series Lie to Me, which is based on his work.) Facial expressions are created with more than 52 facial muscles; these morph into more than 5,000 expressions that signal others about what’s going on inside your mind. Consider the following examples of negative body language that may diminish you. At best, the various gestures may reveal secrets you don’t want to communicate. I’m Nervous; I Need Reassurance Some gestures show signs of inward stress. They relieve tension building up on the inside: smoking rituals, gum-chewing, nail-biting, finger-tapping, foot-tapping or -shuffling, hair-tossing, sleeve-adjusting, watch-band adjusting, lint-picking, ring-twisting, knuckle-cracking, button-adjusting, coffee-cup shuffling, leg twining around each other, hugging yourself (one arm grasping the other and hugging it tightly to the trunk of the body), hands rubbing neck, holding your own hands in front of you or behind you (in imitation of having a parent hold your hand). When you stand to speak or walk, a few more gestures scream “I lack confidence”: pacing, waving your hands frantically and randomly, crossing one or both arms across the chest for protection, locking your arms behind your back, clasping your hands tightly in front of or behind you. Some people clutch props such as a handbag, portfolio, or file folder in front of themselves for protection as they walk nervously in front of a group. The universally recognized gesture of arrogance is the raised chin. We frequently hear the cliché, “She walked by with her nose in the air.” It signifies a smug attitude. Jutting your chin out at someone says, “I see you and recognize you, but I’m not bothering to speak.” The sarcastic eye roll or eye shrug as in “whatever” so typically delivered from teens to their parents conveys boredom, sarcasm, frustration, or lack of respect. I’m Lying Now, So You Can’t Trust Other Things I Say Either Consider some small lies tactful (such as responses to “How do you like my haircut?”). Other lies lead to growing doubt for important messages, and over time they diminish trust and personal credibility. So what are the signs of lying? Sweating. Flushing. Increased swallowing. Irregular breathing. Hand-to-mouth and hand-to-nose touching. Either frequent blinking or a stare (the opposite of what’s typical for the person). A frozen face (an attempt to be expressionless and not give away any secrets). I’d Rather Flirt Than Talk Business Whether subconsciously or intentionally, women suggest their femaleness by glancing over a raised shoulder. Or, they dip their head to the side and peep upward. This head tilt is a submissive gesture that makes a person look smaller and more vulnerable. When women feel attracted, they often expose the inside of their wrist and display the silky smooth skin there. When men feel attracted, they proudly hang their thumbs over their waist-band to frame their frontal area, as if to say, “Look at me.” Women often add the pelvic tilt to this hands-on-hip gesture (think fashion model on the catwalk) to say, “Look at me!” Body language always trumps words. Make sure your body doesn’t betray you. Dianna Booher, an expert in executive communications, is the author of 45 books, published in 25 countries and 19 languages. Her latest books include Creating Personal Presence: Look, Talk, Think, and Act Like a Leader and Communicate with Confidence, Revised Edition. As CEO of Booher Consultants and as a high-caliber keynote speaker, Dianna and her staff travel worldwide to deliver focused speeches and training programs to address specific communication challenges and increase effectiveness in oral, written, interpersonal, and organizational communication. www.booher.com	<urn:uuid:f0c3a5f8-0af6-4a98-affb-723c3cec1ae2>	CC-MAIN-2017-26	http://booher.com/communication-interpersonal/communication-skills-does-your-body-language-undermine-your-words/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320263.78/warc/CC-MAIN-20170624133941-20170624153941-00236.warc.gz	en	0.943159	905	2.53125	3
Buy ONET/DOT: Download TITLE: Maids and Housekeeping Cleaners DEFINITION: Perform any combination of tasks to maintain private households or commercial establishments, such as hotels, restaurants and hospitals, in a clean and orderly manner. Duties include making beds, replenishing linens, cleaning rooms and halls, and arranging furniture. 1. Cleans rooms, hallways, lobbies, lounges, restrooms, corridors, elevators, stairways, and locker rooms and other work areas. 2. Cleans rugs, carpets, upholstered furniture, and draperies, using vacuum cleaner. 3. Dusts furniture and equipment. 4. Empties wastebaskets, and empties and cleans ashtrays. 5. Sweeps, scrubs, waxes, and polishes floors, using brooms and mops and powered scrubbing and waxing machines. 6. Collects soiled linens for laundering, and receives and stores linen supplies in linen closet. 7. Polishes metalwork, such as fixtures and fittings. 8. Washes walls, ceiling, and woodwork. 9. Washes windows, door panels, and sills. 10. Transports trash and waste to disposal area. 11. Replenishes supplies, such as drinking glasses, writing supplies, and bathroom items. 12. Moves and arranges furniture, turns mattresses, hangs draperies, dusts venetian blinds, and polishes metalwork to ready hotel facilities for occupancy. 13. Washes beds and mattresses, and remakes beds after dismissal of hospital patients. 14. Replaces light bulbs. 15. Arranges decorations, apparatus, or furniture for banquets and social functions. 16. Cleans and removes debris from driveway and garage areas. 17. Prepares sample rooms for sales meetings. 18. Delivers television sets, ironing boards, baby cribs, and rollaway beds to guests rooms. 19. Cleans swimming pool with vacuum. Knowledge elements are ranked by importance. 71 Customer and Personal Service Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques Knowledge of the composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods 13 Public Safety and Security Knowledge of weaponry, public safety, and security operations, rules, regulations, precautions, prevention, and the protection of people, data, and property Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance Knowledge and prediction of physical principles, laws, and applications including air, water, material dynamics, light, atomic principles, heat, electric theory, earth formations, and meteorological and related natural phenomena Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations Knowledge of design techniques, principles, tools and instruments involved in the production and use of precision technical plans, blueprints, drawings, and models Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications Knowledge of various methods for describing the location and distribution of land, sea, and air masses including their physical locations, relationships, and characteristics 4 Education and Training Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles Knowledge of administrative and clerical procedures and systems such as word processing systems, filing and records management systems, stenography and transcription, forms design principles, and other office procedures and terminology 4 Law, Government and Jurisprudence Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process Skills elements are ranked by importance. 38 Service Orientation Actively looking for ways to help people 33 Product Inspection Inspecting and evaluating the quality of products 29 Information Organization Finding ways to structure or classify multiple pieces of information 29 Active Listening Listening to what other people are saying and asking questions as appropriate 29 Equipment Selection Determining the kind of tools and equipment needed to do a job 25 Identification of Key Causes Identifying the things that must be changed to achieve a goal 25 Management of Material Resources Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work 25 Equipment Maintenance Performing routine maintenance and determining when and what kind of maintenance is needed 21 Problem Identification Identifying the nature of problems 21 Operation and Control Controlling operations of equipment or systems 17 Social Perceptiveness Being aware of others' reactions and understanding why they react the way they do 17 Time Management Managing one's own time and the time of others Reorganizing information to get a better approach to problems or tasks Adjusting actions in relation to others' actions 17 Solution Appraisal Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts 13 Implementation Planning Developing approaches for implementing an idea Assessing how well one is doing when learning or doing something 13 Judgment and Decision Making Weighing the relative costs and benefits of a potential action 13 Idea Evaluation Evaluating the likely success of an idea in relation to the demands of the situation Talking to others to effectively convey information Installing equipment, machines, wiring, or programs to meet specifications 13 Reading Comprehension Understanding written sentences and paragraphs in work related documents Communicating effectively with others in writing as indicated by the needs of the audience Determining what is causing an operating error and deciding what to do about it Repairing machines or systems using the needed tools 8 Critical Thinking Using logic and analysis to identify the strengths and weaknesses of different approaches 8 Learning Strategies Using multiple approaches when learning or teaching new things Using mathematics to solve problems 4 Active Learning Working with new material or information to grasp its implications 4 Systems Perception Determining when important changes have occurred in a system or are likely to occur 4 Information Gathering Knowing how to find information and identifying essential information 4 Management of Personnel Resources Motivating, developing, and directing people as they work, identifying the best people for the job 4 Systems Evaluation Looking at many indicators of system performance, taking into account their accuracy Persuading others to approach things differently 4 Idea Generation Generating a number of different approaches to problems 4 Operations Analysis Analyzing needs and product requirements to create a design 4 Technology Design Generating or adapting equipment and technology to serve user needs Conducting tests to determine whether equipment, software, or procedures are operating as expected 4 Operation Monitoring Watching gauges, dials, or other indicators to make sure a machine is working properly Developing an image of how a system should work under ideal conditions . Abilities elements are ranked by importance. 60 Trunk Strength The ability to use one's abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing 55 Wrist-Finger Speed The ability to make fast, simple, repeated movements of the fingers, hands, and wrists 50 Manual Dexterity The ability to quickly make coordinated movements of one hand, a hand together with its arm, or two hands to grasp, manipulate, or assemble objects 45 Problem Sensitivity The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. The ability to exert one's self physically over long periods of time without getting winded or out of breath 45 Static Strength The ability to exert maximum muscle force to lift, push, pull, or carry objects 40 Multilimb Coordination The ability to coordinate movements of two or more limbs together (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the body is in motion 35 Finger Dexterity The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects 35 Information Ordering The ability to correctly follow a given rule or set of rules in order to arrange things or actions in a certain order. The things or actions can include numbers, letters, words, pictures, procedures, sentences, and mathematical or logical operations. 35 Extent Flexibility The ability to bend, stretch, twist, or reach out with the body, arms, and/or legs 35 Dynamic Strength The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue 30 Spatial Orientation The ability to know one's location in relation to the environment, or to know where other objects are in relation to one's self 30 Arm-Hand Steadiness The ability to keep the hand and arm steady while making an arm movement or while holding the arm and hand in one position 25 Speed of Limb Movement The ability to quickly move the arms or legs 25 Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged 25 Control Precision The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions 20 Near Vision The ability to see details of objects at a close range (within a few feet of the observer) 20 Far Vision The ability to see details at a distance 20 Time Sharing The ability to efficiently shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources) 15 Fluency of Ideas The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas. 15 Number Facility The ability to add, subtract, multiply, or divide quickly and correctly 15 Category Flexibility The ability to produce many rules so that each rule tells how to group (or combine) a set of things in a different way. 15 Dynamic Flexibility The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or legs 15 Deductive Reasoning The ability to apply general rules to specific problems to come up with logical answers. It involves deciding if an answer makes sense. The ability to remember information such as words, numbers, pictures, and procedures The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem 15 Visual Color Discrimination The ability to match or detect differences between colors, including shades of color and brightness 15 Rate Control The ability to time the adjustments of a movement or equipment control in anticipation of changes in the speed and/or direction of a continuously moving object or scene 15 Gross Body Coordination The ability to coordinate the movement of the arms, legs, and torso together in activities where the whole body is in motion 10 Hearing Sensitivity The ability to detect or tell the difference between sounds that vary over broad ranges of pitch and loudness 10 Reaction Time The ability to quickly respond (with the hand, finger, or foot) to one signal (sound, light, picture, etc.) when it appears 10 Inductive Reasoning The ability to combine separate pieces of information, or specific answers to problems, to form general rules or conclusions. It includes coming up with a logical explanation for why a series of seemingly unrelated events occur together. 10 Oral Expression The ability to communicate information and ideas in speaking so others will understand 10 Written Comprehension The ability to read and understand information and ideas presented in writing 10 Speech Recognition The ability to identify and understand the speech of another person 5 Written Expression The ability to communicate information and ideas in writing so others will understand 5 Sound Localization The ability to tell the direction from which a sound originated 5 Mathematical Reasoning The ability to understand and organize a problem and then to select a mathematical method or formula to solve the problem 5 Speed of Closure The ability to quickly make sense of information that seems to be without meaning or organization. It involves quickly combining and organizing different pieces of information into a meaningful pattern 5 Flexibility of Closure The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material 5 Response Orientation The ability to choose quickly and correctly between two or more movements in response to two or more signals (lights, sounds, pictures, etc.). It includes the speed with which the correct response is started with the hand, foot, or other body parts 5 Auditory Attention The ability to focus on a single source of auditory (hearing) information in the presence of other distracting sounds 5 Selective Attention The ability to concentrate and not be distracted while performing a task over a period of time 5 Depth Perception The ability to judge which of several objects is closer or farther away from the observer, or to judge the distance between an object and the observer 5 Night Vision The ability to see under low light conditions 5 Speech Clarity The ability to speak clearly so that it is understandable to a listener 5 Explosive Strength The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object 5 Perceptual Speed The ability to quickly and accurately compare letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object Work activities elements are ranked by importance. 92 Handling and Moving Objects Using one's own hands and arms in handling, installing, forming, positioning, and moving materials, or in manipulating things, including the use of keyboards. 79 Performing General Physical Activities Performing physical activities that require moving one's whole body, such as in climbing, lifting, balancing, walking, stooping, where the activities often also require considerable use of the arms and legs, such as in the physical handling of materials. 58 Controlling Machines and Processes Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). 54 Inspecting Equipment, Structures, or Material Inspecting or diagnosing equipment, structures, or materials to identify the causes of errors or other problems or defects. 50 Implementing Ideas or Programs Conducting or carrying out work procedures and activities in accord with one's own ideas or information provided through directions/instructions for purposes of installing, modifying, preparing, delivering, constructing, integrating, finishing, or completing programs, systems, structures, or products. 42 Estimating Needed Characteristics Estimating the Characteristics of Materials, Products, Events, or Information: Estimating sizes, distances, and quantities, or determining time, costs, resources, or materials needed to perform a work activity. 38 Organizing, Planning, and Prioritizing Developing plans to accomplish work, and prioritizing and organizing one's own work. 33 Communicating With Other Workers Providing information to supervisors, fellow workers, and subordinates. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer. 29 Getting Information Needed to Do the Job Observing, receiving, and otherwise obtaining information from all relevant sources. 29 Evaluating Information Against Standards Evaluating information against a set of standards and verifying that it is correct. 29 Judging Qualities of Things, Services, or People Making judgments about or assessing the value, importance, or quality of things or people. 29 Monitor Processes, Material, or Surroundings Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished. 29 Identifying Objects, Actions, and Events Identifying information received by making estimates or categorizations, recognizing differences or similarities, or sensing changes in circumstances or events. 25 Assisting and Caring for Others Providing assistance or personal care to others. 21 Making Decisions and Solving Problems Combining, evaluating, and reasoning with information and data to make decisions and solve problems. These processes involve making decisions about the relative importance of information and choosing the best solution. 21 Monitoring and Controlling Resources Monitoring and controlling resources and overseeing the spending of money. 21 Performing For or Working With Public Performing for people or dealing directly with the public, including serving persons in restaurants and stores, and receiving clients or guests. 17 Communicating With Persons Outside Organization Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer. 13 Documenting or Recording Information Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic/magnetic recording. 13 Repairing and Maintaining Electrical Equipment Fixing, servicing, adjusting, regulating, calibrating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles. 13 Updating and Using Job-Relevant Knowledge Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions. 13 Processing Information Compiling, coding, categorizing, calculating, tabulating, auditing, verifying, or processing information or data. 13 Coordinating Work and Activities of Others Coordinating members of a work group to accomplish tasks. 8 Analyzing Data or Information Identifying underlying principles, reasons, or facts by breaking down information or data into separate parts. 8 Performing Administrative Activities Approving requests, handling paperwork, and performing day-to-day administrative tasks. 4 Thinking Creatively Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. 4 Establishing and Maintaining Relationships Developing constructive and cooperative working relationships with others. Work context elements are ranked by frequency (F), importance (I), responsibility (R), amount of contact (C), how serious (S), objective vs. subjective (O), automation (A), extent of frustration (E), responsible for health and safety (H), likelihood of injury (L), degree of injury (D) . 85 (F) Standing How much time in a usual work period does the worker spend: Standing? 76 (I) Importance of Being Sure All Is Done How important is it to be sure that all the details of this job are performed and everything is done completely? 76 (I) Provide a Service to Others How important are interactions requiring the worker to: Provide a service to others (e.g., customers)? 75 (F) Indoors How frequently does this job require the worker to work: Indoors 60 (F) Walking or Running How much time in a usual work period does the worker spend: Walking or running? 55 (F) Making Repetitive Motions How much time in a usual work period does the worker spend: Making repetitive motions? 55 (F) Special Uniform How often does the worker wear: A special uniform, such as that of a commercial pilot, nurse, police officer, or military personnel? 55 (F) Using Hands on Objects, Tools, Controls How much time in a usual work period does the worker spend: Using hands to handle, control, or feel objects, tools or controls? 50 (F) Kneeling, Crouching or Crawling How much time in a usual work period does the worker spend: Kneeling, stooping, crouching or crawling? 48 (I) Importance of Being Exact or Accurate How important is being very exact or highly accurate in performing this job? 35 (F) Bending or Twisting the Body How much time in a usual work period does the worker spend: Bending or twisting the body? 33 (O) Objective or Subjective Information How objective or subjective is the information communicated in this job? 32 (I) Importance of Repeating Same Tasks How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? 30 (F) Sitting How much time in a usual work period does the worker spend: Sitting? 25 (F) Contaminants How often during a usual work period is the worker exposed to the following conditions: Contaminants (pollutants, gases, dust, odors, etc.)? 23 (S) Consequence of Error How serious would the result usually be if the worker made a mistake that was not readily correctable? 20 (C) Job-Required Social Interaction How much does this job require the worker to be in contact (face-to-face, by telephone, or otherwise) with others in order to perform it? 20 (F) Sounds or Noise Levels Are Distracting How often during a usual work period is the worker exposed to the following conditions: Sounds and noise levels that are distracting and uncomfortable? 20 (I) Pace Determined by Speed of Equipment How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.) 20 (F) Outdoors How frequently does this job require the worker to work: Outdoors 15 (F) Hazardous Situations How often does this job require the worker to be exposed to harardous situations? Hazardous Situations involving likely cuts, bites, stings, or minor burns 15 (F) Very Hot How often during a usual work period is the worker exposed to the following conditions: Very hot (above 90 F) or very cold (under 32 F) temperatures? 15 (F) Common Protective or Safety Attire How often does the worker wear: Common protective or safety attire, such as safety shoes, glasses, gloves, hearing protection, hard-hat, or personal flotation device? 12 (I) Importance of Being Aware of New Events How important is being constantly aware of either frequently changing events (e.g. security guard watching for shoplifters) or infrequent events (e.g. radar operator watching for tornadoes) to performing this job? 10 (F) Climbing Ladders, Scaffolds, Poles, etc. How much time in a usual work period does the worker spend: Climbing ladders, scaffolds, poles, etc? 10 (F) Cramped Work Space, Awkward Positions How often during a usual work period is the worker exposed to the following conditions: Cramped work space that requires getting into awkward positions? 10 (A) Degree of Automation Indicate the level of automation of this job. 10 (F) Deal With Unpleasant or Angry People How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? 8 (I) Deal With External Customers How important are interactions requiring the worker to: Deal with external customers (e.g., retail sales) or the public in general (e.g., police work)? 7 (E) Frustrating Circumstances To what extent do frustrating circumstances ("road blocks" to work that are beyond the worker's control) hinder the accomplishment of this job? 6 (H) Responsible for Health and Safety of Others How responsible is the worker for others' health and safety on this job? 6 (L) Hazardous Situations What is the likelihood that the worker would be injured as a result of being exposed to hazardous situations while performing this job? Hazardous Situations involving likely cuts, bites, stings, or minor burns 5 (F) Frequency in Conflict Situations How frequently do the job requirements place the worker in conflict situations? 5 (F) Diseases or Infections How often does this job require the worker to be exposed to diseases/infection? Diseases/Infections (e.g., patient care, some laboratory work, sanitation control, etc.) 5 (F) High Places How often does this job require the worker to be exposed to high places? High Places (e.g., heights above 8 feet on ladders, poles, scaffolding, catwalks, etc.) 5 (F) Keeping or Regaining Balance How much time in a usual work period does the worker spend: Keeping or regaining balance? 4 (I) Supervise, Coach, Train Others How important are interactions requiring the worker to: Supervise, coach, train, or develop other employees? 4 (D) Hazardous Situations If injury, due to exposure to hazardous situations, were to occur while performing this job, how serious would be the likely outcome? Hazardous Situations involving likely cuts, bites, stings, or minor burns 4 (I) Coordinate or Lead Others How important are interactions requiring the worker to: Coordinate or lead others in accomplishing work activities (not supervision)? 3 (R) Responsibility for Outcomes and Results How responsible is the worker for work outcomes and results of other workers? Interest elements are ranked by occupational interest. Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. Work values elements are ranked by extent. 59 Relationships-Mean Extent Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. 43 Working Conditions-Mean Extent Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. 42 Support-Mean Extent Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. 20 Independence-Mean Extent Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. 12 Recognition-Mean Extent Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. 5 Achievement-Mean Extent Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. 81 Moral Values Workers on this job are never pressured to do things that go against their sense of right and wrong Workers on this job do their work alone Workers on this job are busy all the time Workers on this job have co-workers who are easy to get along with Workers on this job have steady employment 44 Company Policies and Practices Workers on this job are treated fairly by the company 44 Social Service Workers on this job have work where they do things for other people 44 Supervision, Human Relations Workers on this job have supervisors who back up their workers with management 38 Supervision, Technical Workers on this job have supervisors who train their workers well Workers on this job plan their work with little supervision 28 Working Conditions Workers on this job have good working conditions Workers on this job have something different to do every day Workers on this job are paid well in comparison with other workers Workers on this job have opportunities for advancement Workers on this job receive recognition for the work they do Workers on this job make decisions on their own Workers on this job try out their own ideas 6 Social Status Workers on this job are looked up to by others in their company and their community Workers on this job get a feeling of accomplishment 3 Ability Utilization Workers on this job make use of their individual abilities Workers on this job give directions and instructions to others \|DOT91 (Dictionary of Occupational Titles):\|\| 323687014 Cleaner, Housekeeping 323687010 Cleaner, Hospital \|AIM97 (Apprenticeship Information Management):\|\| 0943 HOUSEKEEPER, COM, RES, IND \|CEN90 (1990 Census Occupations):\|\| 449 Maids and Housemen \|CIP90 (Classification of Instructional Programs):\|\| 000000 NO CIP ASSIGNED \|GOE93 (Guide for Occupational Exploration):\|\| 051218 Elemental Work: Mechanical: Cleaning and Maintenance \|MOC97 (Military Occupational Codes):\|\| \|OES98 (Occupational Employment Statistics):\|\| 67002 Maids and Housekeeping Cleaners \|OPM97 (Office of Personnel Management Occupations):\|\| \|SOC98 (Standard Occupational Classification):\|\| 37-2012 Maids and Housekeeping Cleaners	<urn:uuid:9bef68c5-2676-4706-928a-0ce22f389d9c>	CC-MAIN-2017-26	http://www.occupationalinfo.org/onet/67002.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320263.78/warc/CC-MAIN-20170624133941-20170624153941-00236.warc.gz	en	0.914557	6,470	2.921875	3
Henry George Madan Henry George Madan (September 6, 1838 – December 22, 1901) was an English chemist, teacher and academic. He was born in Cam Vicarage, Gloucestershire, England, the eldest child of George Madan. After an education at Marlborough College, he earned an open exhibition at Corpus Christi College, Oxford. He earned a B.A. in 1860, became a fellow of the Queens College, Oxford in 1861 and was awarded an M.A. in 1864. He became the science master at Eton College, where he served for twenty years. He was elected a Fellow of the Chemical Society and published several works on chemistry and physics. In 1887, he co-published Exercises in practical chemistry with A. G. V. Harcourt, which became a standard textbook for many years thereafter. In 1877, American astronomer Asaph Hall discovered two satellites orbiting the planet Mars. Various names were proposed, but Asaph chose the suggestion of Henry Madan, who proposed the names Deimus (later Deimos) and Phobus (later Phobos). (These names are found in the Fifteenth Book, line 119 of Homer's Iliad.) Henry was the brother of Falconer Madan (1851–1935), the librarian of the Bodleian Library of the University of Oxford. Falconer's granddaughter, Venetia Burney (1918–2009), holds the distinction of being the first person to suggest the name Pluto for the dwarf planet, discovered in 1930. In 1901, Henry George Madan was injured by a railway truck and needed his arm amputated. His health never recovered and he died several months later. - An elementary treatise on heat (1889) - Exercises in practical chemistry (1887) with A. G. Vernon Harcourt - Lessons in elementary dynamics (1886) - Tables of qualitative analysis (1881) - Joseph Foster, eds. (1888). Alumni Oxonienses: the members of the University of Oxford, 1715-1886. 3. Oxford University. p. 900. - "H.G. (probably Henry George) Madan". England: The Other Within. Archived from the original on 2011-10-05. Retrieved 2011-05-25. - William Crookes, eds. (January 3, 1902). "Obituary, Mr. Henry George Madan". The Chemical News. 85 (2197): 10. - "Notes and News". The Oxford Magazine. 20 (9): 144. January 22, 1902. - Blunck, Jürgen (2009). "The Satellites of Mars". Solar System Moons: Discovery and Mythology. Springer. ISBN 3-540-68852-8. Retrieved 2013-09-14. - Staff (May 5, 2009). "Science Obituaries: Venetia Phair". The Telegraph. Retrieved 2011-05-25.	<urn:uuid:5b6e53f9-11ec-4119-bae1-6bb3f4213097>	CC-MAIN-2017-26	https://en.wikipedia.org/wiki/Henry_George_Madan	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320263.78/warc/CC-MAIN-20170624133941-20170624153941-00236.warc.gz	en	0.921695	627	2.59375	3
A blogcast of academic articles and reviews on interdisciplinary subjects within classical antiquity. Friday, January 10, 2014 John N. N. Hopkins, "The Cloaca Maxima and the Monumental Manipulation of Water in Archaic Rome" Area of the Cloaca Maxima later repaired under Domitian. This week we dive into the major sewer of Rome, the Cloaca Maxima, and attempt to dispel some preconceived notions surrounding it---namely that it always served as Rome's sewer. An article by John N.N. Hopkins explores the topography of early Rome during the regal period--the period of the kings prior to the founding of the Republic [753-509 BCE]--and proposes that the use of the Cloaca Maxima changed over time from the regal period into the Republican and then later imperial era. Moreover, its initial building served as a monumental statement to both Romans and non-Romans of the power of the burgeoning city. His article is a splendid reminder that infrastructure can shift in purpose over time and a further demonstration of how monumental building serves as visual propaganda.	<urn:uuid:65f7b78b-2875-4d5f-ad03-52069b5d0b9a>	CC-MAIN-2017-26	http://ancientstudiesarticles.blogspot.com/2014/01/john-n-n-hopkins-cloaca-maxima-and.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320476.39/warc/CC-MAIN-20170625083108-20170625103108-00316.warc.gz	en	0.924971	227	2.6875	3
I’m just leaving the 2015 CogSci conference, and am pondering what I saw there. I’m particularly dismayed at the lack of sophistication surrounding the notion of an external representation, especially the role and nature of ‘grounding’ in a representation—so I’ll focus on that in this post. First, though, some quick impressions: It was exciting to see so much mathematical and numerical cognition going on. There were many fascinating posters, and also several great talks, a symposium, and a keynote focused on mathematics. People are saying exciting, new things, and it was fascinating to hear. I particularly enjoyed, as did many people, Kevin Mickey’s demonstration of the power of the unit circle as a central representation for trigonometry. The unit circle is very useful among even expert reasoners working in trigonometry. For instance, the instance below was spontaneously produced by a graduate student in mathematics solving a problem involving quite elementary trig identities, while participating in one of my studies this summer (more on that project another time), It can be seen more purely here For those who haven’t seen it, the unit circle is used to motivate the notion of sin, cos, and tangent, in the following way: the circle has a radius 1. For each point that lies on the circle, the sin is defined as the projection of the point to the y axis, and cos as the projection to the x axis. Zero degrees is defined as the point lying along the positive x axis, and positive angle goes counterclockwise around the circle. The image shows that this definition allows the meaningful embedding of right triangles (but not other shapes) into the image, indicating the relationship between right triangles and trig functions. Kevin Mickey (along with his mentor, Jay McClelland) demonstrated that people who rely on the unit circle to infer formal1 rules, such as sin(-x) = -sin(x), do so very successfully, and, crucially, more successfully than those who rely on their memory for such rules. Furthermore, teaching people the unit circle interpretation helps them also become more successful. It’s a cool result, and certainly serves as a demonstration of the power of the unit circle. In time, the unit circle may join the number line, the Cartesian coordinate system, and the function in the pantheon of immensely potent mathematical visualizations. The meaning myth But what is a visualization, anyway? What makes one powerful? Why are the unit circle and the number line so good, and other strategies, such as remembering and applying the axioms sin(-x) = -sin(x) and cos(-x)=cos(x) so bad? Why are these representations so successful in grounding other ways of thinking? There’s a common story here, which I heard repeatedly at cognitive science this year. It’s a bad story, and I’m afraid the ways that it is bad slow advancement in mathematics education, especially in teasing apart concepts like embodiment, grounding, and concreteness. In what follows I’m putting together a number of different conversations I had over the conference, so I cannot attribute this argument to any one individual. For concreteness, I’ll attribute it to Frankenstein. Frankenstein’s story goes like this: Frankenstein thinks number line and the unit circle are meaningful, while other representations such as axioms or ‘formal notations’, are meaningless. In general, Frankenstein thinks, we want to ground meaningless symbols in meaningful ones. Trying to work with meaningless systems is more-or-less hopeless because meaningful situations are the source of and license for moves made in meaningless systems. Of course, Frankenstein must explain how some situations come to be meaningful, and others come to be meaningless. Sadly, Frankenstein has a ready answer in a simple neo-Fregean notion of a syntax/semantics distinction, and this is where Frankenstein goes wrong. On this account, which has come down to us through modern philosophers of language and mind such as Steve Pinker, and John Searle, and Jerry Fodor some chunks of the physical world have semantic content and others do not—that is, some refer, and some are referred to. For our purposes, we can call the referring objects ‘symbols’, even though sometimes we want to make finer distinctions. Real situations and objects have intrinsic or inherent meaning, in virtue of the relationships in which they enter. Dogs are doggy. The word ‘dog’, on the other hand, is arbitrary—it just acquires its meaning parasitically through its association with real dogs. A great and powerful thing about this story is that it can be used to explain mathematical symbols, verbal symbols, and the symbols of the mind, all using the same coherent notions. Frankenstein says that the unit circle and the number line are good groundings because they are ‘real’, or anyway ‘closer’ to real, while symbolic forms just get their meaning through reference to real situations. Symbol manipulations just create a Chinese Room of dancing symbols, but can never reach out to real meaning. The breakdown of the world into the symbolic and the symbolized has had a long run of popularity, but is currently contentious. Many clever folks have now realized that symbols such as ‘dog’ have strong internal structure, important properties, and engage in particular kinds of relations with other words, which gives them their own kind of intrinsic meaning—a logic laying the ground for complex statistical analyses of the distribution of words in rich languages. Furthermore, these days we question whether the mind really has something like pure referential symbols, often arguing instead for locking or coupling relationships between distinct intrinsically autonomous but richly interconnected physical systems. Weirdly, many of the people who happily espoused the neo-Fregean view of, say, the unit circle are the very people who are very skeptical of this distinction in other walks of (scientific) life. This is strange, because while personally I think that there might be symbols in the mind, and this might even be the only right way to think about language, the one place there pretty clearly aren’t referential symbols is in notational mathematics. Despite its long heritage and good family, the notion that algebraic notations are meaningful in virtue of their reference to ‘real’ situations is misleading and unnecessary. Furthermore, it obscures the nature and value of forms like the unit circle, and hides the real value and importance of grounding. It also blinds us to the value of the formal algebraic notation. On the contrary: The real unit circle diagram: - Is profoundly useful as a grounding for a trigonometric algebra, but - Is not ‘close’ to perceptual experience, instead requiring substantial training of spatial systems to use correctly, in part because of how its use is constrained by mathematical truth. - Bears both intra-systemic content and content derived from its connections to other systems, including formalizations, through modeling relationships. Real algebraic formalizations: - Do not refer. Instead, systems of them can bear modeling relationships to other systems. - Are restrained visuo-spatial forms, with non-arbitrary structure and intrinsic meaningfulness. - Are not ‘far’ from perceptual experience, instead being themselves spatially extended structures affording spatial transformations, but requiring substantial training of spatial systems to use correctly, in part because of how their use is constrained by mathematical truth. - Bear both intra-systemic content and content derived from its connections to other systems, including formalizations. As you might notice, those descriptions are very similar. That’s because there are NO qualitative differences between the unit circle and an algebra. There are quantitative difference, which we overlook at our peril, and which Frankenstein’s belief in the referentiality of symbols blinds him to. Both belong to a family of cultural artifacts, which we might call ‘mathematical systems’. Mathematical systems are like this: they are imaginary structures, which are imagined using principally spatial reasoning systems, and perceptual routines. That is, one imagines spatially extended mental objects, and reasons about them by making mental operations like affine transformations, mental visualization, marking off, zooming, shifting attention, and so on. Importantly, however, mathematical systems are not objects given by experience, and they do not match precisely, ever, the usual processes of the spatial reasoning systems involved in them. Rather, those systems must be trained2 to allow only certain extreme processes, and to disallow others. To give some obvious examples: in the unit circle, one may not ‘zoom in’ to the lines of the axes to use their spatial extension, nor the circle itself. One may not move the triangle to new orientations such as placing the right angle at the origin (though in the geometry of congruent forms such a transformation is actively encouraged). One does not consider length of the chords cutting from the intersections of the coordinate axes and the circle (length root 2, of course). One certainly does not rotate the circle into three or four dimensions. If one does these things, one is no longer playing the trigonometry game—one has left the system. There are many other things one may do, but only carefully, and which are not part of the usual practice-considering the length between the x-axis projection of a line and the circle, for instance. Formal notations are also mathematical systems: one imagines a ‘world’ made up of squiggles, and one allows only certain spatial transformations of those symbols. One then considers the inhabitants of that world. Certain spatial routines are allowed, others are not. Importantly, these often explicitly (and always implicitly) involve the specific written shapes. For instance, consider a Cantor’s diagonalization proof3 we explicitly consider the digits of the real number, and physically imagine a book of written of symbols. At the least, one must agree that Cantor’s diagonalization—a proof so profound and fundamental it arguably plays the unit circle role for a broad swath of infinite cardinality theory and computational undecidability proofs—explicitly trades in the visual form of supposedly ‘arbitrary’ and ‘intrinsically meaningless’ symbols. Note also that nothing in Cantor’s proof reaches out to the supposed ‘meaning’ of the reals. We just don’t care whether these are conceptualized as points on a line, or magnitudes, or what. In fact, worse for the neo-Fregean than this, we do care that they are not any of these things—the decimals are a particular manner of constructing strings—they are the symbols on the page. (A minor tweak is required to actually mesh this proof with common models such as points on the line). Frankenstein wants to call foul at this point. Frankenstein worries that Cantor’s proof is not axiomatic, but rather reasoning about the forms of the formalisms. Maybe, but this kind of reasoning is at least ubiquitous and foundational in work with formalisms, and is frankly probably important in modern mathematics than axiomatic work. And the neo-Fregean ‘arbitrary symbol with derived meaning through referentiality’ really has no good account for this sort of thing. This is a problem, because lots of reasoning in abstract algebra, category theory, proof theory, and other pretty common branches of mathematics has just this sort of quality: one reasons—formally or informally—about the properties of jumbles of symbols under certain allowed transformations. This means that the neo-Fregean is unable to cope with most of what goes on in modern algebra. Furthermore, when pressed, Frankenstein has no good account for how actual humans engage in symbolic transformations of the algebraic sort other than the one listed above: constrained perceptual-motor transformations over real or imagined symbolic forms. So the the ‘mathematical systems’ account nicely explains both axiomatic and non-axiomatic approaches to formalisms, while the Frankenstein account explains neither. Don’t look to the meaning, look to the use! Frankenstein is confused because in real life, especially in the very elementary mathematics most of our subjects trade in most of the time, usually symbol systems are embedded in particular mappings, or modeling relationships. We think of multiplication as area, or as repeated addition—we think of number strings as reflecting points on a line, or algebraic expressions as capturing relationships among collaborating painters or moving trains. And mappings really are very important in modern mathematics—indeed, one way of construing category theory is that that it is the study of such mappings. It’s just that these are not taken by the advanced mathematician for meanings—multiplication does not ‘mean’ repeated addition, any more than the real numbers ‘means’ the points on a line. Real numbers, like any other mathematical concept, have no meaning. Instead, they may have definitions within a mathematical system, and models across two systems. In a mapping situation, one takes two mathematical systems, and finds ways to embed one into the other such that conclusions drawn in one system have a natural interpretation in the other. A simple example might suffice. I’ll take one in which, arguably, the visualizations over the unit circle are unfamiliar and idiosyncratic, but the symbolic transformations are familiar and reassuring: Take the unit circle, with an arbitrary triangle inscribed. Now, take that triangle, and flip it over. Then put the point that used to lie on the circle instead at the origin, and placing the point that used to lie at the origin on the unit circle. Now make two squares, both with one point at the origin, and both with one point at the point that has the height of one triangle, and the width of the other, like so: Now, what’s the combined area of the two blue squares? You may be able to work this out through some geometric considerations. Here’s an easy algebraic way: The two squares have areas cos(x) * sin(90-x) (because the angle of the origin point of the old triangle is 90 minus the new angle), and sin(x) * cos(90-x). Then because of the relation between sin and cos, Isn’t that pretty? Adding squared cos and squared sin is (if you’ve done much trig lately) a very familiar and comforting proof. The things I was doing with squares and flipping triangles was weird. Be that as it may, I made a convincing correspondence between transformations in system 1 (the circle) and in system 2 (the symbols), such that one can import conclusions from one into the other. Frankenstein is no fool: this looks a lot like a referential relationship. But it’s not: it’s a truth-preserving mapping between two autonomous (spatial/perceptual/dynamic) mathematical systems. Mappings like these go in lots of directions, and often never involve symbols. When symbols are involved, sometimes its through reasoning about axioms and doing lots of substitution, as in the above, sometimes it’s through reasoning about their constituents, as in Cantor’s proof. But