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Question: Specify the differences between a large sample and small sample test
Specify the differences between a large-sample and small sample test of hypothesis about a population mean m. Focus on the assumptions and test statistics.
Answer to relevant QuestionsA random sample of 20 observations selected from a normal population produced x = 72.6 and s2 = 19.4. a. Form a 90% confidence interval for m. b. Test H0:µ= 80 against Ha: µ< 80. Use α = .05. c. Test H0:µ= 80 against ..."Take the Pepsi Challenge" was a marketing campaign used by the Pepsi-Cola Company. Coca-Cola drinkers participated in a blind taste test in which they tasted unmarked cups of Pepsi and Coke and were asked to select their ...In Exercise 4.128 (p. 219) you read about a nationwide survey which claimed that 60% of parents with young children condone spank ing their child as a regular form of punishment (Tampa Tribune , October 5, 2000). In a random ...Effectiveness of drug tests of Olympic athletes. Erythropoietin (EPO) is a banned drug used by athletes to increase the oxygen-carrying capacity of their blood. New tests for EPO were first introduced prior to the 2000 ...The F-statistic used for testing H0: σ12 = σ22 against Ha: σ12 < σ22 is F = (s1)2/(s2)2.
Post your question
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Horticultural oils, whether petroleum- or plant-based and purchased or created at home, address many soft-bodied plant pests, such as aphids, spider mites, immature scales, mealybugs and whiteflies, and eradicate the fungal disease powdery mildew. One type of oil potentially used in horticultural oil formulations is the widely available canola oil. Canola or other oils applied in a spray are relatively safe around humans and non-target animals and have little impact on the environment, but they do have the potential to injure the plants they are intended to aid.
Recognizing Oil-Caused Damage
Phytotoxicity caused by a canola oil spray will generally appear within about 48 hours of application. Injury may appear as marginal leaf burn or as a general yellowing of foliage. Leaves can also look water-soaked, become dark purple and drop from the plant. Flowers treated with oil may develop spotting and the leaves of some plants may experience pitting and speckling.
Too weak a canola oil spray will not effectively control the target pests while too strong a mixture can injure the plants treated. A well-blended emulsion that contains 1 to 2 percent canola oil is usually acceptable for applications when the plant is actively growing. This is roughly equivalent to 2 1/2 to 5 tablespoons of oil per gallon of water. A spray applied to a dormant plant may have a concentration of up to 3 or 4 percent.
Timing and Plant Care
Oil sprays can injure plants under drought stress, so water plants a few days prior to application if rainfall is inadequate. Applications when relative humidity remains around or above 90 percent for 48 hours following treatment can injure foliage. The ideal relative humidity range for applying oil is 45 to 65 percent. Do not apply canola or other oils when you anticipate temperatures above 90 degrees Fahrenheit or below 40 degrees Fahrenheit. Applying an oil spray within 30 days of a sulfur application can cause serious injury to the plant. Space repeat oil applications at least two weeks apart.
Testing Oil Spray
Prior to treating entire plants with a canola oil spray, test the plant's reaction to the material on a small, inconspicuous section of the plant. Monitor that spot for about 48 hours, looking for any signs of phytotoxicity. If no damage occurs, treat the entire plant. If injury does occur, dilute the oil mixture more and reevaluate the application timing and other factors.
- University of Tennessee Extension: General Comments About the Use of Horticultural Oil
- University of Connecticut Integrated Pest Management: Horticultural Oils
- North Carolina State University Cooperative Extension: Horticultural Oils as Insecticides
- Colorado State University Extension: Insect Control: Horticultural Oils
- University of California Cooperative Extension -- Napa County: Using Horticultural Oil Spray
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Add a description pWhat is the construction waste? The insiders explain it as follows. The construction wastes mean the spoil, waste materials and other salvaged materials produced in the process of new construction, renovation, expansion, maintenance, renovation and demolitions, including muck, waste bricks, waste watts construction, waste concrete, mortar and concrete scattered, as well as a small amount of steel, wood, glass, plastic, various packaging materials. As we all know, the construction industry is the pillar industry of China s national economy. About 5.6 trillion yuan fixed investments of GDP in China are achieved depending on the construction industry. However, in recent years, with the vigorously development of construction industry in our country, there is no doubt that non-quantitative construction waste has been produced. For example, the construction of the high speed rail, the rural urbanization construction, urban renovation of old urban districts and the improvement of ecological environment, all of those activities will produce large numbers of construction waste. The development of our country makes us excited, but behind the development, how to dispose the construction waste has become a noteworthy issue.The mobile crusher produced by Henan Hongxing Mining Machinery Co., Ltd.
has a strong power in disposing the construction. It can be run freely in a difficult operating environment with high working efficiency and low running cost. It not only has excellent performance on disposing the construction waste, but also has great performance on disposing the waste in dam mine.In recent years, the transportation networks of urban construction waste in China are maturing day by day, the disposal capacity of waste continues to increase, and the urban environment in general has been greatly improved. However, it should be noted that due to the rapid development of urbanization, the urban construction waste is surging, the disposal capacity for construction waste is relatively insufficient. Some cities are facing the plight of being surrounded by waste, which serious affects the urban environment and social stability. We should fully understand the importance and urgency of strengthening municipal solid waste disposal, further unify our thinking, raise the consciousness, and put all kinds of policies and measures into practice to promote the work of municipal solid waste disposal, to create a good living environment and promote the sustainable urban development.
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Van Gogh is a wonderful artist to study with children. His use of vibrant colours and strong brush strokes (the ‘impasto’ technique) really engage them. I often show children this You Tube clip to get them started https://www.youtube.com/watch?v=Sw7XYhrhRqg . They love the fact that a child is the one doing the painting.