this is not a syntax/semantics relationship—it’s a syntax/syntax alignment. Those tend to be useful, for a number of reasons I won’t go into here in detail, but two big ones are that error-prone transformations in system (a) tend to be robust in system (b), and vice versa, and that system (a) and system (b) are likely to carve a space differently, so that the alignment provides insight into their structure. This isn’t to say that there’s nothing but syntax going on, but rather that each system is autonomously ‘meaningful’–really, I mean to include something much like Miriam Bassok’s great ideas about semantic alignments, and certainly something like my own perceptual alignment account (ungated). However, to be rigorous the bindings between formal systems are usually required to be articulated syntactically. Poincare, in his famous fight with David Hilbert, actually got the lack of semantics issue more-or-less right: Poincare argues that one cannot do axiomatic geometry, because geometric imaginings are about geometry, while axiomatic imaginings are about formal notations. He resisted the processes of alignment and mutual inference which became, like it or not, the core characteristic of 20th century mathematics. But he was right that the relationship of a formalism to a geometric or trigonometric structure is not one of reference. This doesn’t mean that mathematical systems aren’t meaningful. They can be meaningful or meaningless in all kinds of ways, both through their internal structure, and in the kinds of modeling relationships they bear. It’s just that little of this meaning is particularly referential in character, and its shared by geometric and formal systems. There’s one last promissory note I have to pay, then I’m done: Why is the unit circle so good, and formalisms so bad? In other words, we all agree that playing with symbols is often error-prone, confusing, and has a feeling of meaninglessness not shared by the unit circle and the number line. What gives, if not a nice syntax-semantics distinction? What gives, and what takes Once we agree that formalisms and mathematical diagrams are alike in type, we can still see that they are very different in emphasis. Here’s a characterization of what makes a mathematical structure good for grounding: - It requires minimal regimentation—the training process required to play the appropriate math game pretty robustly is relatively lightweight. This is what Frankenstein ought to say instead of saying that the unit circle is a real-world object, or given by experience, or whatever. - It is stable in memory. That is, not many things have to be remembered to get it right, and those things are unlikely to get mixed up.4 Relatively speaking, formalisms tend to involve lots of relatively confusable items, and therefore to be pretty bad groundings. - It is generative: Many truths are easily extracted from it, and those truths are important for the system that is to be grounded. In the unit circle, the things that can be easily inferred or ‘read off’ from the circle are just those identities most important for trigonometry. Ditto for number lines and everyday arithmetic and magnitude understanding. - This one is probably actually incidental, but worth mentioning: It is richly interconnected with other knowledge. Rich interconnections can reduce errors, increase stability, and help with reasoning generatively. However, if you play with the unit circle for a while, and try wandering ‘off the beaten path’, you’ll quickly realize how many things you don’t know about it. It’s not that you have rich knowledge about that shape—it’s that you know which thoughts to think, and which to avoid. This preliminary characterization is better than the ‘grounded in experience’ one, because it provides a clear operationalization, respects that no mathematical structure is grounded in real experience, and allows that occasional formalism—y=mx+b, a^2+b^2=c^2, AB=BA, (a->b)^(b->c) -> (a->c), ~~a=a and so on, can itself carry that feeling of familiarity and concreteness we normally associate with ‘grounding’. Finally, it explains by common shapes tend to be better than formalisms for grounding: mathematical structures that resemble regular shapes are likely to be stable in memory and to require minimal regimentation. Formalisms are not referential, and mathematical structures like the unit circle are not ‘experiential’. Mathematical structures all involve regimentation of perceptual systems to align them with rigorous culturally constrained operations, and in this way all are alike. In each, ‘meaning’ is contained in the autonomous web of permitted transformations. There is no ‘semantics’ or ‘meaning’ in mathematical reasoning with formalisms, but rather a conceptually symmetric relationship of inference-preserving syntax-syntax alignments among intrinsically meaningful systems. Nevertheless, formalisms tend to more often be used to derive truths about other systems, especially at low levels of mathematical sophistication. Potent structures for mathematical grounding require minimal regimentation, are stable in memory, and are generative. These tend to be geometric, social, or graphical, rather than formal, because formal systems require extensive regimentation and high working memory load. Steven Phillips wrote a few comments, and kindly agreed to let me post them here. He says: I think we share the similar misgivings about the Fregean perspective of treating the meaning of a statement as derived from the meaning of its constituents (elements) and their inter-relations. I think the basic problem with this approach is that it depends too much on having an appropriate meaning for the constituents. Category theory may help in this regard where the "semantics" are based on the relations (equations) between arrows between objects, not specific objects, nor even specific arrows. In this way, meaning is not required to be "grounded" by reference to specific objects or elements. As a "concrete" example, the usual notion of a group is a set that has an identity element, an inverse for each element, and a binary operation, satisfying some relations among the operations and elements. From a Fregean perspective, the meaning of a group depends on the meaning of the elements of the set. The first step in abstracting away from specific elements is to recast each part as a function: the identity (unit) element u is the (nullary) function that picks out the element u, each inverse is obtained from a unary function, and the binary operation is a binary function. The next step is to capture the axioms of a group, e.g., e x a = a = a x e for every a in set S, as equations among the functions, effectively creating a "point free" version of the axioms, i.e., one which does not make explicit reference to the elements. At this point we have a group in the category Set (of sets and functions). Here, we note that the only properties of Set that are needed for this construction are finite (Cartesian) products (for reasons I didn’t explain). Thus, we can further abstract away from objects that are sets and arrows that are functions to any (abstract) category with finite products. In fact, we just need three abstract objects, which we can be label 0, 1, and 2, and three abstract arrows, which we can label u (unit), i (inverse) and m ("multiplication") that satisfy the relevant equations (commutativity diagrams). This category is our algebraic "theory" of groups, and the functors from this category to Set are the (set-valued) models of the theory, i.e., the (set-valued) functorial semantics of the theory. Other functors, such as those into Top (the category of topological spaces and continuous functions) provide for topological groups (topological semantics), and so on. Regarding the grounding of mathematics generally, I’m a bit sceptical that its (solely) grounded in geometry/quantity, since that seems to leave out topology, which is big chunk of mathematics. Topology is what you do when you don’t have a notion of distance, or quantity. Perhaps intuitions about geometry, etc., or their failures, motivated the invention of topology, but that is different from saying that topology is grounded in geometry. In general, I would be concerned about overly relying on geometrical intuitions as a grounding of mathematical concepts. For example, the concept of a functor between categories can be thought of, geometrically, as a map from a circle enclosing a bunch of arrows connecting points (category) to another circle enclosing another bunch of arrows connecting points (category). The image of a functor can then be thought of as a smaller circle enclosing a subset of point and arrows within the larger circle. So, is the image of a functor a category? Geometric intuition suggests yes, since the smaller circle is just another arrow-enclosing circle. In fact, the image of a functor is not necessarily a category, which can be confirmed by trying to generate a counter example that satisfies the axioms of a functor, but not the axioms of a category. (An exercise for the reader! Here, although, geometric intuition plays a (necessary) role, geometry is not sufficient, since you need to know what are the axioms, which are given symbolically. So, why is the unit circle such a good model of trigonometry? I guess its because it has lots of extra structure to play around with, than the symbolic model. Why is it not a good model? I guess its because some of that extra structure is not in the right correspondence relationship. Note, that by correspondence relationship, category theory is not restricted to isomorphism, which appears to be the concept that predominates in cognitive science. Rather, for category theorists, adjunctions are far more important. In short, I suppose mathematics is grounded both geometrically and linguistically, and I guess that category theory should be well-placed to see the connection. I replied that my intuition is that we do rely on spatial/geometric reasoning as a mechanism implementing lots of mathematical thinking, but that geometric/intuitions are not determinative of truth. In Steve’s example, we are misled precisely because geometric intuitions are our usual first-line mode of thinking. However, in category theory (as in lots of mathematics), we accept as true only things that conform to careful and precise coordinations among different intuition systems. In this case, there are two ways to get to the error. First, if you use the usual sorts of (spatial!) pattern-matching processes across axiomatic systems, you come to a conclusion that differs from the geometric intuition. This isn’t totally determinative either. You have now to align your arrows and your proof, to make sure everything ‘went right’. I’ll also note that geometrically, if you draw a circle inside the image category, you actually can draw a circle who’s contents aren’t a category (by, say, cutting the circle through some of the arrows). So geometric ‘intuitions’ are trainable and tunable, and I think a lot of this goes on too. The point is that we have to have multiple descriptions: one that captures processes or mechanisms of reasoning, and another that lets us in-principle agree on how truth is supposed to be assigned. I guess I bet these aren’t always that related. - Because the word ‘symbol’ is over-subscribed in this context, I’m going to refer to good old fashioned symbols like sin(x), AxB=BxA, and y=mx+b as “formalizations”. This puts the cart before the horse, because, as the saying goes, you can’t say FORMalization without saying “FORM”. I’ll argue that these formalisms, like other mathematical structures, acquires intrinsic meaning through a combination of cultural training and its, you know, physical form. but for now, if you’d like to pretend that ‘form’ means something that doesn’t include the, you know, form of the symbol, you’ll be in good company. Most classical symbolists think so too. ↩ - Tyler Marghetis likes the word ‘regimented’, and I think it’s an excellent one. I’ll steal it without further attribution. ↩ - Here’s a quick reminder, which leaves out some important details. The goal of diagonalization is to prove that the set of real numbers—say those between 0 and 1—cannot be listed (this is the same as putting them in 1-1 correspondence with the naturals). The proof is a proof by contradiction. One imagines a book which lists, in some order, infinitely many reals. Can that book contain all the reals? It cannot. Let’s say the book started like this: 0 \| 0 . 1 0 1 0 1 1 1 1 0 1 0 0 1 0 1 \| 0 . 0 0 0 0 0 1 1 0 1 0 1 0 0 1 2 \| 0 . 1 0 0 1 1 1 1 1 1 1 1 1 0 0 ... Where I’ve made things easy by doing it in binary. Now, we make—make with our minds’ hands, as a temporally extended act of visuo-spatial imagery, not to put to fine a point on it– a new real number which is not in our list. Call it X. What we do is this. Start with 0, followed by a decimal. Then make the first digit different from the first digit of the listed numbers: X = 0 . 0 ? Now, whatever ? is, X cannot be the first item in our book. Make the second digit mismatch the second item in book: X = 0 . 0 1 ? Now X cannot be numbers 0 or 1. Do the same for the next item X = 0 . 0 1 1 ? And x can’t be items 0, 1, or 2. Keep doing this spatially extended visual operation on a supposedly formal representation (subtle, aren’t I?) and you’ll see that X cannot appear anywhere in the book—it mismatches each item. ↩ - For instance, exact spatial positions are hard to keep in memory, while spatial relations are relatively easy. Familiar frequent things are easier to recall than unusual and complex ones. The unit circle just requires a circle, a cross, and a line—three of the most common and simplest shapes of mathematics. Then one must only remember where the line goes, where 0 degrees is, which is sine and which cosine, that tangent is rise over run, and that the degrees go counterclockwise. This may seem like a large number of items, but compare it to the number of things you have to remember to keep track of the dozen or so trigonemtric relations embedded easily in the figure! ↩	<urn:uuid:9bdd5985-f0c6-4043-9087-8329e5196589>	CC-MAIN-2017-26	http://davidlandy.net/grounded-mathematical-representations/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320476.39/warc/CC-MAIN-20170625083108-20170625103108-00316.warc.gz	en	0.944094	6,451	2.703125	3
The latest news about robots, robotics Posted: Dec 13, 2012 Head-mounted cameras could help robots understand social interactions (Nanowerk News) What is everyone looking at? It's a common question in social settings because the answer identifies something of interest, or helps delineate social groupings. Those insights someday will be essential for robots designed to interact with humans, so researchers at Carnegie Mellon University's Robotics Institute have developed a method for detecting where people's gazes intersect. The researchers tested the method using groups of people with head-mounted video cameras. By noting where their gazes converged in three-dimensional space, the researchers could determine if they were listening to a single speaker, interacting as a group, or even following the bouncing ball in a ping-pong game. The system thus uses crowdsourcing to provide subjective information about social groups that would otherwise be difficult or impossible for a robot to ascertain. The researchers' algorithm for determining "social saliency" could ultimately be used to evaluate a variety of social cues, such as the expressions on people's faces or body movements, or data from other types of visual or audio sensors. "This really is just a first step toward analyzing the social signals of people," said Hyun Soo Park, a Ph.D. student in mechanical engineering, who worked on the project with Yaser Sheikh, assistant research professor of robotics, and Eakta Jain of Texas Instruments, who was awarded a Ph.D. in robotics last spring. "In the future, robots will need to interact organically with people and to do so they must understand their social environment, not just their physical environment." Though head-mounted cameras are still unusual, police officers, soldiers, search-and-rescue personnel and even surgeons are among those who have begun to wear body-mounted cameras. Head-mounted systems, such as those integrated into eyeglass frames, are poised to become more common. Even if person-mounted cameras don't become ubiquitous, Sheikh noted that these cameras someday might be used routinely by people who work in cooperative teams with robots. The technique was tested in three real-world settings: a meeting involving two work groups; a musical performance; and a party in which participants played pool and ping-pong and chatted in small groups. The head-mounted cameras provided precise data about what people were looking at in social settings. The algorithm developed by the research team was able to automatically estimate the number and 3D position of "gaze concurrences" — positions where the gazes of multiple people intersected. But the researchers were surprised by the level of detail they were able to detect. In the party setting, for instance, the algorithm didn't just indicate that people were looking at the ping-pong table; the gaze concurrence video actually shows the flight of the ball as it bounces and is batted back and forth. That finding suggests another possible application for monitoring gaze concurrence: player-level views of ball games. Park said if basketball players all wore head-mounted cameras, for instance, it might be possible to reconstruct the game, not from the point of view of a single player, but from a collective view of the players as they all keep their eyes on the ball. Another potential use is the study of social behavior, such as group dynamics and gender interactions, and research into behavioral disorders, such as autism. More information on gaze concurrence, including a video, is available on the project website. The researchers reported their findings Dec. 3 at the Neural Information Processing Systems Conference in Lake Tahoe, Nev. The research was sponsored by the Samsung Global Research Outreach Program, Intel and the National Science Foundation.	<urn:uuid:6af3e01e-3043-4b67-808b-3b33413af62c>	CC-MAIN-2017-26	http://www.nanowerk.com/news2/robotics/newsid=28044.php	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320476.39/warc/CC-MAIN-20170625083108-20170625103108-00316.warc.gz	en	0.963731	760	3.1875	3
Over the last ten years birding has really taken off in Bulgaria, but this is not really surprising when one considers the species that can be seen in this birding paradise. There are over 200 Dalmatian pelicans in the colony at the Srebarna UNESCO reserve, which is the biggest European colony, Red-footed Falcons (over 500 pairs); over 20 pairs of Eastern Imperial eagles, over 800 pairs of Pygmy cormorant, over 100 pairs of Ferruginous duck, and more than 50 pairs of Ruddy shell duck. The country is dotted with fishpond systems and many small and bigger rivers, where Savis Warbler, and Penduline Tit are common, and herons and egrets easily seen. Shabla ©Mike Black Pelican Travel The chain of the Central Balkan National Park, Pirin and Vitosha mountains National Parks, Rila mountain with many mountain reserves, Rhodope mountain and in the far South east Strandza mountain National Park and the local reserves, with their perfect woods and huge cliffs give great opportunities for raptors. These include Eastern Imperial, Golden, Booted, Short-toed, and Lesser spotted eagles, and Saker. The lower parts of the mountains and the whole of the rest of the country is good for Long legged buzzard, Levant Sparrow hawk, Red footed falcon, Montegue's harrier, Honey Buzzard, Egyptian, Black and Griffon vultures, White-tailed eagle, and Black and White stork. European Ground Squirrel Spermophilus citellus ©Andy Trifonoff Pelican Travel Bulgaria is also the best place in the World for seeing Wallcreeper, the biggest European populations of Sombre Tit, Masked and Lesser Grey Shrikes, Short-toed Treecreeper, Olive-tree and Paddyfield Warblers, Spanish Sparrow, Semi-collared flycatcher, Black-headed & Rock Buntings, Black-headed Yellow Wagtail, Golden Oriole, Roller, Bee-eater, Hoopoe, Rose-coloured Starling, Rock Partridge, Pied, Isabelline and Eastern Black-eared Wheatears, Corncrake, Syrian Woodpecker, Calandra and Short-toed Larks. Griffon Vultures Gyps fulvus ©Andy Trifonoff Pelican Travel Many rare European species, like Pallid swift, Little and spotted crakes, Stone-curlew, Collared and Black-winged pratincoles, Gull-billed and Caspian terns, White pelicans, Eagle owl, Ural owl, Scops owl, Pygmy and Tegmalm's owls, Shore lark, Rock and Blue rock thrush, Sub-alpine, Barred, Sardinian and Orphean warblers, Nutcracker, Rock sparrow, and Dotterel are relatively easy to find. In almost every wood and the open area there are Black, Green, Grey-headed, Middle-spotted, Great-spotted, and Lesser-spotted woodpeckers. High in the mountain are three-toed woodpecker. There is a good chance of the rare White-backed woodpecker, as well as Syrian woodpecker and Wryneck in the open areas. European Green Lizard Lacerta viridis ©Andy Trifonoff Pelican Travel The best time to visit is spring, with, on average, 220-230 species, including many rarities but birding in autumn is also good, especially for large raptor migration, Pelicans, and shorebirds. There are huge number of birds every autumn with Honey Buzzards (6000+); Levant sparrow hawk (100+); Common buzzards (20,000+); Booted eagle (100); Lesser spotted eagles (10,000+); Short-toed eagles (400+); Pallid harriers (15); Hobbies (70+); Red footed falcons (1000+); White storks (over 130,000); Black stork (3000+); White pelicans (20,000+); Dalmatian pelicans, and many other rare and interesting birds such as thousands of wagtails, swallows, pipits, and larks etc. Pomorie Salt Lake ©Aron Tanti Pelican Travel Bulgaria is one of the best European countries for birding in winter, as it holds thousands of Red-breasted and White fronted geese, a very good chance of lesser white-fronted geese and rare European ducks. In the last few years there have been very good numbers of White headed duck (over 300); Smew, Dalmatian pelican, Great white Egret, Whooper and Bewick's swans, Rough-legged and Long legged buzzards. Whiskered Tern Chlidonias hybrida ©Andy Trifonoff Pelican Travel Bulgarian landscape is very variable. The plains and marshes of the Danube and Maritsa rivers and Black sea coast give a great possibility of getting all the European herons, as well as Spoonbills and Glossy Ibis, Little Bittern breed. Even the forest in the centre of Sofia - the Bulgarian capital, gives perfect opportunities for birding, and Vitosha mountain national park is just a few minutes by car from Sofia. The dozens of reserves in the country and also many unprotected areas with their variety of landscape, birds, plants insects etc, in a small country such as Bulgaria, mark it out as a leading European country for birding. White Storks Ciconia ciconia ©Aron Tanti Pelican Travel The climate is typically continental in Northern Bulgaria and Dobrudza region, which means warm summers and cold winters. Along the black sea coast the winter is not so severe and the summer is not so hot. In the high mountains the climate is typical with long and cold winter and shorter spring and summer. Along the southern border with Turkey and Greece the Mediterranean influence is tactile. One of the most important sources of foreign income in Bulgaria is tourism and so most of the country is geared up to receiving and looking after visitors and that includes birders. Food, and drinks are cheap and accommodation is very reasonable. Yet, many regions of Bulgaria are still rather under developed with farmland that still hosts good numbers of birds. Major Source: Fatbirder Map Source: Wiki Commons Photo Source: © Pelican Travel \|Company Type\|\|Company Name\| \|Tours\|\|Ecotours Kondor - Worldwide Travel\| \|Tours\|\|Greenwings Wildlife Holidays\| \|Tours\|\|Oriole Birding Ltd\| \|Tours\|\|Pandion Wild Tours\| \|Tours\|\|Wild Photo Tours Bulgaria\| \|Accommodation\|\|Pelican Lake Guesthouse\| \|Company or User\|\|Destination\|\|Sub destination\|\|Description\|\|Trip Start Date\| \|Iordan Hristov\|\|Bulgaria\|\|Golden Eagle hide photography\|\|Photography workshop for Golden Eagle and Dalmatian Pelican: 21-28.01.2017\|\|January 21, 2017\|\|Download Report\| \|Iordan Hristov\|\|Bulgaria\|\|Hide photography\|\|Eagles, Ravens, Foxes\|\|January 29, 2017\|\|Download Report\|	<urn:uuid:4461abc1-d217-4a01-8545-8b34f0cc9782>	CC-MAIN-2017-26	http://wildlifenaturedestinations.com/Destination/ViewResources?destinationId=1220	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00396.warc.gz	en	0.899979	1,545	2.703125	3
Spindrift:A Collection of Poems, Songs and Stories for Young Children Spindrift contains material for use throughout the year, including more than forty stories, many different cultures around the world. Based on work in Waldorf kindergartens, this book provides invaluable material for working with young children and will be useful for Waldorf teachers, home schoolers, and parents alike. First published more than twenty years ago, this book is in its third edition, now reedited and with much new material added. In addition, the music has been comprehensively edited, with most songs now in the scale of D-pentatonic, which is particularly suited to pentatonic lyres and may be played on any traditional seven-note or twelve-note instrument. Included is an enlightening introduction by Jennifer Aulie on music in the “mood of the fifth.” The cover is illustrated in a watercolor by David Newbatt.	<urn:uuid:d0e5295a-1fa9-428c-a645-929da0b9f6fe>	CC-MAIN-2017-26	https://atoygarden.com/products/2140	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320869.68/warc/CC-MAIN-20170626221252-20170627001252-00476.warc.gz	en	0.954894	196	2.515625	3
The origin of language in the human species is a widely discussed topic. Despite this, there is no consensus on ultimate origin or age. Empirical evidence is limited, and many scholars continue to regard the whole topic as unsuitable for serious study. In 1866, the Linguistic Society of Paris went so far as to ban debates on the subject. That prohibition remained influential across much of the western world until late in the twentieth century. Today, there are numerous hypotheses about how, why, when and where language might first have emerged. It might seem that there is hardly more agreement today than there was a hundred years ago, when Charles Darwin’s theory of evolution by natural selection provoked a rash of armchair speculations on the topic. Since the early 1990s, however, a growing number of professional linguists, archaeologists, psychologists, anthropologists and others have attempted to address with new methods what they are beginning to consider ‘the hardest problem in science’. Source >> The Origin of Language and Communication By age four, most humans have developed an ability to communicate through oral language. By age six or seven, most humans can comprehend, as well as express, written thoughts. These unique abilities of communicating through a native language clearly separate humans from all animals. The obvious question then arises, where did we obtain this distinctive trait? Organic evolution has proven unable to elucidate the origin of language and communication. Knowing how beneficial this ability is to humans, one would wonder why this skill has not evolved in other species. Materialistic science is insufficient at explaining not only how speech came about, but also why we have so many different languages. Linguistic research, combined with neurological studies, has determined that human speech is highly dependent on a neuronal network located in specific sites within the brain. This intricate arrangement of neurons, and the anatomical components necessary for speech, cannot be reduced in such a way that one could produce a “transitional” form of communication. The following paper examines the true origin of speech and language, and the anatomical and physiological requirements. The evidence conclusively implies that humans were created with the unique ability to employ speech for communication. The fact of the matter is that language is quintessentially a human trait. All attempts to shed light on the evolution of human language have failed—due to the lack of knowledge regarding the origin of any language, and due to the lack of an animal that possesses any ‘transitional’ form of communication. This leaves evolutionists with a huge gulf to bridge between humans with their innate communication abilities, and the grunts, barks, or chatterings of animals. Source >> The Origin of Language by James E. Strickling [ First Published August 1995 ] Man’s intellectual capability is different from anything else we know of in the universe. It puts a great chasm between us and the rest of the animal kingdom. One scholar has said that it is as if life evolved to a certain point and then in ourselves turned at a right angle and exploded in a different direction. And human speech appears to be the best example of that. Most modern theories of the origin of language are variations around a common theme: the gradual transformation of sounds into words. But at what point does nonlanguage ease across the threshold to become language? In the orthodox scheme, there is no clearly defined or definable threshold for humanness. So what about language? Its origin will never be determined within a framework of Darwinist dogma. I have argued in my book, MAN AND HIS PLANET – An Unauthorized History, that Homo sapiens was born from another species, probably Homo erectus, and that this birth was not a gradual, evolutionary process but was a sudden one. At some point in the history of the genus Homo, a given generation of the elder species produced the first generation of the younger. A nonconscious (no self-awareness) being gave rise to a new creature with a conscious mind (that is, with latent consciousness). That creature’s mind was every bit as developed and capable as the mind of man today. The difference in the beginning was the absence of culture to provide material for “programming” the newly created human. But the mind was there—a mind that would lead to the very first aspect of human culture: language. When a human child learns the language of its parents, it is not somehow provided with the explicit definitions of words. Rather, through various means of input and feedback, it comes to associate sounds with objects, actions, and concepts. The sounds of speech are completely arbitrary insofar as their meaning is concerned. To be learned as a language, the only requirement is consistency. The sounds need not be recognized by their user as words, but as symbolic representations. They would come to be interpreted and conceptualized as such by a newly-born, learning, intelligent hearer possessing latent consciousness. Given the sudden arrival of Homo sapiens populations from their (presumed) Homo erectus parents, we have a modern example to enlighten us on the experience of Homo sapiens’ first generation. According to Dr. Derek Bickerton: . . . when slaves were taken away from different areas of Africa, they spoke different languages. . . . They were bought on the slave market by owners of different plantations, who also spoke different languages [from those of the slaves]. People can’t stop communicating with each other, and in that process, you develop a lot of languages. Many slaves . . . fled to form their own communities. It was in these communities that they evolved pidgin speech, an improvised language that had a sparse vocabulary and no real grammar. Pidgin made communication possible among people who had no common tongue. Thus, their children also lacked a true language. By spontaneously bringing grammar to their parents’ pidgin . . . the children created a completely new language in one generation. This language is a Creole. The adults who make pidgin are not able to provide it with any structure. They’re past the critical age at which syntax develops. The children, however, are not. Syntax develops in them just as naturally as any other . . . part of their bodies. It’s natural, it’s automatic, it’s instinctive, and you can’t stop them from doing it. I think the only explanation you can have for the way syntax works is that somehow, this is built into the hard wiring of the neural circuits of the brain. . . . Pidgin is the first stage in [an effort] to communicate with each other. Creoles are an order of magnitude different. They are full languages, rich in syntax even if limited in vocabulary. And such must have been the case with the first languages—spoken by the first generation of Homo sapiens. Thus, the first speech did not arise from random sounds that gradually developed meaning over centuries or millennia of time to be finally recognized as words. Rather, consistent, non-language sounds used by the parent species were unconsciously transformed into abstract representations (words) by an infantile conscious mind. The young, first-generation Homo sapiens heard the same sounds as his Homo whatever parents, but for him the basis of meaning was of a totally different nature. The physiology and character of the enunciation would likewise have been different. An initially limited vocabulary rapidly grew with peer contact and linguistic innovations. For a more comprehensive and detailed analysis (including references), see MAN AND HIS PLANET – An Unauthorized History by James E. Strickling, Eloquent Books, ISBN: 978-1-60693-099-1. Go to www.jimstrickling.com - The Tower of Babel and The Confusion of Tongues - The Beast Within – Deric Bownds This lecture/web essay tries to think about those components of our human actions, feelings, and mental lives that might be similar to those of other animals. Because most of us live mainly in our verbal linguistic minds it is quite easy for us to lose touch with the elemental and basic ways that our human selves are built on an animal substrate. PS MINDSTUFF: A Guide for the Curious User © M. Deric Bownds [ Note: below there are two fragments from the article by Deric Bownds ] Perhaps the most central element in our sense of well being, apart from basic physical health and robustness, is our perceived role in the social world, our standing in the minds of other humans. Our survival can literally depend on this. Isolation or expulsion from a social group can result in debilitation, stress, and even death. How is it that we feel empathy, infer what is going on in the minds of others, and construct our affiliative alliances? The evolutionary origin of these abilities may reside in “mirror neurons” observed in the motor and other brain areas of humans, monkeys, and some other mammals that become active not only when we perform a movement but also when we observe someone else performing the movement. Further, our brain activities also monitor the intention of others. They are slightly different, for example, if a person is lifting a cup to drink versus lifting the cup to clean the table. Seeing a persons leg stroked with a brush activates the same sensory areas of our brain that would respond to the same stimulus. Observing an emotional experience in a picture or movie, such as disgust or fear, can activate the areas that would react if the experience were actually happening to us. Mirroring systems such as these could be central to learning by imitation, as in language acquisition in infants or learning to play a musical instrument like the guitar. The processes of empathy and imitation that mirror neurons appear to support are central to the development of our social brain, and appear to be diminished in autistic children. These children do not learn the myriad social cues that are signaled by reciprocal facial gestures and body language. Their sense of self, or point of view, seems to regard other humans as impersonal objects that must be analyzed. Our empathetic or mirroring brain regions are part of a much larger neuroendocrine axis that regulates human bonding and affiliation. The hormones oxytocin and vasopressin are involved in maternal behavior and male parental behavior. Recent work has shown that intranasal application of oxytocin causes an increase in trust among humans, increasing the benefit from social interactions. The serotonin neurotransmitter system and opiate receptors modulate feelings of attachment, love, and loss. Between mothers and infants an elaborate symphony of interactions including tactile stimulation, olfactory cues, body warmth, and periodicity of feeding generate an emotional or limbic resonance that stimulates homeostatic and immune system robustness. Our nervous system development, as well as our ongoing brain function, requires synchronization with those we are attached to. An important vehicle for this synchronization is the elaborate interactive body language we engage with other humans as subtle facial gestures and body movements are reciprocally noted. Our human physiology is in part an open-loop arrangement in which two individuals can reciprocally alter hormone levels, cardiovascular function, sleep rhythms, and immune function (see Lewis et al., 2000). Autonomic and emotional empathy has the virtue of bonding each of us to other humans. However, if it is pain rather than happiness or affection that is being shared and there is little prospect of relief, then empathy has the downside of making us feel more helpless. Over time this can trigger the debilitative stress and autonomic arousal of the helplessness syndrome described by Seligman (see his 1991 book on learned helplessness and learned optimism). A subtle balance is needed between the sense of personal autonomy and power that supports our individual robustness and the empathy and caring which supports community! FAITH AND RELIGION As our social brains develop and are patterned by interactions with others we acquire a set of shared beliefs (assumptions, models) about ourselves, other humans, and the world. At one end of their range are beliefs supported by countless universal observations made by all humans (objects fall if released from our hands.) At the other end are beliefs unique to specific human cultures (such as those regarding God, or gods) that feel correct to their adherents but have no rational basis. It is possible that the feeling of ‘correctness’ in all of these beliefs are arrived at by the same reward-related circuitry in our brains that regulates our judgment of the pleasantness of tastes, odors and other physical stimuli. Belief, or a feeling of rightness or correctness, may be an all-purpose emotion arising in a variety of contexts, in some cases without objective support. We humans have become ascendant because of our relentless drive to understand and control the world, and such understanding probably activates the same reward circuitry in our brains. Given fertile imaginations and faced with forces beyond our understanding or control it is not surprising that we would invent anthropomorphic gods to explain who is running the show. The issue is whether there is evidence that a particular religious belief actually represents the world. Feelings of conviction are not enough to judge the way the world is, only chains of evidence and argument can do this. Perhaps understanding ethics and spirituality – at the core of what is good about being human – at the level of our brain processes could permit us to remove the shackles imposed by millennia by religious traditions. Perhaps it would permit us to try to forge new contexts for human meaning, cooperation, fulfillment… and survival. There is evidence all around us that religious beliefs can generate xenophobia and genocide. Appreciating evolutionary and developmental forces that might incline us to these behaviors, as well as to cooperation and affiliative bonding, might assist us to inhibit those that threaten our continued viability on this planet. (see Harris, 2004, for a pungent discussion of these topics.) © M. Deric Bownds	<urn:uuid:4266e39c-bb35-4f21-960d-e2281962369f>	CC-MAIN-2017-26	http://blog.world-mysteries.com/science/the-origin-of-language/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00556.warc.gz	en	0.954159	2,857	3.859375	4
(USATODAY) — Warning: This story may make you yawn. That’s because yawning is so highly contagious that even reading about it, much less seeing or hearing someone yawn, is enough to get many people going. Why? Contrary to popular theory and a number of studies, it may not be all about empathy – the capacity to share the emotions and experiences of others, a new study suggests. “Empathy does play a role, but it’s just not the huge role people were thinking,” says study author Elizabeth Cirulli, an assistant professor of medicine at Duke University School of Medicine. The study, among the biggest ever to examine this little quirk, was published online Friday by PLOS ONE.	<urn:uuid:6ba89d5e-e587-4173-9b46-3d632865f844>	CC-MAIN-2017-26	http://www.wnd.com/2014/03/yes-yawning-is-contagious-reasons-unclear/?cat_orig=health	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00556.warc.gz	en	0.9685	156	2.59375	3
With whom do you learn? Do you collaborate with a group of teachers at your grade level? Do you share and bounce ideas with others in your school, your building, your area? Do you belong to a network of teachers who meet to exchange ideas and share practice? Do you participate in voluntary reading and learning groups? Have you been to informal ‘teachmeets’ organised by teachers for teachers? Have you participated in global online conferences? Do you write your own blog to share your ideas, reflections and practice with other educators? Do you participate in the global education conversation by reading and commenting on educational blogs? Do you engage with other educators on Twitter? A session with teachers yesterday on developing our class blogs, highlighted ways we can learn together. - A group of teachers of different grade levels gathered together (voluntarily) to share ideas and learn together. - A range of great ideas was crowd sourced via Twitter before the session, with contributions from educators around the globe. - At the last minute, David Mitchell offered to Skype in (at midnight!) from the UK to share his schools experiences with blogging. - David introduced the concept of Quadblogging, in which classes around the world are grouped together I was reminded of one of the most powerful influences in the building of my online PLN. - The more I read other’s blogs, the more I wanted to find and read. - The more comments I began to get on my posts, the more I wanted to write and share. - I was exposed to different people, places and practice. - I began to engage with teachers and learners around the globe. - Connections were made, friendships were formed, ideas were exchanged. - The learning was addictive. It seems to me that connecting our students via Quadblogging can have similar effects. It’s much more than what David describes on the website as ‘a leg up to an audience for your class/school blog’, although that’s an important starting point. Writing for an authentic audience, receiving feedback from the world, reading what others write and responding to them are all undoubtedly valuable outcomes. But it’s more than that. With whom do your students learn? Are they expected to spend a whole year engaging with the same group of twenty or thirty students in your classroom? There are so many ways we can help our students create their own personal learning networks. Quadblogging is another way to extend the potential for learning beyond the classroom walls…	<urn:uuid:9344b07d-bb30-452a-8acc-9ffc75bdb412>	CC-MAIN-2017-26	https://whatedsaid.wordpress.com/2012/05/19/with-whom-do-you-learn/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323889.3/warc/CC-MAIN-20170629070237-20170629090237-00716.warc.gz	en	0.96158	532	2.765625	3
International Typing Assessment Standards What They Are and Why UltraKey Follows Them! When it operates its annual Keyboard Challenge, the Davis School District sets UltraKey to Modified International Typing Contest Rules (MITCRs) because the MITCRs provide a single typing score that can be compared from person to person and situation to situation. The MITCRs define a standard score that can be compared with performances anywhere in the world. Frankly, we are yet to find any keyboarding tutor or other software-based typing assessment that provides a standard score of any kind, other than UltraKey. This article explains what needs to happen to determine a standard score. The MITCRs establish a single typing score called a net speed which is calculated by reducing the gross speed a certain amount depending on how many errors the person makes during a test. The UltraKey preferences display the control panel shown here, which explains how the MITCRs net speed calculation is made and enables the standard to be selected for the school, class or home. Not a Simple Task Calculating net speed is simple. The challenge lays in accurately assessing typing performance so the calculation can be made. UltraKey is uniquely researched and developed to meet the standards of measurement required by the MITCRs. UltraKey meets the following critical criteria: Analysis has to be completed to the character level. To standardize the word count, the MITCRs define a typing word to be 5 keystrokes. The sequence The boy hit the ball has 5 English words in it but it only has 4 typing words: The b oy hi t the ball To standardize the error count, the MITCRs define one word error to be any typing word with an error in it. In the example, if one typist keyboards The boy hit the bull and another typist keyboards The boy hit the beck, both typists made 1 word error even though it might be argued that bull has fewer errors than beck. The upshot is that the software has to identify all errors at the character level and segment the typing into typing words in order to precisely calculate the words typed and the word errors made. If a typing program only highlights English words mis-typed, then the software cannot provide a standard typing score and definitely cannot meet the MITCRs standard. UltraKey highlights each wrong key, missed key, and inserted key. Analysis has to be accurate. When a typing program measures your typing, try missing a word, mixing up the next word, and then adding a word in the same sentence. If the software starts marking everything wrong after the first missed word or gives up at the mixed up word, then you have just witnessed this truth: The accuracy of any typing program is only as good as the intelligence its human creators have put into it. Bytes of Learning has researched and developed its typing analysis technology for over 25 years. As a result, UltraKey is a very powerful and reliable typing measurement tool that handles very complicated series of typing errors and provides an accurate analysis. You can tell that a program is accurately assessing your typing performance when it presents a detailed analysis that identifies each keystroke error. This includes the identification of letters and words that have been omitted, letters and words that have been inserted, and letters and words that have been replaced. Up to 5 minutes of timed typing must be permitted. Even one minute of uninterrupted typing can seem like an eternity, especially to an 8 year-old. However, to achieve a standardized typing score, the software must be able to administer a 5-minute timed typing test to be considered truly official. UltraKey provides 1-minute, 2-minute up to 5-minute timed typing tests. Davis School District has chosen the 2-minute limit as their standard setting for the annual Keyboard Challenge because it presents enough challenge for grade 4 to 6 students, and certainly enough to give a reasonable measure of typing performance. Mature users who are looking for certifiable measures of their typing ability for job preparation, should complete a 5-minute timed test. However, typists should complete the UltraKey curriculum and then build their endurance using the UltraKey Typing Forum. A 5-minute test is something one needs to work up to. Why You Should Care Even if you are not concerned about getting standardized keyboarding scores, you should still be concerned about the accuracy and usefulness of any report a keyboarding program provides. Accurate character level analysis is critical to identifying ways to improve your typing, and clues to providing specific help when it is called for. Put differently, if a computer program cannot precisely assess your typing accuracy, how it can it possibly recommend how you should improve? There is far more than meets the eye in making any keyboarding software effective. UltraKey provides a solid foundation for skill development and skill measurement as this article demonstrates. For additional information or comments, contact us.	<urn:uuid:2aa6f7a0-88b6-4619-814a-54d2f61ee513>	CC-MAIN-2017-26	https://www.bytesoflearning.com/typingstandards	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323889.3/warc/CC-MAIN-20170629070237-20170629090237-00716.warc.gz	en	0.933239	1,004	3.6875	4
Improving the Water Outlook in the Himalayas Andrew Robertson, a climate scientist at the International Research Institute for Climate and Society, discusses his research on helping reservoir managers in northern India make better planning decisions by improving their ability to predict how climate change will influence water availability. In order to do this, Robertson worked with colleagues at the Columbia Water Center and the Tree Ring Laboratory. The team reconstructed 500 years of past streamflow from tree-ring records collected in Pakistan and then combined this data with weather and seasonal forecasts to generate preliminary water scenarios for the region going out ten years. Watch the interview below, and view the full poster.	<urn:uuid:e2ed630a-5ef8-4e8c-868a-4f487902511b>	CC-MAIN-2017-26	http://blogs.ei.columbia.edu/2012/12/03/improving-the-water-outlook-in-the-himalayas/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319943.55/warc/CC-MAIN-20170623012730-20170623032730-00355.warc.gz	en	0.923868	128	2.671875	3
In today’s “health conscious” society, a healthy lifestyle is often measured by body mass and size. However, if we think long and hard, the most critical could very well be one’s sexual and reproductive health. So, how important is it for you to have a healthy sexuality, and how do you make yours a priority? The International Conference on Population and Development defined reproductive health very broadly, going far beyond the absence of disease or infirmity: “Within the framework of the World Health Organization’s (WHO) definition of health as a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity; reproductive health, or sexual health/hygiene, addresses the reproductive processes, functions and system at all stages of life.” Sexuality is a part of your life; it is a contributing defining factor that makes you who you are. Sexuality is not limited to labels and stereotypes; it goes far beyond sexual relationships, orientation and activities. The truth is, regardless of the sexual choices you make – even if that choice is never to have sex – like everyone else, you are a sexual being. And the first step towards securing a healthy sexuality is to own it. When you accept your sensations, fantasies, desires and feelings – from tenderness to passion - as normal and natural, this can help you become more accepting of who you are. You will feel more at ease with others and yourself. When an individual is comfortable with their sexuality, they are capable of making more responsible and healthier choices regarding their sexual health and their health in general. Maintaining a healthy sexual lifestyle will make you a healthier person. Here are some easy steps to follow in achieving this goal – LIFE: - Learn all you can about your sexuality Do not be afraid to get to know your body. Whether you are a male or female, be the first person to know your own body and understand how your body functions sexually. Visit organisations like the National Family Planning Board (NFPB) or any other family planning service for information on sexuality; not just on your own gender, but on the opposite gender as well. It is equally important for you to know about your partner’s sexuality. You can speak with your Family Planning Counsellor, like the NFPB’s, Marge Roper, when you have questions or need clarification on issues and concerns you may have. - Identify what steps you need to take With sexuality comes serious decisions that you will need to make. It starts from personal hygiene to a sexual act. The sexual choices you make will be dependent of the level of respect you have for yourself. This will help you decide when to become sexually involved, with whom, how to go about it and whether the choice was really yours or the influence of someone else. When you participate in a sexual activity it should be your personal choice. No one has the right to force or coerce you. - First things first When you have made the decision to have sex, be responsible. Plan for the experience; do not leave it to chance. You may not have all the answers, so visit a family planning clinic and ask questions and get the guidance you need. You must think of the possibilities of getting pregnant or contracting a sexually transmitted infection (STI) or HIV. This is a part of the reality when deciding to become sexually involved. Using a contraceptive should not just be an option, it should be a plan. - Enjoying your sexuality For you to truly enjoy your sexuality, you must maintain a healthy sexual lifestyle by making the right sexual choices that will protect you from STIs/HIV and the strains that come with unwanted pregnancies. Understand what sex is about, and how and where to get the necessary guidance and information you need, before making the decision to become sexually active. Family planning can save your life, make it a part of your regular healthy lifestyle practice, because if your goal in life is to be happy and healthy, you must start with a healthy sexuality.	<urn:uuid:64443633-8381-4286-a2e8-fdc001a46506>	CC-MAIN-2017-26	http://jnfpb.org/how-important-is-your-sexuality-to-you/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320174.58/warc/CC-MAIN-20170623202724-20170623222724-00436.warc.gz	en	0.949531	839	2.71875	3
#Strange Truth Beauty Keats March Madness or (“How an English Teacher Can Work John Keats into a Postgame Analysis of the NCAA Basketball Tournament) Truth is stranger than fiction. Translation: fiction can be ignored when it’s implausible and truth cannot. Just ask English poet John Keats about truth. Nowhere is truth more beautiful than during the NCAA College Basketball tournament. The great truth about March Madness is that one has to believe the scoreboard and not the seeds. Pregame seeds are fiction; final scores are truth. Or, as Keats said, “Beauty is truth, truth beauty.” Before anyone dismisses the connection of Keats to NCAA college basketball as implausible and something only an English teacher would contrive, consider that it was English teacher John Wooden, head coach at UCLA, whose Bruins won ten NCAA national championships in a 12-year period, including an unprecedented seven in a row. One cannot ignore those credentials. Shall we move on? In Round 1, when UAB (#14) beat Iowa State (#3) and UCLA (#11) beat SMU (#6), the truth of the final scores was stranger than the fiction of the pregame seedings. That both games were decided by a single point is even stranger. That both games had the exact same score of 60-59? Truth at its strangest. That both teams would meet in Round 2? Beauty. No fiction writer could ever have gotten away with that. Think about it: when fiction is contrived, the reader feels cheated and discredits the author as a poor writer who concocted an implausible story. “That could never happen,” complains the reader. Even though fiction writers have the discretion of using situational irony (e.g., Romeo and Juliet end their families’ hatred with their love), some actual events would crumble in the world of fiction, such as this scenario from Round 1: two fathers (Steve Alford/UCLA and Ron Hunter/Georgia State) coached two sons (Bryce Alford and R.J. Hunter), both of whom got the game-winning shot, both games being huge upsets (UCLA #11 beating SMU #6 / Georgia State #14 beating Baylor #3), both games being decided by a single point. An editor would wreak havoc with those coincidences. Keats, however, called the shot: “Beauty is truth, truth beauty.” Here are some other incontrovertible numbers that made for good (non)fiction. Like the shot clock which counts down, here are five facts in descending order from Round 1: - five: # of games won by one point (a new record) ; # of upsets; - four: First Four team Dayton advanced to Round 2; - three: # of busted brackets after Round 1; - two: # of games with the same final score in Round 1; - one: all this madness in just one round Repeat: Truth ranks great fiction because fiction can be ignored when it appears implausible. One cannot simply ignore the truth as implausible. Even if one does ignore it, the truth does not obligingly go away. The uncomfortable part is that there’s no author to complain to when it comes to the truth. It’s maddening. Did someone say “mad”? In March, all madness leads to the NCAA college basketball tournament. Keats wasn’t a sports writer, but he might as well have been. All the post game analyses of how and why a fourteenth seed can beat a third seed and an eleventh seed can beat a sixth seed are neatly packaged in Keats’s last two lines in “Ode on a Grecian Urn”: “Beauty is truth, truth beauty,–that is all / Ye know on earth, and all ye need to know.” A sports writer short on copy to meet a deadline could simply quote Keats. In laymen’s terms, it is what it is, and it’s a beautiful thing. End of story. To those who cling to the fiction of seeds: on some cosmic level, the second round game between UCLA and UAB echoed the original seeding. How? The margin between the teams was the same as the brackets intended. According to the brackets, in the first round, if the third and sixth seeded teams beat the eleventh and fourteenth seeded teams respectively, then the second round game would be a third team playing a sixth team–two teams separated in the seedings by three. In truth, the two Cinderella teams UCLA (11) and UAB (14) were separated by the same predicted margin of three. Instead of #3 vs. #6, it was #11 vs. #14. The ratio of three remained in tact. A sort of parallel universe. Kind of like when two odd numbers add up to an even one. The two upsets were odd, but the margin remained an even keel at three. Strange but true. Or rather, strange and true. Repeat: Strange. Truth. Beauty. Keats. March. Madness. “Whatever you do, don’t move into the district.” After graduation, a professor bestowed that advice unto me, not referring to my future district in particular. Instead, his recommendation was aimed at ensuring my personal and professional lives remained separate. What he couldn’t have told me was, as a teacher, the distinction is nearly impossible. Heeding his advice I quickly drew a map of prospective towns to live in—all bordering the large EHS district. What I failed to realize was no geographic distance or astute apartment placement could distinguish between teacher-me and outside-school-me. In five years, between college and graduate school, I have moved to five different towns. Living in an apartment naturally feels temporary, yet when I moved here that changed. I find myself waving to my freshmen as they bag groceries at Market Basket, chatting with them as they serve me at my favorite restaurants, and standing in line behind them as they too go to the movies on Friday nights. In turn, I too felt the devastation when EHS suffered the loss of Officer Stephen Arkell, an EHS coach and the father of two current EHS students. Officer Arkell was killed in the line of duty in Brentwood, a town within our district. EHS is not a stranger to tragedy, yet within my two years here, it has been the second time I have seen this school and community join together to support one another. While I did not know Officer Arkell, I have felt his loss through the parents, teachers, and students of this community. Returning to normalcy when nothing feels normal is difficult, especially for teenagers, many of whom are witnessing death and tragedy for the first time. My heart bleeds for his daughters, the eldest of which I knew, as well as my colleagues and the countless students I have and had who are pained over the loss of Officer Arkell. I drive through Brentwood everyday on my way to and from work; I see the signs thanking Officer Arkell for his service, and I am reminded of how many of my students must have watched the black plume of smoke from the fire at the crime scene hang over their town. I see the empty seats in my classroom of those students who knew Officer Arkell as a family friend or coach. As I stood at the candlelight vigil last week, I recognized faces of students, parents, and colleagues. The reality is that district lines don’t define communities. When I became a teacher, I joined more than a school. I proudly became part of a population that has the strength to face tragedy with exceptional support and compassion. I followed my professor’s advice: I didn’t move into the district. But he failed to warn me that the district would find a place to settle down within me. I am a middle-aged English teacher, and I read more nonfiction than fiction. I didn’t think I would succumb to this affliction. I used to read stories exclusively, sagas of other realms and times I could never inhabit. I immersed in the beings of characters, and just as Holden Caufield so famously fantasizes, I wanted to call up F. Scott Fitzgerald and hang out. I tried to have lunch with Russell Banks, writing him from my college dorm room when he still lived in Concord, but Affliction was being made into a movie so he likely had better offers. Twenty years later, I have begun administering self-treatment. I let my New Yorker subscription run out because I would read John Seabrook’s 10,000 word feature, “Crunch: Building a Better Apple” (don’t judge me, it’s fascinating) but skip the short story in the back. So I signed up for Glimmer Train and The Paris Review instead, and gorged on short stories and poetry, and it worked for a while, but the last four books I’ve read? The Omnivore’s Dilemma, In Cold Blood, Devil in the White City, and Wired for War. Making matters worse, I no longer teach literature survey courses as in my first decade of teaching. I squeeze in a handful of novels in some composition classes, and the occasional elective offers fresh titles, but I am primarily a pusher of nonfiction these days and I’m finding it an easy sell. Much of our reading for composition, while dense, is short, current, and renowned, and once the students learn to unpack an essay’s meaning and craft, they clearly feel empowered. The content is more than real for my students, it is urgent; a wailing rally cry around the issues in education, or war, gender, race… Admittedly, I enjoy facilitating their introduction to nonfiction, but am I prematurely rushing them into middle age? Should I teach novels in what is supposed to be a course in rhetoric and nonfiction? I understand the common reasons readers, say 40 and beyond, often migrate to nonfiction; we increasingly read onscreen, we read to inform our occupation, our economic standing, or our political affiliation. While women have carved out spaces for book clubs featuring novels, men have not matched their efforts. Calling all men in our department: Can we have a novel club? I hear some monthly organizations can cure you of poor habits. For our ground-breaking, ice-breaking novel, I want to laugh aloud, no chuckle or smirk will do, or that chiefly adult laugh whereby a rush of air passes through our teeth in ironic reproach, but the kind of hoot during which I might pee a little bit. I think some good can come from this struggle. If anything, I am starting to realize the idiom, all writing is argument, can have practical applications to my teaching. As nonfiction can display remarkable attention to figurative implications and boundless imagination, fiction can serve as an informative and critical text. I am not speaking of the ancillary resources we attach to our fiction units: interviews, reviews, critical analysis in a foreword or author’s note, all of which are effective and enriching. More specifically, I am referring to using the novel itself as an argument. My colleague, Mr. Provost, asks his students to evaluate Nick Carraway’s claims about the protagonist: “Gatsby turned out alright in the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.” While not all novels have this brand of lofty exposition, a grand opening much like a prologue, all of the authors and characters we love in our canon works make bold claims that are either warranted in the body or not: - “If you do something too good, then, after a while, if you don’t watch it, you start showing off. And then you’re not as good any more.” -Holden Caufield - “Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.” -William Golding - “The one thing that doesn’t abide by a majority rule is a person’s conscience.” -Atticus Finch - “There’s special providence in the fall of a sparrow.” -Hamlet Front-loading these claims in teaching a novel could be a way for fiction purists to serve a new master, RTI, while saving at least one former literature teacher from abandoning the stories he once loved. Looking through my own favorites, I am only beginning to learn how we can teach fiction as an informational text or an essay. We can empower students with the language and pose questions: Where do you find Holden Caufield’s reasoning non sequitur? Does he oversimplify? Generalize? Does he resort to attacking a person, not the issue, ad hominem? Our students can synthesize these answers in “extent to which” prompts like those coming from RTI, or any other phrasing allowing them to qualify their stance on claims. I offer these examples humbly as an alternative approach to teaching a novel if our fiction titles are threatened by standardized testing or by our increasing tendency toward information over imagination as we age. We can assess students in reading dense, informative fiction beyond their bounds. I didn’t finish Animal Farm in Mrs. Corrigan’s 9th Grade English and ponder its allegorical representation of the Russian Revolution as a model for economic reform. I thought, “Those pigs are mean.” And Mrs. Corrigan, bless her heart, let me write about those mean pigs. I wasn’t ready to deconstruct a novel as an argument, but I’ll bet a lot of our 9th graders are ready if we care to try. In August of 1963, Madeleine L’Engle won the Newbury Medal for A Wrinkle in Time, the first book I ever finished, then immediately started reading again. In her acceptance speech, she laments an establishment attacking the wonder of a child who reads stories. She writes, “These are the forces working in the world as never before in the history of mankind for standardization, for the regimentation of us all, or what I like to call making muffins of us all, muffins all like every other muffin in the muffin tin.” I find her quote reassuring, and terrifying. It tells me this struggle between imagination and information, between choice and standard, is old, that this too shall pass, while paradoxically arguing that perhaps it never passed, that history doesn’t repeat itself because there is no need to look back at struggles all around us now and forever. I share L’Engle’s quote because my son Jackson and I are currently reading A Wrinkle in Time before bed. So it seems all is not lost for me. I still indulge in a chapter’s worth of tales concerning Percy Jackson, Narnia, or a galaxy far, far away. In L’Engle’s novel, Jackson loves Charles Wallace, the five-year-old sage who dispels terrific one-liners and inexplicable foresight. In one of the opening scenes, Charles knows his mother and older sister will have a fitful night, so he is already downstairs making sandwiches and warming milk. He stirs the milk on the stove and cuts the liverwurst sandwiches with a large butcher’s knife, all the while in footy pajamas. I read in my teacher’s voice at night, Mr. Hale, a voice Jackson finds funny but rarely interrupts. However, at the image of a boy creeping downstairs to utilize fire and a blade in his pajamas, Jackson laughs. “He’s got to be standing in a chair dad, that he dragged around the kitchen, still holding his knife. Can’t you just seem him?” And mercifully, I can. I can see him still. It’ll be raining cats and dogs in Texas, come Monday. Kentucky’s Wildcats beat the Wisconsin Badgers on Saturday, and not surprisingly: badgers and wolverines are part of the same family (Mustelidea) and the Wildcats had already shown last week how they can handle Wolverines. The UConn Huskies pushed back the Gator attack. In the end, the NCAA Championship game will be Cats vs. Huskies. A classic archetypical conflict. Did someone say “archetypical”? Call an English teacher. The NCAA basketball tournament parallels great literature/ nonfiction by dramatizing literary elements: conflict, complication, character, suspense, foreshadowing, irony, resolution, point of view—technical foul vs. flagrant foul? An English teacher can use game plans as lesson plans during March Madness. Basketball covers all the conflicts: – man vs. self (Need to play my best game in a single-elimination tournament) – man vs. Nature (Gotta push harder and play through any injuries) – man vs. Society (Half the people in this arena are rooting against me) – man vs. Unknown/Fate (Who’s gonna foul out? Who’s gonna win?) – man vs. Man is a defensive strategy in basketball The players are all sympathetic characters with great backstories, complete with the Mom Angle. According to the TBS announcers, six years ago in 2008 Kentucky’s Julius Randle confided to his mom that he wanted to play in the Final Four when it came to his home state of Texas in 2014. Or UConn’s Shabezz Napier, who promised his mom he would graduate after all she had sacrificed for him. Coach Calipari knows the Power of Mom: “Go hug your mom and dad,” he told Arron Harrison. Dad’s turn: Wisconsin’s Traevon Jackson’s dad was a superstar for the 1992 Ohio State team that tried to eliminate the Other Five Freshmen in NCAA tournament history—the Michigan Wolverines. Father and son get the same chance to stop a phenom of talented newbies (irony). With seconds left in the Kentucky-Wisconsin game, Jackson is fouled by Harrison #5 in the three point range and if Jackson goes three-for-three, he can all but seal a Wisconsin win. Only one second had remained on the shot clock, and now Jackson can take his time at the free throw line (Irony). He’s gotta think the basketball gods are smiling on him. Especially since statistically, the Badgers are 100% from the free throw line this game. But the three Weird Sisters of Fate (allusion) come for everyone: Jackson misses the first of his three shots. That set up the Wildcats to need a 3 point shot to go ahead. Harrison #5–yes, the same Harrison who just caused the foul (irony)—passes the ball to Harrison #2, who has only had two points the whole game. Statistically speaking, he’s not the go to guy for this game, right? (Complication) But in the previous two games against Louisville and Michigan, Harrison #2 had hit the three-pointer in the waning seconds of the game. So… (Suspense) Swish (Onomatopoeia). Kentucky is ahead. Back to Jackson who has about 3 seconds to make his own three pointer, to avenge his missed shot, to avenge his father’s team that lost to five freshmen 22 years ago (before any of the players on the court were born), to avoid feeling like Bill Buckner (simile) for an interminable off-season…His shot looks exactly like Harrison’s did a few seconds before…and…and…(Suspense). No swish. Kentucky wins (Resolution). Aaron Harrison saved his team with his seconds-left shooting heroics for the third time in three games (Repetition). He’s like a Greek hero (simile), at first failing his team by only scoring two points previously in the game and then compensating for his failings. Jackson’s attempt at an heroic shot had downright danced around the rim (personification), but to no avail. What unseen force bounced it out? Either the laws of physics or the basketball gods (Deus ex machina—more on that later) ricocheted that ball right out of the rim. Huh? How did that happen? Enter: English teacher. “Saturday’s missed shot by Traevon Jackson is an example of Deus ex machina, referred to by Horace in his Ars Poetica, when he cautions writers against using a ‘god from the machine’ to resolve their plots unless it’s worthy of a god’s help.Greek tragedy often had a machine bearing a god who resolved conflicts, which sometimes seemed unbelievable.” But we have to believe what we just saw. No contrived, finagled ending. Reality television at its best. I’m an English teacher who knows more about Euripides than I do about basketball, but I think Horace himself would agree that the Kentucky-Wisconsin game was worthy of a god’s ending. The UConn-Florida game had its literary moments, too. Florida wins 30 games in a row (repetition). Florida loses to UConn in December and repeats that performance last Saturday (Foreshadowing. Repetition. Irony). It’s especially enticing to English teachers when literary elements dovetail. In the final (literary) analysis, come Monday, when it’s raining cats and dogs (cliché), it will be a 7th seed vs. an 8th seed. Which literary moment will prevail? Scenario 1: 7th seeded UConn, who beat 8th seeded Butler for the championship in 2011, beats Kentucky, this year’s 8th seed (Foreshadowing). UConn wants that (Repetition). Scenario 2: UConn beat Kentucky 56-55 during the 2011 tournament and beats Kentucky again (Foreshadowing). Scenario 3: Kentucky avenges the loss by being the 8th seed that beats the very team that voided the last 8th seed’s chance (Irony). Suspense. Foreshadowing. Conflict: Man vs. Unknown. Theme: truth is stranger than fiction. Literary terms at play on the basketball court. And your nearest English class has a front row seat. Improbable as it sounds, your English teacher might just be your best color commentator. Irony, indeed. It’s anyone’s game. See you at tip off. (Cliffhanger). ~ Mary O’Connor (Author) At the end of my first year teaching one student informed me that he learned nothing in my class because all he needed to do to get an A was memorize Sparknotes or reword what other students said during discussions. He explained that he was not challenged because all I cared about was that they had the “right” answer. I was crushed. And exhausted. And seriously doubting my career choice. I had earned a Masters in the art of teaching the year before for crying out loud. What happened? After several days (okay, weeks) of wallowing in self-pity I decided he was right. I taught like I was the most important person in my classroom that year and what I said (or rather, what my teacher manuals said) was the only correct answer. I felt like (still do if I’m being honest) I owed every one of those students an apology. I let them down. I let myself down. That summer changed everything. I was introduced to the Workshop Model at UNH. And little by little over the past 5 years I have incorporated bits and pieces of this model into my teaching. And then at the beginning of this year, in walked my past self, only she’s a lot stronger than I was as a student teacher: her name is Tori. She’s bright, fresh-faced, and eager and she challenges me daily by asking me what she probably considers easy questions. This post is my attempt to answer her questions. Question 1: What is the Workshop model? Answer: Simply put, the workshop approach to teaching is a student-centered approach. The teacher and the content take a back seat. Student skills become the focus, the teacher becomes the facilitator (or coach) and the content becomes the vehicle used to teach / refine the necessary skills. The workshop model functions on the idea of authentic, real-world learning and encourages students to become independent, critical and resourceful thinkers. Question 2: Is this only for English teachers? Answer: Absolutely not. The key to workshop is a shift in our thinking. Teachers are no longer the only dispenser of knowledge. Students are introduced to a skill (mathematical concept, artistic medium, laboratory technique) and then time is given in class to hone that skill. Question 3: How do you structure a typical day using this model? Answer: This is the structure that works for me and I use it almost every single day: - Time to read independently - Time to quickwrite (prompts are usually connected to the day’s lesson or content) - A Mini Lesson: teacher introduces a skill or idea and then models it - Time to practice the lesson (independently or in pairs / groups) Teacher confers with students independently or in groups. This is the heart of workshop. - Time to share (last 5 minutes) Question 4: How can the workshop model work if we are required to teach content (like whole class novels)? Answer: Balance is probably the hardest part of my job. And this is the question I am asked most often. For the record, I do believe there is a necessary place for whole-class novels in the workshop model and I have been modifying my approach to teaching the “whole-class novel” each year. Essentially, when I teach a novel like Lord of the Flies I try to work it seamlessly into the current reading lives of my students. They are expected to read each night at home for 30 minutes and during our LoF unit, those 30 minutes are simply spent reading our whole class novel. Do some students set aside their independent read for these 3 weeks? Yes. Others can read both. Essentially, the workshop structure remains the same. Students are introduced to a big idea (or theme) and then given time to explore that idea within the chapter, in class. In most cases, there is no one right answer. Students are expected to make a claim and then find evidence to support that claim. Here’s my agenda from a class this past December: - Time to read independently (first 10 minutes of class) - Time to quickwrite: prompt from Tori: “He wanted to explain how people were never quite what you thought they were” (Golding 54). Using the quote, make a claim about one of the characters and explain how he isn’t quite what you thought he was. How has he changed? - Mini Lesson on Dynamic Character: Give students the definition of dynamic character. They take notes in their Writer’s Notebooks. Then they work together in groups of 4 to analyze the chapter focusing on the death of Simon. Students are asked to pull quotes from that chapter to show the changes in the other boys on the island. Teacher monitors each group. Then, as a whole class, lead a discussion to connect everything to Maslow’s Hierarchy of Needs / Zimbardo’s definition as evil. The key is that the teacher is not the focus here. Students work together. There is no one right answer. Students workshop the chapter together and make claims, then find evidence from the novel to support each claim. Question 5: What are the pros to using a workshop model? When students are given the opportunity to choose what they read and write, authentic learning will occur more naturally. A workshop model increases the volume of output. Students read and write more on their own and at a faster rate. My first year as a teacher, my kids read maybe 5 novels and wrote maybe 5 pieces all year. At the halfway point in this year most of my kids have already read 10 novels and have written about 9 pieces. This model allows me to differentiate easier. A workshop model is the best differentiated approach to teaching and learning because students are treated as individuals and the teacher is better equipped to recognize the individual needs and growth of each student. #4 Responsibility and Personalization The key to the workshop approach is that the student takes responsibility for what he/she is doing (the topic they are writing about or the novel they are reading). I am no longer the most important person the in room. I am simply their coach. I demonstrate the skill and they practice it. Over and over again until it’s game time (or due). In this way, they are intrinsically motivated and excited about what they are doing. Question 6: What are the cons to using a workshop model? Answer: The workshop model is not a free for all. In all honestly, I have found this approach to teaching much harder than the traditional. It takes a deep understanding of students: of their needs, abilities and interests. And most importantly, it only works well if the teacher is able to relinquish some of the control. And for that to happen, you need to establish quite a lot of structure first. For many of us, one of the most difficult things to do is to share the control. It’s so easy to be in charge, to decide from our vast experience and continuing education what’s best for our students. But by making room for students to make their own decisions whenever possible, they will start to develop a sense of responsibility and ownership over their learning. This was exactly what was missing from my first year: ownership over what I was teaching. Finding my way as a teacher has been a journey the past few years, but one I am very thankfully to be taking. Answers generated by Kristina Questions generated by Tori Teachers Talk Teaching: This is the second post in a series of posts on Teacher’s Podium between two or more people who weigh in on an issue important to education. Our approach to this series is captured most closely by our mission statement: “We have Masters degrees, but we are not masters.” These discussions are meant to be the start of a conversation not the final words. At the beginning of the year I preached this nugget of advice to my students: don’t be afraid to fail, take risks, make mistakes. In the end, I told them, they will prove to be some of your greatest learning lessons. So, having said that a number of times already throughout the year, I’ve decided to heed my own advice and put my preaching to practice. I’m typing without going back, ignoring the fact that I might not like exactly how I’ve worded things or how things have been formatted. Regardless of one’s age, this practice is not an easy one to undertake. And, frankly, it might not have the same effect or impact on the young minds of my freshmen students as it does on an adult my age, but what I’ve found thus far is that it is very freeing and cathartic to accept and welcome failure. I’ll grant you that it’s very easy for me to claim this when I don’t have the looming concern of being graded on this task. However, herein lies the learning lesson for children and adults alike that we need to begin delivering much earlier: it is acceptable, if not flatly beneficial, to fail. I know this might sound counterintuitive and downright blasphemous for a teacher to assert, but let’s examine this for a moment. In every facet of our lives, from the very early ages of our youth and throughout adulthood, we learn from our failures. As a child especially, this is the case quite often. How did we learn to walk? Or ride a bike? Or write our name? We tried, we failed and we tried again and again and again until we finally got it. All the while, we did so with guidance and support: someone holding our hands as we took our first steps; a hand on our seat as we began to peddle without training wheels; or, someone by our side navigating the movements of our pencil. And even then we weren’t very good at it. Yet, we persevered and now we can do any and all of these things without any thought. As adults, how did we learn to drive a car, cook a meal or even raise a child? We did so by frequently performing the task over an extended period of time, very often inadequately or incorrectly, until we got the hang of it. My point is that we fail a lot more often than we acknowledge or are willing to admit. Why is that? Well, simply put, because we don’t qualify it as failure and instead justify it as part of the learning process. The same should hold true for learning in school. Sadly, ‘should’ is the operative word in that last sentence; not all classrooms subscribe to the philosophy that failure is an option. Well, I do. In my classroom, there will always be room for improvement. In the end, this yields the learning that teachers, parents and students alike strive for. After all, when a student hands in inferior work, what good does it serve that child to give them an ‘F’ and move on to the next unit without providing them the opportunity to improve up on it? Similarly, what good would it serve to throw a young child into a pool without some type of swimming device? I believe that students should not be forced – better yet, even allowed – to experience the fear or anxiety of failure. Unfortunately, by the time a children reach the 9th grade, failure is so stigmatized that when they receive an ‘F’ it becomes their scarlet letter. Failure should be the small steps students take towards eventual success. Schools should work to remove the stigma of failure from our classrooms. By doing so, we’ll foster young adults that are confident, independent and well suited to take risks, confront the challenges that they encounter in their lives to come and not fear learning. After all, they’ll eventually have to swim in the deep end alone. Teachers Talk Teaching: This is the first post in a series of posts on Teacher’s Podium between two or more people who weigh in on an issue important to education. Our approach to this series is captured most closely by our mission statement: “We have Masters degrees, but we are not masters.” These discussions are meant to be the start of a conversation not the final words. A Real World Response: Accept It Over the years, I’ve found myself like many teachers faced with the student, late paper in hand, who can’t seem to get his work in on time. I accept the work with penalty. Typically, the student will lose 10% of the overall grade per day that the paper is late. I find this to be the most fair response to the situation that I can muster. And I consider it fair for a couple of reasons: first, it is in line with the consequences of the world at large; second, I don’t think the quality of the student’s work is based entirely on her ability to hand the paper in on time. I’ve got a mortgage bill that, like a majority of us, I pay on time monthly, but I’ve noticed that even banks have a policy for the late payer. At the bottom of the bill it says something to the effect, “if you mail this bill beyond this date add x amount.” How many Americans would be out of a home right now if missing a payment deadline was all it took? While I’d like to have all papers on my desk at the same time so that I can grade student work, the reality is that some students make mistakes along the way. The mistake we are discussing is time based. The fact that a student has not handed his work in on time does not mean he cannot execute the skills we are practicing in the assignment. I prefer to have a policy in place that acknowledges there is a time the paper is due and skills we are measuring as well. How do you deal with late work? A Practical Response: Don’t Accept It I was tired. I was tired of students continuously submitting late work. I was tired of planning a lesson based on what the students had to complete for homework the night before only to have three students come to class prepared. I was tired of keeping track of the late point penalties. I was tired of that end-of-the-quarter-here-is-all-my-missing-work student. Most importantly, I was tired of the excuses. One day, several years ago, I asked some students in my class, “Why aren’t you all submitting work on time?” Their responses floored me. “Because it’s not a priority,” one student said. Another student stated, “We know you’ll accept late work so deadlines don’t really apply.” What?! Not a priority? Deadlines don’t apply? How could they say that? As teachers, we know the importance of deadlines. We all had professors in college who would laugh at our excuses for trying to submit a paper a day after class had ended. We were expected to have lessons and grades submitted on time. Why shouldn’t our students be held to similar standards? Isn’t one of our goals to prepare them for life after high school? If we uphold a standard “no late work” policy, then perhaps mortgage companies won’t need to create a policy for the late payer. I pondered these thoughts for quite some time and came to a simple conclusion: I would no longer accept late work. Since it was nearing the end of the school year when I made the decision, I decided to wait until the following year to implement my new policy. I knew it would be difficult to uphold; however, I realized it would be an important lesson for my students to learn. ~ Dan V. The Difference Between a “D” and an “F” I can understand that you would feel worn out, especially when you had only three students who were coming to class prepared! That piqued my interest, so I did a little late-work number crunching for my first quarter classes this year. I have five classes for a total of 95 students, and averaged 12 graded assignments per class for a grand total of 1,140 individual assignments. The total number of late assignments I accepted from students for partial credit was 13, a measly .01% of the assignments. This is a small number to me. One that I’m willing to deal with. For me, it boils down to the following question: what is the difference between the student who is passing or failing my class? The student who attempts to make up his work is entering into the class conversation, albeit a little late sometimes, and grappling with the skills we are learning. The student who does not make up her work is checking out of class entirely, never practicing those skills, and is not participating in the conversation at all. Accepting work late does not have to be an invitation for mediocrity, either. If a student’s work does not meet competency, I hand hand it back over and say, “Try again.” I don’t think students who have handed in work late have earned the right to make grade with the “A” students of the class, and the penalty for handing major assignments in late brings their grade down. But by bringing their work to the table they earn a right to have a fighting chance at passing. No Late Work=Students Rise to the Challenge The point you make about students participating in class and learning the necessary skills, albeit a little late, is an interesting one and something I thought about extensively before I instituted a no late work policy. My biggest concern focused on those borderline students—the ones who are not always engaged in class or the ones who hover around the 60% mark. If I no longer accepted late work, would happen to them? To my surprise, almost all of my students followed my expectations. Yes, it was difficult to implement the policy and it was something I had to remind my students repeatedly—especially at the beginning of each new term. I prepared myself for every excuse possible and decided that I had to remove any emotional or personal connection (the time one of my best students forgot her work and had to accept a zero was heart-breaking for me!). I provided consistent and fair expectations and even those so-called struggling students eventually learned the importance of meeting a deadline. It also helped that I began scaffolding many of my assignments so larger projects were broken down into chunks. I think your comment, “By bringing their work to the table they earn a right to have a fighting chance at passing” is true and it applies to my class as well. When I create assignments, I make sure students have plenty of time to complete them and because I teach mostly writing courses, we use class time as a workshop. If students use their class time wisely, they shouldn’t have any difficulty finishing their work by the deadline. The students who struggle see the other students working hard and over time, they also begin to work diligently. A question I still have is, what do you do with those students who continually submit late work? Sure, they are not earning the full points, but is it fair to the rest of the class? Do you find it difficult to manage the late point penalties? ~ Dan V. The Extreme Side of Late I see late work as the difference between pass and fail not “A” and “A+”. Fairness is not at issue here. Both students, the one handing in work on time and the one handing in work late are expected to execute the same skills. Managing late work penalties is probably the simplest part of this entire process. First, I do not accept late overnight assignments that need to be handed in for class discussions or class review. Those assignments are made up, without credit, by being a part of class and taking notes. Second, when a student passes in a major assignment like an essay or project late, I jot down the date on the top of the page. Accepting late work means that you’re accepting a piece that needs to be graded while some other stack of papers has been handed in on time. Work handed in on time comes first. Late work second. If anything is stressful or difficult to manage it is that one student who comes along every so often who doesn’t look at a late work policy as a backup plan, but as his main plan. I find this situation difficult to manage because at some point the student’s focus on the skills we’re practicing is overpowered by his desire just to make up the work. That kind of work is often subpar and unacceptable. But this situation is the exception rather than the rule. To most students, I think the late work policy is a security net rather than an academic game plan. The student who has trouble getting her work in during a given quarter is not particular to my classes. What do you do when she comes knocking on your door during a rough quarter and the zeros have piled up? We both know that getting back on your feet after a low “F,” even in a four quarter class, is difficult to recover from. I worry about that student who has missed one or two major assignments and says, Forget it, I don’t have a chance anyway. Is there no way to achieve those competencies and work out from under that “F”? Security Net: Not Usually Needed Unfortunately, I realized that many of my former students used a late work policy as a main plan rather than a back up plan. I was finding that even though they were more than capable of completing the work, they had a lackadaisical attitude about school work in general. For some reason, they just didn’t follow deadlines. I tried giving only partial credit for late work but far too often, I had students who abused this policy. I know it might sound harsh, but the reality is that it just became easier for me to no longer accept any late work. I should note that students with extended time options in their IEPs are always given the extra time if needed, but the extended due date is agreed upon when the assignment is given. We all have exceptions to the rule: not every student I have will submit all of his work every time. When I notice a student falling behind, I conference with him to figure out what we can do to make sure his future assignments are completed. It’s during these discussions where we can talk about the competencies that need to be completed in order to earn credit for the class. It may sound like a cliché, but almost every single time, this discussion (or even a parent meeting) is all that’s needed to rectify the low grade. The students who fail the course would most likely fail even if I did accept late work. The concern about a student who has a rough quarter and ends up with zeroes is valid and one I have recently faced. Last year, I had a student who was bright, articulate and a solid writer. She had issues with attendance and would miss class on a regular basis. Unfortunately, she neglected to make up some of her work and she received several zeroes during the third quarter which caused her to have a failing grade at one point. She did start to give up and had the reaction you mentioned (“Forget it—I don’t have a chance anyway!”). Like most teachers would do, I met with the student and we worked out a plan to ensure that her future assignments would be submitted on time. We also looked at the big picture—sometimes showing a student that she won’t fail for the year by opening up our grade book can eliminate that “I don’t have a chance anyway” attitude. The bottom line is this: with consistent enforcement and specific expectations, students will rise to the challenge of submitting work on time. I was hesitant to believe it myself until I tried it. All of my concerns about having a safety net or meeting the needs of the struggling students were pretty much eliminated because the students did what I expected them to do. There was no gray area for them. It was a great feeling for me to collect all of their work on the assigned due date and I know that it gave my students a sense of accomplishment as well. ~ Dan V. “Ms. Catcher, do you have Inferno?” “Inferno?” I asked. I looked up at Sean, a skinny freshman with small gages in his ears and a bleached blonde buzz cut. His punk skater image matched the rebellious reputation of the book he had recently finished: The Perks of Being a Wallflower. This was the first time he had come to me with a book request for his independent reading. “Yeah, you know that book about hell.” I couldn’t help but chuckle—when