My Year 2 class created this large scale version of Van Gogh’s sunflowers last year. We were lucky enough to go and see the two Sunflower paintings at the National Gallery beforehand. They drew the outline of one of the flowers onto cardboard and then painted it with thick marks using a large brush and a selection of yellows, whites and ochres. Once their flower was dry and cut out they added to their impasto painting using macaroni, short strips of wool and thread and coloured sand. A group of children worked on the vase.
I mounted the flowers and vase onto a large piece of canvas, which some of the children had painted using large decorating brushes.
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Machinery Safety Information
OSHA Safety Regulations for Industrial Machines and Equipment
OSHA Regulations -- A List
OverviewIn 1970, Congress passed the Occupational Health and Safety Act to "encourage employers and employees efforts to reduce the number of occupational safety and health hazards at their places of employment, and to stimulate employers and employees to institute new and to perfect existing programs for providing safe and healthful working conditions." (OSHA Act of 1970, Section 2 (b) (1)).
As part of that act, Congress established the Occupational Health and Safety Administration (OSHA) to enforce the worker safety regulations associated with this act. The Occupational Health and Safety Standards in the United States are defined in Title 29 of the Federal Regulations Part 1910. Subpart O, for example, deals specifically with Machinery and Machine Guarding. It defines the general requirements for all machinery (1910.212), as well as specific requirements for certain types of machinery.
A List of OSHA RegulationsOSHA Regulations form the framework for Manufacturing Safety within the United States:
Subpart O deals specifically with Machinery and Machine Guarding. It defines the general requirements for all machinery (1910.212). Subpart I deals specifically with Personal Protective Equipment. Subpart S deals specifically with Electrical equipment and electrical hazards. Section 147 deals specifically with The Control of Hazardous Energy (Lockout/Tagout) Section 146 deals with Permit Required Confined Spaces Section 145 deals with the Specification for Accident Prevention Sign and Tags
Further Information and LinksClick here a detailed overview of: OSHA Regulations for Machine Guarding
Click here a detailed overview of: OSHA Regulations for Lockout Tagout
Click here a detailed overview of: OSHA Regulations for Personal Protective Equipment (PPE)
Click here a detailed overview of: OSHA Regulations for Noise
Other sections within the OSHA regulations deal with additional issues. The online OSHA documents are the actual OSHA regulation which are currently applicable to machinery and equipment within the United States.
To link to the Table of Contents for all 1910 OSHA Regulations, click here. It is a good starting point when working through the OSHA regulations.
Training & Seminars
Advanced, high-level training Customized to your machines On-site at your facility Personalized to your needs Taught by a machine safety expert
The most useful links, and the most helpful info for those using machinery and automated equipment.
There is a wealth of information within this site...
OSHA Regulations: OSHA's complete set of regulations for general industry.
OSHA App: An iPhone app with all OSHA Regulations.
Expert Witness: An Expert in Machines, Manufacturing, and Automated Equipment.
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Respect in the workplace requires a two-way street
In the 1970s, whenever a miner died underground all of the miners walked off the job in respect for the dead miner. They were required to take the next day off also. The thinking was that after a fatality, the miners would find it difficult to keep their minds on their work and could potentially get hurt as well. Toward the end of that decade, miners began working the next day and donating their pay to the family of the deceased miner.
I never worked at a mine when a miner died. However, at one mine, I did unexpectedly meet a group of miners who were walking out of the mine in the middle of a shift. I stopped one of them and asked where he was going. He explained that a miner had been killed on the section called 2 Right. My fellow worker, Marvin, and I walked out with them. Thankfully, it turned out that the miner was not dead, only seriously injured. He returned to work about seven months later.
On Election Day, November 1972, Marvin, and I again met a group of miners on their way out two hours early. The spokesman of the group, Joe, was an informal union leader who had been defeated in his bid to be president. He was an advocate of strikes in response to any union-company disagreement. When he reached Marvin and me, he asked us if we were going to walk out to vote. At that time, miners were not allowed to leave work early to vote. This prohibition was later changed by the union contract. As a matter of fact, walking off the job was a reason for dismissal.
I explained to Joe that I had voted prior to coming to work. He said that everyone in the mine was planning to walk out in a show of force. He further added that we should join them or our cars would not be in working order when the shift ended. Marvin looked at me and said, “Let’s go vote.” It turned out that fewer than 20 miners walked out. I feared for my job, but nothing came of it.
Joe tried to get his way by threats and bullying. Sometimes he accomplished his objective but most of the miners did not like him nor did they respect him. The coal mine could be a violent place and the rules of a normal workplace often did not apply. At times, we had to spend a lot of energy dealing with irrational power struggles.
Effective leaders understand that respect in the workplace needs to be demonstrated in all directions. The best way to create a respectful environment is to talk about clear expectations and talk to people who refuse to demonstrate desired behaviors. Joe got away with his behavior because nobody discussed the negative impact of what he did. Also the crews had no forums for productive discussions about how they should act. Had these opportunities been available, over time, the respect level would have improved. Bullying cannot survive in the light of open dialogue.
R. Glenn Ray, Ph.D., is the president of RayCom Learning. To learn more about Ray’s completely revised, third printing of “The Facilitative Leader: Behaviors that Enable Success,” visit his Web site, www.raycomlearning.com or call him at 740-629-4536. Everyday Leadership appears each Wednesday on the Business page.
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Reading Comprehension Cubes
Learning Resources • In Stock • 21322
Grades 1 & up. Help your students concentrate on what they read by adding a bit of surprise to the lesson. Students answer the questions before reading (red cubes), during reading (blue cubes) and after reading (green cubes). Can make for a lively discussion. Each cube measures 1 5/8" x 1 5/8". Set of 6 cubes total.