Sean came into my classroom he associated books with being in hell, now he wanted a book on hell. “Um, yeah, let me find it. Dante’s Inferno?” I repeated again. I tried to mask my surprise but could hear my voice crack with the title. “Yeah, that one,” he said straight-faced. The image of my tired college English professor popped into my head; the threadbare sports jacket he wore as he droned on about Inferno; I remember feeling like he single-handedly had pulled me through all nine circles of hell. Sean owned the video game adaptation of the book, which had sparked his interest. I handed him a copy, warning, “This is a hard read. Even if you get through part of it, that will be impressive! I read this in college.” I felt the need to somehow soothe his frustrations even before he started. “Ok.” He brushed off my warnings. Every day I watched Sean crack open Inferno and slowly make his way through the convoluted English translation. And every day I expected Sean to walk into my classroom and abandon the book. But he didn’t. “How much does he really understand though?” asked another teacher after I brought up Sean’s accomplishments. She made a good point. Not only was Sean in my academic class, the lowest level in my tracked school, he had also scored partially proficient in reading on his state standardized tests over the past two years. Even if Sean didn’t understand the book in its entirety, I believe he gained just as much as any freshman English major dissecting the poem. Sean might not have delved into the intricacies of the epic poem, but he took away a sense of confidence and pride that can only accompany struggle. Many students lack the reading stamina Sean exhibited, an essential skill for success in post-secondary schooling. Students can be quick to abandon books, and I have found that it isn’t until students become more developed, advanced readers that they understand the value of pushing beyond the first ten or even one hundred pages of a book to get to the “good stuff.” Despite Sean’s distaste for reading prior to this year, his hunger for a challenge paired with the independent reading initiative allowed Sean to build his stamina and prove himself as a reader. As Sean said, “I kept telling myself it’s just a book. You can keep reading.” Reading Inferno stemmed from his curiosity and transformed into an undertaking of pride. Sean’s experience with Inferno didn’t include deep literary analysis and his takeaway would most likely make my stuffy college professor cringe, but I’d argue that Sean learned the lesson Dante intended: perseverance and hard work lead to significant achievements. The name has been changed to protect the identity of the student I’m an intern this year. A clueless grad student cast away from the university I just started to call home into the not-so-real world of unpaid labor. In those first few weeks of student teaching, all I felt was this overwhelming terror. My stomach would somersault as I stood near the edges of the classroom, watching my cooperating teacher work her magic. I felt my identity crisis setting in. How could I teach like all of those who have inspired me in the past, or even the teacher before me, with half a dozen years of experience tucked in her pocket? Those teachers were my opposite: older, wiser, weathered from all that the teaching profession throws at you. So what kind of teacher would I be? I’ll get back to you when I have an answer. I do, however, have an idea of who I am, who I will be as a teacher. I am passionate and excited, like only an intern can be. I am loud, for I can’t be anything else. I am trying. More than anything else, I am trying. And I’m enjoying every single day. This is the beauty of my internship. I have been granted the time and space to figure out exactly who I want to be when I grow up. My cooperating teacher has welcomed me to invade her classroom and claim a bit of it as my own. For this I am grateful. How else was I supposed to learn to teach, or deal with the blank stares of students, or work with my worst fear- parents? A lot of my success as an intern stems from her. She is a resource to me that I use daily. It’s not that she has any answers, but together, we discuss those big teaching questions that seem to fade away as the years go on. From her I’ve learned that collaboration is a big aspect of identity in the classroom. I get ideas, notice things I wouldn’t have seen alone, and hear about all the great things she’s done over her years of experience. I also firmly believe in the phrase “fake it till you make it.” I fake confidence a lot of days, and I pretend like everything is on the lesson plan, but as anyone who stands before a wolf pack of high school students knows, confidence and perfect planning are not always in great supply. A large part of who I am is based on my students; they are the only mirror I have when teaching, so sometimes a little faking goes a long way when it comes to their comfort, and therefore my comfort in the classroom. My internship is a gift both for me and from me. Every day when I plug in the string lights behind my desk I start forming who I am as a teacher. I start wrangling the eccentricities that help, keep shedding the nerves that don’t. I’m getting there, so that one day in the not-so-far future, when students stare at me for the answers and there’s no one else to turn to, I’ll be able to teach them with confidence. By then, maybe I’ll have a better idea of who I am. But for right now, I’m happy just trying to figure it out. When I first became a teacher I distinctly remember being told that what my kids read doesn’t really matter as long as they are thinking “critically” and using “higher-order” thinking skills. And I thought to myself okay, I can do that. And I did. I taught novel after novel. I created (or borrowed or begged and sometime stole) worksheets, tests and projects that I felt taught “critical thinking skills.” But something was off. That first year was a blur. I never felt ready for the next day’s lesson. I never felt like I was on top of the various initiatives and expectations. I never felt caught up on grading. In the spirit of full disclosure, I don’t think I’ve ever felt “caught up” on grading. That year I was focused on one thing: surviving. Year two was less of a blur, but still a struggle. In fact, each year brings with it new struggles: classes are different, students are different, initiatives are different. We are in danger of burning out each year. It’s the best and worst part of teaching: that each year is a new start. When I think back on it, I’m a bit surprised that I survived my first few years of teaching. According to the National Center for Education Statistics every year U.S. schools hire more than 200,000 new teachers. By the time the school year is over, at least 22,000 have quit. 30 percent of new teachers leave the profession after three years, and more than 45 percent leave after five. Why? Why do a little less than half of us leave after we’ve spent 5 years in the profession? Surprisingly, our notoriously low salary isn’t the reason; nor are our students. In fact, less than 20% of teachers who leave say it’s because of low pay. The most cited reasons for teachers leaving the profession are lack of support from administration and feeling powerless in curriculum and instruction decisions. It makes sense. Burnout begins when one feels powerless about curriculum decisions, what to do with department time, standardized testing constraints, or even how to teach. For many teachers, years of feeling powerless can sap their motivation, and they quit. So, how can we get fight back against burnout? For me it all comes down to two things: collaboration and choice. Collaboration: In my opinion, most teachers don’t get enough time to collaborate. We have to find it out on our own. Teachers need time: to collaborate and commiserate, to talk about our teaching, to learn about new techniques, approaches or tools. For me, it happens in hallway chats, during lunch and over summer break. I can’t control the time we are given, but I can make sure to use the few chances we are given to my advantage because I know I am a better teacher when given the chance to collaborate. Choice: No, I cannot always choose to teach whatever I want (let’s be honest, if I could, my classes would all be reading Stephen King), but I can choose how I approach each new educational reform or school focus. We burnout because the rotating cast of initiatives and the “language of education” are always changing. But we have a choice. We can choose to collaborate, approach our lessons creatively, attend professional development and keep an open mind. When all is said and done, teaching and learning revolves around one fact: true education only happens with intrinsic motivation, a desire to learn because we are passionate about the subject. If we are not self-motivated to become better educators, we simply cannot expect the same of our students. We can choose to change. We can choose to collaborate. We can choose to find new ways to reignite our passion for teaching. Passion leads to skill, which leads to mastery. And passion is what protects us against burnout.	<urn:uuid:fcc06413-2d53-45d7-9e7f-6b944dd06c24>	CC-MAIN-2017-26	https://teacherspodium.wordpress.com/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320174.58/warc/CC-MAIN-20170623202724-20170623222724-00436.warc.gz	en	0.972326	12,175	2.59375	3
The Two Tracks of School Reform For two decades now, education reformers have promoted a two-track strategy for improving our schools. The first track is standards-based: Set clear, high expectations in core academic subjects; test students regularly to see which schools and students are clearing the bar; and hold schools (and perhaps also educators and pupils) to account for the results. The second reform track is school choice: Allow parents to select among a wide array of education providers, encouraging innovation along the way. We have argued for years that these two tracks are interdependent — even codependent. Let us explain: Standards-based reform got underway in the late 1980s and early 1990s, in part as a reaction to A Nation at Risk, the 1983 report by President Reagan’s Commission on Excellence in Education. This reform track offered what Lamar Alexander called a “horse trade”: more autonomy for schools in return for stronger academic results. Previous waves of reform had focused on inputs, intentions, and regulation: boost the credentials and pay of teachers; increase course requirements for high-school graduation; mandate lower class sizes; etc. When that yielded paltry success, policymakers flipped the equation: less regulation but more focus on outcomes. That only works, however, when the desired outcomes are clear. That’s the role of academic standards, which, if well crafted, provide guidance to teachers, parents, textbook writers, and test designers about what students are expected to know and be able to do, year by year, in a few core subjects. States labored for decades to put such standards in place, prodded in 1994 by the federal Goals 2000 Act, then in 2002 by the No Child Left Behind Act, with its insistence on annual testing and consequential accountability. Standards-based reform has many pluses. For one, it works: test scores for America’s lowest-performing students, including many low-income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movement. Such children are now one to two grade levels ahead of where their mid-1990s counterparts were. That’s real progress. Done well, as in Massachusetts, standards-based testing encourages strong teaching in the classroom and gives parents and taxpayers reliable information about school performance. It also can touch every school in America in ways that few other reforms ever could. But standards-based reform has an Achilles’ heel: its bark is worse than its bite. For all the talk of “accountability,” nothing much actually happens to “failing” schools or the people who work in them. The school-turnaround track record is dismal because, frankly, nobody is sure what to do with awful schools. Most of the evidence indicates that they are impervious to improvement. Yet policymakers are loath to shut them down; the kids need to go somewhere. Enter school choice. The early 1990s gave birth to both charter schools (first in Minnesota) and vouchers (first in Milwaukee). The proposition—originally formulated by Milton Friedman—was (and remains) that parents, particularly the poor and those with children stuck in those failing schools, deserve better options and that a vibrant marketplace would lead to educational improvement. At least in the charter sector, the idea was also to create new schools from scratch, to be designed with Lamar Alexander’s horse trade in mind: they would have far greater autonomy than traditional district schools but would also face serious accountability. If they didn’t meet the terms of their charters, they would close. Like standards-based reform, school choice has racked up some serious successes and has proven to be a highly effective way to educate children. Virtually every rigorous study of charter schools or private schools participating in voucher programs finds that they outperform traditional public schools; the track records on high-school graduation and college-going are particularly impressive. But school choice also has a weak point: bad schools that emerge and persist in a marketplace that hasn’t brought nearly as much quality control as proponents expected. While the choice sector as a whole looks pretty good on test scores and other measures, the averages mask poor performance from a significant minority of choice and charter schools. For whatever reason—and it really is something of a mystery—some parents will choose and stick with schools that are no good by any measure of actual performance. That’s why we (and many other choice supporters) have urged a degree of standards-based reform for the choice sector, too. We believe that low-quality charter schools, if they cannot be swiftly set right, should be shuttered, as was the original intent. And we believe that private schools receiving taxpayer dollars to educate needy kids should test their voucher students and report the (aggregated) results. Those that fail to show progress over time should be disqualified from continuing to receive public funds. This approach is good for kids—protecting them from bad schools—and it’s also good politics—safeguarding choice programs from criticisms about weak performance and shoddy quality. Needless to say, not all choice-minded reformers share our enthusiasm for “choice plus accountability for results.” Some would rely on market forces alone. The libertarian Cato Institute is currently circulating a petition calling on reformers and policymakers to “dispense with rigid testing mandates” because “the compelled conformity fostered by centralized standards and tests stifles the very diversity that gives consumer choice its value.” One factor that’s raising the temperature of this debate is contention about the Common Core. These English and math standards have been adopted by forty-five states and the District of Columbia, and represent (in our view) a rigorous, coherent set of expectations pegged to college and career readiness in those two important subjects. But they are under attack—from some conservatives, because President Obama has taken undue credit for their adoption, and from some liberals, because, well, because liberals hate standards and testing (and many educators don’t love accountability, particularly when applied to themselves). In a recent policy paper, we argued that private schools participating in voucher programs should have to administer their state’s tests to their scholarship students. After all, a common test does make life easier for parents “shopping” for schools across the public, private, and charter sectors and for taxpayers seeking evidence of return on investment from their education dollars. But now that most states are transitioning to the Common Core, the state test will soon be some sort of Common Core test. And that has freaked out some choice supporters, some private-school teachers, and some charter-school teachers, too. Without backing away from our commitment to the inseparability of the two tracks of education reform, we see room for compromise on specifics. Yes, some degree of transparency and accountability is essential for all choice schools. We don’t buy the argument that we should leave it to “parental choice alone”; experience in the real world demonstrates (here as in every other market that we know of) that some external quality control is needed if only to protect consumers. But in the case of private-school accountability, it doesn’t have to be the Common Core–aligned tests that states will be using for their district and charter schools (some of which also need “alternative” accountability arrangements). If states will allow schools in the choice sector to use other valid, respected assessments—the kind that make clear to policymakers, parents, and taxpayers whether a school and its pupils are making academic progress from year to year—we won’t complain. It’s not ideal but it’s better than nothing. We certainly never meant to force private schools (and specialized charter schools) to forfeit the curricular distinctiveness that is a major reason for choosing them in the first place. It has taken many years to reach this point, but the school-reform train finally has momentum. Let’s keep the forward motion—and avoid getting stuck in a tunnel. America’s kids are at a station down the line, waiting for help to arrive. -Michael J. Petrilli and Chester E. Finn, Jr. This article originally appeared on the National Review Online.	<urn:uuid:638fda8b-67a5-4aba-ac59-a8890cefa851>	CC-MAIN-2017-26	http://educationnext.org/two-tracks-school-reform/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320489.26/warc/CC-MAIN-20170625101427-20170625121427-00596.warc.gz	en	0.964677	1,714	2.921875	3
August 20, 2008 Polymer Electric Storage Shows Promise U.S. scientists say they are developing ferroelectric polymer-based capacitors that can deliver power more rapidly than do conventional batteries. Pennsylvania State University materials scientists said the proliferation of solar, wind and tidal electric generation and the rapid emergence of hybrid electric automobiles is fueling the demand for flexible and reliable high-capacity electrical storage."Electrical energy storage is very important for all electrical and electronic systems," said Associate Professor Qing Wang. "Even renewable energy systems like solar cells need somewhere to store excess energy to be used at night." Wang and his team developed power density tunable polymers and polymer ceramic nanocomposites as electrical store materials for capacitors. Although power conditioning is currently conducted by capacitors, Wang said eventually properly tuned polymer capacitors might replace batteries. The team that included Wang, postdoctoral fellow Yingying Lu, and graduate students Jason Claude and Junjun Li reported its findings Wednesday in Philadelphia during the 236th national meeting of the American Chemical Society.	<urn:uuid:5f83ea5b-a487-400d-b1e4-9667950fb8a2>	CC-MAIN-2017-26	http://www.redorbit.com/news/business/1527415/polymer_electric_storage_shows_promise/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320489.26/warc/CC-MAIN-20170625101427-20170625121427-00596.warc.gz	en	0.92995	211	2.890625	3
This is a position statement of the International Reading Association Answer the following questions: 1. What changes are school students going to experience by the time they finish secondary school? 2. Why does the Internet have an implication in instruction and assessment? 3. In what ways can ICTs widen the gap between developed and developing nations? 4. What do school leaders need to do to provide adequate education? 5. What is the role of universities to support our students in the digital age? 6. Why is it important to form critical students in this online context? 7. How can literacy researchers contribute to this change? 8. From the section “Our Responsibilities”, choose one recommendation that you find more difficult to carry out and on that you find easy to implement and explain why. Accept the invitation to wikispaces and post your answers here: http://newliteraciesinthe21stcentury.wikispaces.com/home	<urn:uuid:9bd44b07-d7d7-480a-a20d-d43f8cb4ab84>	CC-MAIN-2017-26	https://teachingresourcesudla.wordpress.com/2013/08/08/new-literacies-and-21st-century-technologies/comment-page-1/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320489.26/warc/CC-MAIN-20170625101427-20170625121427-00596.warc.gz	en	0.916469	199	2.859375	3
Google+ Badge BLACK SOCIAL HISTORY Tuesday, 26 August 2014 BLACK SOCIAL HISTORY : AFRICAN AMERICAN " EDWARD WILLIAM BROOKE 111 " IS AN AMERICAN REPUBLICAN POLITICIAN IN 1966 BEING THE FIRST AFRICAN AMERICAN POPULARLY ELECTED TO THE UNITED STATES SENATE l GOES INTO THE " HALL OF BLACK HEROES " BLACK SOCIAL HISTORY Edward William Brooke III (born October 26, 1919) is an American Republican politician, in 1966 being the first African American popularly elected to the United States Senate. He was the only person of African heritage sent to the Senate in the 20th century until Democrat Carol Moseley Braun of Illinois in 1993, and the only African-American Senator to serve multiple terms. He was elected to the Senate as a Republican from Massachusetts, defeating his Democratic opponent, former Massachusetts governor Endicott Peabody in a landslide. He served for two terms, and was defeated by Paul Tsongas in the 1978 senate election. Brooke was the last Republican Senator elected from Massachusetts until Scott Brown was elected in 2010, and, until 2013, was the most recent Republican of African-American heritage to be elected to the Senate in his own right. Brooke is also the oldest living former Senator. Edward William Brooke III was born on October 26, 1919, in Washington, D.C., to Edward Brooke, Jr. and Helen (Seldon) Brooke. He was the second of three children; the Brookes' first-born died at age 3 before he was born. He was raised in a middle class section of the city, and attended Dunbar High School, then one of the most prestigious high schools for African Americans. After graduating in 1936 he enrolled in Howard University, where he first considered medicine, but ended up studying social studies and political science. He graduated in 1941, and enrolled in the United States Army immediately after the Japanese Attack on Pearl Harbor. Brooke spent five years as an officer in the Army, seeing combat in Italy during World War II as a member of the segregated 366th Infantry Regiment, earning a Bronze Star. In Italy Brooke met his future wife Remigia Ferrari-Scacco, with whom he had two daughters, Remi and Edwina. Following his discharge, Brooke graduated from the Boston University School of Law in 1948. In 1950 he ran for a seat in the Massachusetts House of Representatives in both the Democratic and Republican primaries. Brooke won the Republican nomination, but lost the general election, isolating himself from a potential future in the Democratic Party. Brooke then made two more tries for office, including one for secretary of state, but lost both races. The loss in the secretary's race (to futureBoston Mayor Kevin White) was particularly close, and highlighted Brooke's potential to Republican Party leaders. Governor John Volpe sought to reward Brooke for his effort, and offered him a number of jobs, most judicial in nature. Seeking a position with a higher political profile, Brooke eventually accepted the position of chairman of Finance Commission of Boston, where he investigated financial irregularities and uncovered evidence of corruption in city affairs. He was described in the press as having "the tenacity of a terrier", and it was reported that he "restore to vigorous life an agency which many had thought moribund." He parlayed his achievements there into a successful election as Attorney General of Massachusetts in 1962; he was the first elected African-American Attorney General of any state. In this position, Brooke gained a reputation as a vigorous prosecutor of organized crime and corruption, securing convictions against a number of members of the Furcolo administration; an indictment against Furcolo was dismissed due to lack of evidence. He also coordinated with local police departments on the Boston strangler case, although the press mocked him for permitting an alleged psychic to participate in the investigation. Brooke was portrayed in the 1968 film dramatizing the case by William Marshall. In 1966 Brooke defeated former Governor Endicott Peabody with 1,213,473 votes to 744,761, and served as a United States Senator for two terms, from January 3, 1967, to January 3, 1979. The black vote had "no measurable bearing" on the election as less than 3% of the state's population was black, and Peabody also supported civil rights for blacks. Brooke stated "I do not intend to be a national leader of the Negro people", and "condemned both Stokely Carmichael and Georgia's Lester Maddox" as extremists; nonetheless, his historic election gave Brooke "a 50-state constituency, a power base that no other Senator can claim." In 1967, he served on the President's Commission on Civil Disorders. He was a member of the liberal wing of the Republican Party and organized the Senate's "Wednesday Club" of progressive Republicans who met for Wednesday lunches and strategy discussions. Brooke, who had supported Michigan Governor George W. Romney and then New York Governor Nelson Rockefeller's bids for the 1968 GOP presidential nomination against Richard Nixon's, often differed with President Nixon on matters of social policy and civil rights. By his second year in the Senate, Brooke had taken his place as a leading advocate against discrimination in housing and on behalf of affordable housing. With Walter Mondale, a Minnesota Democrat and fellow member of the Senate Banking Committee, he co-authored the 1968 Fair Housing Act, which prohibits discrimination in housing, and created HUD's Office of Fair Housing and Equal Opportunity as the primary enforcer of the law. President Johnson signed the Fair Housing Act into law on April 11, one week after the assassination of Martin Luther King, Jr.. Dissatisfied with the weakened enforcement provisions that emerged from the legislative process, Brooke repeatedly proposed stronger provisions during his Senate career. In 1969, Congress enacted the "Brooke Amendment" to the federal publicly assisted housing program which limited the tenants' out-of-pocket rent expenditure to 25 percent of his or her income. By the 1990s, the percentage had gradually increased, but the principle of limiting the housing 'burden' of very-low income renters survives in statute, as of 2008. During the Nixon presidency, Brooke opposed repeated Administration attempts to close down the Job Corps and the Office of Economic Opportunity and to weaken the Equal Employment Opportunity Commission—all foundational elements of President Lyndon Johnson's Great Society. In 1969, Brooke was a leader of the bipartisan coalition that defeated the Senate confirmation of the President's nominee to the Supreme Court, Clement Haynsworth. A few months later, he again organized sufficient Republican support to defeat Nixon's second Supreme Court nominee Harrold Carswell. Nixon then turned to Harry A. Blackmun, later the author of the Roe v. Wade opinion. In 1970, the Senate adopted his resolution prohibiting tests of MIRV missiles. Despite Brooke's disagreements with Nixon, the president reportedly respected the senator's abilities; after Nixon's election he had offered to make Brooke a member of his cabinet, or ambassador to the UN. The press discussed Brooke as a possible replacement for Spiro Agnew as Nixon's running mate in the 1972 presidential election. While Nixon retained Agnew, Brooke was re-elected in 1972, defeating Democrat John J. Droney by a vote of 64%–35%. Before the first year of his second term ended, Brooke became the first Republican to call on President Nixon to resign, on November 4, 1973, shortly after the Watergate-related "Saturday night massacre". He had risen to become the ranking Republican on the Senate Banking Committee and on two powerful Appropriations subcommittees, Labor, Health and Human Services (HHS) and Foreign Operations. From these positions, Brooke defended and strengthened the programs he identified with; for example, he was a leader in enactment of the Equal Credit Act which ensured married women the right to credit of their own. In 1974, with Indiana senator Birch Bayh, he led the fight to retain Title IX, a 1972 amendment to the Higher Education Act of 1965, that guarantees equal educational opportunity to girls and women. In 1975, with the extension and expansion of the Voting Rights Act at stake, Brooke faced senator John Stennis (D-Mississippi) in "extended debate" and won the Senate's support for the extension. The press again speculated on his possible candidacy for the Vice Presidency as Gerald Ford's running mate in 1976, with Time calling him an "able legislator and a staunch party loyalist". In 1976, he also took on the role of supporter of wide-scale, legalized abortion. The Appropriations bill for HHS became the battleground over this issue because it funds Medicaid. The pro-life movement fought, eventually successfully, to prohibit funding for abortions of low-income women insured by Medicaid. Brooke led the fight against restrictions in the Senate Appropriations Committee and in the House-Senate Conference until his defeat. In Massachusetts, Brooke's support among Catholics weakened, and during the 1978 re-election campaign, the state's bishops spoke in opposition to his leading role, in spite of the equally pro-choice position of his Democratic opponent. In addition, he was challenged in the Republican primary by a conservative talk show host, Avi Nelson. Most seriously, Brooke "confessed that he had made a false statement about his finances in his divorce deposition. The admission...erupted into a staccato of charges that ultimately cost him his Senate seat" to Paul Tsongas. In 1992, a plea agreement by a top aide to Brooke admitted that Brooke falsely stated that neither he nor the aide had tried to influence a HUD official on behalf of a client of Brooke. After leaving the Senate, Brooke practiced law in Washington, D.C., partner O'Connor & Hannan; of counsel, Csaplar & Bok, Boston and served as chairman of the board of the National Low Income Housing Coalition. In 1984 he became chairman of the Boston Bank of Commerce, and one year later he was named to the board of directors of Grumman. In 1996, he became the first chairman of the World Policy Council, a think tank of Alpha Phi Alpha whose purpose is to expand the fraternity's involvement in politics, and social and current policy to encompass international concerns. Brooke currently serves as the council's chairman emeritus and was honorary chairman at the Centennial Convention of Alpha Phi Alpha held in Washington, D.C., in 2006. On June 20, 2000, a newly constructed Boston courthouse was dedicated in his honor. The Edward W. Brooke Courthouse is part of the Massachusetts Trial Court system, and houses the central division of the Boston Municipal Court, Boston Juvenile Court, Family Court, and Boston Housing Court, among others. In 2002, scholar Molefi Kete Asante listed Edward Brooke on his list of 100 Greatest African Americans. In September 2002, he was diagnosed with breast cancer and, since then, has assumed a national role in raising awareness of the disease among men. On June 23, 2004, President George W. Bush awarded Brooke the Presidential Medal of Freedom. That same year he received the Jeremy Nicholson Negro Achievement Award, acknowledging his outstanding contributions to the African American community. On April 29, 2006, the Massachusetts Republican Party awarded the first annual "Edward Brooke Award" to former White House Chief of StaffAndrew Card at their 2006 State Convention. Two days after his 90th birthday, Brooke was presented with the Congressional Gold Medal on October 28, 2009. In 2008, Barbara Walters wrote in her memoir Audition that she and Brooke had an affair lasting several years during the 1970s, while Brooke was married to his first wife. Walters said that they ended the relationship to protect their careers from possible scandal. Brooke has not commented on the claim.	<urn:uuid:8c716cc4-3dfd-4561-9971-a30addedd03a>	CC-MAIN-2017-26	http://sittingbull1845.blogspot.com/2014/08/black-social-history-african-american_955.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320679.64/warc/CC-MAIN-20170626050425-20170626070425-00676.warc.gz	en	0.975626	2,389	2.640625	3
With over 8 Arabic speaking countries in Africa alone, it will be a great disservice to ourselves not to consider this great percentage of the population in our Internet ecosystem. As the Internet strives and continues to eliminate boundaries in trade and commerce, we need to think more about ensuring that our content is easily accessible globally. According to a research by Global Reach, 65% of the world’s Internet users population is non – English speaking. This therefore implies that we have a large population of Internet users who use non – ASCII/ English/ Latin based characters. Due to the previous exclusion of this community in the Internet ecosystem there is a great opportunity to those who will devise a multi-lingual inclusive strategy. About 49% of the Internet users come from Asia and Middle East where the use of non – ASCII characters is dominant. Neglecting this large part of Internet users inhibits the vast opportunities for development and growth availed to businesses, communities and Internet users around the globe through Internet enabled trade and e-commerce. The introduction of Internationalized Domain Names (IDNs) has now made it possible for you to reach your target market in their native language and reach the once underserved population with localised offerings. It also provides a better customer experience as they will easily access your website for example Starbucks in Korea uses the domain 스타벅스코리아.com. Most domain registrars now offer IDNs registrations.Registering an IDN is as simple as the registration of a .com domain name. All you need is request the registration of the domain from a Registrar that supports IDNs. What are Internationalized Domain Names (IDNs) From its inception, the Internet used English as the default language despite the existence of high population of English illiterate population e.g. Greek, Hebrew and Chinese. This therefore resulted in a linguistic barrier in the access to Internet resources. This linguistic barrier resulted in the need for the introduction of Internationalized Domain Names (IDNs). As I alluded in my previous article, domain names were traditionally registered following the Letter-digit-hyphen restriction or in conformance to the use of American Standard Code for Information Interchange (ASCII) characters (i.e. letters A-Z (not case sensitive), digits 0-9 and the hyphen character). Domain names which do not comply to the letter-digit-hyphen restriction or which use non-ASCII characters are known as Internationalized Domain Names (IDNs) for example письмо.рф which is a Russian site (pismorf.com). How does the system work The root zone stores domain names in ASCII characters and therefore the IDNs can not be stored in the root zone as they are, so they are converted into ASCII characters. For the DNS system to resolve Internationalized Domain Names it uses the Punycode encoding algorithm to translate the domain names into ASCII characters which can be resolved by the DNS system. The translated ASCII domain name is then prefixed with the xn- characters for example письмо.рф which is encoded as (xn--h1aigbl0e.xn--p1ai). Now an internet user in Russia can surf the internet by typing a domain name in his/her native language thereby eliminating the Linguistic barrier in the internet ecosystem. There are also third party tools to translate domain names from non – ASCII characters or UNICODE to ASCII characters and vice versa e.g. the Verisign’s IDN conversion tool. In case your registrar offers IDNs registration service but do not have the translation system you can use this tool for the translation then register the ASCII character domain name. Status on IDNs Initially IDNs were registered as second level domains only (e.g. письмо.com) where “письмо” is the second level domain and “.com” is the Top Level Domain. Later ICANN rolled out the process to register Internationalized Domain Names as Top Level domains in a process called IDN ccTLD Fast Track Process which resulted in the introduction of IDN ccTLDs in 2010. Countries like Saudi Arabia ( السعودية.) now have their ccTLDs in their native language. Then in the introduction of the New gTLDs, the first four domains to be delegated in the Root zone were Internationalized New gTLDs which are شبكة (xn--ngbc5azd) – Arabic for “web/network”, онлайн (xn--80asehdb) – Russian for “online”, сайт (xn--80aswg) – Russian for “site” and 游戏(xn--unup4y) – Chinese for “game(s)”. Now the whole domain can be registered as an IDN, that is the second and Top Level Domain for example письмо.рф.	<urn:uuid:4adca2cc-e26f-4288-8471-b8d2d3d218bb>	CC-MAIN-2017-26	http://www.techzim.co.zw/2015/02/heres-why-you-should-care-about-internationalized-domain-names/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320679.64/warc/CC-MAIN-20170626050425-20170626070425-00676.warc.gz	en	0.876776	1,081	2.703125	3
Finally plans for an Ecolink connecting Bukit Timah and Central Catchment Reserve. This conservation corridor will offset the impact of fragmentation caused by the Bukit Timah Expressway which dissected the original continuous forest area into 2. Built over the Bukit Timah Expressway, the Ecolink is hourglass shaped and will be 50m at its narrowest point. Some readings on conservation corridors Consequences and Costs of Conservation Corridors – Simberloff and Cox 1987 Article in Straits Times 6 Sept 2009 by Grace Chua Bridge to link two nature reserves by 2013 By 2013, there will be a new green link between the Bukit Timah Nature Reserve and Central Catchment Area. Conservationists had long bemoaned the separation of the two reserves by the Bukit Timah Expressway (BKE) since its construction in 1986. The road prevented plant and animal species from moving between the two forest tracts. The new eco-passage will arch over the 50m-wide BKE and be sited at a suitable narrow point between the reserves. Its construction was announced yesterday at the opening of the National Parks Board’s Dairy Farm Nature Park. A tender will be called at the end of this year and construction will start next year. The bridge, 50m wide at its narrowest point and planted with dense trees resembling a forest habitat, could help populations of animals like the critically-endangered banded leaf monkey to recover. Four to six years ago, there were thought to be fewer than 20 of the small dark-furred monkeys – a number too small to be sustainable – but now there are about 30 living around the Central Catchment Area. The eco-link could help them migrate to Bukit Timah Nature Reserve to find other food sources. A hiking trail at one edge will also enable humans to move between the reserves. National University of Singapore conservation biologist Navjot Sodhi said of the bridge: ‘Every plan to connect habitats is a good plan but how it pans out – only time will tell.’ ‘I hope NParks will do surveys to see how species are moving between the reserves,’ he added. Also launched yesterday was a national document which outlines Singapore’s strategy for protecting its plants, animals and ecosystems. The eco-link and Dairy Farm Nature Park are key components of the National Biodiversity Strategy and Action Plan, which describes five strategies: – Safeguarding biodiversity. – Taking biodiversity into account in policy-making. – Improving knowledge of the natural environment. – Raising public awareness of biodiversity. – Strengthening local and international partnerships. ‘It’s not just scientists and government. Every individual plays a part in making conservation work in Singapore,’ said Dr Lena Chan of NParks’ conservation division. Marine biologist Chou Loke Ming of the National University of Singapore said the plan recognises the importance of biodiversity and sets up a framework to protect it. The plan is available online at http://www.nparks.gov.sg/nbsap.	<urn:uuid:c913e16e-51ce-4fe8-8111-2bef1a80cde7>	CC-MAIN-2017-26	https://rbiology.wordpress.com/2009/09/06/ecological-corridor-for-bukit-timah-and-central-catachment/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320679.64/warc/CC-MAIN-20170626050425-20170626070425-00676.warc.gz	en	0.907066	653	2.65625	3
If you have diabetes or know someone with diabetes, understand this. Unless the diabetic has a non-functional pancreas, diabetes is reversible. Yes curable. It's only a disease if you break it down into dis-ease, meaning the body is not as ease. Rather it's overwhelmed. Poor food choices causing the body's hormone system to spin out of control; and this doesn't happen overnight, the culmination of eating habits and lack of knowledge of what is being sold as foods, over time, lead up to this condition. Your suffering is big business. If diabetes was limited through society's active role in taking care of itself, this business niche would dwindle. The Diabetic Association would be smaller, insulin drug manufacturers, suppliers and "dealers" would lose profits. Magic drug weight loss scams would disappear, diet books and centers would not be so abundant. And the food manufacturers who "feed" us the ingredients (which are generally cheaper in cost to manufacture) would have to re-structure. This is a profitable consumables cycle and we are caught in the middle with no benefit. Maybe KNOWING the difference isn't enough, it might come down to tasting the difference. The Route to Obesity Passes Through Your Tongue According to Neuroscientists, obesity gradually numbs the taste sensation of rats to sweet foods, and drives them to consume larger and sweeter meals. This is apparently a critical link between taste and body weight. Previous studies have suggested that obese persons are less sensitive to sweet taste. In summary of all these studies, chronic overeating is due to a missing satiety signal resulting in obesity and developing diabetes with an increased preference for sweet foods. The mechanism is that about 50% fewer neurons are firing when the tongues of the obese are exposed to sucrose – less sensitive to the taste of sugar. Conversely, Super tasters who are sensitive to the bitter compounds found in broccoli and other foods were found to be about 20% thinner than non-tasters. Super tasters also tend to have more papillae, the tiny bumps on your tongue that hold taste buds. While non-tasters tend to like much sweeter, hotter and more bitter foods – they simply can't taste the food as well. Influence of Hormones on Your Sweet Tooth Leptin – a hormone produced by your fat cells – is believed to be a sweet-sensing hormone. With that, it is likely that either a lack of leptin or your body's failure to respond to the hormone contributes to having that sweet tooth. It's already been discovered that animals and humans with low leptin levels, or with defective leptin receptors (leptin resistance), tend to become obese. This hormone signals your brain when your fat cells are full; instructing your body to reduce hunger, increase fat burning and reduce fat storage. So in addition to increasing cravings for sweets, low leptin levels also diminish your feelings of satiety – leading to CONTINUED intake of sweets. The issue is leptin resistance (similar to insulin resistance). If you eat a diet high in sugar and grains, blood sugar levels rise, insulin kicks in to deliver it to the liver and muscles, once those stores are topped off the excess sugar is metabolized to fat (picture a potbelly). The fat cells become full and trigger a leptin release to tell you to quit feeding your face. But overtime with excess food consumption both insulin and leptin become ignored by the body. These two hormones are around so much that the body doesn't "listen" to them. Enter insulin resistance and leptin resistance. Insulin resistance develops diabetes, and leptin resistance develops obesity. Not just muffin tops and saddle bags but also that pregnant man look – you know that solid looking potbelly. That's visceral fat, fat surrounding the organs of the abdomen. Yuck! And to tie everything together, the excess sugar travelling around in your blood stream from the inability of insulin to deliver causes heart disease in that sugar acts as rust on our blood vessels. Elevated blood sugar levels for long periods of time corrode the arteries; cholesterol (which is actually a friend to the body) comes in and patches up the "rust spots" in the blood vessels. And you can only do so many patch jobs. Making matters worse, refined sugar has been found to be far more addictive than cocaine – one of the most addictive substances currently known! So if you think quitting tobacco is tough, giving up sugar can be even harder. Well from everything I just said taste of foods is not going to be the best indicator for what's good for your body. Modify your diet by bringing in good fats about a third of your diet worth. No, fat does not beget fat – that's an '80's marketing concept by food manufactures to sell cheap unhealthy fat free foods. Avoid insulin spikes. Never ever ever drink a soda by itself or just have toast, or just have pasta. The general rule is 4 carbs to 1 protein for insulin to do its work properly. Meaning you need to have some source of protein with every meal or snack. Re-sensitize your taste buds. Eliminate just one of the food nemeses from your diet for 21 days at least. Then go back and just have a taste. Odds are, it won't taste nearly as good as you remembered it being; and may even be disgusting. Another feedback from my clients who cut out pasta for long period of time is that they notice a bloated gut feeling whenever they eat it again. Good sign to stay off the pasta. Exercise. Physically demanding activities drain the glycogen (sugar) stores in the muscles. Now the muscles will listen to insulin because it has what the muscles need – more sugar as fuel. The fat cells shrink because insulin isn't visiting them as often with goodies. But another hormone comes along to visit the fat cells mobilizing them to "shape up" and lean out (I will save that for another story) and now, like a well run and efficient business everybody is getting along and doing their jobs right all because you decided to eat right and exercise smart.	<urn:uuid:5475039f-2b2d-459a-a476-64a297d44322>	CC-MAIN-2017-26	http://montymoran.blogspot.com/2010/02/diabetes-and-obesity-is-business.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323711.85/warc/CC-MAIN-20170628153051-20170628173051-00196.warc.gz	en	0.959018	1,259	2.6875	3