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2002 - Dengue/dengue haemorrhagic fever in Ecuador
16 August 2002
Disease Outbreak Reported
As of 2 August 2002, the Ministry of Health has reported 5 833 suspected cases of dengue fever of which 344 have been laboratory confirmed. Dengue haemorrhagic fever is suspected in 158 cases of which 11 have been laboratory confirmed. Dengue 3 has been the predominant circulating strain although 2 districts have reported the presence of dengue 2 in January.
In the Galapagos Islands, 4 cases have now been confirmed by laboratory tests. This is the first reported detection of dengue fever in the Galapagos Islands. The Ministry of Health have sent a team to investigate the outbreak and carry out entomological studies.
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Our urban forest encompasses trees and vegetation on both public and private property within the city limits. A dedicated staff of arborists and a professional Urban Forester maintain over 22,000 publicly owned trees in city parks and along public streets. Their work is vital to both public safety and tree preservation.
Reno’s Urban Forest Adds Value
Collectively, Reno’s urban trees provide environmental, economic and social benefits. Some of those benefits include:
- Shade homes and buildings, keeping us cooler and saving energy.
- Improve air quality, filtering dust and other pollutants out of the air and absorbing carbon dioxide and giving off oxygen.
- Add privacy and help reduce noise and glare.
- Provide food and shelter for birds and other wildlife that are often displaced in urban environments.
- Reduce stress! Evidence exists that the sight, smell and touch of plants reduces our stress level.
Trees on Private Property
Property owners have a legal responsibility to maintain their trees so they do not pose a danger to public travel and safety, obstruct traffic signs, signals and sight lines at the intersections of roadways. Owners must remove any dead trees or limbs on their property that create such a hazard.
Reporting Tree ConcernsReno’s arborists are concerned about trees that appear to be dead, dying, or diseased, that have large broken limbs, low limbs, or limbs blocking traffic signs, signals or intersection sight lines. The Urban Forestry Staff prunes or removes publicly owned trees according to the type and severity of each problem. To report concerns about trees causing a public hazard call Reno Direct at 334-INFO.
ReLEAF Reno is a new City-sponsored program designed to preserve and expand Reno’s urban forest. Today, Reno’s tree canopy is 5.2 percent. That’s not enough. With your help we can achieve our goal to preserve the health of existing trees and expand our urban tree canopy.
- Urban Forestry Brochure
- RUFC Approved Street Trees
- Tree Management Plan
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I’ve spent much of the past week traveling through Bretagne (or ‘Breizh’ in the local Breton language) — the peninsula that juts out from northwestern France into the Atlantic Ocean, and I’ve spent some time thinking about regionalism in France and why Bretagne, with its Celtic roots, geographic isolation, historical independence and distinct language, isn’t more like Scotland or Catalonia politically.
With just over 3 million residents, the region of Bretagne is home to about 5% of France’s population, though the administrative region of Bretagne doesn’t include all of what was considered Bretagne historically — another 1 million people live in Loire-Atlantique, which is technically part of the Loire region despite its historical inclusion within wider Bretagne. Regardless of the current regional borders, Bretagne is a unique part of France, and its cultural heritage sets it apart as at least as unique as any other region of France, given that it was settled by Celtic migrants from the north who successfully rebuffed Vikings, Normans, Gauls and Franks for centuries in what, during the Middle Ages, was known as Armorica. Despite its independence, Bretagne increasingly became the subject of both English and French designs in the early half of the millennium, and the region was one of the chief prizes of the Hundred Years War between England and France in the 14th and 15th centuries, which finally settled France’s hold on Bretagne.
Moreover, Breton — and not French — was the dominant language spoken in the region through much of the 19th century. Despite the universal use of French today and a declining number of Breton speakers, around 200,000 native speakers remain, and Breton features prominently on many public signs in the region, especially as you go further west in Bretagne. (Another second language, Gallo, is used by around another 30,000 Breton residents).
Bretons, such as Jacques Cartier, dominated the earliest French efforts to explore and colonize the New World and, even in the 19th century, the region’s role in transatlantic shipping and trade meant that its ties with far-flung places like Newfoundland and Labrador were just as influential as the region’s ties to Paris. Cultural ties with other Celtic regions such as Wales, Scotland and Ireland have long overshadowed French cultural influences as well — Breton music has a distinct character and often features bagpipes not dissimilar to those found in other Celtic folk music traditions.
Furthermore, there’s been a resurgence in interest in Breton heritage and cultivation of Breton language in the past 30 years, even as the number of Breton speakers is set to decline over the next decade to just over 50,000. Its distinctive black-and-white flag, the Gwenn-ha-du, developed in the 1920s during a prior wave of Breton nationalism, flies throughout Bretagne much more prolifically than do other regional flags elsewhere in France.
But Bretagne is not a hotbed of separatist agitation like Catalonia or Basque Euskadi in Spain or like Québec in Canada. Nor does it especially have a history of autonomist politics similar to those throughout western Europe — Flanders in Belgium, Galicia in Spain, or northeastern Italy.
Celtic nations, in particular, have long agitated for greater political autonomy throughout western Europe. Scotland will hold a referendum on independence in September 2014, and both Scotland and Wales have routinely supported devolution of power within the United Kingdom. The move for independence in Ireland, another of Bretagne’s Celtic cousins, was perhaps the most successful European nationalist movement in the first half of the 20th century.
The region does have a regionalist party, the Union Démocratique Bretonne (the Breton Democratic Union, or the Unvaniezh Demokratel Breizh in Breton), but the party holds no seats in the Breton regional assembly, and in the most recent 2010 regional elections, it won just 4.29% of the vote. In the June 2012 parliamentary elections to the Assemblée nationale (National Assembly), the UDB’s Paul Molac won election, though technically as a member of France’s Green Party, which contested the elections in alliance with the Parti socialiste (PS, Socialist Party) of French president François Hollande.
If there’s any trend worth marking in Bretagne, it’s that the left has done increasingly well in Bretagne in recent years, to the point that Bretagne could even be considered a Socialist stronghold within France. Hollande defeated former president Nicolas Sarkozy in the region by a margin of 56% to 44% in the second round of the May 2012 presidential election and in 2007, though Ségolène Royal lost the presidency to Sarkozy nationwide, she won Bretagne in the second round by a margin of 53% to 47%. Traditionally, the nationalist, far-right Front national of Jean-Marie and Marine Le Pen have not succeeded to same degree in Bretagne as they have in other parts of France.
But Bretagne simply hasn’t boasted an incredibly strong politics of regionalism, despite several waves of Breton nationalism throughout the 20th century and the current revival of Breton linguistic and cultural heritage.
Why exactly is that the case?
As you might expect, there’s not a single magic answer, but four factors in particular go a long way in explaining why Bretagne hasn’t developed the same level of regionalist politics as, say, Scotland or Catalonia: the five-century duration of French control over Bretagne, the highly centralized nature of the French government, historical reasons rooted in the 20th century and, above all, the lack of an economic basis for asserting Breton independence.
Bretagne became part of France back in 1532 through the Edict of Union that resulted from the marriage of the duchess of Bretagne, Anne, to the French king at a time when the borders of modern-day France were fully coming into relief. The consolidation of the modern French polity predates much of the formation of today’s European nation-states — it precedes the 1831 independence of Belgium from the Netherlands as a nation-state in its own right by over 300 years, to say nothing of the Italian and German unification of the middle of the 19th century. But longevity doesn’t necessarily explain everything — the Act of Union that brought England and Scotland together in 1707 is almost as old, and Scottish residents will vote on independence at the end of 2014.
The longtime centralization of French government also helps explain the paucity of separatism, not only in Bretagne, but throughout the entire country, excepting perhaps the separatist movement on the island of Corsica. As long ago as the 17th century, Louis XIV was already consolidating the power of the French government within the monarchy in Paris and Versailles. Although the French Revolution extinguished the monarchy, and ensuing waves of Napoleonic empire, monarchic restoration and, finally, republicanism transformed the nature of French government, each new form of government culminated in an ever-more centralist government based in Paris. In almost every conceivable vector — economics, culture and art, government and regulation, education, transportation — Paris has long been at the center of French society. While GDP per capita in Bretagne is around €25,000, and per-capita GDP throughout the other regions of France averages between €22,000 and €28,000, per-capita GDP is around €45,000 in Île-de-France, the region where Paris lies.
Though French president François Mitterrand initiated a regional assembly and chief executive for each of France’s 22 mainland regions in 1986, regional assemblies are much weaker than, say, state legislatures in the United States or even the devolved parliaments in Wales, Scotland and Northern Ireland within the United Kingdom. Furthermore, 19th and 20th century French governments worked to eradicate the Breton language, and French administrators routinely found ways to marginalize the distinct Breton identity — until very recently, French law refused to allow parents to use traditional Breton names for their children and, even today, the use of French language is mandated by law in public schools and otherwise throughout the public sector. But that alone can’t necessarily explain it, either. After all, a strong central government in Madrid that at times tried to suppress regional culture and language hasn’t stopped the Catalan and Basque regionalist movements.
A more recent historical explanation is rooted in World War II, when the growing Breton nationalist movement sided actively with Nazi Germany, especially after the German occupation of France and the promulgation of the Vichy government in June 1940. Breton nationalists received financial support from Vichy during the Nazi occupation, which meant that much of the Breton nationalist agenda was discredited in the decades following World War II. The Parti National Breton (National Breton Party), which had formed in the 1930s as a separatist movement based on the model of Ireland’s Sinn Fein, was disbanded in 1944, and many of its leaders were tried and convicted as collaborators, further marginalizing the cause of Breton regionalism.
Perhaps the most salient explanation is economics. Although Bretagne’s economy suffered with the decline of shipping as a source of wealth in post-industrial France, Bretagne’s economy has made huge strides in the past two decades as tourism and other industries have surged. But while Bretagne’s no longer an economic backwater, it doesn’t have the kind of wealth that would make it an incredibly viable independent nation-state. Contrast that to Scotland, where the independence movement has grown in parallel with the development of North Sea oil wealth. Or contrast it to Catalonia, which has traditionally been the wealthy and productive engine of the Spanish economy, or the relatively more prosperous northern Italy, where the Liga Nord (Northern League) has been pushing for greater regional control for two decades. In Flanders, too, the push for ever-greater autonomy has come in parallel to Flemish economic dominance over Wallonia.
All of which means that you shouldn’t hold your breath waiting for a robust Breton nationalist movement anytime soon.
But in a world where the European Union has replaced many of the key elements of national governments and, especially if future EU treaties succeed in transferring further fiscal sovereignty from national capitals to Brussels, the case for Breton autonomy or even Breton independence will grow stronger. So while Bretagne isn’t likely to join Catalonia, Scotland and Flanders in the vanguard of European regionalist movements today, it’s not inconceivable to wonder if Bretagne might consider following suit if those regions ultimately gain independence.
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The purpose of transport from its inception to date is to connect people, goods, services and jobs, and the measure of a transport system’s ability to do so can be rated as its ‘accessibility’. As such, transport systems serve a vital role as the key source of functionality for services that support our livelihoods, well-being and economic growth. While the link between good accessibility and economic growth is well established (such as cursory GDP growth factor models) the less easily modelled link between good accessibility and social equity is still lacking in our long-term transport and planning models.