<table “width=”981″ border=”0″ cellspacing=”0″ cellpadding=”0″ align=”center” style=”color: rgb(0, 0, 0); font-family: Verdana, Geneva, Arial, helvetica, sans-serif; font-size: medium; font-style: normal; line-height: normal; widows: 1;” data-mce-selected=”1″> HISTORY OF JAINS IN NORTH AMERICA: “EVOLUTION” – J. V. Mehta, Chair, N. American Jains History Committee “People will not judge us by the creed we profess or slogan we shout, but our work, sacrifice, honesty, and purity of character” – Mahatma Gandhi Prof. Paul Dundas in his book “The Jains” writes that Jainism, India’s and possibly the world’s oldest Religion is least known and least understood outside India. Jains through the ages have made great contributions to the culture, literature, art, architecture, education, welfare and betterment of the India Society. According to Prof. Noel King of University of California and Dr. Surendra Singhvi of Cincinnati, “Jainas and Jaina Scholars did leave India’s shore many times during the last 2000 years. In eighteenth and nineteenth century Jainism was somewhat known to the west from some of the Indian books which found their way to Europe and then to New England in U.S.A. These were mostly brought here by Christian Missionaries and scholars.” Our clear and documented story begins over 100 years ago in 1893. A New York Times article in September 1893 talked of dignitaries from India who arrived in New York aboard the steam ship PARIS in transit to Chicago to attend the first Parliament of World’s Religions. Among them was a Jaina, Virchand R. Gandhi who was described as a young man with heavy black mustache. To Mr. Pipe, a reporter of the New York Times, Mr. Gandhi explained that Jaina faith was the oldest in the world and went on to state “I come from India, the mother of religions. I represent Jainism, a faith older than Buddhism, similar to, it in ethics, but different from it in its psychology and professed by 1,500,000 of India’s most peaceful and law-abiding citizens”. Many attempts have been made to capture the history of Jainism in North America, but “No serious attempts have been made to record the role of individual Jains in the development of Jainism in North America.” Following are some of the major events that took place in the last 50 years which have shaped and enriched our history: – Virchand Panchand Inc was established in 1944 at 15 Park Raw, New York. In 1945/46, Jethalal Khimchand Kachra Gudka came and lived in New York for three years. In 1948, 10 Jain students arrived to USA for studies, one of them was Shri Keshav Chandaria presently in Toronto, Canada, Suresh Zaveri who currently lives in Honolulu, Jayantilal Nemchand Fulchand who currently lives in Nairobi, Kenya – but where are the others? – In 1949, Dhirajlal Premchand Vrajpal came for studies to the USA and he currently lives in Mombasa, Kenya. – In August 1959 Dr. Vastupal Parikh – professor of Chemistry – was possible the first Jain to settle in Canada. Probably around the same time, Anil and Induben Mehta arrived to Canada and established a printing press in Ottawa. – In 1962, Mahendra Mehta, an Engineer was possibly the first Jain to arrive to Alberta, Canada. – In 1966 Jain Center of America, NY was established. – In 1969 Jain Center of Metropolitan Chicago was established. – In 1971, Gurudev Chitrabhanu first visited the USA, the first Jain Monk to part with monastic traditions, to spread the message of Jainism and non-violence. He permanently arrived to the USA in 1974 and established Jain Meditation International Center. – In 1973 Jain Center of Greater Boston and Jain Society of Toronto were established. – In 1975, Acharya Sushil Kumarji arrived in the USA. At the Mahavir Jayanti Celebrations in Cleveland in 1979, the formation and establishment of Jain umbrella organization was discussed between Dr. Tansukh Salgia and Gurudev Chitrabhanu and later on with Acharya Sushil Kumarji. In the same year Jain Center of Northern California and Jain Society of Greater Detroit were established. – Between 1976 and 1980, 10 Jain Centers were established including the Jain Society of Metropolitan Washington (1980) – The first edition of Jain Directory of North America was released by JCGB. – The first Jain Convention was held in 1981 in Los Angeles and was graced by Gurudev Chitrabhanu, Acharya Sushil Kumarji, and Dr. Padmanabh Jaini largely with the efforts of Dr. Lalit Shah, Dr. Tansukh Salgia and Dr. Manoj Dharamsi. It was here that an umbrella organization of all Jain organizations in North America was started and an ad-hoc committee comprising of Dr. Lalit Shah, Dr. Tansukh Salgia, Dr. Manoj Dharamsi, Dinesh Dalal and Girish Shah, was formed under the Presidency of Dr. Lalit Shah, currently living in Ahmedabad. At the second Jain convention held in May 1983 in New York, the constitution of JAINA was adopted by delegates from 11 Jain centers and the Federation of Jain Associations in North America (JAINA) was formally established with Dr. Manoj Dharamsi as President. – Between 1983 and 1993, under the Presidencies of Dr. Manoj Dharamsi, Dr. Tansukh Salgia and Dr. Sulekh Jain, 38 new Jain Centers were established. These are just some of the hi-lights of the major events that took place and encouraged the Jain leaders and the Jain community in the last 50 years to continue to work towards spreading the message of Lord Mahavir and Jainism in North America. With the arrival and the inspiration of Jain Munis Gurudev Chitrabhanu and Acharya Sushil Kumarji as well as the establishment of JAINA, the desire to learn more about the history of Jainism and the Jain pioneers in North America has increased tremendously. Therefore, a History Committee under JAINA has been formed. The purpose and objectives of the committee are as follows: To capture the history of Jainism and it’s followers, and to record the development of Jain organizations and temples in North America. 1. To record the role-played by the spiritual leaders, scholars, educationists, writers and community leaders and others in shaping the history of Jains in North America. 2. To publish various works based on the collected history of Jains in North America in the book form or in other media to advance the knowledge and understanding of Jainism. 3. To record oral history from Jain history makers, capturing their experiences, vision, and life stories in their own words. 4. To educate the current and future generations about Jainism, its principles and its message of peace, love, ahimsa (non-violence) and tolerance. 5. To work with other Jain Organizations/ Centers in North America and the world to advance the preservation of the history of Jainism. 6. To publish a directory of Jain history organizations around the world. 7. To encourage and assist JAINA members and its Affiliate members in forming their own history committees and work with JAINA towards a common goal of collecting and preserving Jain History. 8. To establish a Jain History Center (Museum) in conjunction with JAINA Library where collected materials will be archived. 9. To record the contribution of Jains in the political, social, economic, scientific and arts fields and their life philosophy of harmonious co-existence based on non-violence to the well-being, progress and prosperity of North American multi-cultural societal mosaic.	<urn:uuid:485985e5-9ae0-4fb8-b91c-477db8749d19>	CC-MAIN-2017-26	https://indrailsearch.wordpress.com/2015/08/09/evolution-history-of-jains-in-north-america/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323711.85/warc/CC-MAIN-20170628153051-20170628173051-00196.warc.gz	en	0.949516	1,808	2.953125	3
The latest news from academia, regulators research labs and other things of interest Posted: Apr 18, 2016 Bubble technology can shoot nanodrugs deep into tumors (Nanowerk News) Scientists at Nanyang Technological University (NTU Singapore) have invented a new way to deliver cancer drugs deep into tumour cells. The NTU scientists create micro-sized gas bubbles coated with cancer drug particles and iron oxide nanoparticles, and then use magnets to direct these bubbles to gather around a specific tumour. Ultrasound is then used to vibrate the microbubbles, providing the energy to direct the drug particles into a targeted area. This innovative technique was developed by a multidisciplinary team of scientists, led by Asst Prof Xu Chenjie from the School of Chemical and Biomedical Engineering and Assoc Prof Claus-Dieter Ohl from the School of Physical and Mathematical Sciences. Asst. Prof. Xu Chenjie (left) and Assoc. Prof. Claus-Dieter Ohl (right) are looking at the magnetic bubbles on a petridish. (Image: NTU Singapore) Overcoming limitations of chemotherapy Asst Prof Xu, who is also a researcher at the NTU-Northwestern Institute for Nanomedicine, said their new method may solve some of the most pressing problems faced in chemotherapy used to treat cancer. The main issue is that current chemotherapy drugs are largely non-targeted. The drug particles flow in the bloodstream, damaging both healthy and cancerous cells. Typically, these drugs are flushed away quickly in organs such as the lungs and liver, limiting their effectiveness. The remaining drugs are also unable to penetrate deep into the core of the tumour, leaving some cancer cells alive, which could lead to a resurgence in tumour growth. "The first unique characteristic of our microbubbles is that they are magnetic. After injecting them into the bloodstream, we are able to gather them around the tumour using magnets and ensure that they don't kill the healthy cells," explains Asst Prof Xu, who has been working on cancer diagnosis and drug delivery systems since 2004. "More importantly, our invention is the first of its kind that allows drug particles to be directed deep into a tumour in a few milliseconds. They can penetrate a depth of 50 cell layers or more - which is about 200 micrometres, twice the width of a human hair. This helps to ensure that the drugs can reach the cancer cells on the surface and also inside the core of the tumour." Clinical Associate Professor Chia Sing Joo, a Senior Consultant at the Tan Tock Seng Hospital's Endoscopy Centre and the Urology & Continence Clinic, was one of the consultants for this study. A trained robotic surgeon experienced in the treatment of prostate, bladder and kidney cancer, Assoc Prof Chia said, "For anticancer drugs to achieve their best effectiveness, they need to penetrate into the tumour efficiently in order to reach the cystoplasm of all the cancer cells that are being targeted without affecting the normal cells. "Currently, these can be achieved by means of a direct injection into the tumour or by administering a large dosage of anticancer drugs, which can be painful, expensive, impractical and might have various side effects." The specialist in Uro-oncology added that if NTU's technology proves to be viable, clinicians might be able to localise and concentrate the anticancer drugs around a tumour, and introduce the drugs deep into tumour tissues in just a few seconds using a clinical ultrasound system. "If successful, I envisage it can be a good alternative treatment in the future, one which is low cost and yet effective for the treatment of cancers involving solid tumours, as it might minimise the side effects of drugs." New drug delivery system The motivation for this research project is to find alternative solutions for drug delivery systems that are non-invasive and safe. Ultrasound uses soundwaves with frequencies higher than those heard by the human ear. It is commonly used for medical imaging such as to get diagnostic images. Magnets, which can draw and attract the microbubbles, are already in use in diagnostic machines such the Magnetic Resonance Imaging (MRI). "We are looking at developing novel drug carriers - essentially better ways of delivering drugs with minimum side effects," explained Prof Ohl, an expert in biophysics who had published previous studies involving drug delivery systems and bubble dynamics. "Most prototype drug delivery systems on the market face three main challenges before they can be commercially successful: they have to be non-invasive, patient-friendly and yet cost-effective. "Using the theory of microbubbles and how their surface vibrates under ultrasound, we were able to come up with our solution that addresses these three challenges." This study, which took two and a half years, involved a 12-man international interdisciplinary team consisting of NTU scientists as well as scientists from City University of Hong Kong and Tel Aviv University in Israel. Two NTU undergraduates doing their Final Year Project and one student in Summer Research Internship Programme (NTU) were also part of the team. Moving forward, the team will be adopting this new drug delivery system in studies on lung and liver cancer using animal models, and eventually clinical studies. They estimate that it will take another eight to ten years before it reaches human clinical trials.	<urn:uuid:1cdac4c8-1bfe-4555-a8fd-5ff3a991accb>	CC-MAIN-2017-26	http://www.nanowerk.com/nanotechnology-news/newsid=43165.php	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323908.87/warc/CC-MAIN-20170629103036-20170629123036-00276.warc.gz	en	0.948815	1,130	3.34375	3
What´s a synchrophasor? Discover the technology is bringing the electrical grid into the 21st century Synchrophasor, a word that may sound like if we were involved in “Back to the Future” movie, is not a science fiction product but a device that is changing the electrical sector The electrical sector is living a revolution called synchrophasor. This device, that is changing the grid as we actually know it, can measure the instantaneous voltage, current and frequency at specific locations on the grid, a revolutionary method that will change the way that this grid works. A crucial step to reach the smart grid concept. What is Synchrophasor useful for? Well, now we´ve discovered this new device, we have to keep on searching to know its main utility. Synchrophasor has changed the way we can check the status of the grid, but why? Basically operators have a near-real-time picture of what is currently happening on the grid by consulting, instantaleously, the voltage, current and frequency at specifics locations on the grid. This means that a operator can check how a grid is working in an specific moment, something that gives an add value to the analysed network. Nowadays the grid is constantly changing to get adapted to the new energy production methods, like renewable energy. This make the grid a very complex network that can´t be analysed with traditional methods, the main reason why synchrophasors are appering as a nice solution for this technical problem. Synchrophasors respond to a concrete problem with innovation, something why some experts think that this devices are one of the most effective technologies to boost and implement the smart grid at the transmition level. Do you want to know how it works exactly? Take a look to this video:	<urn:uuid:e5d33232-3ce9-4076-a1f2-167648d21ee2>	CC-MAIN-2017-26	https://velatianetworks.com/2016/10/11/whats-a-synchrophasor-discover-the-technology-is-bringing-the-electrical-grid-into-the-21st-century/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323908.87/warc/CC-MAIN-20170629103036-20170629123036-00276.warc.gz	en	0.947145	376	2.90625	3
Acetate: A derivative of acetic acid. Additive: A compound or substance added to a polymer to improve or alter some characteristic of the polymer. Examples include pigments, antistats and flame retardant. Antiblock Agent: Additive incorporated in film to prevent the adhesion (sticking) between touching layers of film during fabrication, storage, or use. Antioxidant: An additive which inhibits the degradation and oxidation of material when exposed to ambient air during processing and subsequently in the end product form. Antistatic Agent: Additive which imparts a slight degree of electrical conductivity to plastics, permitting the dissipation of static electricity. Average Molecular Weight: Molecular weight of polymers is determined by viscosity of the material in solution at a specific temperature. This results in an average molecular weight of the molecular chains independent of specific chain length. The value obtained falls between weight and number average molecular weight. Banbury Mixer: A compounding apparatus consisting of two contra-rotating spiral-shaped blades encased in intersecting cylindrical housings so as to leave a ridge between blades. Barrel: The tubular portion of the extruder or injection molding machine in which the extruder screw is placed and rotates. Barrier Resins: Polymers which have very low permeability to gases. Beta Gauge: A thickness measuring device used for sheeting or extruded pans. The device operates by beta radiation being emitted on one side of the pan and a detector placed on the opposite side. When a pan is passed through the beam, some of the beta radiation is absorbed, which is indicative of the pan thickness. Biaxial Orientation: The process of stretching a hot plastic film or other article in two directions under conditions resulting in molecular orientation in two directions. Biodegradation: The degradation of plastics by microorganisms when buried in the soil. Some plastics can be modified to become biodegradable by the incorporation of a biodegradable additive such as corn starch. Blend: The mixing of polymers with other polymers or copolymers, usually where the mixture results in the desired physical properties. Blocking: An undesirable adhesion between layers of film or sheeting which may have developed during processing or storage. Blocking can be prevented by adding antiblock agents to the resin. Bloom: A thin, greasy film on the surface of a plastic film or pan usually caused by the exudation of an additive. Slip additives are designed to migrate or bloom to the surface of films. Breaker Plate: A perforated plate located at the rear end of an extruder head or die adapter serving to support the screen pack. The breaker plat also helps to generate back pressure in extrusion. Bulk Density: The density (mass per unit of volume) of a resin in solid form (granular, nodular, pellet, powder, etc.) expressed in g/cm3 or lb/ft3. Calcium Carbonate: A filler and extender used in thermoplastics. It occurs naturally in the form of minerals such as calcite, chalk, limestone, marble, and whiting. Cast: The cast film process involves the extrusion of molten polymers through a flat slot die to form a thin film or sheet. This film of molten polymer is then quenched by passing through a set of chill rolls (typically water-cooled). The film quenches immediately, and the edges are trimmed prior to winding or stacking. Centerfold: Folding a film along the length to obtain a two layered product with half the width. Cfold: Folding of a film along the length to obtain a two layered product with flaps folded on each side of the folded product. The folded film profile looks like a stapled pin from a stapler. Chill Roll: A cored roll, usually temperature controlled with circulating water, which cools a molten polymer web on contact before winding. Coextrusion: Fabrication of a multi-layer film by pumping materials through separate extruders and then merging the extruded material into a common die assembly. These die assemblies are constructed to maintain distinct material layers with fusion occurring at the boundaries due to the pressures and temperature of the extruded material. Color Concentrate: A plastics compound which contains a high percentage of pigment to be blended into base resins. The term masterbatch is sometimes used for color concentrate as well as for concentration of other additives. Comonomer: A monomer which copolymerizes with another monomer. Copolymer: A polymer resulting from the polymerization reaction of two chemically different monomers. Corona Treat: The process by which the surface energy of plastic films, foils and paper is increased in order to allow improved wettability and adhesion to inks, coatings and adhesives. Degradation: A deleterious change in the chemical structure, physical properties, or appearance of a plastic caused by exposure to heat, light, oxygen, or weathering. Density: Weight per unit volume of a substance usually reported in g/cm3 or lb/ft3. Die: A steel block containing an orifice through which plastic is extruded, shaping the extrudate to the desired form. Die Gap: Distance between the metal faces forming the die opening. Die Lines: Vertical or horizontal marks on the extrudate and in the finished product caused by damaged die elements or by contamination held up in the die land. Differential Scanning Calorimetry (DSC): Method used to determine thermal histories of polymers such as melting points and glass transition points. Drawdown: In extrusion, the process of pulling the extrudate away from the die at a linear speed higher than that at which the melt is emerging from the die, thus reducing the cross-sectional dimensions of the extrudate. Elasticity: The property (of plastic materials) of recovering original size and shape after deformation. Elastomer: A material which, at room temperature, can be stretched under low stress to at least twice its original length and, upon immediate release of the stress, will return with force to its approximate original length. Elongation: Deformation caused by stretching; the fractional increase in length of a material stressed in tension. Embossing: The process used to modify the surface texture of a smooth film to achieve special surface properties such as surface area, coefficient of friction, gloss, adhesion, etc., and alter the bulk density of the film. For example, embossing forms a waffle from a pancake. Erucamide: A fatty acid-based slip additive used in polyolefin resins. Ethylene Vinyl Acetate (EVA): Copolymeric member of the polyolefin family derived from random copolymerization of vinyl acetate and ethylene. Extruder, Single Screw: Basic machine consists of a screw, barrel, drive mechanism, resin feed arrangement and controls. The constantly turning screw augers the resin through the heated barrel where it is heated to proper temperature and blended into a homogeneous melt. Before the melt can leave the barrel, it must pass through a breaker plate and screen pack. The melt is then extruded through the die into the desired shape. Extrusion: Compacting and melting a plastic material and forcing it through an orifice in a continuous fashion. Blown Film: Process involves extruding a continuous thin walled tube of plastic and inflating it immediately after it leaves the die. The pressure is such that the tube stretches, increasing its diameter and reducing its wall thickness to desired gauge. Air is trapped within the blow tube (bubble) between the die and collapsing rolls which convert it to layflat film to facilitate winding onto a roll. Cast Film: Process by which a polymer is extruded from a slot die onto the surface of a water-cooled roll. Film is clearer and has more sparkle than blown film. Coating: Coating of a substrate by extruding a thin film of molten polymer and pressing it onto the substrate. Foam: Process for producing plastic sheet or molded article with a cellular construction. Either a chemical or gaseous blowing agent is introduced into the polymer melt while the melt is being prepared in the extruder barrel. As the plastic melt exits the die, it expands a predetermined amount forming a cellular wall. Film: Sheet material having a nominal thickness not greater than 10 mil. Flame Retardant: Reactive compounds and additive compounds to render a polymer fire resistant. Reactive compounds become an integral part of the polymer. Gauge: Thickness of plastic film measured in decimal inches or mils. Gel: Small globular mass which as not blended completely into the surrounding material resulting in a fault in the film or sheet. Glass Transition Temperature: The temperature at which a reversible change occurs in an amorphous polymer when it is heated to a certain temperature and undergoes a rather sudden transition from a hard, glassy, or brittle condition to a flexible or elastomeric condition. Gloss: Brightness or luster of a plastic resulting from a smooth surface. Gravure Printing: The depressions in an engraved printing cylinder or plate are filled with ink, the excess raised portions being wiped off by a doctor blade. Ink remaining in the depressions is deposited on the plastic film or other substrates as it passes between the gravure roll and resilient back-up roll. Haze: Cloudiness in plastic film. Measured as percent haze, anything below 5 percent is generally considered high clarity. Heat Sealing: The process of joining two or more thermoplastic films or sheets by heating areas in contact with each other to the temperature at which fusion occurs, usually aided by pressure. High-Density Polyethylene: This term is generally considered to include polyethylene's ranging in density from about 0.940 to 0.960 and over. Homopolymer: The result of the polymerization of a single monomer, a homopolymer consists of a single type of repeating unit. Jfold: Folding of a film along the length to obtain a two layered product with one layer wider than the other. Lamination: Bonding of a polymeric or non-polymeric substrate to a polymeric film using heat and pressure. Linear Polymer: A polymer in which the monomeric units are linked together in linear fashion with little or no long chain branching. Examples are linear low-density polyethylene and high-density polyethylene. Linear Low-Density Polyethylene: Includes polyethylene's ranging in density from 0.915 to 0.935. Low-Density Polyethylene: This term is generally considered to include polyethylene's ranging in density from about 0.915 to 0.925. In low density polyethylene's, the ethylene monomeric units are linked in random fashion, with the main chains having long and short side branches. This branching prevents the formation of a closely knit pattern, resulting in material that is relatively soft, flexible and tough, and which will withstand moderate heat. Masterbatch: A concentrated blend of pigment, additives, filler, etc. in a base polymer. Melt Fracture: Is a phenomenon of melt extrudate in which the surface appears rough or wavy upon exit from the die. Melt fracture may appear uniformly or in certain sections only. Melt Index: The number of grams, of a thermoplastic resin which can be forced through a 0.0825 inch orifice when subjected to 2160 grams force in 10 minutes at 190°C. Melting Point: The temperature at which a resin changes from a solid to a liquid. Modulus of Elasticity: The ratio of stress to strain below the yield point of the material. Molecular Weight (MW): The sum of the atomic weights of all atoms in a molecule. Molecular Weight Distribution (MWD): The relative amounts of polymers of different molecular weights (MW) that make up a specific polymer. Mono layer: A homogenous film formed by pumping molten polymer from an extruder through a die assembly to form a film or sheet. Neck-In: In extrusion coating, the difference between the width of the extrusion die opening and the width of the coating on the substrate. Nip: The V-shaped gap between a pair of calender rolls where incoming material is nipped and drawn between the rolls. Octene: A comonomer used in the production of linear low-density polyethylene's. Offset Printing: A printing process in which the image to be printed is first applied to an intermediate carrier such as a roll or plate, then is transferred to a plastic film or molded article. Oleamide: An ivory-colored powder used as a slip additive in polyolefin's. Orange Peel: An uneven surface texture of a plastic article or its finished coating somewhat resembling the surface of an orange, see Melt Fracture. Pellets: Tablets of uniform size, consisting of resins or mixtures of resins with compounding additives which have been prepared for molding operations by shaping in a pelletizing machine or by extrusion and chopping into short segments. Perforating: Processes by which plastic film or sheeting is provided with holes ranging from relatively large diameters for decorative effects (by means of punching or clicking) to very small, even invisible, sizes. The latter are attained by passing the material between rollers or plates, one of which is equipped with closely spaced fine needles or by spark erosion. Permeation: The passage or diffusion of a gas, vapor, liquid, or solid through a barrier without physically or chemically affecting it. Permeability: Permeability is the property of a material, i.e. the degree to which it allows permeation to occur. Photodegradation: Degradation of plastics due to the action of light. Most plastics tend to absorb high-energy radiation in the ultraviolet portion of the spectrum, which results in the formation of free radicals and causes oxidation, cleavage, and other degradative reactions. Polyethylene: A family of resins obtained by polymerizing the gas ethylene. Polymer Process Aid (PPA): Additives incorporated into plastics as a modifier to aid in the extrusion of film, pipe, sheet, etc. Polymerization: A chemical reaction in which the molecules of a simple substance (monomer) are linked together to form large molecules whose molecular weight is a multiple of that of the monomer. Polyolefins: The class of polymers made by polymerizing relatively simple olefins, including ethylene, propylene, butenes, isoprenes, and pentenes. Polypropylene: A tough, lightweight, rigid plastic made by the polymerization of high-purity propylene gas in the presence of an organometallic catalyst at relatively low pressures and temperatures. Pressure Roll: In extrusion coating, a roll used to apply pressure to consolidate the substrate and the plastic film with which it has been coated. Random Copolymer: A copolymer consisting of alternating segments of two monomeric units of random distribution, including single molecules. Reinforced Plastics: Molded, formed, filament wound, or shaped plastic parts consisting of resins to which reinforcing fibers, mats, fabrics, etc., have been added before the forming operation. Strength properties are improved. Resin: An organic substance of natural or synthetic origin characterized by being polymeric in nature. Screen: Woven metal screens are installed across the flow of plastic in an extruder. They are located between the tip of the screw and the die. Supported by a breaker plate, the screens strain out contaminants and increase back pressure. Sheeting: Sheets are distinguished from films in the plastics and packaging industry only according to the thickness. A web under 10 mils (.010 inch) thick is usually called a film, whereas a web 10 mils and over in thickness is usually called a sheet. Sheeting is most commonly made by extrusion, casting, and calendering. Shelf Life: The length of time over which a product will remain fit for use during storage under specific conditions. Silica: Naturally occurring silica occurs in deposits which are 99 percent silicon dioxide. The hardness provides both mechanical strength and abrasion resistance. Silica's are an economical extender-filler which is thermally stable, pure, low in ionic impurities, and hard. They are often used as antiblocking agents in polyolefin's. Slip Agent: Provides surface lubrication following the processing of plastics. Compounded into the plastic, the additive gradually migrates to the surface where it reduces the coefficient of friction. Slitting: THe conversion of a given width of plastic film, tube, or sheeting to several various widths by means of knives. Specific Gravity: The ratio of weight of a given volume of a substance to that of an equal volume of water at the same temperature. The temperature selected varies among industries, 15°C (60°F) being the usual standard. Specific Heat: THe amount of heat required to raise a specified mass by one unit of a specified temperature, usually expressed as Btu/lb/°F. or cal/g/°C. Stabilizer: Ingredient used in the formulation of some polymers to assist in maintaining the physical and chemical properties of the compounded materials, for example, heat and UV stabilizers. Static Eliminators: Mechanical devices for removing electrical static charges from plastic articles. Types of static eliminators include static bars, ionizing blowers, and air guns. Stearamide: A slip additive used in polyolefin's. Strain: In tensile testing, the ratio of the elongation to the gauge length of the test specimen, that is, the change in length per unit of original length. Stress: The force producing or tending to produce deformation divided by the area over which the force is applied. Surface Tension: A fluid in contact with a surface exhibits phenomena, due to molecular attractions, which appears to arise from a tension in the surface of the fluid. It may be expressed as dynes per centimeter or as ergs per square centimeter. Tack: The stickiness of an adhesive, measurable as the force required to separate an adherent from it by viscous or plastic flow of the adhesive. Tackifier: A substance such as a resin ester which is added to synthetic resins or elastomeric adhesives to improve the initial and extended tackiness of the film. Talc: A natural hydrous magnesium silicate, used frequently as a filler such as steatite, talcum, mineral graphite. Tear Resistance: Resistance of a material to a force acting to initiate and then propagate a failure at the edge of a test specimen. Tensile Strength: The maximum tensile stress sustained by the specimen before failure in a tension test. Usually expressed in pounds per square inch or megapascals. The cross-sectional area used is that of the original specimen, not at the point of rupture. Thermoforming: The process of forming a thermoplastic sheet into a three-dimensional shape by clamping the sheet in a frame, heating it to render it soft, then applying differential pressure to make the sheet conform to the shape of a mold or die positioned below the frame. Thermoplastics: Resins or plastic compounds which, in their final state as finished articles, are capable of being repeatedly softened by an increase of temperature and hardened by a decrease of temperature. Thermosets: Resins or plastic compounds which in their final state as finished articles are substantially infusible and insoluble. Titanium Dioxide: A white powder available in two crystalline forms, the anatase and rutile types. Transition Temperature: The temperature at which a polymer changes from (or to) a viscous or rubbery condition to (or from) a hard and relatively brittle one. Treater: Equipment and process used to render a surface of inert plastics, such as polyethylene, more receptive to inks, adhesives, or coatings. Vapor Barrier: A layer of material through which water vapor will not pass. Vicat Softening Point: The temperature at which a flat-ended needle of 1 square millimeter circular or square cross section will penetrate a thermoplastic specimen to a depth of 1 mm under a specified load using a uniform rate of temperature rise. (ASTM D-1525-58T). Virgin Material: Any plastic compound or resin that has not been subjected to use or processing other than that required for its original manufacture. Viscosity: The measure of the resistance of a fluid to flow (either through a specific orifice or in a rotational viscometer). Wrinkle: A surface imperfection in plastic films that has the appearance of a crease or wrinkle. Yellowness Index: A measure of the tendency of plastics to turn yellow upon long-term exposure to light or heat. P.O. Box 1600 Petersburg, VA 23805-0600 10921 Lamore Drive Disputanta, VA 23842-4602 Toll Free: 888-706-4600 P.O. Box 1600 Petersburg, VA 23805-0600 10921 Lamore Drive Disputanta, VA 23842-4602 Toll Free: 888-706-4600	<urn:uuid:8a0cc689-4b89-4be6-8c63-917977934a8e>	CC-MAIN-2017-26	http://www.blueridgefilms.com/plastic-glossary-of-terms.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320201.43/warc/CC-MAIN-20170623220935-20170624000935-00716.warc.gz	en	0.910739	4,538	3.1875	3
Plastic wrap? Clothing of the future could cool our bodies Stanford University scientists have invented a polyethylene fabric that actively draws heat away from the body, hoping that its cooling effect could reduce reliance on devices such as air-conditioning. But what about those summer days when the sun beats down and the humidity ramps up and we find ourselves desperate to feel cooler? Stripping off can only achieve so much before modesty begins to suffer. So, we rely on adapting our environment, pumping up the air-conditioning or bathing in the breeze of a fan. Yet researchers at Stanford University in California have invented a fabric that would actively cool our bodies, were it woven into clothing, potentially reducing our reliance on energy-thirsty devices that cool our buildings and vehicles. The scientists’ thesis, published Friday in the journal Science, runs like this: About half our body heat is dissipated into the atmosphere via infrared radiation when we are at rest. Clothing and blankets that keep us warm in the colder months work by trapping this radiation. But even light clothing designed specifically for summer captures much of that infrared energy, keeping us warm when we want to cool down. Even the synthetic fibers used in cutting-edge wicking technology that kicks into gear when we sweat, cooling us by drawing that water away from our skin, still trap the infrared radiation. “The textile industry hasn’t paid much attention to the infrared radiation property of clothing,” Po-Chun Hsu, one of the Stanford researchers, told Smithsonian. “Specifically, transparency of infrared is an idea that has received very little research.” The material chosen by the scientists to address this problem was polyethylene, known more commonly as kitchen wrap, cling film or Saran wrap. It has the perfect property of allowing infrared radiation to pass straight through, addressing the researchers’ central concern. But it also has the unwelcome trait of being transparent with respect to visible light. And, as one of the other researchers, Shanhui Fan, said in a press release, “If dissipating thermal radiation were our only concern, then it would be best to wear nothing.” Because most people do not want to appear naked in public, the Stanford scientists made use of a variant of polyethylene used in battery making, which has the added benefit of being opaque to visible light. Then they modified the chemical properties of the material to tackle the second stumbling block – the fact that polyethylene permits no water to pass through it. Sandwiching a layer of cotton mesh between two sheets of the adapted polyethylene, to boost both strength and thickness, the team tested their invention. Placing it on a surface similar in temperature to our skin, they compared the amount of infrared energy passing through it to the levels able to penetrate a cotton fabric. What they found was that their material allowed the surface to cool more than the simple cotton garment by 3.6 degrees F. While this may sound insignificant, Svetlana Boriskana, an expert in nanoengineering at the Massachusetts Institute of Technology in Cambridge, who was not involved in the study, wrote that such a shift could save up to 45 percent of the energy required for the building cooling, addressing one of the primary concerns of the Stanford group: to save energy by cooling a person’s body rather than their environment. As Dr. Boriskana explains in the same opinion piece accompanying the paper, the basis for this new nanotechnology already has precedent – in nature. Specifically, she mentions the hairs smothering the body of the Saharan silver ant. “The hairs are fine enough to strongly scatter and reflect sunlight to avoid overheating by absorption,” writes Boriskana. “At the same time, they are transparent at IR [infrared] wavelengths for shedding heat. Removal of the hairs increased the ant temperature by a couple of Celsius degrees.” Work remains to be done before this material can be commercially viable, not least addressing the texture to make it feel more like the clothing we are accustomed to. But, as lead author Yi Cui tells The Washington Post, it could be as little as three years before we see garments made from his material hitting main street stores.	<urn:uuid:34a21d71-f25c-4d23-a4b1-65fa3af2e82e>	CC-MAIN-2017-26	https://m.csmonitor.com/Science/2016/0902/Plastic-wrap-Clothing-of-the-future-could-cool-our-bodies	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320201.43/warc/CC-MAIN-20170623220935-20170624000935-00716.warc.gz	en	0.949758	872	3.046875	3
The Best Influences On Your 8th Grade Science Experiments It’s stunning when students realize this, but teachers are real people. When they spot us shopping or driving around town, they may stare in bewilderment because teachers are never supposed to be anywhere but at school teaching and getting ready for 8th grade science experiments. As wrong as that perception is, they’re still right about something- being a teacher of 8th grade science experiments carries over into every other part of our lives, just as every other part of our lives affects us as teachers. What books are you reading? Or are you reading anything at all? If you’re not reading at least one challenging non-fiction book a month then you’re not doing the very thing that we as educators stress is so important to our students. If reading a book seems too boring, then you’re reading the wrong things because a good book is hard to put down. And one good book will lead to others. Each book will teach you something valuable, and soon you’ll see growth and improvement in your life. The Best Time To Use 8th grade science experiments Which is better- to do interactive 8th grade science experiments at the beginning or the end of a chapter? Which would you guess? In most cases you’re better off using demonstrations at the beginning of the chapter because: - Demonstrations allow you to introduce 8th grade science experiments with more interest, when it’s really needed, and that causes - Less stress and anxiety sometimes associated with a new chapter - And now you have the rest of the chapter to refer back to the demonstration for review or to show how newer concepts apply Realistic 8th Grade Science Experiments I hope one thing noticeably missing from my 8th grade science experiments are the words “easy” and “simple” (I’m not a fan of exclamation points either!!!!!). Nowadays those two words tend to be overused, and in most cases they exaggerate a claim. If you’ve ever had trouble assembling something that the directions said to just “simply” do, then you understand where I’m coming from. The other reason I try to avoid the words “easy” and “simple” is that there’s nothing particularly easy and simple about well-done 8th grade science experiments. Easy and simple 8th grade science experiments amount to giving students a worksheet or pushing “play” on the video player. Guiding a class of 30 students through a 45 minute journey through a topic in which everyone in the room learns something meaningful is actually pretty hard to do. 8th grade science experiments- All Fun? With 8th grade science experiments, being interactive is important, but I want to do more than just entertain your students. The neat thing is that after experiencing a good demonstration, students actually crave a good explanation. That’s why my teacher videos strongly emphasize you being mentally prepared. You should never walk into your classroom not having a clue what you’re doing that day. If that’s your habit, you might occasionally have a good day of learning, but you and your students are missing out on many more. Step 1, then, is going in with knowing what you’re doing. And step 2 then would be deciding what kinds of things you’ll say during the 8th grade science experiments. If you seldom give thought to your words before a lesson, try it and see what happens during your next 8th grade science experiments. Everyone wants to be part of a great lesson, but it’s usually the unseen work and mental preparation that make it successful. Great Questions During 8th Grade Science Experiments They’re rare hard to find, but they make all the difference in 8th grade science experiments. I’m referring to great questions. One great question is powerful enough to carry an entire activity- it gives you something to build around and up to. Or you can leave it with your students to chew on for a homework assignment that wraps on into tomorrow. My 8th grade science experiments include some great questions, but you can come up with more of your own by going through the activity in your mind beforehand. And don’t forget the importance of good mental preparation before the activity. Plan a series of leading questions that culminate in that one special question that you almost can’t wait to get to. Since great questions seldom pop up out of nowhere, you should invest time in the activity before the activity, as described in my Yellow Sheet. By doing this you’ll give yourself a chance to come up with some great questions of your own. 8th grade science experiments Your Students Will Buy Into What’s the hardest part of any 8th grade science experiments? For most of us it’s capturing our students’ attention. Since worksheets usually aren’t that breathtaking, I’ve found that a different approach works better. My 8th grade science experiments were designed to be interactive with your students- to provide a reason for them to listen as well as give you a centerpiece you can build on. An involved student will pay attention and take ownership in the activity, which fuels their interest even more. And that’s what causes them to “buy into it”. “Letting Go” In 8th grade science experiments To your relief, none of my 8th grade science experiments will ask you to do every thing for every student. In fact, you’ll notice a complete shift of who does what in my 8th grade science experiments. Students, not you, are the ones doing things. Your job is to stand back and make sure people do what they’re supposed to do, and the outcomes are what they’re supposed to be. Then you can move in with dialogue when their minds are primed and ready. This method may be uncomfortable for you at first. But the rewards are worth it. By handing over the best part of your 8th grade science experiments to students- the demonstration- you’re showing trust. Most students will respond to this by rewarding you (and themselves) with a higher level of maturity, and now everyone’s winning. In my 8th grade science experiments your role is to give students enough clear instruction so they know what to do. But always leave some “play” room that they can use to discover things for themselves. Having come upon something amazing with their own hands, they will naturally go further and manipulate variables, enriching the discussion even more. Now that is real science.	<urn:uuid:ad780a4c-8e88-457d-acae-57a1a212ddd0>	CC-MAIN-2017-26	http://www.interactivescienceteacher.com/8th-grade-science-experiments-interactive-science-teacher/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320323.17/warc/CC-MAIN-20170624184733-20170624204733-00076.warc.gz	en	0.955125	1,391	4.09375	4