Current trends for road infrastructure development focus on achieving ‘hyper mobility’ (UN-Habitat 2013) the attainment of longer highway km and faster speeds. This research project responds to the call for a return to the original purpose and value of transportation, accessibility, as a means to addressing the sustainability challenges of this century.
Contrary to its popular usage, sustainable development is more than just a climate change buzzword. It is a philosophy of living and developing that endorses intelligent and holistic design. It is also defined by the ‘Our Common Future’ report as: “development that meets the needs of present generations while not compromising the ability of future generations to also meet their needs”. Unfortunately, negligent and human-centred design has led to many of our current threats to sustainability, ranging from resource depletion to loss of biodiversity.
While sustainable development first focused on the link between the environment and economic system, the World Summit on Sustainable Development (2002), in Johannesburg, South Africa, introduced a third ‘pillar’, that of social equity. Together, the three pillars of sustainability, environmental protection, economic development and social equity, are the essential targets to reach for in planning and conducting any development.
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http://www.sustainabilitystep2.org/theory/research-principles/
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Gov. Dennis Daugaard picked up on a popular meme this year when he talked about the relationship between education outcomes and funding. Pointing to relatively flat student achievement scores and increased state funding for education, he concluded that simply pumping more money into the system is not an acceptable solution.
Daugaard is not the first governor to state that conclusion in recent years, nor will he be the last, I’m willing to bet.
We’ve also heard the same sentiment voiced during debates on the funding of the Yankton School District. The argument goes that $2 million can be cut from the budget with no effect on education quality. In fact, it seems that some think cutting funds may actually improve education.
However, the body of research in the issue shows the opposite. Money does indeed matter. You can spend money foolishly, of course. But spending it on the right things does have a positive impact. These is, of course, still plenty of debate about what the “right things” are.
Rutgers University professor Bruce Baker recently wrote “Revisiting the Age-Old Question: Does Money Matter in Education?” The brief reviews the body of research on spending and educational quality.
Here is the executive summary of his findings:
This policy brief revisits the long and storied literature on whether money matters in providing a quality education. Increasingly, political rhetoric adheres to the unfounded certainty that money doesn’t make a difference in education, and that reduced funding is unlikely to harm educational quality. Such proclamations have even been used to justify large cuts to education budgets over the past few years. These positions, however, have little basis in the empirical research on the relationship between funding and school quality.
In the following brief, I discuss selected major studies on three specific topics; a) whether money in the aggregate matters; b) whether specific schooling resources that cost money matter; and c) whether substantive and sustained state school finance reforms matter. Regarding these three questions, I conclude:
- Does money matter? Yes. On average, aggregate measures of per-pupil spending are positively associated with improved or higher student outcomes. In some studies, the size of this effect is larger than in others and, in some cases, additional funding appears to matter more for some students than others. Clearly, there are other factors that may moderate the influence of funding on student outcomes, such as how that money is spent – in other words, money must be spent wisely to yield benefits. But, on balance, in direct tests of the relationship between financial resources and student outcomes, money matters.
- Do schooling resources that cost money matter? Yes. Schooling resources which cost money, including class size reduction or higher teacher salaries, are positively associated with student outcomes. Again, in some cases, those effects are larger than others and there is also variation by student population and other contextual variables. On the whole, however, the things that cost money benefit students, and there is scarce evidence that there are more cost-effective alternatives.
- Do state school finance reforms matter? Yes. Sustained improvements to the level and distribution of funding across local public school districts can lead to improvements in the level and distribution of student outcomes. While money alone may not be the answer, more equitable and adequate allocation of financial inputs to schooling provide a necessary underlying condition for improving the equity and adequacy of outcomes. The available evidence suggests that appropriate combinations of more adequate funding with more accountability for its use may be most promising.
While there may in fact be better and more efficient ways to leverage the education dollar toward improved student outcomes, we do know the following:
- Many of the ways in which schools currently spend money do improve student outcomes.
- When schools have more money, they have greater opportunity to spend productively. When they don’t, they can’t.
- Arguments that across-the-board budget cuts will not hurt outcomes are completely unfounded.
In short, money matters, resources that cost money matter, and more equitable distribution of school funding can improve outcomes. Policymakers would be well-advised to rely on high-quality research to guide the critical choices they make regarding school finance.
Baker adds in his concluding thoughts:
Given the preponderance of evidence that resources do matter and that state school finance reforms can effect changes in student outcomes, it seems somewhat surprising that not only has doubt persisted, but the rhetoric of doubt seems to have escalated. In many cases, there is no longer just doubt, but rather direct assertions that: schools can do more than they are currently doing with less than they presently spend; the suggestion that money is not a necessary underlying condition for school improvement; and, in the most extreme cases, that cuts to funding might actually stimulate improvements that past funding increases have failed to accomplish.
To be blunt, money does matter. Schools and districts with more money clearly have greater ability to provide higher-quality, broader, and deeper educational opportunities to the children they serve. Furthermore, in the absence of money, or in the aftermath of deep cuts to existing funding, schools are unable to do many of the things they need to do in order to maintain quality educational opportunities. Without funding, efficiency tradeoffs and innovations being broadly endorsed are suspect. One cannot tradeoff spending money on class size reductions against increasing teacher salaries to improve teacher quality if funding is not there for either – if class sizes are already large and teacher salaries non- competitive. While these are not the conditions faced by all districts, they are faced by many.
It is certainly reasonable to acknowledge that money, by itself, is not a comprehensive solution for improving school quality. Clearly, money can be spent poorly and have limited influence on school quality. Or, money can be spent well and have substantive positive influence. But money that’s not there can’t do either. The available evidence leaves little doubt: Sufficient financial resources are a necessary underlying condition for providing quality education.
Read the entire paper here. It is worth reading the entire document.
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https://aninlandvoyage.com/2012/01/
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World's Second Most Popular Sport
Cricket is a locally popular recognized sport in Special Olympics. The first international Special Olympics cricket tournament was hosted in India in 2006. There are over 81,000 Special Olympics athletes participating in Cricket. Cricket is a bat-and-ball game played between two teams of 11 players on an oval-shaped field, at the centre of which is a rectangular 22-yard long pitch. One team bats, trying to score as many runs as possible while the other team bowls and fields, trying to dismiss the batsmen and thus limit the runs scored by the batting team.
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CC-MAIN-2017-26
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http://specialolympics.org/cricket.aspx
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Mountain Anoa | Online Record Book Preview
This is a preview of the Mountain Anoa species only.
Once you subscribe you will be able to view all the entry details for hundreds of different species, including full score sheets and photos.
Mountain Anoa - Species Detail
Anoa de la montaña (Sp), Gebirgsanoa, Zwerganoa (G), Anoa de montagne (F).
DESCRIPTION Head and body length about five feet (1.5 m). Tail length 8-10 inches (20-25 cm). Shoulder height about 28 inches (71 cm). Weight 330-440 pounds (150-200 kg).
Smallest of the world's wild cattle. Very closely related to the lowland anoa, differing by its smaller size, coat, coloration, and shorter tail, which does not reach nearly to the hocks. The coat sometimes retains the thick and woolly juvenile characteristics well into adulthood, especially in females, and even when the wool is shed the hair is not as sparse as in the lowland anoa. Adults are dark brown to black, with legs the same color as the body. There may or may not be whitish or yellowish spots above the hoofs. Underparts are lighter than the back, but never white, and there are no white markings on the throat. The horns (both sexes) are short and conical, rounded in section, with no ridges or keel. They grow backward from the head and are depressed slightly beneath the plane of the face. Horn lengths from 5-3/4 to 7-7/8 inches (14.6 to 20.0 cm) have been recorded, with circumferences of 3-4 inches (76.0 to 10.2 cm).
BEHAVIOR Little is known of its habits, but is reported to have a much gentler nature than the lowland species.
HABITAT Forests at altitudes up to 6,600 feet (2,000 m).
DISTRIBUTION Mountainous regions of Sulawesi (Celebes) in Indonesia.
TAXONOMIC NOTES At one time the mountain anoa was given the specific name fergusoni, but quarlesi is accepted today. Some authorities classify the mountain anoa as a subspecies of lowland anoa; however, we follow Groves in treating each as a separate species.
STATUS Listed as endangered by the USF&WS (1976) and the IUCN and on Appendix I of CITES (1975). Actual status not known, but is believed to have fared better than the lowland anoa because the mountainous nature of its habitat makes poaching more difficult.
The Mountain Anoa currently has 1 Entry listed in the SCI Record Book!
Once you subscribe you'll be able to access photos and full socre sheets for all of these entries. Plus you can filter, sort, and search through all species and entries in the SCI database. If you would like to subscribe now to have access to the entire database, please click here.
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CC-MAIN-2017-26
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http://www.scirecordbook.org/mountain-anoa/
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140 years ago John Muir published an article in Harpers Magazine entitled “The Living Glaciers of California”. According to Josiah Whitney, the California State Geologist, “A more absurd theory was never advanced than that by which it was sought to ascribe to glaciers the sawing out of these vertical walls and the rounding of the domes.”
While he was not a geologist by training, Muir was a keen observer of landscapes and their patterns. Through many summers wandering in the High Sierra certain clues had caught his attention. He noticed in the high country how many of the rocks were polished to a smooth finish, with fine streak marks in them. How there were places where large boulders had been inexplicably scattered across the surface of meadows. And how up in the very highest parts of the mountains of Yosemite there were large snowfields.
“One of the yellow days of last October, when I was among the mountains of the Merced group, following the footprints of the ancient glaciers that once flowed grandly from their ample fountains, reading what I could of their history as written in moraines and canyons and lakes and carved rocks, I came upon a small stream that was carrying mud I had not before seen.” ~J. Muir His Life and Letters, T. Gifford.
“The Lyell Glacier is about a mile wide and less than a mile long, but presents, nevertheless, all the more characteristic features of large, river-like glaciers-moraines, earth-bands, blue-veins, crevasses etc., while the streams that issue from it are turbid with rock-mud, showing its grinding action on its bed. And it is all the more interesting since it is the highest and most enduring remnant of the great Tuolumne Glacier, whose traces are still distinct fifty miles away, and whose influence on the landscape was so profound. The McClure Glacier, once a tributary of the Lyell, is much smaller. Eighteen years ago I set a series of stakes in it to determine its rate of motion which towards the end of summer, in the middle of the glacier, I found to be a little over an inch in twenty-four hours.” ~J. Muir, The Yosemite, 1912.
If John Muir found the living glaciers of California, what is happening in these same places now?
In July and September of 2012 I returned to the Lyell and Maclure Glaciers with Greg Stock, the Yosemite National Park Geologist and Robert Anderson, a researcher at CU Boulder to find out what they look like 140 years after John Muir first measured them.
By placing PVC pipes into the glacier and measuring them with a laser rangefinder and GPS they have been able to track the downhill movement of these bodies of ice over time. Over five years of study they have found that the Lyell Glacier has stopped moving, and the Maclure glacier is moving at about 22 feet per year, barely enough to sustain it’s status as a glacier. If we take Muir’s measurements of “a little over an inch in twenty-four hours” – which translates to about 33 feet of movement per year. While movement is important, what is particularly startling is the volume of ice lost.