Some of us old gaming fogeys sometimes like to gripe and groan about the current state of the game manual. Video games for the most part now come with these flimsy little pamphlets that they call a “manual” that might contain a schematic of your controller that indicates what the buttons do and not much else. Of course, “back in our day”, floppy disks came packed in a mammoth sized box with a bunch of nifty extras like maps of the game world alongside a 300-page manual that described not only how to play your game from load screen to the penultimate moments of gameplay but probably the entire history of the Roman Empire that would serve as a little flavor for the game that you were about to undertake. As unwieldy as these tomes were, they often did add that bit of flavor to the proceedings, and they were ultimately necessary components to gaming since most games really provided no in-game tutorial of any sort to guide the player in learning the game. Consider the horrifying implications in 1985 of Hacker‘s claim that a screen reading “‘LOGON PLEASE’: is all you get to start with.” A game that gave you nothing to read to get started with? That might ask you to learn the game by playing around with it? Of course, “playing around with it” is largely the pedagogy of contemporary games albeit in a guided manner as opposed to the pure “sink or swim” approach of Hacker. Rather than having to guess at how to control a game character or mash some buttons to see what they might be capable of doing, most games have some sort of tutorial, usually built right into the opening segments of the storyline, that instructs you on how to move around, open a door, or throw a punch. In addition to telling you how to do it, the game also asks you to “play around” with these controls. Not only do you learn that you need to “Press A to jump,” but you are instructed to do so yourself after reading or hearing that instruction, a good example of active learning. As Wikipedia notes, this pedagogy popularized by Charles C. Bonwell and James A. Eison in their 1991 book, Active Learning: Creating Excitement in the Classroom can be basically boiled down to the concept that “practice after initial learning” is a good way to reinforce a new skill. The dominant notion in this pedagogy is that pure exposition is generally an insufficient way to acquire new knowledge and that active reinforcements of knowledge benefit those trying to learn new information or how to do something new. I was reminded of the more traditional expository method of conveying information that game manuals used to provide gamers a few weeks ago when I tried booting up a copy of the World War II simulation, Hearts of Iron 3. Not only is Hearts of Iron 3 a game that is built in a retro style with pared down visuals of maps and charts rather than fancy battlefield graphics, but it depends on a retro style of tutorial. While an in-game tutorial exists for this political and military sim, the tutorial is presented as a series of lengthy texts overlaid over the user interface that explain how to build troops, a national economy, participate in diplomatic efforts, etc. Because of the World War II setting and the fact that you are going to take on the role of a singular authority over a nation, the text is “spiced up” with a kind of narrative component that suggests that Hitler himself is narrating these instructions to the player who will soon be taking on the role of dictator. While the game attempts to inject humor into what is otherwise a fairly didactic description of gameplay, the “humor” is more groan inducing than funny and also serves to distract from what is a labyrinthine set of rules, guidelines, and symbols that make up the game. Since this is all expository, and there are a whole lot of rules to learn, the “tutorial” of Hearts of Iron 3 becomes an exercise in sophistry as the game lectures you on how to perform diplomacy, espionage, and combat in slide after slide of words that vaguely relate to the graphs and charts of the game that you are looking at. It tells you how to play but doesn’t at this point allow you to get your hands dirty in any of it. All in all, it takes about ten or twenty minutes to read and scratch your head about the relationship between what you are reading and the UI that you are looking at. By the time that I was done, I had managed to forget every single thing that I had just read and felt utterly clueless about how to play the game. I launched a campaign, took one look at the board, and having no idea where to begin with the hieroglyphic of controls that I had just “learned about” promptly turned the game off and forgot about it. While my response to Hearts of Iron 3‘s pedantic approach might imply that us old fogeys should shut the hell up and join the rest of the world in the 21st century where games teach the player through the more effective pedagogy of active learning, one might consider that the value of active learning has been challenged as well. For example in a 2006 study, “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching”, Paul A. Kirschner reviewed the shortfalls of a number of efforts to put active learning to work in practical settings. While not all of Kirschner’s criticisms of active learning may be applicable to video game tutorials, some of them are interesting in regards to the problems that some games have in providing only “minimal guidance” when actively training players. For example, Kirschner notes that novice learners have some troubling results when trying to understand a new concept or how to perform a new activity by actively engaging with it when that activity may require more prior knowledge about it than a beginner may be reasonably expected to possess. Pressing A to jump is a relatively simple task and then being asked to perform that task by, say, jumping up on a table in game world seems like a relatively innocuous task. While I might never have played the game that requires me to do so, I possess enough gaming experience to know that I need to press a thumb stick towards the table as I press the button to jump. I am not a novice when it comes to the general concept of jumping via button pressing in video games. After all, I played Donkey Kong back in 1981. However, despite my years of gaming experience I have never played any games in the Tony Hawk series. This is largely because I never picked up a Tony Hawk game until it was well into its bazillionith iteration. Whichever sequel I tried picking up at some point, had an in game tutorial that I simply couldn’t fathom, asking me to do things and string together combos when I didn’t even really understand the concept of stringing together tricks at all and could barely pull off an ollie. Like my experience with Hearts of Iron 3, I gave up before the game started with a similar feeling that the controls were a kind of untranslatable hieroglyphic created to confound rather than illuminate. Rather than being overwhelmed by too much information, I suffered from far too little before I was asked to actually accomplish something. Ever tried to jump into a DDR sequel having not played the first few versions of that dancing game? That tutorial will kick your ass. In addition to the problem of minimal guidance for active learning, there also remains a question of the repetition of learned skills. Many tutorials ask the player to perform a new task multiple times (three seems the magic number that active learning experts advocate), like, while fighting a thug, perform the X, Y, X combo three times. While a sensible approach to active learning—trying to remember some complicated pattern only one time while having other additional instructions tossed at you shortly thereafter isn’t conducive to conditioning a good reflexive response—sometimes even three times really isn’t enough if it isn’t an action that will be reinforced regularly. My experience with 2007’s Conan immediately comes to mind. While I am quite sure that I was taught to block during the tutorial sequence, I spent the entire game not even considering the necessity of a defensive move at all (barbarians don’t really play defense so much do they?). Thus, the final boss battle in the game was a pretty big shock and ultimately an aggravation to me, since the ability to block is utterly necessary in defeating that one villain. Initially, I found the battle hopeless. Paging through the two pages of the manual in the hopes of understanding what I was missing about Conan’s abilities didn’t help much. A trip to the more expository world of Gamefaqs.com was my only relief as someone on the boards there explained in detail a blocking strategy, which I then had to teach myself by getting killed over and over and over again. Repetition helps teach a lesson I guess. Which I suppose is my point, that I am neither opposed to exposition or active learning, nor am I sold on either one as a proper pedagogy for video games. Quite honestly, I want a good and reasonable amount of both in my game tutorials as they each have there use in learning a game. However, don’t overwhelm me with a novel length description of play before letting me try out a few basics. Likewise, don’t assume that I already know enough or that I have used all of the skills available in a game enough before letting me sink rather than swim into action. Oh, and for the love of all that is good, allow me the option to skip it altogether if I really, really want to. Everybody knows that school sucks.	<urn:uuid:076c3d5e-df05-49a1-86bb-28d5284dab3f>	CC-MAIN-2017-26	http://www.popmatters.com/post/111485-active-learning-the-pedagogy-of-the-game-tutorial/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320323.17/warc/CC-MAIN-20170624184733-20170624204733-00076.warc.gz	en	0.968462	2,063	2.6875	3
A lot of people, writers included, use the words “hope” and “dream” pretty much interchangeably. Fact is, each describes a completely different way of imagining the future. Being clear not only of their definitions but of the different states of mind each invokes will not only help you better communicate with your readers or audience, but may also open a deeper level of sophistication in the message you are trying to convey. Hope is a desired future to which at least one definitive pathway exists. It doesn’t have to be a sure thing or even a likely outcome that the hope will be achieved – just that there is at least one causal path that, if completed, will arrive at the desired future. For example, if one hopes to graduate, it is a matter of following a laid out series of steps that, when completed, will result in a diploma. In contrast, Dream is a desired future for which no definitive pathway exists. Dreams may be likely to be realized or may be nearly impossible, but there must be at least some possibility of being achieved or it is not a Dream but a Fantasy. For example, if one dreams of becoming a movie star and sits around a popular restaurant for studio executives every day, there literally is no Hope, but the dream can remain alive forever. It is important to note that the pathway to achieving a hope is not necessarily only linear. While getting a degree may require taking some course in given order (101 before 201, for example), other course are electives and the only requirement to achieve the hope is that a certain number are fulfilled, regardless of the order. Similarly, one can try to realize a dream by taking steps, such as singling out a studio exec and stalking them, or by creating a favorable environment, such as showing up not only at a restaurant, but also at a gym and a charity fundraiser, believing that by being more visible, the odds are increased for being “noticed.” To be a true hope, there must be a certain cause and effect relationship between the steps or conditions in which one engages and the achievement of the hope state. But a dream, by definition, is built on indirect relationships and influence, rather than certain connections. Keep in mind that there are two kinds of causal relationships – if/then and when/also. If/then is standard temporal causality, as in One bad apple spoils the bunch. When/also is the spatial version of causality, as in Where there’s smoke, there’s fire. In each case, there is a direct connection between condition one, and condition two: If condition one is met, condition two is certain. It is this absolute association that is not present in dreams. But from an emotional standpoint, there is no difference between hoping and dreaming. Each is a future state that is highly desired, but in hoping, one expects that future if all the conditions are met, while in dreaming, meeting the conditions provides no guarantee. In Dramatica theory, Hope vs. Dream is a thematic conflict. It describes stories in which the message revolves around proving that in the given situation of that particular story, it is either better to hope or to dream. Is one deluded by an intense dream into thinking there is real hope? Or, is one missing out on life experience and the rare but real advent of a lucky chance by confining oneself to only those things for which hope exists? We’ve all seen these kinds of stories in books, movies, television and stage plays. As an author, it can improve both your work and your life to explore the difference between the two. Here are the specific definitions of Hope and Dream from the Dramatica Dictionary: Variation – dynamic pair: Dream ↔ Hope a desired future if things go as expected Hope is based on a projection of the way things are going. When one looks at the present situation and notes the direction of change, Hope lies somewhere along that line. As an example, if one is preparing for a picnic and the weather has been sunny, one Hopes for a sunny day. If it was raining for days, one could not Hope but only Dream. Still, Hope acknowledges that things can change in unexpected ways. That means that Hoping for something is not the same as expecting something. Hope is just the expectation that something will occur unless something interferes. How accurately a character evaluates the potential for change determines whether he is Hoping or dreaming. When a character is dreaming and thinks he is Hoping, he prepares for things where there is no indication they will come true. syn. desired expectation, optimistic anticipation, confident aspiration, promise, encouraging outlook. Variation – dynamic pair: Hope ↔ Dream a desired future that requires unexpected developments Dream describes a character who speculates on a future that has not been ruled out, however unlikely. Dreaming is full of “what ifs.” Cinderella dreamed of her prince because it wasn’t quite unimaginable. One Dreams of winning the lottery even though one “hasn’t got a hope.” Hope requires the expectation that something will happen if nothing goes wrong. Dreaming has no such limitation. Nothing has to indicate that a Dream will come true, only that it’s not impossible. Dreaming can offer a positive future in the midst of disaster. It can also motivate one to try for things others scoff at. Many revolutionary inventors have been labeled as Dreamers. Still and all, to Dream takes away time from doing, and unless one strikes a balance and does the groundwork, one can Dream while hopes go out the window for lack of effort. syn. aspire, desiring the unlikely, pulling for the doubtful, airy hope, glimmer, far fetched desire Learn more about Theme in my book:	<urn:uuid:932848d0-fc28-4891-ad4e-e6e2756a85d6>	CC-MAIN-2017-26	http://storymind.com/blog/hopes-and-dreams/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320532.88/warc/CC-MAIN-20170625134002-20170625154002-00156.warc.gz	en	0.949015	1,209	2.828125	3
Callie’s Coop is no potato powered clock science project, and that’s because its creator, Callie Hilton, is no average 5th grade scientist. After hearing that one of her classmates was going to build a solar powered oven, Callie, driven by the age old spirit of competition, decided to go a step further by building a solar powered shelter complete with a composting toilet, a rainwater capturing system and yes, a solar-powered oven. In a video posted by popular tiny house YouTube channel relaxshacksDOTcom, Callie walks us through her hideaway, which she made for just $10 in addition to repurposed materials and supplies that were already in her dad’s workshop. Some of the more impressive repurposed materials include a divider made out of an old TV that also serves as a method of warming water, and handles that make the whole thing portable made from an old walker. The whole thing weighs about 25 pounds according to Callie, who has no problem detailing every tiny material used to create the shelter, down to the lock nuts and washers that make up her door knobs. When asked how what the inspiration for the shelter was she replied “YouTube videos,” but noted that she didn’t want to build anything exactly like what was shown in tutorials she wanted to design a tiny house of her own, using the information she picked up from watching them. It’s clear that she’s paid a lot of attention to pragmatic design choices featured in many tutorials. There are some incredibly clever and thoughtful design elements that make it practical as both an emergency shelter for the homeless, and a simple outdoor hangout, and one day the affordable, user-friendly, easily built design may very well be used for both of those things. In the mean time, it can serve as a brainstorming lab for the next great science project.	<urn:uuid:71005374-c3d6-4bea-a7ef-77dfec23559e>	CC-MAIN-2017-26	http://craftsxtreme.com/origami/fifth-grade-girl-builds-portable-solar-powered-tiny-house/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321938.75/warc/CC-MAIN-20170627221726-20170628001726-00396.warc.gz	en	0.972796	399	2.609375	3
Sharpe ratio(redirected from Sharpe ratios) Using the Sharpe ratio is one way to compare the relationship of risk and reward in following different investment strategies, such as emphasizing growth or value investments, or in holding different combinations of investments. To figure the ratio, the risk-free return is subtracted from the average return of an investment portfolio over a period of time, and the result is divided by the standard deviation of the return. A strategy with a higher ratio is less risky than one with a lower ratio. This type of analysis, which is done using sophisticated computer programs, is named for William P. Sharpe, who won the Nobel Prize in economics in 1990.	<urn:uuid:6a6bc7a9-d4dc-4b2e-8df9-74c0b5f2909b>	CC-MAIN-2017-26	http://financial-dictionary.thefreedictionary.com/Sharpe+ratios	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321938.75/warc/CC-MAIN-20170627221726-20170628001726-00396.warc.gz	en	0.929639	142	2.65625	3
The ability to read stories, write stories and share stories makes us powerful in the world. With literacy, we have a voice, a community and a connection to the rest of the world, and an all-access pass to the world, our stories as a permanent record, and other people’s stories for us, to inspire, change and make us grow. The stories we tell and the stories we read transform the world, and transform us. Stories make us strong. But hundreds of millions of girls around the world do not have an opportunity to become literate and to use their stories to create permanent record of their lives, hearts and dreams. I created LitWorld, a global literacy non-profit, to advocate for girls as readers, writers, and storytellers. I wanted to solve for the catastrophe happening right now around the world. Around the age of 10, girls start disappearing from school to help with housework, to take care of siblings, or to be married and have children. Around the world, 65 million girls are not in school. Today, nearly a quarter of all girls between the ages 15-24 have never finished primary school. What a profound loss for each of them, and for us, for our world. The longer we take to get every girl in school, the more we miss – from scientific discoveries to beautiful music to national leadership to economic empowerment to inspire future generations and impact all of society. I see a simple way to make literacy possible for every girl in the world. I want girls to understand that their own stories matter, to them and to others. LitWorld’s LitClub program is based on this foundational ideas that each person’s individual story can fuel literacy. We gather girls together in a safe space with a mentor from their own community in a space called LitClub. At LitClub girls receive access to resources like books and technology, sanitary supplies and food that will sustain and nourish them and make it possible for them to learn. They also get access to the power of each other’s stories. They feel they are not alone. They receive access to the strength of a loving LitClub Mentor, an older woman or girl who listens and coaches them to share their stories and read the stories of others. Having a community of friends and strong mentors allows girls to talk through challenges, to celebrate triumphs, to explore idea and potential paths for their futures. The power of the LitClub is that it is portable and mobile so that it is there when the girls need it most and can fill in during out of school time. LitClubs can be in temporary bamboo schools in Nepal after an earthquake, or in the midst of Syrian refugee camps in Jordan. They also meet in Detroit Public Schools and vibrant community centers in Harlem. The most powerful part of LitWorld is that we are using what every girl, everywhere already has – stories of her own – to transform their own lives. Research has shown that people learn to read and write much faster and more easily when they use their own stories to practice not only the power of their voices but what it feels like to decode and comprehend text: text of their own. Today LitWorld programs run in over 17 countries around the world. I want to tell you the story of Diana, a member of the very first LitWorld LitClub in Kibera, Kenya. When Diana joined the LitClub, her mother had just died from HIV/AIDs and Diana carried a picture of her mom in her pocket, gripping it tightly wherever she went. As she got immersed in the world of stories, and felt safe in her LitClub community, she started to own her stories, to feel comfortable, confident and curious about the world. She began to tell the story of her mother and of herself, in powerful ways, that brought her courage to the fore, that inspired those around her. When I shared with Diana the first chapter of E.B. White’s “Charlotte’s Web”, she said: “Pam, the part that really changed me was when Fern pulled her father’s arm as he went to the barn to kill little Wilbur, to stop him, and she did. This passage changed me because I had never seen a girl do this: I had never seen a girl stand up to a man. I want to live a life like that.” With the power of other stories and the power of her own, Diana has become bold like Fern. Today she is thriving at her high school and has become a LitClub leader in her own right. During her LitClub years, with the support of her friends in Kibera, and their affirmation for her story of loss and then courage, and in the pages of all of the books she has read to find heroines who model a new world for her, she has found her voice in the world. And now, she is the change maker. This is what literacy can do for every girl, and for all of us. Literacy helps us see that we can author our own independence, hopes and dreams. This awareness compels us to move forward, striving towards possibilities that are no longer beyond our reach. LitWorld girls around the world are using their stories to build their communities so they become stronger than ever before. Let’s not miss the chance to hear the stories of girls in the world. Let us create worlds of these stories so that Diana and all the girls who come after her can be the story, be the change we want to see in the world. EXECUTIVE DIRECTOR & CHIEF STORYTELLER OF LITWORLD	<urn:uuid:d074a87f-5680-4efd-84c6-46d5f6be84fb>	CC-MAIN-2017-26	http://www.lenfanterrible.com/pamallyn.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321938.75/warc/CC-MAIN-20170627221726-20170628001726-00396.warc.gz	en	0.970403	1,162	2.53125	3
Captivity didn’t wear so well with young Canis. He couldn’t talk, and a slave needed to be prompt with ‘yes master’ and ‘no master’ and with bowing. In Canis’s case, saying his name was a struggle and bowing was impossible - it deprived him of the full view of a potential attacker. When Canis attacked a guard in an effort to protect another slave from what he saw as an unjustified beating, he found himself in for his own beating. Then in an effort to teach Canis to bow to free men, he was to get three stripes with a slave whip for every transgression. Canis stoically took his punishment, making no effort to cooperate. It rapidly got to the point where no one would speak to him at all; there is only so much punishment one could deal out to one small child without feeling like a sadist. One day, Canis tried to escape. He succeeded in getting away from his guard while out collecting wood, and he succeeded in finding a place to hide, but he didn’t stay hidden long enough; Porter searched longer than he anticipated and he was captured again. After that, Canis refused to eat and walked along with the other slaves only because he had learned not to fight the chains. Anyone who came within reach stood a healthy chance of being bitten. But he couldn’t keep this up forever. He finally relented to Mia, an old slave who had out lived any sale value though she was still useful to Porter. She was the camp cook and occasionally the camp healer and it wasn’t uncommon for Porter to take her advice about the slaves when she offered it. It was she who advised Porter to release the boy from his slave future. When Porter took in young Canis, he figured he was probably five years old, if that; now, only a year and a half later, he prowled through camp with an unnatural grace - a grace that would see him champion of the arena and a very young age. That, coupled with those remarkable eyes, would, in time, make him the most valuable slave on the market. With that in mind, Porter took Canis to the Chicago School of the Sword. Canis found that he liked these new lessons. His fellow students didn’t know what to think of him. He was, by far, the youngest student in the class but it didn’t take them long to discover that Canis was very capable of taking care of himself and being the youngest was only numbers. Three months after his arrival, Canis’s two friends took him to the carnival when it came to town. Among the many other attractions was a tent full of oddities. There was a two-headed calf and a two-headed snake; these were stuffed. There was also a man who had an extra arm growing out of his shoulder and a third eye on the side of his head; he wasn’t stuffed. There was other oddities displayed here, but Canis lost interest in them when he saw the wolf-man. What held his attention was the fact that he had eyes just like his. There was nothing else that could be called similarities, nothing visible anyway, but Canis couldn’t seem to take his eyes of him, and when his friends moved away, the man spoke. “You have your mother’s hair.” He did, but how would this man - this wolf-man - know that? That night, Canis lay awake. There was something else about that man - something odd and he had missed it. He went to go figure it out. He slipped past the guards like a shadow of a ghost and found the wolf-man’s cage. The man spoke hastily; he told Canis that he was his father - that he’d been looking for his mother for more than eight years - that he’d found her but his efforts to protect her from the mob had cost him his companion - the companion whose pelt was now his only clothing. When he spoke of being alone, it hit something deep inside, far deeper than simply standing alone in a room or growing up without parents. His father told him that he couldn’t be alone much longer - he needed to come to the mountains and he wanted him to come away with him now. But Canis had an obligation; Master Porter had paid gold for his lessons and he was obliged to learn what had been paid for. So instead, he freed the man from his cage and got him out of the city. To fill his afternoons, Canis had taken to watching the upper class lessons and when he stopped doing that every day, his teachers discovered him trying to practice what he had seen in an empty classroom. Rather than allow him to learn bad habits, Canis was allowed to test for the next level. The first test was to climb a knotted rope, touch the ceiling and then fight a peer. But then, Canis was far beyond any in his age group in strength and agility. It took him only a few moments to have his opponent disarmed and pinned against the wall with the tip of his cane. The first test was really just a test to see if the student was bold enough to ask for advancement. The first, and many times, second attempts failed for one reason or another. In Canis’s case, he passed it easily, so his teacher agreed that he could take the second test the next day, if he still wanted to; he certainly wasn’t going to give both tests in the same day. Normally a student doesn’t pass to the intermediate classes until he has been in the beginner classes for two or three years. Somewhere near the end of that time, he is issued a real sword, though it is one that is not sharpened. Canis had been at the school only a few months, but he still insisted on taking the second test so his teacher sent him to pick out his sword. The second test, though the same in format, was harder. The rope was thick enough to give Canis trouble gripping it and it had no knots. Though his climb was substantially slower, Canis made it to the ceiling, but he slipped on the way down. He landed hard but on all fours like a cat, and then leapt to the fight. His opponent this time was his teacher and he was only supposed to be able to hold his own for a time, but though they fought several turns around the room, Canis was able to win the fight. Only when the fight was over did anyone guess that Canis had been injured in his fall. Canis’s intermediate instructor was a strict taskmaster, but he had been informed that Canis would be allowed to take the third test too. Stanton told Canis that the third test would bare no resemblance to the other tests. At a time of his choosing, the head master would send him a message containing instructions for the test. Stanton also informed him that the test was designed for a man and a student with far more than a few months' instruction, and he promised him that he would not allow the standards to laps for a child. The test came well after Canis’s hurts were healed. ‘The head master had been kidnapped and was being held captive in the school. Rescue him and take him to the carriage waiting out front.’ Canis was very good at hunting; it only took him an hour to trace his latest scent to the fourth floor. The smell of blood and fear changed everything from ‘test’ to ‘dangerous reality’. Standing guard outside a door was two of the best students in the school. Being quick and crafty, Canis left them senseless on the floor. He brought down the man inside just as unconventionally; he couldn’t afford to stand toe to toe with three very skilled swordsmen, especially not when they all had sharp swords and his was little better than a dull blank, and he knew that the man, his newest instructor, was very good with his sword. This wasn’t what the test was supposed to have been, but Canis was passed nonetheless. Because of his age and his lack of instruction, he was still required to participate in his intermediate classes, but since he attended his advanced classes too, it served to keep him out of trouble all day long. When Porter reached Chicago once again in his constant circling of the country, he was delighted with Canis’s progress and readily handed over the gold for another year. Canis didn’t want him to invest more money in him, but he couldn’t say so, so he took to roaming the city at night looking for some means of earning money in an effort to pay Porter back and continue the lessons with his own coin. Being unable to talk, he couldn’t ask for work, and it didn’t take him long to realize that his size would have been his biggest obstacle even if he could talk. Pacing the nighttime streets, unable to solve his problem, only raised his hackles, so he took to hunting in the ruins, and in wasn’t uncommon for him to build a small fire to roast a fat rabbit. With the coming of fall, Canis got a fever. Having been ill only once before, he figured it would pass and he didn’t let it slow him down. When it got worse, he sought the cool night streets for relief. The fever continued to get worse until finally Canis collapsed during class. His friends took turns sitting with him, but he was intent on getting to the roof, especially at night, where he howled his agony to the stars. His call was answered late one night, but not by another howl, rather by the appearance of an oversized black wolf who took it upon herself to pin Canis to his bed until his fever broke. The addition of a very large wolf to the environment of the school had its pluses and its minuses. One of the pluses was the fact that Canis could now talk, though no one could really comprehend why, despite Canis’s attempts at an explanation. A minus was that if the wolf was forced to leave, Canis would go with her and that could not be allowed to happen. Now that Canis could speak, he had a better chance of inquiring after work, but his first effort went quite wrong. He did, however, learn some very interesting things. He learned that only slaves fought in the arena, and he learned that the price Porter paid for his lessons also paid for his guards. His friends weren’t quite the friends he had thought. He also learned about The Mother and he received her blessing - a strange white stone set solidly between his eyebrows. Now that he knew that Porter hadn’t really intended he be free, Canis was forced to escape the school with his debts unpaid and his goal of learning more abandoned. He headed west, led by the giant black wolf, Rrusharr, the other half of his being. Winter was full upon them by the time they reached to foothills of the mountains and the struggle on into their heights went day by day. When he finally came across a group of hunters and wolves, Canis had nearly forgotten why he had come here, wishing instead he was strong enough to take what they hunted from them somehow. It was Rrusharr who broke the ice; thus began his stay with his father’s clan. Canis stayed with the Yellowstone Clan until he reached the age of sixteen and during his stay, he discovered that The Mother’s blessing wasn’t only a stone. Trusting to the curiosity of the Clan, some would want to touch the oddity and with that touch, The Mother could pass on her healing ability. With that ability, there would be fewer deaths from hunting accidents and hard childbirths. At sixteen, the time had come for Canis to leave; he hadn’t come here to stay. He had a debt to repay to Slave Master Porter and he intended to see it paid. He also felt obliged to spread The Mother’s healing gift as far as he could, so he learned the locations of other clans and traveled south stopping at each one long enough for the gift to be passed before moving on. By the time he reached the root of all of the clans, the Salt Lake Clan, winter was on him again and he could go no further until spring. Come spring, Canis headed east, but he acquired a tail he wasn’t aware of until it was too late. Thinking he had taken on an experienced boy, it wasn’t until much later that he discovered that his traveling companion was a young woman, but he couldn’t do anything about it now; he had to get over the glacier that marked the divide before winter caught up with them again. With his goal of earning enough money to pay back Porter, Canis found work as a caravan guard for a portion of his journey east and when he finally reached Chicago again, he began to fight in the fight club to earn the rest of the gold he needed. Being this close to where everything had begun had its dangers, and fighting in the fight club only advertised his presence. One day, the wrong person learned of him and he was once again thrust into a collar and into the companionless chasm that was the death of Rrusharr. But that wasn’t the end; he did find his way back out of the darkness.	<urn:uuid:a19d40ee-de15-4bde-960a-1f2459f2d2d6>	CC-MAIN-2017-26	http://www.annalwalls.com/half-breed/to-become-whole-synopsis	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323721.80/warc/CC-MAIN-20170628171342-20170628191342-00476.warc.gz	en	0.994603	2,828	2.53125	3
The region’s future prosperity depends on its youth. Governments must ensure that young people have the right skills for the jobs being created. The Arab world is experiencing unprecedented turmoil. Any evaluation of its root causes would include unemployment for youth between the ages of 15 and 24. More than 25 percent of youth in the Middle East are unemployed, the highest such rate in the world, while North Africa reports about 24 percent. Unemployment among young females is even higher, reaching and exceeding 30 percent across the region. There is wide recognition that if nothing is done, unemployment levels are likely to rise further as a result of a demographic bubble: about one-third of the population is below age 15. As a result, millions of young people will enter the region’s workforce over the next ten years. So far, the region’s governments haven’t focused sufficiently on a vital component of the employment picture: how to ensure that the region’s young people have the right skills for the jobs being created. To do so, it will be necessary to orient education directly to work opportunities—full- or part-time or even self-employment. There is even less focus on how to encourage the private sector (both employers and education providers) to play a role complementary to that of the government in addressing the region’s pressing needs. A new report based on research by McKinsey,Education for employment: Realizing Arab youth potential, highlights the dramatic gaps in education and employment across the region and provides a private sector–based road map for closing them. The report was commissioned by the International Finance Corporation and the Islamic Development Bank. We base our findings on more than 200 interviews with government officials, employers, education providers, investors, and nonprofit organizations in nine countries and on proprietary surveys of 1,500 employers and 1,500 young people in Egypt, Jordan, Morocco, Saudi Arabia, and Yemen. Elsewhere in the world, the private sector, both education providers and employers, has played a critical role in providing opportunities for young people. Given the right conditions, it can play the same part in the Arab world as well. The report therefore highlights these messages: demand is substantial for private-sector involvement but supply is limited; vocational education and training, private universities, and work-readiness programs are the major categories of private investment opportunities; and several critical enablers of private participation are missing, such as rigorous standards to ensure that students are taught the right skills. Surveyed private employers tell us that only one third of new graduate employees are ready for the workplace when hired. Consequently, more than half of all employers provide substantial training for their new hires, to ensure work readiness. On the other side, only one-third of the surveyed young people believed that their education prepared them adequately for the job market, expressing strong doubts about the quality and relevance of their programs. The challenge is big, significant, and urgent. Action is required now: unless all stakeholders come together and embark on ambitious plans to address the employment gaps jointly, the Arab world’s young people face potentially dire consequences. You can download the entire report from here: http://www.e4earabyouth.com/downloads/IFCBook_A4_Online_Complete.pdf	<urn:uuid:e32c492a-a717-4cce-8cb9-11d47b8acb1c>	CC-MAIN-2017-26	https://epictranslations.com/linking-jobs-and-education-in-the-arab-world/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323721.80/warc/CC-MAIN-20170628171342-20170628191342-00476.warc.gz	en	0.943457	667	2.5625	3
Duration: 17:32 min Summary: In this lesson, we will discuss the range slider. This is similar to the slider that we have recently discussed. However, and as the name implies, the range slider has a range of values to work with. You can specify the min and max values, the orientation (vertical or horizontal), as well as the small and large steps. But you can also specify the selectionStart and selectionEnd. Besides the properties, there are events that we can handle. For example, we will handle the change and slide events. We will also log the values to the console. But since the range is by default separated with a comma (example [5,10]), we will replace the comma with a '-' as in [5-10]. Technologies and Resources: Kendo UI, kendoSlider, kendoRangeSlider, smallStep, largeStep, tickPlacement, selectionStart, selectionEnd	<urn:uuid:157e7e23-ce18-4d89-8e42-a1efa8589c86>	CC-MAIN-2017-26	http://mrbool.com/range-slider-introduction-to-kendo-ui-course-part-16/27821	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323970.81/warc/CC-MAIN-20170629121355-20170629141355-00556.warc.gz	en	0.893235	194	2.671875	3
In my forthcoming book, Teaching History Then and Now: A Story of Stability and Change, I describe how I taught history and social studies in the 1960s in two urban high schools, one in Cleveland (Glenville High School) and one in Washington, D.C. (Cardozo High School). I returned to those very same high schools in 2014 where I observed and interviewed four history teachers at Glenville and three at Cardozo. Some of those 2014 teachers, in varying degrees of success, engaged their students in the historical approach to teaching the subject, that is, teaching students to read, think, and write like historians (see here ). Here is oneof the three teachers at Cardozo who I observed. - Be Respectful! - Work Hard! - Keep Head Up and Off Desk! - Raise Hand to Speak One at a Time, and Stay on Topic! Just to the side and below the “smart board” or interactive whiteboard (IWB) the teacher has printed out in large black letters a list of rewards and penalties for behavior. The title is “Four Token System.” The following items appear: Keep all of your tokens to receive daily rewards, weekly positive phone calls, and monthly prizes. Loosing [sic] tokens results in negative consequences as follows: 1st token lost—warning. 2nd token lost—no rewards. Written up in Discipline and Behavior Log. 3rd token lost—phone call home or home visit. Student completes Behavior Reflection. 4th token lost—Referral to administration. Before the 90 minute period began, I asked Topper about the token system and he told me that it is really a “warning” system for misbehavior. He does not use tokens anymore. The IWB is in daily use. For example, on the “smart board” is the “warm up,” an activity that the district expects its academic subject teachers to begin a lesson, often uses a question, puzzle, or proverb. As students enter the room, they know that they are supposed to take out paper and begin writing in their notebooks. After the opening “warm up” activity, Topper told me that he usually moves into a 10-minute lecture. During the lecture, Topper said he often flashes slides from his laptop onto the IWB to illustrate points in lecture; he also would display text and worksheet assignments on the “smart board.” [i] Today, however, there is no “warm up” exercise. The IWB contains announcements and an agenda for the lesson in a unit taken from the textbook called Reunification of China: Read ‘Print Invention’ on p. 249. Do 3-2-1 Read ‘Young People in China’ section and answer the three questions on the page. Read p. 266 and do 3-2-1.”[ii] To the side of the front “smart board” on a whiteboard are listed the daily lesson objectives, the world history standard under which the lesson falls, and what students will be able to know and do as a result of the lesson.[iii] In the rear of the room on a sidewall is a large poster showing a pyramid with levels of cognitive skills drawn from Bloom’s Taxonomy.[iv] Next to it is a bulletin board displaying student work that received a score of 100%. On the floor next to the opposite wall sits a large box holding “interactive notebooks” for each of the students. When students enter they take their notebook from the carton; at the end of the period they put it back. Along the rear wall of the classroom sit five new desktop computers with chairs and desks. The teacher has arranged the classroom furniture into rows of desks facing the front of the room. The teacher’s desk, with an open laptop is in a corner at the front of the room near the “smart board.” Twelve 9th graders arrive before tardy bell. Topper, a thin young man about 5 feet 7inches is wearing a sport shirt with a multi-colored tie and dark pants He tells students in a crackly voice that he will lock the doors now because a “hall sweep” is occurring. Such “sweeps”—particularly in the week before a holiday—happen when security aides, uniformed and in civilian clothes, round up students in corridors after the tardy bell has rung. These aides take the late students to the cafeteria where an administrator records their name and then issues a pass to class. Being caught in sweeps repeatedly can lead a student to be suspended from school.[v] After pointing to the IWB about the day’s lesson, Topper says: “Listen up! Still a little sick from yesterday and throat is sore, so don’t let me talk over you.” He continues: “The questions in the textbook you will answering are level 1 questions, not application or evaluation.”[vi] He then looks at one student and says: “Mr. Washington, help me out and take off your hat.” He addresses all students “Mr.” and “Miss.” Student takes off cap. [vii] Topper directs student attention to IWB and addresses each item on the lesson agenda including the test tomorrow. He asks if there are any questions. There are none. He reminds students that they will write in their interactive notebooks on clean pages and at the end of the period will turn in answers to the questions and 3-2-1s. Eight students rise and get textbooks sitting on a shelf at the side of the room. The rest sit and chat. As students turn to textbook pages and begin writing in their interactive notebooks, a few yell out questions about items they will have to work on. One student calls out, “Topper, I need help.” The teacher walks over and listens to the student and then answers questions. Another student walks over to door, slips the wooden “bathroom pass” off the wall hook and exits classroom. A hum from students talking to one another rises in volume. Two of the chatting students have yet to retrieve a textbook. Topper tells them to begin on assignment. They begrudgingly get a text while whispering to each other as they return to their desks and open the books. Another chatting 9th grader balks and says to Topper: “Leave me alone.” He does. The student who took the bathroom pass earlier returns; another student takes the wooden pass from that student. Thirty minutes after tardy bell all of the students are seemingly working on reading the text and writing the 3-2-1s. In the next 25 minutes, Topper takes a cell phone call by walking out of room into the hallway. When he is out of the room, seven students stop reading or writing and begin talking to one another. When Topper returns in two minutes, he walks around the room checking to see if students are on task, writing in their notebooks, and if there are any questions. The bell rings for the daily homeroom period that occurs during this period. Homeroom is a 10-minute intermission in the school day for the principal, other administrators and students to pipe in announcements of the day’s activities, upcoming events, and names of students who must report to the office. As the words pour out of a wall-mounted speaker, few students pay attention to the announcements. When the PA system came on, Topper returned to his desk at the front of room and worked on his laptop. After announcements end, Topper asks students to resume their work. He reminds the group that there will be a test tomorrow and that answering all of the questions will help them on the test. He tells them that their notebook pages will be collected before the bell rings ending the period. It is their Exit Pass, he says. [viii] About five minutes before the bell, Topper says to the class to return the textbooks and interactive notebooks to the cartons on the floor near the sidewall. After returning to their desks, students get their backpacks and belongings together as they await the bell. When it rings, eight of the twelve hand in pages torn out of their notebooks to Topper who reminds them of the test the next day. Since completing a semester of student teaching and graduating college in a nearby city, Mike Topper entered Cardozo as a first-year teacher of history. In the World History I syllabus, Topper wrote the following for the course: The purpose … is to view civilizations from the Fall of Rome to the Age of Revolutions and think historically about how such civilizations impacted the development of the world. We will continually wrestle with questions that cannot be easily answered. In order to do so, we will develop a toolbox of ‘historical thinking skills’ that will be useful for everything inside the classroom and for being a powerful citizen outside of the classroom.[ix] The three goals and objectives for the course would make any partisan of the historical approach beam with pride. - Formulate (develop) historical questions and defend answers based on inquiry and interpretation. - Communicate findings orally in class and in written essays. - Develop skills in reading strategies, discussion, debate, and persuasive writing. Topper specifies in the syllabus which historical thinking skills he seeks to develop in his 9th graders such as: being able to explain “historical significance,” find and use evidence, analyze primary sources, and figure out what is the “cause and consequence” of a significant event. These are ambitious goals for a first year teacher anywhere, much less at Cardozo. He told me that he likes it at Cardozo “because expectations for academic work are higher than [the city where he did his student-teaching].” “Here,” he said, “administrators come into your classroom and observe what you are doing. Also ‘master educators’ [former teachers hired by the district to observe and evaluate other teachers] have already come by a few times. Here, you really need to work with kids.” As part of the district instructional guidance for and evaluation of teachers, called the DCPS Teaching and Learning Framework Resources Overview, there is a template for every lesson taught in a District of Columbia classroom. See here. In the framework, the template for the “warm up” says: “Teacher hooks students to the content, activates students’ prior knowledge, and introduces the objective.” P. 13. [ii] The text the class uses is the 1100 page World History: Modern Times (2005) written by Jackson Spielvogel. The book contains many graphics, photos, charts, and sidebars with vignettes of historical personalities. Accompanying each unit in the book is a “Primary Source Library.” There is a classroom set of the texts along one wall for students to use when the teacher assigns pages to read and questions to ask in a lesson. The 3-2-1 is an acronym for a teaching technique that gets students to summarize a reading and think about its meaning. Students were familiar with the technique and had used it for readings in the text and in primary sources. Each student would write on one sheet of paper: “Three things you learned from reading; two things you have found interesting; one question you still have.” [iii] When I asked two other Cardozo social studies teachers (there are four in the department) why the curriculum standard, daily objective, and what teacher expects students to learn was written on all of their whiteboards, each one independently told me that the District requires these to be listed. The lesson template mentioned above states that teachers must have the curriculum standard and daily objective displayed for all students to see. When evaluators—the school principal or D.C. “master educators” entered the room—either arranged beforehand or unannounced–it is one of the items that these evaluators expect to see. [iv] Bloom’s Taxonomy is part of the DCPS Teaching and Learning Framework (see pp. 4-6). The district expects all academic teachers to sort out the content and skills they teach and use the language of the taxonomy in stating their daily objectives. [v] A student sitting next to me explained what the “hall sweeps” were. I confirmed this with Topper and other teachers. [vi] Level 1 questions—factual recall of dates, events, and people—refer to Bloom’s taxonomy levels of which a poster is on a wall in the room. I assume that he has taught the levels to students earlier in the semester. Whether the students understand the clarification about the questions they are expected to answer, I do not know. [vii] Cardozo school rules call for no cell phones during class lessons, no hats to be worn in classrooms, and students to have uniforms. Gray Polo tops and khaki pants or skirts for grades 6-8, purple Polo tops and khakis for grades 9-10, and black Polo shirts and khakis for seniors. No street clothes allowed—there are loaner shirts available to students who break rules. In the two weeks I was in the school, I noted that about half of the students wore uniforms. See Cardozo website at: http://www.cardozohs.com/apps/pages/index.jsp?uREC_ID=207589&type=d&pREC_ID=408163 [viii] Exit Passes are ways that teachers can determine quickly and briefly what students know and understand in the lesson. As a form of assessment, it is often used by teachers to see whether what has been taught has been learned. [ix] Mike Topper (pseudonym), Department of Social Studies, 9th Grade Academy, “Syllabus for World History I, 2013-2014,” p. 1. In author’s possession. I cannot give web link to syllabus because it would reveal actual name of the teacher.	<urn:uuid:52de78df-42a4-4cc0-9c6c-37c655690886>	CC-MAIN-2017-26	https://larrycuban.wordpress.com/2015/08/07/teaching-history-in-an-academically-failing-high-school/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323970.81/warc/CC-MAIN-20170629121355-20170629141355-00556.warc.gz	en	0.954113	2,976	3.078125	3