While these days the tools are differential GPS and laser rangefinders instead of plumb lines and Whitebark Pine stakes, the goal remains the same: to better understand our world through empirical measurements. What has changed are the outcomes. In Muir’s time it was a revelation for people to realize that there were significant glaciers hiding high in the Sierra Nevada. Now we are concerned about what the effects of these glaciers disappearing will be. While few people visit the Lyell or Maclure Glaciers in a given year, the water from these glaciers visits the faucets of about 2.4 million people every day through runoff stored in Hetch Hetchy reservoir. As usual, I find myself trying to explain, “Why does this actually matter?” Well, I’ll let Bob Anderson tell you. Oh, and look for Greg disappearing down into the ice cave in the background…
Want to see these places for yourself? Stay tuned for a Yosemite Conservancy trip to these glaciers with Pete Devine, or field trips with us next summer! For more, also check out photographer Kirk Keeler’s series on visiting these glaciers this past summer.
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<urn:uuid:23fc9f65-d8c8-4212-b2f3-ebd8c46f8fa4>
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CC-MAIN-2017-26
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http://alpineamericas.com/2013/07/the-living-glaciers-of-california-140-years-later/
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Surgical oncology involves the surgical management of benign tumors and malignant cancers. The treatment of animals with cancer is well-established, and continues to be a growing field as improvements in preventive medicine and diets have resulted in our pets living longer and longer. Cancer is now the leading cause of death in older cats and dogs, and hence there is a need for everyone, from owners to family veterinarians to specialists, to be aware of the options available for the diagnosis and treatment of animals with benign tumors and malignant cancers. There are some important considerations when dealing with masses in animals, including preoperative biopsy, surgical margins, and histopathologic features of the tumor (such as tumor type, histologic grade, and histologic margins).
A biopsy is often required prior to surgery to determine the definitive diagnosis and hence the need for additional diagnostic tests, to plan the surgical approach, and to provide information on expected outcome and prognosis. There are two basic approaches to biopsies: 1. Biopsy every mass prior to treatment; or 2. Biopsy when the results of the biopsy will change either the recommended treatment options (ie, different surgical approach or treatment modality other than surgery such as radiation therapy) or an owner's willingness to treat. This is an individual preference, but I personally subscribe to the more pragmatic second approach. There are four basic types of biopsies: fine-needle aspirate, needle-core biopsy, incisional biopsy, or excisional biopsy.
A fine-needle aspirate is easy to perform and does not require sedation or anesthesia. Fine-needle aspirate cytology will provide basic information on the tumor type (ie, epithelial, spindle, or round cell) and also rules out other possibilities such as infections. A fine-needle aspirate is cost-effective, the results can either be obtained in-house or within 2 days if submitted to a pathologist, and there is minimal risk of complications; however, cytology from a fine-needle aspirate is not necessarily definitive and non-diagnostic results are more likely.
Needle-core biopsies are usually performed for either bone lesions or for ultrasound-guided biopsies of internal organs.
Incisional biopsies are the preferred biopsy technique if a fine-needle aspirate is non-diagnostic. An incisional biopsy consists of collecting a wedge or punch of tissue from the mass. Sedation is often required to perform an incisional biopsy and typically we get results back from the pathologist in 5-7 days. While there is a greater risk of complications than a fine-needle aspirate, these risks are still low. The advantage of an incisional biopsy is that a tissue sample will have a greater likelihood of being representative than a fine-needle aspirate; however, a mis-diagnosis or a correct diagnosis but incorrect histologic grading are still possible.
Excisional biopsies are commonly performed, but rarely indicated. Excisional biopsies are removal of the entire mass without a knowledge of the tumor type or the required margins. There is a higher risk of incomplete excision and hence further treatment, such as surgery or radiation therapy, is more likely with the associated increase in both morbidity and costs.
Last updated on 6th March 2017
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<urn:uuid:56fb7b62-d83d-4799-806e-d920ee7278af>
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CC-MAIN-2017-26
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http://www.animalcancersurgeon.com/principles-diagnosis
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Oceanit is Building Engineered Reef Units to Address Climate Change Resilience
In an evolving world where coastal sustainability is becoming more critical, artificial reefs (man-made submerged structural environments) are key to creating new habitats; ecosystems; and species diversity for various marine life, including fish, lobster, corals, and other aquatic creatures. They are also an important tool used by fisheries managers to support and enrich areas for fishing and recreation. These structures are designed to mitigate erosion, enhance the safety and navigation of ship passages, and improve surfing, while promoting the ecosystem benefits of marine life habitats.
Artificial reefs have been around in Hawai’i since the 1960s. There are five artificial reef sites in Hawai’i, four on the Island of ‘Oahu (‘Ewa, Kualoa, Maunalua, and Wai’anae) and one on Maui (Keawakapu). Historically, these reefs have been constructed of an interesting variety of items, including cars, concrete pipes, tires, barges, sunken ships, and concrete rubble. Since 1990, the reefs have been created using “z-blocks,” approximately the size of a twin bed mattress, made with donated concrete and reinforced with rebar.
Dr. Michael Foley, a coastal engineer at Oceanit, explains that some of the issues with current artificial reefs are that they look too artificial and don’t integrate aesthetically with the natural environment; are usually made from materials foreign to natural reefs; often have stability issues; lack the much needed surface area for marine life to flourish; and don’t provide the number or sizes of cracks, holes, and caves present on a natural reef.