You could select from many entries in this part of the diary to see how these ideas are evoked. I think the most moving entry would have to be the last one. The closing line of seeking to create one's own destiny and life and sense of own if "there were no other people in this world" is powerful and strong enough, but acquires a greater meaning when understanding the historic context within which she is writing. "In spite of everything, I still believe that people are really good at heart. I simply can't build up my hopes on a foundation consisting of confusion, misery and death. July 15, 1944." This is the most heartbreaking entry of the entire volume because of the dramatic irony. The reader knows precisely the horror that lies in store for Anne. To see her hope in the face of such utter despair and human evil rends the heart of the reader. This line is used as the final line of the play based on Anne’s diary. To see this play performed and then to hear this line read at the end of the play is an incredibly powerful dramatic device. Unforgettable. I agree that the last entry reveals the great extent to which Anne has evolved in her thinking. It really is a testimony to the voice that she could have been and the thinker the world sorely missed. I would say that this is probably my favorite. If I had another one, it would be the February 3, 1944, where the bleakness of the Holocaust is so perfectly revealed as Anne talks about how individuals face overwhelmingly difficult odds in the face of institutional machinery and when individuals have chosen silence over activism. While the bleakness is evident, there is that unique tone of hope that "everything will work out in the end." This is a uniquely human approach to enduring a situation which is about as far from human as one can get.	<urn:uuid:209f4d8f-eb47-4c54-8aa9-d5a33037edcb>	CC-MAIN-2017-26	https://www.enotes.com/homework-help/dairy-entry-that-moved-your-heart-391394	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320023.23/warc/CC-MAIN-20170623063716-20170623083716-00195.warc.gz	en	0.974913	376	2.65625	3
Hey there, time traveller! This article was published 24/9/2013 (1367 days ago), so information in it may no longer be current. Some stories are so big they need more than one person to tell them. A group of archaeologists, educators, and illustrators, an aboriginal storyteller, and a University of Winnipeg professor have worked together over the past five years to create a picture book about a young Cree woman who lived in northern Manitoba in the mid-17th century. The book is called Pisim Finds Her Miskanow. Mavis Reimer, a U of W English professor as well as the Canada Research Chair in Young People’s Texts and Cultures, explained the story is a historical narrative based on the reanimation of the young girl. "When they found her remains, they pieced together who she might have been, based on the tools she had been buried with, the clothing that remained and so on," Reimer said. The inspiration for the book came from the discovery of a young woman’s remains at Nagami Bay, Southern Indian Lake, Man. in 1993. The book launched at the Manitoba Museum on Sept. 19.	<urn:uuid:88530e4f-0d59-4837-af31-ff0dccd33e0f>	CC-MAIN-2017-26	http://www.winnipegfreepress.com/our-communities/metro/Book-inspired-by-discovery-of-remains-225019892.html?device=mobile	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320209.66/warc/CC-MAIN-20170624013626-20170624033626-00276.warc.gz	en	0.965461	252	3.28125	3
The base on which our whole body is built is the skeleton, from which we get our stability, our ability to move and function. Our bones are also a factory for manufacturing red and white blood cells. It's extremely important to keep bones strong and healthy, especially in more advanced ages, when calcium seems to drain away. A little about bone depletion: Bone depletion, or osteoporosis, is a disease that occurs as a result of dwindling bone mass and a decrease in the levels of calcium. Along our whole life, our bones are in a continuous process of construction and destruction. However, at a young age, there is more construction than destruction. Things even out as we grow older until, in our fourth decade, destruction finally overtakes construction. As a result, our bone density drops and our bones become more prone to fractures. When this process happens in an extreme way, it is known as bone depletion. It's important to note that losing calcium also makes the bones more sensitive, even if it happens slowly. At an older age, when our balance is not what it used to be, the danger only gets worse. Becuase women start with a bone density that is already about 30% less than men's, and because they produce less estrogen as they grow older, they must face a bigger risk when it comes to bone depletion. What is the recommended calcium amount? The process of bone depletion in the body is a natural one and cannot be prevented. But it can be minimized in volume and influence, by maintaining our bones and building bone mass through correct nutrition. The daily calcium amount recommended for the general population is 1000 mg a day. For adults it is 1200-1500 mg a day. In addition, vitamin D is also important, as it helps the calcium absorb in the body. So if you want to keep your bones strong, you should also consume vitamin D rich foods. You can get it from the sun or from food, but it's important to have. 10 Tips to Keep Your Bones Strong 1. Consume milk products - Every child knows that milk is rich in calcium and is essential for strengthening bones. This goes for all milk products, including cheese, yogurt and alike. If you don't like cow's milk, try soy milk enriched with calcium. 2. Add nuts to your diet - Although milk has the highest ratio of calcium to volume, it is not the only source. Some nuts and seeds have handsome amounts of calcium. A 30 gram course of almonds contains 75mg of calcium, 30 grams of sesame seeds contains 37mg of calcium and sunflower seeds have 33mg of calcium. 3. Eat dark green vegetables - Broccoli, Chinese cabbage, arugula, parsley, lettuce and others are excellent sources of calcium, and contain many additional health advantages. This will help you to also diversify your sources of calcium, which is important to maintain your health. 4. Take the right Vitamin A - Vitamin A appears in two forms. The first is retinol, which appears in animal products, such as the liver. The second is beta carotene and it is the way the vitamin comes from plants, especially orange vegetables like carrot, squash or sweet potato. Studies have found that consuming too much of retinol vitamin A raises the risk of bone fraction, while vitamin A in its plant form, Beta Carotene, does not damage the bones. 5. Strengthen your bones with Vitamin K - This vitamin helps activate 3 essential proteins that are crucial for bone health. As in the case of calcium that comes from green vegetables, vitamin K also comes from the same sources. Two daily helpings of green vegetables a day give the body as much as it needs. 6. Physical activity strengthens the bones - Sorry, you knew this was coming and its of very little surprise. When we carry out a physical activity, we create pressure on our skeleton. While it is bad to overdo it, a moderate pressure is actually very health, as it sends the body signals to create more bone cells, increase the density and make it stronger. Operate the body with moderation, and don't go to far with it. 7. Eat fish - 100 grams of sardines contain an amazing amount of over 400mg of calcium! It's recommended to consume the fresh fish of course and not the canned variety. The little bones are also edible and contain a lot of calcium. Sardines, like the salmon, are also a great source of vitamin D. 8. Reduce your consumption of carbonated drinks and treats - The acid that exists in some of the popular carbonated drinks raises the amount of acid in the blood. To compensate, the body uses the body's minerals, including calcium. If the calcium is not readily available in the blood, the body will take it from the bones and this will hard the density and strength of the bone. There is no problem drinking them once in a while, but if they are a daily habit then you can do a lot of damage to your bones over time. 9. Avoidance measures - Like a lot of other health problems, we return to smoking. Studies have shown that smoking harms bone density, as well as over consumption of alcohol and caffeine. 10. Resource allocation - We must carry out our calcium consumption in a smart way. Our body absorbs calcium best when it is no more than 500mg at one time. So, if you are planning on consuming a large amount of calcium rich foods or drinks, try to perhaps divide the meal or eat again later, to make sure the body is able to absorb all you are giving it.	<urn:uuid:41de9902-a29d-44e8-a199-cd6bf801fe11>	CC-MAIN-2017-26	http://yashodakrishnaallari.blogspot.com/2015/06/blog-post_19.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320539.37/warc/CC-MAIN-20170625152316-20170625172316-00436.warc.gz	en	0.943074	1,182	3.0625	3
Aurora, the Roman goddess of the dawn (aka Mater Matuta) The indigenous Roman goddess was Mater Matuta whom the Romans eventually made equivalent to Aurora. The Romans habitually adopted the gods and goddesses of conquered nations which at times makes the study of the Roman deities confusing. This article therefore combines both elements of Aurora, and her history taken from the poetical myths surrounding the Greek goddess Eos, and the Roman goddess Mater Matuta and her position in the state religion of ancient Rome. In ancient Rome Aurora was therefore considered as one and the same with the Latin goddess Mater Matuta. Goddess Aurora as Matuta Facts about Aurora combined with the Roman Goddess Mater Matuta The following information and facts relate to Aurora who was combined by the Romans with their ancient goddess Mater Matuta, the Roman goddess of growth, the ripening of grain and childbirth. The Temple of Aurora (Mater Matura) Aurora as Matuta became a dawn-deity and a protector in childbirth had a temple dedicated to her that was situated at the foot of the Capitoline Hill in ancient Rome. This was the area of the Forum Boiarum that housed a market that specialised in agricultural goods and livestock. Sacred zones were interspersed with the market area and in a sacred precinct were the twin temples of Fortuna and Matuta (Aurora). The twin temples were established by Servius Tullius in the sixth century BC. The temple of Aurora represented the goddess of dawn who protected children as they grew to maturity. The temple was richly adorned with images of Eos, Minerva and Hercules and the entrance to the temple was through magnificent gilded arches. The Temples of Aurora and Fortuna were destroyed by fire but rebuilt by Marcus Furius Camillus in 396 B.C. The location of the Forum Boiarum provided access to the River Tiber and served as a trading center and gateway to the city of Rome and the goddess was therefore also associated with the sea harbors and ports. The Festival of Aurora - The Matralia The festival to Aurora was called the Matralia, the festival of the matrons, and celebrated on June 11 in her temple at the Forum Boarium in Rome. As the goddess of growth, childbirth, motherhood and the raising of children the goddess was honored by the matrons of the city and all mothers were honored on this day by their husbands and children. During the Matronalia women prayed to the goddess Aurora for the safety and blessing of their children and nephews and nieces. The people who might be present in the various Roman festivals were rigidly determined and men were excluded from the Matronalia. In addition only free women in their first marriage were allowed to participate in the rituals of the Matralia. The honored role of decorating the cult statue of Aurora was therefore only allowed to free women in their first marriage. A univira, a wife of a first marriage, was selected for this role. Offerings were made to Aurora in the form of testuacia (toasted sacred cakes) that had been cooked in special earthenware containers called 'testu'. Slaves were allowed to a share in certain festivals such as the Saturnalia and the Compitalia (the festival of the Lares) but were forbidden from entering the temple or participating in the ceremonies of the Matralia. All except for one slave. The rituals conducted during Matralia included the re-enactment of a myth relating to the goddess Aurora. According to ancient mythology she killed her own son in rage when she discovered a trusted slave was sleeping with her husband. The one female slave allowed to enter the temple of Aurora (Matuta) during the festival of the Matralia was for the express purpose of being significantly driven away. The feast of Matralia celebrated the coming dawn of the longest day in the year (summer solstice 21st June), thus the Matralia was essentially the feast to celebrate the dawn of the second half of the year. Picture of Aurora, the Roman goddess of Dawn	<urn:uuid:b8b8833d-3ee2-4d12-b116-4a050ac91135>	CC-MAIN-2017-26	http://www.talesbeyondbelief.com/roman-gods/aurora.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320995.93/warc/CC-MAIN-20170627050500-20170627070500-00596.warc.gz	en	0.975679	849	3.296875	3
The Defense Advanced Research Projects Agency (DARPA) has released more detailed specs regarding its call for proposers to contribute to the Safe Genes project, whose goal is to develop tools to reverse the malicious or accidental negative effects of gene editing in the general population. This would involve the development of systems which can apply a kind of ‘Digital Rights Management’ to a genome, rendering it resistant to a variety of genome editors, and also able to reverse the effects of gene editing on an already-affected genome, based on the distinctive signature of various editing tools. The first phase of the project will last two years, and contributors will need to develop countermeasures to the effects of genome editors on mice or insect embryos. The proposers are being asked to consider various de-contaminant possibilities, and to offer their own suggestions, but the inhibitors developed should be ‘capable of inhibiting multiple classes of gene editors in multiple species’. Possible delivery mechanisms suggested include ‘small molecules, antibodies, interfering RNAs’. Additionally, the solutions must be specific to an individual subject, and not be capable of continuing to operate if transmitted to another subject, or at a species-level. The second phase of inhibitor testing would involve live subjects and, eventually, testing at the level of a gene drive. DARPA invites new approaches to the potential way that the inhibitor system would be delivered, but suggests that external application, oral delivery or delivery via nucleic acids are possibilities. One interesting aspect is that the inhibitor system must be non-toxic, not interfere with the normal process of cell reproduction, and produce ‘minimal off-target effects’. The project’s scope appears to be both remedial and preventative as if it might be possible to develop a type of immunisation against external genetic interference – at least from editing tools that leave identifiable signs behind. What is unclear is whether it would be necessary for an inhibitor to run through all the lines of genetic code in a genome using a wild-card search for known editor signatures, or whether a heuristic-style search would seek out the kind of behaviour modifications common to all gene editing activity. There also seems to be the possibility to compare a genetic checksum registered when the genome was unmodified to an altered checksum after editing has taken place, and use this as a less invasive basis for establishing that genes have been artificially modified. Though not addressed in the latest proposal request, any remedial agent would also need to not interfere with any valid gene editing that has taken place as medical science begins to investigate the possibility for therapy via direct manipulation of RNA. The agency’s broad research remit makes it prone to initiate speculative work that’s very exciting on paper, but sometimes science-fictional in scope, and the latest release certainly follows the trend.	<urn:uuid:c99492f7-95bb-495e-a0e5-9483034d4c7d>	CC-MAIN-2017-26	https://thestack.com/security/2016/09/16/drm-for-the-human-genome/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321961.50/warc/CC-MAIN-20170627235941-20170628015941-00676.warc.gz	en	0.935974	589	2.59375	3
Last modified: 2004-12-29 by santiago dotor Keywords: bavaria \| forstern \| gemeinde forstern \| erding county \| coat of arms (pale: vert) \| coat of arms: pale (crozier: yellow) \| coat of arms: pale (cogwheel: white) \| coat of arms (trees: 2) \| coat of arms (trees: fir) \| Links: FOTW homepage \| search \| disclaimer and copyright \| write us \| mirrors by Marcus Schmöger Flag used unofficially since c.1983, coat-of-arms adopted 18th May 1953 The Gemeinde Forstern adopted arms on 18th May 1953, blazon: Or, on a pale Vert, between two fir trees eradicated Vert, a crozier issuant Or charged with in base a cog-wheel Argent. Forstern has no officially adopted flag, but since about 1983 a flag of green-yellow with the arms has been used unofficially. Marcus Schmöger, 12 April 2001	<urn:uuid:149a1030-c026-45d6-9889-e0107c9888e4>	CC-MAIN-2017-26	http://fotw.fivestarflags.com/de-ed-fo.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323801.5/warc/CC-MAIN-20170628204133-20170628224133-00036.warc.gz	en	0.811093	231	2.796875	3
1. Turning the TV or radio volume louder than other family members prefer. 2. Difficulty understanding speech in a background of noise, for instance in restaurants. 3. More difficulty hearing children and women than men. 4. Difficulty hearing in meetings. 5. Difficulty hearing at public speaking events. 6. Ringing in the ear(s) when no external sound is present. 7. Having things repeated frequently. 8. Difficulty hearing people "with low voices." HistoryWe will perform a thorough assessment of your ears and what you can and cannot hear. We will start with a history interview. History questions will focus on the following areas: 1. Conditions at birth or during adolescence that may have an impact on hearing. 2. Exposure to workplace, military, or recreational noise. 3. Medications prescribed for medical conditions. 4. Past surgeries. 5. Family traits and hereditary anomalies that may be associated with hearing loss. Visual Inspection of Outer Ear and Ear DrumFollowing the history, we will examine your outer ear with an otoscope or video otoscope. We can observe any damage caused by the use of cotton applicators ("Q-tips"), trauma, or chronic infection. We can also observe the condition of your ear drum and determine whether your ear canal may have a buildup of earwax causing a hearing loss. Audiologicial EvaluationAfter considering your history and performing a visual inspection of your outer ear, we will perform an hearing evaluation composed of a series of tests. These tests may include but are not limited to: 1. Tympanometry to assess the status of the middle ear. 2. Pure tone thresholds by air conduction and often by bone conduction to determine the degree and type of hearing loss. 3. Tests of speech threshold and speech recognition to asses comprehension of complex signals. 4. Special tests of auditory function, such as otoacoustic emissions, brainstem auditory evoked response (BAER), or balance testing. Hearing EvaluationThe results of your hearing evaluation are a critical factor in helping to determine your need for hearing aid(s), the type of hearing aid(s) and whether one or two aids are needed. We will review the results of your evaluation and provide various options and recommendations. Personal Preference, Lifestyle and Physical HealthAlthough the hearing evaluation is necessary to determine a course of action, it does not tell the entire story. Audiologists also consider and weigh your personal preferences as well as your overall health and your lifestyle. All of these things factor into the best solution for your type and degree of hearing loss. Click here for more information on hearing aids. High Tech/Low VolumeHearing aids are sold in relatively low volume when compared with other electronic devices. For example, approximately 1.7 million hearing aids are sold in the U.S. per year as compared to several million stereos; yet, the amount of time and resources manufacturer's spend on development and research is considerable. One manufacturer reports spending more than twenty million dollars developing a single model. Return for Credit Policy"Return for Credit" policies are standard among hearing aid manufacturers and required by state and federal hearing aid guidelines, allowing new hearing aids to be returned within an established evaluation period. The costs associated with these policies are considerable, especially for custom products, and naturally must be absorbed in the overall pricing structure. "Cheap Hearing Aids" by Mail Order or Through Online Stores Many low-priced products available on the internet or via mail order being marketed as 'hearing aids' are actually 'sound amplifiers'. They do only that—amplify sound, just like turning up the volume on your TV. 'Hearing aids', on the other hand, are classified by the FDA as medical devices, and they compensate for hearing loss by processing sounds and delivering the modulated sounds to your ears based on your audiogram, which is the result of your hearing test and shows how each of your ears hears sounds in a variety of sound frequencies. People with a hearing loss are often tempted by the low price and easy access of 'cheap hearing aids' available on the internet. Most offerings are off-the-shelf, one-size-fits-all items with limited, if any, programming options or features. Some are relabeled, discontinued overstock the origin of which is anyone's guess. If you do see a brand name in the mix, it is usually a refurbished and/or discontinued device offered without the consent of the manufacturer. The low price and easy access may be appealing but be aware that not only will your purchase come with limited support and an insufficient warranty (some are only 90 days), it may also damage your hearing. Misapplied frequencies and over-amplification from an improperly programmed hearing aid can cause permanent damage to your hearing as can the loud noises found emitted by low-end hearing aids. Hearing aids are FDA regulated; reputable hearing aid manufacturers limit distribution of their hearing instruments; and hearing care professionals are required to be licensed in nearly every state for a very good reason: your hearing health. If price is keeping you from talking to a hearing care professional about a hearing problem—or making you consider buying an inadequate, potentially damaging hearing aid or 'sound amplifier' on the internet—it does not have to keep you from making an appointment for a hearing exam. Ear Wax or MoistureThe number one cause of hearing aid failure is either moisture and/or ear wax debris in the speaker opening of the hearing aid, the small hole in the hearing aid that goes into your ear. If your hearing aid stops working, first check this part of the hearing aid to be sure that it is free of any ear wax or other debris. Use the brush or the pick that came with your hearing aid to carefully remove the blockage. Hearing aids should be inspected and cleaned daily to prevent problems. If you have a chronic problem with wax build-up, your hearing professional may offer other solutions. Be sure to properly store your hearing aids. Storing them in a case that contains a desiccant or other drying aid will help keep them moisture-free. And safe! Click here to read more about hearing aid care. Weak or Dead BatteryThe second most common cause of hearing aid failure is a depleted or weak battery. Test your battery or replace it with a fresh battery. If you have cleaned the hearing aid and replaced the battery and your hearing aid continues to malfunction, please call us. A wide range of products, often referred to as assistive listening devices (ALDs), are available to help you hear better in specific situations. For example, assistive listening devices are available to improve hearing while watching television or for group-listening situations such as movies, lectures or religious services. Specific devices are also available for individuals who have difficulty hearing the doorbell, car signal, or emergency alarms. Telephone amplifiers are available for individuals who are experiencing difficulty understanding speech while using the telephone. Click here to find out more about assistive devices.	<urn:uuid:ad2e5bef-ec6c-46f5-add9-6ad9dfe78c32>	CC-MAIN-2017-26	http://hearingtechnology.com/hearing-loss-philadelphia-pa.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323801.5/warc/CC-MAIN-20170628204133-20170628224133-00036.warc.gz	en	0.938377	1,446	3.546875	4
The world’s first, truly historic global agreement to decrease greenhouse emissions owes much to the EU argues London MEP and SERA member Seb Dance: It is difficult to get agreement among the twenty-eight Member-States of the European Union, let only the 200 states that constitute the United Nations on an issue as complex as climate change. The 2009 talks in Copenhagen, which ended in stalemate and recriminations, cast a long shadow, as did the cumbersome 50 pages of draft text produced in Lima the previous year. Yet the deal struck in Paris confounded these doubts. On Saturday we secured an historic deal that exceeded all expectations. It’s scope wider than many thought possible, and consensus amongst participating countries unanimous. This represents the beginning of the crucial process of de-carbonising the world economy. Shipping and aviation were exempt from the deal, while greater commitment is needed for a just transition and reliable assistance to energy-intensive industry. But we should recognise this deal for what it is: the world’s first truly historic global agreement to decrease greenhouse emissions. It sends an important signal that our future lies not in continuing to burn fossil fuels. And it provides the framework to commit to a wave of new jobs in the renewable sector, as long as our own government follows through. The EU was a major player. Membership effectively gave every EU state two seats at the table. In the talks, the European Commission showed strength and stamina, not backing down on crucial issues such as the review mechanism and leading by example on questions over technology transfer and finance. Crucially it was the EU’s role in constructing what became known as the ‘coalition of ambition’ that became instrumental. The coalition consisted of a bloc of countries asking for the warming limit to be set at 1.5°C instead of the widely anticipated 2°C. It eventually grew to include the United States, Canada and Australia. This half-degree separation not only means the difference between remaining or disappearing for some Pacific Island states but demonstrates that the agreement is dynamic; if emissions of Greenhouse gasses fail to peak and fall in the coming years, there is now a guarantee of a review where further legally-binding enforcement becomes an option. For Britain, our membership of the EU has been shown to be essential. The political support that the EU garnered across both developed and developing countries came about because of a united determination and respected record. Goodness knows where we would have got had the UK relied solely on the environmental record of its Conservative government as an indicator of the path to be followed by the rest of the world!	<urn:uuid:c18df199-cd22-40f4-81ba-49d95796e54d>	CC-MAIN-2017-26	http://www.sera.org.uk/paris_deal_owes_much_to_eu_seb_dance_mep	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323801.5/warc/CC-MAIN-20170628204133-20170628224133-00036.warc.gz	en	0.960204	534	2.75	3
September 30, 2016 marked the first anniversary of Russia’s direct military involvement in the Syrian conflict. Although many onlookers initially believed that recent attempts to broker peace would succeed due to Russia’s leverage over the Syrian government, this has not turned out to be the case. Instead, Russia has disrupted the peace process by actively contradicting its verbal commitments for peace in Syria and supporting President Bashar al-Assad’s actions militarily as well as politically through the UN Security Council. The following includes a sampling of five actions by Russia that have been obstacles to peace: 1. Russia has encouraged and proliferated attacks on civilians International humanitarian law (IHL) is the guiding framework for actions taken during warfare, including the treatment of civilians and those no longer participating in hostilities. Prior to direct Russian intervention, the Syrian government was already accused of committing numerous IHL violations, such as the targeting of hospitals and civilian populations, the forced displacement of civilians, and the use of chemical weapons. Instead of holding the Syrian government to a higher standard, Russia has increased the severity of Syria’s violations. Almost immediately after Russia entered the conflict in October 2015, for example, its air strikes targeted six medical facilities, and since then human rights groups have claimed the health crisis has worsened due to the continued destruction of health facilities. Moreover, Russia has been supporting Syria’s tactic of systematic forced displacement, such as advocating for humanitarian corridors to pressure civilians in eastern Aleppo to leave the area or be subject to attacks. In addition, Human Rights Watch (HRW) documented the use of cluster munitions — banned under international law when used in civilian areas due to their indiscriminate nature — during a Syria-Russia joint offensive that resulted in the deaths of at least 35 civilians. Additionally, a Russian media television broadcast revealed incendiary weapons mounted on Russian military aircraft bound for Syria. These weapons are designed to set fire to objects or cause burn injury to persons and are in direct violation of the Convention on Certain Conventional Weapons, of which Russia is a signatory. Russia has also defended Syria’s use of prohibited arms. In August, a UN Security Council chemical weapons report concluded that the Syrian government had carried out nine chemical weapons attacks in Syria from April 2014 to March 2015. While the UN and other international powers pressed for sanctions and UN Security Council action, including referring the situation in Syria to the International Criminal Court, such efforts have been met with resistance from Russia. 2. Russia has conflated attacks on civilians with combating terrorism Like the Syrian government, Russia has justified many of the aforementioned attacks under the rhetoric of combatting terrorism. Using the Syrian government’s broad definition of terrorism which conflates civilians with terrorists, Russia has continued to conduct indiscriminate airstrikes within Syria. It has also used this explanation to justify its support for Assad at the UN and continued supply of weaponry to Syria. These intentions were further reflected in February’s US-Russia brokered ceasefire agreement, which failed to define “terrorist groups” or create maps defining areas where terrorist groups are located. And it was under the second iteration of this framework that Russian planes allegedly bombed a UN convoy set to deliver aid to approximately 78,000 civilians in Aleppo. At least 20 people were killed in the attack which, if found to be deliberate, would constitute a war crime. Russia’s denials and refusal to apologize despite the many witnesses and videos documenting its role in the attack demonstrate its lack of sincerity in alleviating the humanitarian crisis or advancing the peace process. Although it has blocked aid in the past, not even the Syrian government has taken action to this extent upon a humanitarian aid convoy trying to reach besieged civilians. — Russian Embassy, USA (@RusEmbUSA) October 17, 2016 After comments by US Secretary of State John Kerry and UK Foreign Minister Boris Johnson that Russia sought a Grozny solution in Aleppo, Russia released the above tweet in response. During the Second Chechen War, Russia destroyed the the Chechen capital of Grozny with ballistic missile strikes. 3. Russia has convoluted the peace process In Syria, hundreds of armed groups have taken part in hostilities, many of which control territory on the ground, exerting military and/or political influence. To further complicated matters, several foreign powers are also involved either directly or indirectly in supporting different factions and sides. The formation of the High Negotiations Committee (HNC) was an attempt to consolidate the opposition and bring international backers and fighting factions to the negotiating table. Instead of accepting this consolidation, Russia convoluted the process by supporting alternative groups, such as the Moscow Group, Cairo Group, and Istana Group — none of which are viewed as representative and many of which are considered pro-Russian. This has fueled internal rivalries within the opposition, allowing Russia to play the different groups off one another on the issue of if, when, and how President Assad should step down from power, claiming that no single group represents the interests of all Syrians. 4. Russia has undercut a Syrian-led political transition framework Six weeks into its military involvement in Syria, Russia released a document entitled “Approach to the Settlement of the Syrian Crisis” which outlined Russia’s objectives and strategies for solving the conflict. Next, in the spring of 2016, Russia began working with the US to draft a new constitution for Syria. This action was not only premature, but dangerous to the prospect of a Syrian-led institutional reform process, beginning with constitutional reform to address Syria’s legacy of authoritarianism and human rights abuses. A Russian-drafted constitution would lack input from Syrians and would not appropriately respond to the needs of Syrian citizens to establish a solid constitutional framework that can guide post-conflict Syria. By trying to draft its own version of a constitution for Syria, Russia also undercut the text of UNSC Resolution 2254, which “expressed support for a political process under Syrian leadership.” 5. Russia has decreased the likelihood of an international justice mechanism for Syria Russia’s participation in the war has drastically decreased the possibility of establishing any type of international justice system for Syria. As a member of the UN Security Council with veto power, Russia had already protected its ally by blocking a resolution referring the Syrian situation to the International Criminal Court (ICC). Despite Russian resistance, the international community may still have been able to politically pressure Russia to allow either a referral to the ICC or perhaps the establishment of an international hybrid tribunal. But now that Russia is militarily involved and allegedly responsible for war crimes and crimes against humanity, it is highly unlikely that Russia will ever agree to any form of international criminal accountability that may lead to the indictment of its own leadership or military personnel. With Russia’s unwavering support of Syria and interest in avoiding criminal responsibility, the international community is now at a deadlock. While other components of transitional justice might still be possible, such as reparations to victims and institutional reform, a key component of the holistic transitional justice framework — criminal accountability — is more elusive than ever. For more information or to provide feedback, please email SJAC at email@example.com.	<urn:uuid:abd3bfae-fae1-43d5-97e1-8a33bf97252b>	CC-MAIN-2017-26	https://syriaaccountability.org/updates/2016/10/19/a-look-back-on-russias-first-year-in-the-syrian-conflict/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323801.5/warc/CC-MAIN-20170628204133-20170628224133-00036.warc.gz	en	0.959068	1,456	2.671875	3
Williams “Report Card” LOS ANGELES — Today, the ACLU of California celebrates the nine-year anniversary of the historic Williams settlement with the release of a report, “Williams v. California: Lessons From Nine Years of Implementation.” The report examines the continuing impact of Williams, a class-action lawsuit filed in 2000 by the American Civil Liberties Union, Public Advocates, and other civil rights organizations, along with the law firm Morrison & Foerster LLP, on behalf of public school students in California. The case argued that the state and its agencies were denying thousands of students their fundamental right to an education by failing to provide them with the basic tools necessary for a student to learn: clean, safe and functional school facilities; enough textbooks for all students; and teachers who are trained and qualified for the classes and students they teach. The findings, based on data from the lowest-performing 30 percent of California schools, reveal that the standards and accountability systems established by the 2004 Williams settlement have significantly improved conditions in schools throughout the state. Specifically, the report finds that: - More schools have teachers who are qualified for the classes and students they teach. In 2005-2006, 29 percent of teachers in California’s low-performing schools were misassigned, according to the California Commission on Teacher Credentialing. By 2010-2011, that figure dropped to 13 percent. The improvement is largely attributable to increased efforts to ensure English Learner students are taught by appropriately trained and assigned teachers. - School facilities are reportedly cleaner, safer and more functional. In the first four years of Williams’ implementation, county offices of education found 11 to 13 percent of low-performing schools had unsafe facility conditions. By 2012-2013, that figure dropped to 4 percent, even as most school facility officials expressed strong concerns about the future impact of disinvestment in facilities maintenance. - More schools provide sufficient instructional materials and textbooks. In 2004-2005, 19 percent of low-performing schools did not have enough textbooks to go around; by 2012-2013, only 5 percent of schools in this category lacked sufficient textbooks. Overall, more than 215,000 new textbooks and instructional materials have been distributed to students in low-performing schools across the state, after problems with missing or inadequate materials were identified through Williams site visits. The documented progress is particularly remarkable in light of the devastating budget cuts in recent years and indicates that the Williams standards have provided a counterbalance against budget pressures to ensure students receive basic necessities for educational opportunity. Examining trends and data from the past nine years, the report offers insights into the effectiveness of the accountability systems Williams put in place and identifies necessary improvements as California begins to implement its new school finance and accountability system. That system, called the Local Control Funding Formula, reaffirms the State’s commitment to the Williams settlement by establishing compliance with Williams as the first of eight statewide education priorities. “This report demonstrates why Williams remains the foundation on which California must build to provide every child a high-quality education,” said Brooks Allen, the ACLU of California’s Williams Implementation Attorney. “The settlement has provided millions of students with the basic essentials they need to succeed. Now we must address the challenges identified by educators across the state and heed their lessons.” Among the top challenges identified in the report is inadequate investment in school facilities. For example, school districts have been waiting for years for the State to deliver more than half of the $800 million promised in the Williams Settlement for “emergency” repairs. “The State needs to make good on its long-overdue commitment,” said Sally Chung, educational justice research analyst for the ACLU of Southern California and author of the report. “The longer funding is delayed for emergency repairs, the longer students and staff are exposed to critical dangers. School officials have made it clear that a crisis is looming if preventative steps aren’t taken swiftly.” Nine years of implementation have led to significant gains, but still more must be done to sustain the progress achieved by Williams and ensure that all students receive the basic necessities of equal educational opportunity. The work continues.	<urn:uuid:36aeec69-08c3-47f6-8f25-5f0414e4be27>	CC-MAIN-2017-26	https://www.aclusandiego.org/williams-report-card/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323801.5/warc/CC-MAIN-20170628204133-20170628224133-00036.warc.gz	en	0.95642	852	2.640625	3
Why Use Herbicide? Invasive species are a big problem for natural areas. An invasive plant is generally defined as any plant that is more aggressive than the high-quality native species and pushes those plants out over time. TLC tries to use any method other than herbiciding whenever possible. For biennial weeds (those that have a two-year life-cycle), we use mowing, pulling, and burning to help reduce the populations with good success. It typically takes several years of effort to eliminate a biennial invasive plant because there is usually a build up of seeds in the soil that need to be exhausted. Perennial (effectively permanent) weeds are a different story. Because of their deep root systems, it is almost impossible to eradicate a perennial by digging the plant up. Any method that would kill a perennial, like consistent mowing or using a shade cloth, also damages the native plants. Invasive weeds need consistent, well-timed treatments over several years to successfully eradicate them, and TLC is managing over 200 acres! This is why we use herbicides, always taking care to use the smallest amount and safest alternative available that will eliminate the weeds. This year TLC is creating an herbicide alternative plot at the Community Research Forest to look into other methods, and anyone is welcome to help by attending our monthly workday there! We care deeply about the health of this planet, and hope that over time new technology will be available that will reduce our use of herbicides.	<urn:uuid:582b32f2-7ad4-40f3-92e2-9759e9e1af0f>	CC-MAIN-2017-26	http://www.conservemc.org/who-we-are/front-page-stories/428-why-use-herbicide	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319265.41/warc/CC-MAIN-20170622114718-20170622134718-00236.warc.gz	en	0.946201	308	3.15625	3
According to the Centers for Disease Control, the aftereffects for humans of a tsunami include lack of clean drinking water, loss of shelter and injury from remaining debris. Economically, areas affected by tsunamis struggle to amass funding to repair damaged structures. Those who survive tsunamis often suffer mentally and emotionally.Continue Reading Immediately after a tsunami, injured victims require access to prompt and effective medical care. This often leaves hospitals and medical staff overburdened. In many cases, outside help must be brought in from neighboring cities and states, and this process is very expensive. People are left without homes, community buildings and other important structures. It is a very costly process to rebuild these structures and restore the community to its former condition. People often move away from areas that have been damaged by tsunamis, potentially leaving these areas economically depressed for decades. There are a number of secondary health concerns following a tsunami. Dead and decaying bodies that are not properly handled can harbor infection and cause illness in rescue workers. Drinking water may become contaminated, leading to outbreaks of various bacterial diseases. People forced to live without heat and running water due to loss of their homes may succumb to the elements, experiencing illness and in some cases, death. Even those who survey and assess the damaged land in hopes of rebuilding run the risk of injury or illness due to lingering infectious agents or stray debris.Learn more about Tsunamis	<urn:uuid:f6ce4b45-faaf-45a2-a057-09856d254041>	CC-MAIN-2017-26	https://www.reference.com/science/aftereffects-tsunami-7d209f295edc596d	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319265.41/warc/CC-MAIN-20170622114718-20170622134718-00236.warc.gz	en	0.964113	288	3.90625	4
By Kardi Teknomo, PhD . Recursive Average & Variance Tutorial This tutorial introduces you with efficient methods to compute simple statistics such as time average and time variance of any measurement data using recursive formula. Other useful method to revive back your original data from the statistics and correcting mean and variance in efficient way are also explained. Click the topics below: Usual Computation of Average and Variance Why do we need recursive formula? Recursive Average ( proof ) Characteristics of Recursive Average Recursive Variance ( proof ) Data Revival from the Statistics ( proof ) Correction of Measurement ( proof mean formula , proof variance formula ) Rate this tutorial & send your feedback Preferable reference for this tutorial is Teknomo, Kardi. (2006) Recursive Average and Variance.	<urn:uuid:888cab1b-9f01-442a-9f08-48f82bc0bbd9>	CC-MAIN-2017-26	http://people.revoledu.com/kardi/tutorial/RecursiveStatistic/index.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320215.92/warc/CC-MAIN-20170624031945-20170624051945-00557.warc.gz	en	0.741228	173	2.515625	3
Review of Short Phrases and Links\| This Review contains major "Glossary of Mineral Stubs"- related terms, short phrases and links grouped together in the form of Encyclopedia article. - Esperite is a primary mineral and is moderately widespread at Franklin, but has not been found at Sterling Hill. - Esperite is a calcium lead zincosilicate mineral, related to beryllonite and trimerite. - Esperite is a lead-silicate mineral that came from a certain region of the mine. - Esperite is a rare complex calcium lead zinc silicate (PbCa 3 Zn 4(SiO 4) 4) related to beryllonite and trimerite that used to be called calcium larsenite. - Esperite is a rare complex lead zinc silicate (PbCa 3 Zn 4(SiO 4) 4) that used to be called calcium larsenite. - Aragonite is a carbonate mineral. - Aragonite is a constituent of many species' shell structures. - Aragonite is a constituent of many sea creatures' shell structures; a curious development since calcite is the more stable form of calcium carbonate. - Mineralization is a process by which soil microorganisms decompose organic nutrients into a mineral inorganic, or plant available form. - The mineralization was subjected to retrograde hydrothermal metamorphism and recrystallization during the cooling of the intrusions. - Significant niobium mineralization is confined to the carbonatite. - Aegirine is a favorite amongst mineral collectors. - Aegirine is a rockforming mineral in the ekerites south of Drammen. - Aegirine is a sodium ferric-iron silicate mineral of the pyroxene group. - Aegirine is an inosilicate member of the clino pyroxene group. - Aegirine is the sodium endmenber of the aegirine - augite series. - Anthophyllite is a common component of some metamorphic and metasomatic rocks. - Anthophyllite is a fibrous mineral as you can see in these pictures, it has been used asbestos insulation. - Anthophyllite is a fibrous mineral. - Anthophyllite is a magnesium iron silicate hydroxide. - Anthophyllite is a mineral occuring in crystalline schists rich in magnesium. - Andalusite is a beautiful semi-precious gemstone with a diverse and changeable personality. - Andalusite is a color shifting stone because the colors are there at the same time. - Andalusite is a gemstone that has recently been "discovered" by the press. - Andalusite is a mineral formed by the metamorphism of aluminous shales and slate. - Andalusite is a mineral, aluminum silicate, usually found in orthorhombic crystals of various colors. - Armalcolite is a high titanium mineral that forms at high temperatures and pressures such as those that exist when a meteorite impacts the surface. - Armalcolite is a mineral that was discovered at Tranquility Base by the Apollo 11 crew. - Armalcolite is a mineral that was discovered at Tranquility Base on the Moon by the Apollo 11 crew in 1969. - Armalcolite is a mineral that was discovered at Tranquillity Base on the Moon by the Apollo 11 crew in 1969. - Armalcolite was first described from the Apollo 11 site, and is named after the Apollo 11 crew ( ARMstrong, ALdrin, and COLlins). - Atacamite is a comparatively rare mineral, formed from primary copper minerals in the oxidation or weathering zone of arid climates. - Atacamite is a comparatively rare mineral, formed in some cases by the action of sea-water and occurring also as a volcanic product. - Atacamite is a mineral found originally in the desert of Atacama Desert, Chile, and named by D. de Gallizen in 1801. - Atacamite is a mineral found originally in the desert of Atacama, and named by D. de Gallizen in 1801. - Atacamite is a minor source of copper as it is rarely found in amounts large enough to be worth mining. - Augite is a basic silicate mineral with high content of iron and magnesium, a so-called "ferromagnesian" mineral of the pyroxene grouping. - Augite is a calcium sodium magnesium silicate mineral of the pyroxene group; samples from Franklin and Sterling Hill contain much Fe, Mn, and Zn. - Augite is a dark mineral important in the formation of igneous rocks that is most frequently found in basalts, dolerites, and gabbros. - Augite is a ferro-magnesian mineral belonging to the pyroxene group. - Augite is a greenish-black mineral that is found in many igneous rocks. - Aurichalcite is a mineral, usually found as a secondary mineral in copper and zinc deposits. - Aurichalcite is a carbonate mineral, usually found as a secondary mineral in copper and zinc deposits. - Aurichalcite is a carbonate-hydroxide of zinc and copper with the formula [(Zn,Cu).sub.5][(C[O.sub.3]).sub.2][(OH).sub.6]. - Aurichalcite is a rare secondary mineral in Mississippi Valley-type lead and zinc deposits. - Aurichalcite is a secondary mineral formed in oxide zones of deposits containing primary zinc and copper sulfides. - Baddeleyite is a mineral Minerals are natural compounds formed through geological processes. - Baddeleyite is a mineral that consists of zirconia ( Zr O 2). Its melting point is 2700 ° C. - Baddeleyite is a mineral that consists of zirconia ( Zr O 2). Its melting point is 2700 ° C. Elemental zirconium is refined from baddeleyite. - Baddeleyite is a mineral that consists of zirconia (ZrO2). Its melting point is 2700 --C. Elemental zirconium is refined from baddeleyite. - Baddeleyite is a natural mineral of the same chemical composition, but it is a monoclinic mineral. - Boulangerite is a Sulfosalt, a type of Sulfide where Antimony acts like a metal and occupies a position where it is bonded to Sulphur. - Boulangerite is a lead ore. - Boulangerite is a mineral, lead antimony sulfide, formula Pb 5 Sb 4 S 11. It forms metallic grey Monoclinic crystals. - Boulangerite is a mineral, lead antimony sulfide, formula Pb 5 Sb 4 S 11. It was named in 1837 honor of French mining engineer Charles Boulanger. - Boulangerite is one of a few sulfide minerals that form fine acicular crystals that appear as hair-like fibers. - Bowenite is a gemstone of extremely rare geological occurrence. - Bowenite is a hard, compact variety of antigorite serpentine found in Rhode Island, and several other places throughout the world. - Bowenite is a hard, compact variety of serpentine found in Rhode Island. - Bowenite is a jade -like stone (green to black) that is sometimes used in jewelry. - Bowenite is a variety of serpentine that is sometimes misrepresented as jade. - Brookite is a polymorph with two other minerals. - Brookite is a simple oxide of titanium and it shares identical chemistry with rutile and anatase - TiO2. - Brookite is a source of titanium but deposits are usually too small to be of commercial use. - Brookite is a transparent to opaque mineral that occurs in various shades of red- and yellow-brown through dark brown to black. - Brookite is a trimorph with rutile and anatase - this thumbnail's from Magnet Cove, Hot Springs County, Arkansas. - Brucite is a decomposition product of magnesium silicates, especially serpentine. - Brucite is a decomposition product of silicates, especially serpentine. - Brucite is a hydroxide of magnesium with the composition Mg(OH)2 . This sample is about 14x7 cm and is from the Ethel Mine, Mtoroshanga, Zimbabwe. - Brucite is a magnesium hydroxide mineral and the Mg-analogue of pyrochroite. - Brucite is a magnesium hydroxide with the chemical. - Chabazite is a Zeolite and occurs in basaltic rocks, but can also be found in limestones and even schists. - Chabazite is a mineral found in many locations around the world. - Chabazite is a mineral of secondary origin found lining cavities in volcanic and intrusive igneous rocks. - Chabazite is a natural zeolite with the approximate formula Ca.sub.6 Al.sub.12 Si.sub.24 O.sub.72. - Chabazite is the dominant zeolite, occurring most commonly in veins. - Chlorastrolite was named official state gem in 1972. - Chlorastrolite is a beautiful green mineral with a chatlyant "turtle-back" pattern. - Chlorastrolite is a green or bluish green stone, usually with finely radiated or stellate masses. - Chlorastrolite is a mineral that is formed in association with lava flows. - Chlorastrolite was first known to be used for jewelry in the late 1890s in New York and later in the Midwest as stickpins. - Chlorastrolite was named the official state gem of Michigan with Public Act 56 of 1972. - Colemanite is a borate mineral found in evaporite deposits. - Colemanite is a hydrous calcium borate. - Colemanite is a major source of borax and has a relative hardness of 5. - Colemanite is a mineral containing borate found in Death Valley. - Colemanite is a powerful flux. - Dumortierite is a aluminum mineral with traces of borax and silica. - Dumortierite is a blue to violet silicate mineral that is used as an ornamental stone. - Dumortierite is a boro-silicate (Quartz) mineral that is used as a popular ornamental stone. - Dumortierite is a boro-silicate mineral that is used as a popular ornamental stone. - Dumortierite is a great stone for healers as an aid in diagnosing health problems. - Dunite is also the principal host of deposits of the mineral chromite. - Dunite is also used for refractory materials for furnaces. - Dunite is an intrusive igneous rock that dominantly consists of coarse grains of the pale green mineral olivine. - Dunite is the olivine rich endmember of the peridotite group of mantle derived rocks. - Dunite is the olivine-rich end-member of the peridotite group of mantle-derived rocks. - Enargite is a copper arsenic sulfosalt mineral with formula: . - Enargite is a copper arsenic sulfosalt mineral with formula: Cu. - Enargite is a low to medium temperature mineral from hydrothermal veins usually associated with other sulphides and quartz. - Enargite is a rare mineral from Tsumeb. - Enargite is a somewhat rare copper mineral. - Erythrite is a cobalt-arsenic ore (Co 3 [AsO 4 ] 2 -8H 2O) sometimes found in association with copper ores. - Erythrite is a good example of a arsenate mineral. - Erythrite is a monoclinic mineral that tends to form elongated prismatic crystals. - Erythrite is a purple colour and is cobalt arsenate. - Erythrite is a secondary hydrated arsenate of cobalt Cobalt is a chemical element in the periodic table that has the symbol Co and atomic number 27. - Ferberite is a black mineral composed of iron(II) tungstate (tungsten oxide), chemical formula ferberite bolivia FeWO 4 . Discovered in 1863. - Ferberite is a black monoclinic mineral composed of iron(II) tungstate, FeWO 4. - Ferberite is a black monoclinic mineral composed of iron(II) tungstate, FeWO4. Ferberite occurs as granular masses and as slender prismatic crystals. - Ferberite is a black, dense (specific gravity 7.3-7.5), brittle mineral that is most familiar as metallic to submetallic tabular crystals. - Ferberite is the iron endmember of the manganese - iron wolframite solid solution series. - Euxenite is a brownish black mineral with a metallic luster, found in Norway. - Euxenite is a complex titanium-niobium tantalic that contains small amounts of thorium and uranium . - Euxenite is a rare earth titanium-tantalate containing 10 to 13 percent uranium oxide. - Euxenite is an uncommon mineral found in complex granitic pegmatites. - Euxenite is used as a minor ore of rare earth elements and Uranium. - Garnierite is a Nickel rich variety of serpentine associated with nickel-peridoteites. - Garnierite is a hydrous nickel silicate, with the serpentine group of minerals. - Garnierite is a major Nickel (Ni) ore. - Garnierite is a mineral composed of hydrous nickel silicates a member of the serpentine group with formula: (Ni,Mg) 3 Si 2 O 5(OH). N--pouite is a synonym. - Garnierite is the name for a green nickel ore which is found in pockets and fissures of weathered ultramafic rocks ( serpentinite, dunite, peridotite). - Glaucochroite is a calcium manganese nesosilicate mineral with formula: CaMnSiO 4. It occurs in metamorphosed limestones. - Glaucochroite is a calcium manganese orthosilicate, analogous to tephroite, calcium taking the place of half the manganese. - Glaucochroite is a calcium manganese silicate mineral of the olivine group. - Glaucochroite is the only calcium olivine here; it is locally common at Franklin, and it is unknown from Sterling Hill. - Glaucochroite was derived from the Greek words for blue-green and color. - Greenockite is a cadmium sulfide mineral isostructural with wurtzite. - Greenockite is a rare cadmium mineral that consists of cadmium sulfide, CdS, in It was first recognized in 1840 in Greenock, Scotland. - Greenockite is a rare cadmium mineral that consists of cadmium sulfide, CdS, in crystalline form. - Greenockite is a rare mineral and the only real ore of cadmium. - Greenockite is a rare yellowish mineral ore of cadmium that consists of cadmium sulphide in crystalline form. - Hausmannite is a brown to black metallic mineral with Mohs hardness of 5.5 and a specific gravity of 4.8. - Hausmannite is a complex oxide of manganese containing both di- and tri-valent manganese. - Hausmannite is a manganese oxide mineral. - Hausmannite is an interesting, and can be (when well-formed) a first-rate mineral specimen. - Hausmannite is one of the main ore minerals of the Kalahari manganese field. - Herderite is a rare form of beryl. - Herderite is a rather rare mineral. - Herderite is a very uncommon species in attractive examples. - Herderite is an attractive and except in some mines in New England, a rather scarce phosphate mineral. - The herderite is a lavander-grey color. - Hedenbergite is a common mineral, the iron end member of the diopside- hedenbergite series. - Hedenbergite is a member of the clinopyroxenes, which crystallize in the monoclinic system and contain calcium, iron, aluminum, sodium, or lithium. - Hedenbergite is a member of the pyroxene group, which is an important and widely distributed group of rock-forming silicates. - Hedenbergite is a part of an important solid solution series of the pyroxene group. - Hedenbergite is a principal rock-forming mineral in the Dalnegorsk polymetallic deposits. - Humite is a related species to clinohumite as might be expected by their names. - Humite is a fairly rare mineral. - Humite is an orthorhombic mineral of a transparent vitreous brown to orange color. - Humite is the namesake member of the Humite Group of minerals. - Humite is the naming member of a group of minerals called the humite group. - Hydroxylapatite is a bone mineral, and has recently been developed as a bone and tooth implant material. - Hydroxylapatite is a crystalline form of calcium hydroxylphosphate which has the ability to bind proteins according to their basic or acidic character. - Hydroxylapatite is a hexagonal, calcium-phosphate mineral used to promote bone growth onto orthopaedic implants. - Hydroxylapatite is a naturally occurring mineral present in phosphate rock. - Hydroxylapatite is the hydroxyl endmember of the complex apatite group. - Illite is a Disclaimers or layered silicate. - Illite is a common syn. - Illite is a mineral which hardly reacts with lime. - Illite is a non-expanding, clay -sized, micaceous mineral. - Illite is a non-expanding, clay ized, micaceous mineral. - Ilvaite is a member of the Sorosilicate subclass of the silicate minerals. - Ilvaite is a mineral, which glorified the Dalnegorsk deposits. - Ilvaite is a mixed-valence calcium and iron silicate known previously as a relatively rare mineral in some Zn(Pb), Fe, and Sn skarns. - Ilvaite is a much rarer species and good ilvaite samples are scarce. - Ilvaite is a sorosilicate of iron and calcium with formula: CaFe 2+ 2 Fe 3+ Si 2 O 7 O(OH). Both manganese and magnesium substitute in the structure. - Kernite is a fairly common ore type that yields the largest amount of mexallon of any ore types in the world. - Kernite is a light soft mineral consisting of hydrated sodium borate in crystalline form. - Kernite is an industry leader of maintenance, repair and operating products and services for business and industry. - Kernite is the preferred ore mineral for borax. - Kernite is used to make boric acid, which is used to make glass such as, glazes, laboratory glass, fiberglass and Pyrex™. - Ironstone is a bountiful and widespread source of iron (Fe), although it only contains <50% iron, far less than the other main source of iron, hematite. - Ironstone is a bountiful and widespread source of iron (Fe), although it only contains hematite . - Ironstone is a fine-grained sedimentary rock, important as a source of iron. - Ironstone is a fine-grained, heavy and compact sedimentary rock . - Ironstone is a heavy, compact rock containing iron minerals. - Lazulite is a phosphate-based mineral containing magnesium, iron, and aluminum phosphate. - Lazulite is a rare and beautiful phosphorous-based mineral. - Lazulite is a relatively rare mineral that gets easily confused with other, more well known, minerals. - Lazulite is most often used as ornamental stones and rare mineral specimens. - Lazulite is the official gemstone of the Yukon Territory. - Laumontite is a common zeolite mineral indicative of low-grade metamorphism of lavas and volcaniclastic sediments. - Laumontite is a "must-have" for any zeolite collector, and a real prize for all other mineral collectors as well. - Laumontite is a common zeolite whose equilibrium phase relations and room-temperature frictional behavior are well understood. - Laumontite is a handsome mineral. - Laumontite is a mineral, one of the zeolite group. - Linarite is a basic sulfate of copper and lead with the formula of PbCu(S[O.sub.4])[(OH).sub.2]. - Linarite is a rare but colorful secondary mineral that occurs in association with some lead copper ores. - Linarite is a rare secondary mineral that forms by oxidation of lead and copper deposits. - Linarite is a somewhat rare, crystalline mineral that is known among collectors for its unusually intense, pure blue color. - Linarite is an intense blue mineral. - Liroconite is a beautiful mineral that is not often available from any new sources. - Liroconite is a an extremely rare and very beautiful mineral. - Liroconite is a rare secondary mineral that forms by the oxidation of copper deposits. - Liroconite is a truly beautiful mineral with a typical bright blue color, a nice glassy luster and an interesting crystal habit. - Liroconite is a very rare copper aluminum arsenate with some water mixed in for good measure. - Manganite is a Mineral consisting of Manganese Oxide Hydroxide, MnO(OH), crystallizing in the Orthorhombic system and isomorphous with Diaspore and Goethite. - Manganite is a mineral MnO(OH) (see below) as well as to the ion MnO 4 4- discussed under Manganate. - Manganite is a mineral with composition is manganese oxide -hydroxide. - Manganite is a mineral. - Manganite is a minor ore of manganese. - Mellite is a naturally occurring organic mineral species. - Mellite : A mineral of a honey color, found in brown coal, and partly the result of vegetable decomposition; honeystone. - Mellite is a naturally ocurring organic mineral species. - Mellite is known as the “honey stone”. - Mellite is known as the “honey stone”. - Riebeckite is a fibrous mineral, one of those which were given the commercial name asbestos. - Riebeckite is a part of several solid solution series. - Riebeckite is a sodium-rich member of the amphibole group of minerals. - Riebeckite is an important mineral for two main reasons: one for when it is there and one for when it isn't. - Riebeckite is the ferrous iron rich member of the series and as the name implies, magnesioriebeckite is the magnesium rich member. - Abelsonite is a mineral of nickel, carbon, hydrogen, and nitrogen with formula: Ni[C 32 H 36 N 4]. It forms purple to reddish brown triclinic crystals. - Location: Abelsonite was first discovered in a core sample from the WOSCO well for the Western Oil Corporation. - Abernathyite is a uranium arsenate that is part of the metatorbornite group. - Clear, yellow, crystalline abernathyite crystal group. - Studies of the torbernite minerals (I): The crystal structure of abernathyite. - Abhurite is only known as corrosion product of tin artefacts. * Antimonide Mineral * Argillaceous Schist * Arsenate Mineral * Arsenide Mineral * Black Tin * Blue Stone * Carbonate Rock * Desert Glass * Dresden Green Diamond * Franklin Furnace * Gold Nugget * Herkimer Diamond * Ionic Crystal * Moss Agate * Native Copper * Neelanjali Ruby * Ornamental Stone * Pyroclastic Rock * Quartz Monzonite * Selenide Mineral * Smoky Quartz * Star Sapphire * Sulfide Mineral * Telluride Mineral * Type Metal * White Tin Books about "Glossary of Mineral Stubs" in	<urn:uuid:b1d6c44f-ddfc-419a-b0ab-d05c95607ad1>	CC-MAIN-2017-26	http://keywen.com/en/GLOSSARY_OF_MINERAL_STUBS	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00637.warc.gz	en	0.820428	5,476	3	3
\| What is it? Flatfeet is a condition where the longitudinal arch of the foot is absent. It is also called pes planus or pes valgus, since the heel or hindfoot is often in valgus or flared outwards. the absence of the arch, and the outflare of the heel cord or Achilles Flatfeet may be flexible or rigid. Flexible or postural flatfeet is when the arch is present with the foot non-weight bearing, and absent when the foot is weight bearing. Rigid flatfeet is when the arch is absent regardless of weight bearing, and is usually associated with a rigid or inflexible foot. What causes it? The unique arrangements of the bones of the foot and the ligaments holding them together provide the foot with a longitudinal arch, an architectural system that provides a stable yet flexible support for the body when standing and walking. In the child before age 3, the normal longitudinal arch of the foot is present, but often masked by the fat pad in the instep. Hence all young children before age 3 look flat-footed, even though they are not. After age 3, the fat pad disappears, and the arch becomes more evident. In some children, the ligaments of the foot are lax, thus allowing the longitudinal arch to fall on standing, giving rise to flexible flatfeet. This is especially pronounced in children with Down’s syndrome, where the muscles and ligaments of the body are very lax. In rare instances, rigid flatfeet arises from abnormal foot development, as in congenital convex pes valgus and tarsal coalition. What are the symptoms? Flexible flatfeet is asymptomatic, and the child is often brought to the doctor because of concerns about how the feet look when the child is standing or walking. Very often, one of the parents may have flatfeet and wants something done for Johnny so that he will not "suffer the same fate" as Daddy. Flexible flatfeet is not painful. Only the most severe cases may cause foot strain in adult life. Rigid flatfeet is more serious, and can be painful. Congenital convex pes valgus is present at birth, and is obvious to any observer. The foot is very rigid and need aggressive treatment. Tarsal coalition presents at around age 10 when the child starts to complain of foot pain during activities. What does your doctor do about it? For the majority of children with flexible flatfeet, no treatment is necessary, especially under the age of 3. In older children where the longitudinal arch is pronounced, arch supports may be needed. For children, ready-made plastic, rather than expensive custom arch supports are recommended, since they have a habit of outgrowing them rather quickly. A commonly used arch support is the UCB, so-called because it was developed at the University of California Biomechanics Lab. The arch supports are usually worn from age 3 to age 8. It is important to understand that they do not correct or reverse the flatfeet, only control it. At the end of treatment, the child may still end up with some degree of flatfeet. The purpose of the arch supports is to prevent it from getting worse. As mentioned above, if the arch supports can prevent flatfeet from getting worse, no pain or disability need by expected in adult life. (i)Thermoplastic arch support for use with tennis shoes, (ii)corrective shoe with Thomas heel, (iii) corrective shoe with inner (medial) heel Adapted from the book Is Your Child Walking Right? by Andrew Chong, M.D. NOTICE: The information presented is for your information only, and not a substitute for the medical advice of a qualified physician. Neither the author nor the publisher will be responsible for any harm or injury resulting from interpretations of the materials in this article.	<urn:uuid:cd0d8f6c-2ff3-4d9e-ba52-7811feb311d2>	CC-MAIN-2017-26	http://orthoseek.com/articles/flatfeet.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00637.warc.gz	en	0.944176	809	3.1875	3
Fungal nail infection, otherwise referred to as ringworm of the nail in layman’s terms, is medically known as Onychomycosis or Tinea Unguium. It is the most common disease affecting human nails and can affect both finger and toenails, but more common on toenails. Fungal nail infection is usually suspected if ones nails can be broken easily, are thickened, with change in colour, detaching from the nail bed, have increased dirt or debris underneath, with change in shape and loss of their shiny surface. Fungal nails are also often painless, except in very severe cases. Fungal nail infection, just as the name implies, is caused by infection of the finger or toenails by fungi which are mould-like or yeast-like germs often found naturally on human skin, hair and nails. Some of these fungi hosted on the human body are often useful to the body, but given the right conditions, they can multiply rapidly and cause infections. Fungi thrive well in moist and warm environments, so fungal nail infections occur frequently in people who use public bathrooms, swimming pools, gyms and in people who sweat a lot, especially those who frequently wear tight fitting occlusive footwear (cover shoes). Other factors which increase the risk of developing fungal nail infections include a positive family history of fungal nails, prior trauma or injury to nails, increasing age, reduced immunity (e.g. from HIV or drug use), frequent submersion or hands in water, poor general health and hygiene. Treatment of fungal nail infection is not very easy as the infection is embedded within the nail, which is quite difficult for drugs to penetrate. The primary aim of treatment is to eradicate the fungi from the nails as demonstrable by microscopy and culture, but this does not guarantee a return of the affected nails to their normal look. However, as the nails grow the abnormal ones are, sometimes, gradually replaced by healthier looking uninfected nails, but this process could take more than a year as nails grow very slowly. The drug of choice for treatment of fungal nail infection is terbinafine (Lamisil), which is taken orally as a daily 250mg dose for 6-8 weeks in fungal fingernails or 12-16 weeks in fungal toenails. Another alternative drug is griseofulvin (Fulcin), which is also taken orally as a daily 500mg dose for 6-9 months in fungal fingernail infection or 12-18 months in toenail infections. Fulcin is less expensive than Lamisil, but it has to be taken for much longer and the cure rates for Fulcin is also less than that for Lamisil. Other drug choices include oral itraconazole or topical medications (nail paints) containing ciclopirox or amorolfine, which can be applied directly on the infected nails. Sometimes a combination of an oral drug and a nail paint can also be prescribed, but the oral drugs are generally more effective. If treatment fails for one drug, another one could be tried or the nail could even be removed surgically. A note of warning though, most of these antifungal drugs can cause damage to the liver, harm to an unborn child and many other adverse reactions or drug interactions, so be sure to contact your doctor for a proper prescription before taking them.	<urn:uuid:54a7ed49-20ab-4136-81d9-c4fda782149b>	CC-MAIN-2017-26	http://www.traffic-site.com/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00637.warc.gz	en	0.965292	710	3.3125	3
Here's Cecchetti laying out the basic theme that finance is useful in building growth--until it isn't. "We teach that, because it allocates scarce resources to their most efficient uses, one of the best ways to promote long-run growth is to promote financial development. And, a sufficiently well-developed financial system provides the opportunity for everyone – households, corporations and governments – to reduce the volatility of their consumption and investment.To tackle this question, Cecchetti provides some key figures from a January 2012 working paper co-authored with Enisse Kharroubi. Their approach starts by collect data on the size of finance in an economy, which they measure by the share of employment and the share of value-added happening in the financial sector. They collect this data for 16 OECD countries from 1980 to 2009. They also collect data on labor productivity growth. They then estimate regressions with productivity growth as the dependent variable, one of the measures of the size of the financial sector as an explanatory variable, and controlling for level of investment, employment growth, openness to trade, initial labour productivity, and country-specific dummy variables. "It sure sounds like finance is great. But experience shows that a growing financial system is great for a while – until it isn’t. Look at how, by encouraging borrowing, the financial system encourages an excessive amount of residential construction in some locations. The results, empty three-car garages in the desert, do not suggest a more efficient use of capital! "Financial development can create fragility. When credit extension goes into reverse, or even just stops, it can induce economic instability and crises. Bankruptcies, credit crunches, bank failures and depressed spending are now the all-too familiar landmarks of the bust that follows a credit-induced boom. "What is more, financial development is not costless. The expansion of finance consumes scarce resources that could be used elsewhere. And finance’s large rewards attract the best and the brightest. When I was a student, my classmates dreamed of curing cancer, unifying field theory or flying to Mars. Those in today’s cohort want to become hedge fund managers. Given finance’s booms and busts, is this the most efficient allocation for such scarce resources? I doubt it. So, when does financial deepening turn from good to bad and become a drag on the economy?" They find an upside-down U-shape: that is, a larger financial sector helps an economy up to a point, but not after that point. Here are two figures, the first one showing the relationship from finance's share of employment to productivity, and the second showing the relationship from finance's share of value added to productivity, holding the other factors constant. As Cecchett summarizes: "[T]he conclusion emerges that there is a point where both financial development and the financial system’s size turn from good to bad. That point lies at 3.2% for the fraction of employment and at 6.5% for the fraction of value added in finance. Based on 2008 data, the United States, Canada, the United Kingdom and Ireland were all beyond the threshold for employment (4.1%, 5.7%, 3.5% and 4.5%). And the United States and Ireland were also beyond the threshold for value added (7.7% and 10.4%)." In another calculation, Cecchetti finds that when the financial sector is growing faster, growth is slower: "Faster-growing financial employment hurts average productivity growth, as does “too much” value added. In particular, a 1 percentage point increase in the growth rate in finance’s share of employment cuts average productivity growth by nearly one-third of one percentage points per year." Cecchetti summarizes the overall findings this way: "Combined, these facts lead to the inescapable conclusion that, beyond a certain point, financial development is bad for an economy. Instead of supplying the oxygen that the real economy needs for healthy growth, it sucks the air out of the system and starts to slowly suffocate it. Households and firms end up with too much debt. And valuable resources are wasted. We need to do something about this." I have less confidence in this evidence than Cecchetti seems to have (although in fairness, he is giving opening remarks at a conference and hoping to spur discussion). It is notoriously difficult to draw strong inferences about cause-and-effect from a panel of cross-country data. The economies of these 16 countries, and the development of their financial sectors, are surely influenced by a number of other events and variables. Perhaps it's not the sheer size of the financial sector, but some other characteristic of the financial sector. But with a certain degree of explanatory froth, the bottom line that growth of financial markets will not always benefit an economy certainly seems plausible.	<urn:uuid:f15135a0-982e-4f37-9ace-917c970f559f>	CC-MAIN-2017-26	http://conversableeconomist.blogspot.cz/2012/07/when-is-financial-industry-too-big.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320545.67/warc/CC-MAIN-20170625170634-20170625190634-00717.warc.gz	en	0.946089	1,003	2.546875	3
mercredi 27 juillet 2016 New Heart and DNA Research in Space Benefiting Health ISS - Expedition 48 Mission patch. July 27, 2016 New science unloaded from the latest SpaceX Dragon to visit the International Space Station is under way. The variety of new and ongoing space research is designed to benefit life on Earth and astronauts on long duration missions. Astronaut Kate Rubins, a biological researcher on Earth, is lifting her science expertise to new heights today setting up a microscope in space for the first time. The new microscope will observe heart cells to help doctors understand how the human heart adapts in space and improve crew health. Japanese astronaut Takuya Onishi checked the habitat for the Mouse Epigenetics experiment today. That study is researching how microgravity alters the gene expression in mice and DNA in their offspring. Image above: Astronaut Kate Rubins works to set up a new microscope for the Heart Cells study. Image Credit: NASA TV. Commander Jeff Williams joined cosmonaut Alexey Ovchinin for ultrasound scans today to investigate how fluids shift from the lower body to the upper body. The study is exploring how these fluid shifts affect fluid pressure in an astronaut’s head and eyes potentially affecting vision. Cosmonauts Oleg Skripochka and Anatoly Ivanishin partnered together for a study of the upper body that observes changes in the cardiovascular and respiratory systems. The research explores breathing and blood pressure in microgravity to maintain the health of crews living in space. Dragon Spacecraft Arrives at the International Space Station Mouse Epigenetics experiment: http://www.nasa.gov/mission_pages/station/research/experiments/1992.html Cardiovascular and respiratory systems: http://www.energia.ru/en/iss/researches/human/19.html Image (mentioned), Text, Credits: NASA/Mark Garcia. Publié par Orbiter.ch à 14:55	<urn:uuid:6eda8c44-088a-4225-ac6f-873b2b15624c>	CC-MAIN-2017-26	http://orbiterchspacenews.blogspot.com/2016/07/new-heart-and-dna-research-in-space.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320763.95/warc/CC-MAIN-20170626133830-20170626153830-00077.warc.gz	en	0.756176	407	2.953125	3
Anyone living an active lifestyle knows how valuable antiseptic ointment and bandaids can be. Young families concur: cuts and scrapes are an inevitable part of life, and infection is a real threat. While Polysporin and Neosporin might convenient, they aren’t your safest options, therefor we present you this homemade antiseptic turmeric ointment. The Problem with Antibacterial Ointment Antibacterial ointment is marketed as an essential tool for families and childcare workers. These products include Betadine, Dettol, Comvita, Hygex, Bepanthen and Medicreme. But these products aren’t all rose. In fact, Emerging Infectious Diseases suggests that these ointments may be one of the factors behind the spread of a deadly MRSA strain, called USA300, around the world (1). The World Health Organization explains: “The resistance towards antimicrobial substances is due to the process when the microorganisms (like fungi, bacteria, parasites and viruses) change in case they are being exposed to antimicrobial medicines (like antibiotics, antivirals, antifungals, anthelmintics and antimalarials). Microorganisms that are able to develop resistance that is antimicrobial are often named ‘superbugs’… The result of this is that the medicines are becoming ineffective and the infections that are present in the body, can increase the risk of spreading to others” (2). Most people believe that antimicrobial resistance affects people on an individual basis, making their bodies more prone to infection, but this simply isn’t true. In reality, antimicrobial resistance affects the bacteria themselves, making everyone on earth vulnerable to these deadly infections. In addition, some people experience allergic reactions to the creams and ointments, which also contain petroleum products and other questionable ingredients (3). Turmeric for Skin Turmeric is best known as the colorful spice in curry. It’s also closely related to ginger, another medicinal root. Turmeric is also used topically to treat minor wounds thanks to its antiseptic properties. Curcumin, the active compound in turmeric, is proven to treat chronic pain, inflammatory dermatoses, skin infections, acne, and dyspigmentation. It also speeds up wound closure, to reduce your risk of a serious infection (4). In the case of wounds, the spice helps reduce muscle soreness after injury. Turmeric contains anti-inflammatory properties that are great for treating swelling and redness associated with common skin issues such as acne, rosacea, and blemishes. Cosmetically, the spice prevents wrinkles and moisture loss (5). Topical turmeric can also improve swelling, ringworm, bruises, leech bites, alopecia, atopic dermatitis, facial photoaging, psoriasis, radiodermatitis, vitiligo, and sores (6). One study even found that turmeric products and supplements provided therapeutic benefits for skin health in the case of many of these conditions (7). It’s even been found to work more effectively as an anti-inflammatory and antiproliferative substance than aspirin and ibuprofen (8). In contrast, these drugs, as well as corticosteroids (think Dexamethasone), which fight skin irritation, asthma, and arthritis, have serious side-effects. Here are a few studies that have proven turmeric’s antibacterial properties: A 2013 study discovered that turmeric paste can improve the healing time of burns and reduce pain throughout the healing process. Turmeric works by destroying the cellular membrane of harmful bacteria (9,10). A 2015 study from the Journal of Food Science and Technology found that turmeric works against common infectious microorganisms, such as E. coli (bacterium), Staphylococcus aureus (bacterium), and Candida albicans (fungus). This makes the spice useful for the food and cosmetic industry as well as the booming natural health market (11). Lastly, a 2014 article from the Journal of HerbMed Pharmacology found that the topical application of turmeric works effectively against fungal microorganisms (12). Hoards of other studies since supported the spice’s antimicrobial activity and antiseptic properties (13). DIY Antiseptic Turmeric Ointment This antiseptic turmeric ointment can be used for parasitic infections, as well as cuts, scrapes, and burns. Before applying to your wound, test the cream on a small patch of skin a few inches away for at least one hour to make sure you don’t have any sensitivities or allergies to the ingredients in the turmeric ointment. - turmeric powder (1 oz.) - neem oil (2 oz.) - coconut oil (1 oz.) - freshly-squeezed lemon juice (1 oz.) - tea tree oil (10 drops) - Mix all of the ingredients in a small glass bowl until you obtain an even consistency. - Store in a small airtight glass or tin container with a lid. - To use, flush the area with water, pat dry with a clean towel and apply to your wound. - Leave it on for at least 20 minutes, and apply 3-4 times a day. Just a warning though: turmeric will stain clothes/towels. Turmeric is a multipurpose spice with plenty of applications, not just topical ones. To help promote healing inside and out, add turmeric to your meals and drink golden milk daily. Turmeric also goes hand-in-hand with coconut oil and black pepper (which increase bioavailability) so add these ingredients too. This antiseptic turmeric ointment is a great solution to prevent and heal minor infections, but it may now always be enough. Other natural antiseptics include Manuka honey, rubbing alcohol, garlic, witch hazel, and much more. However, if you experience a persistent fever, redness and pain that progressively extends beyond your wound, and a burning sensation, visit your doctor. It also goes without saying that deep cuts and large rashes will require urgent medical attention.	<urn:uuid:077f1f5f-c123-4f6a-a672-680db265d6ea>	CC-MAIN-2017-26	http://www.bestherbalhealth.com/diy-antiseptic-turmeric-ointment/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00157.warc.gz	en	0.913613	1,303	2.8125	3
Newton's rings refer to a pattern of wave interference caused by the reflection of light between round and flat surfaces. The phenomenon is named after Sir Isaac Newton, who first studied the pattern in 1717. When viewed with light of a single color, the rings look like a series of concentric circles.Continue Reading When viewed with white light, the pattern of Newton's rings shows many colors due to the differing wavelengths of light between the two surfaces. Interference between the light rays reflected from the two surfaces causes the light rings to appear differently. The outer rings are closer together than the inner rings, and the distance between the rings corresponds to increases in the thickness of the layer of air. English physicist and mathematician Newton is recognized as one of the most influential scientists in history. He described gravity and conceptualized the laws of motion, ideas that prevailed for 300 years after his death. Newton described his theory of color based on his observation of a prism dividing light into its spectrum, and he developed the first widely usable reflecting telescope. He also made advances in mathematics, contributing to the study of power and developing a method for estimating the roots of a function.Learn more about Optics & Waves	<urn:uuid:a8c8e81f-3744-4fc6-99a4-599f231250db>	CC-MAIN-2017-26	https://www.reference.com/science/newton-s-rings-816caac336d71227	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321306.65/warc/CC-MAIN-20170627083142-20170627103142-00157.warc.gz	en	0.967894	239	3.96875	4
Chemists, and Food and Wine Scientists study the chemical and physical properties of substances, develop and monitor chemical processes and production, develop new and improve existing food products, and plan and coordinate the production of wine and spirits. The links below provide quick access to basic information for this occupation. Greater detail can be found using any of the page tabs above. A one page printable summary of the key statistics for this occupation can also be found under the Reports and Links tab above. Just click on the tab and follow the link for Occupational Bulletin. This occupation may include associated occupations with varying tasks. - conducting experiments and tests to identify the chemical composition and reactive properties of natural substances and processed materials - analysing and conducting research to develop theories, techniques and processes, and testing the reliability of outcomes under different conditions - developing practical applications of experimental and research findings - testing food products for flavour, colour, taste, texture and nutritional content - advising on preserving, processing, packaging, storing and delivering foods - developing quality control procedures and safety standards for the manufacture of food products - examining grape samples to assess ripeness, sugar and acid content, and determining suitability for processing - coordinating winemaking processes, directing workers in testing and crushing grapes, fermenting juices, and fortifying, clarifying, maturing and finishing wines - blending wines according to formulae and knowledge of winemaking techniques - Food Technologist - Wine Maker	<urn:uuid:6c169c9a-ea54-4c28-b0ac-ca911df81810>	CC-MAIN-2017-26	http://joboutlook.gov.au/occupation.aspx?search=keyword&code=2342	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322320.8/warc/CC-MAIN-20170628032529-20170628052529-00237.warc.gz	en	0.896489	297	2.984375	3
The Liberian government recommended on Saturday that survivors of Ebola practice safe sex indefinitely, until more information can be collected on the length of time the virus might remain present in body fluids including semen. Previously, male survivors were advised to abstain from sexual intercourse or to use condoms for three months, reflecting that the active virus had been detected for up to 82 days in semen.Acting on new developments, all countries affected by the Ebola outbreak need to consider applying similar recommendations, said Dr. David Nabarro, the United Nations secretary general’s special envoy for Ebola. Agencies involved in the response were urgently reviewing the issue. “Yet again the Ebola-affected communities are asked to deal carefully with an unknown,” Dr. Nabarro wrote in an email, adding that survivors “should not be stigmatized as they take actions for the public good. They are the heroes.” The new guidelines came one day after the death of Liberia’s single confirmed patient with Ebola, Ruth Tugbah. Before her illness, the country had gone three weeks without a new Ebola diagnosis, and hopes had risen that Liberia was nearing the end of a yearlong epidemic that killed more than 4,000 people there. Ms. Tugbah’s only known risk factor was having a boyfriend who was an Ebola survivor. Scientists detected the genetic material of Ebola from a semen sample the boyfriend provided to infectious disease investigators, officials from two Ebola response agencies said, speaking on background because they were not authorized to speak publicly. In a potentially worrying development, officials learned that the man, whose name is not being released, was treated for Ebola last September. A blood sample from his girlfriend, who tested positive for Ebola, was collected on March 19. Given a maximum incubation period of 21 days, the earliest she could have been infected was Feb. 26, well over three months after the man was cured of Ebola. Even though traces of the virus were detected in the man’s semen, that does not prove that the fluid contained active virus particles, or that Ms. Tugbah was infected from it, the officials said. To help determine that, the sample will be sent to scientists outside Liberia who have the facilities to try to grow the virus in a culture. Scientists in Monrovia, Liberia’s capital, were working to determine whether the virus carried by Ms. Tugbah matched the sequence of that from her boyfriend. The national laboratory gained the capacity to sequence the Ebola virus just last month with support from the United States Army Medical Research Institute for Infectious Diseases. Officials from Liberia, the United States Centers for Disease Control and Prevention and the World Health Organization scrambled on Friday to come up with the new recommendations given the developments and their sensitivity. “For now we are encouraging survivors to have safe sex,” said Tolbert Nyenswah, Liberia’s top Ebola official. He said the country planned to enroll survivors in a study to determine the maximum length of time the virus remains detectable. Condoms have not been tested with Ebola, but are thought to be effective because they block transmission of much smaller viruses, bacteriophages, which are 27 nanomillimeters compared with Ebola’s 80 nanomillimeters, said Nathalie Jeanne Nicole Broutet, a medical officer with the World Health Organization’s Department of Reproductive Health and Research in Geneva. “In theory the Ebola virus wouldn’t pass the condom,” she said, while noting that condoms “are not perfect for sexually transmitted illnesses. They have a 95 percent efficacy if you use them constantly and correctly.” Dr. Broutet said that research protocols had been developed to test a range of body fluids for the virus — such as tears, sweat, semen, vaginal secretions and even breast milk — but that the studies had not yet started and were still awaiting ethical approvals. Certain parts of the body, including the testes, may harbor the virus longer than the blood because those areas are not well accessed by immune cells. The research was sensitive, Dr. Broutet said. Some survivors accused of infecting their sexual partners have been incarcerated in Sierra Leone. Dr. Broutet said research had been delayed because of competing priorities during the height of the epidemic. “Now that it’s quieter, it’s the right time,” she said. “The question is urgent.” Dr. Philderald E. Pratt, assistant representative in Liberia of the United Nations Population Fund, known as UNFPA, a reproductive health agency, said there needed to be a campaign to inform the public about the uncertainties, while at the same time avoiding further stigmatizing survivors. “We’ve thought about it, we’re planning it, but we hadn’t kick-started it,” he said. Published: March 28, 2015. By SHERI FINK Copyright © 2015 The New York Times Company	<urn:uuid:ae618e40-1494-49a3-8644-4fa7f6a4854a>	CC-MAIN-2017-26	http://www.blackpatient.com/liberia-recommends-ebola-survivors-practice-safe-sex-indefinitely/	s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322320.8/warc/CC-MAIN-20170628032529-20170628052529-00237.warc.gz	en	0.964848	1,034	2.515625	3