By implementing Oceanit’s practice of Intellectual Anarchy™ to produce disruptive innovation, Dr. Foley is focusing on non-traditional methods and technologies to create reefs that will function like actual reefs, enabling marine life to thrive and proliferate.
Oceanit is continuing to refine the design, development, deployment, and cost-effectiveness of producing reefs in Hawai’i and worldwide. For more information, please contact Oceanit at firstname.lastname@example.org.
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<urn:uuid:57c829f3-56ba-4d3a-ab7b-da4dd65e16df>
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CC-MAIN-2017-26
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http://www.oceanit.com/news/oceanit-is-building-engineered-reef-units-to-address-climate-change-resilience
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An artist's rendering of the Antarctica Gamburstev Province (AGAP) project.
Click on image for full size
Image Courtesy of Zina Deretsky/NSF
Research Team Confirms Alps-like Mountain Range Exists under East Antarctic Ice Sheet
News story originally written on February 24, 2009
A team of international scientists has completed an survey of part of the East Antarctic Ice Sheet. The survey was done by the Antarctica Gamburstev Province (AGAP) project, and their goal was to learn more about the ice sheet and mountains underneath it.
The researchers think this mountain range, which is buried more than four kilometers (2.5 miles) under the ice, caused the East Antarctic Ice Sheet to form. This massive ice sheet is more than 10 million square kilometers large and sits on top of the land of Antarctica.
Fausto Ferraccioli, one of the scientists from the project, explains, "We now know that not only are the mountains the size of the European Alps but they also have similar peaks and valleys. But this adds even more mystery about how the vast East Antarctic Ice Sheet formed. If the ice sheet grew slowly then we would expect to see the mountains eroded into a plateau shape. But the presence of peaks and valleys could suggest that the ice sheet formed quickly--we just don't know."
This project included scientists, engineers, pilots and support staff from Australia, Canada, China, Germany, Japan, the U.K. and the U.S. They used two airplanes that contained many instruments, including radar that can penetrate through the ice.
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CC-MAIN-2017-26
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https://www.windows2universe.org/headline_universe/olpa/AntarcticMountains_24Feb09.html&edu=elem
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Correlates and consequences of egg size variation in wild Ruddy Ducks (Oxyura jamaicensis)
Pelayo, Jeffrey T.
Evidence concerning effects of egg size on offspring survival is difficult to interpret because most studies have not controlled confounding influences such as maternal quality which may mask effects of egg size. Thus, I first estimated variation in egg size and then investigated effects of egg size variation on duckling survival in wild Ruddy Ducks (Oxyura jamaicensis). Over two years, I switched 40 complete broods consisting of 244 individually color-marked ducklings of known egg size, body size, and body condition to nests of unrealted foster mothers, and evaluated survival to 31 days of age. Most mortality occurred within the first two weeks after hatching. In 1998, survival probability of experimental ducklings declined with advancing hatch date. In 1999, the body condition index of individuals at hatching was positively related to egg size, and ducklings in better condition had enhanced survival probabilities. In addition, survival increased if ducklings were associated with larger broods. These experimental findings suggested that selective mortality of small egg phenotypes in some years could be related to smaller offspring size and possibly reduced energy reserves upon hatching. Therefore, to determine why ducklings from larger eggs could have enhanced survival probabilities, I examined relationships between size, composition, and quality (indexed by lipid and energy content) of eggs and ducklings. Allometric regressions showed that most egg constituents increased in direct proportion (bs = 1.0) to fresh egg weight, but larger eggs contained proportionately more energy than smaller eggs (b > 1.0). In addition, dry yolk-free duckling weight increased proportionately less (b < 1.0) with fresh egg weight, but larger eggs produced ducklings with greater yolk reserves. Yolk sac weight also increased proportionately more with increasing dry yolk-free duckling weight. Although proportional composition of eggs was similar among large and small eggs, larger eggs contained more total energy than did smaller eggs, and therefore produced ducklings with larger yolk stores. Overall, larger ducklings may be better able to survive adverse conditions because they are in better condition, have larger energy reserves that buffer them against starvation, and likely have better thermoregulatory capabilities than smaller individuals.
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<urn:uuid:18433e2c-81a3-42bd-b641-138b2fb487ce>
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CC-MAIN-2017-26
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https://ecommons.usask.ca/handle/10388/etd-07062009-130908
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en
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I have 9 apple trees in my orchard, and a small tree in each of my chicken runs, plus two new crab apple trees in my vegetable plot.
I inherited 6 small trees, grown on dwarf stock, and these trees need pruning every winter other wise they get out of hand and end up growing nothing but new branches and plenty of leaves and no fruit.
Of the other three trees, one is a crab apple, bought in to aid pollenation, most apple trees need a pollinator which can be another apple tree that blossoms at the same time or the crab apple which tends to have an extended blossom period. The other two trees are large trees and other than keeping them tidy will be allowed to reach their full height!
When we first inherited these trees we decided to go on a course that would show us how to prune apple trees properly, and although I can remember the basics, I am still not 100% sure that I do it right!
We are pruning back to fruiting spurs, the fruiting buds are bigger then the leaf buds, and they appear on a short spur, and so all of the growth from the leaf buds will just use up energy that the tree needs to prodcue apples. So, we prune back all of the previous years growth to where the fruiting spurs are, so that the blossom has the best chance of being pollinated, and the apples have chance to take hold before the tree does indeed start producing leab-ves and new brabch griwth!
We have been doing this for about 6 years now, and for sure we are getting better fruit production for our efforts.
Here is one of the trees before pruning.
And here is oine of the pruned tree!
A bit different isn't it!
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<urn:uuid:d44ba8a5-cca1-45a9-abe7-6bd199b9772f>
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CC-MAIN-2017-26
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https://llamakevin.blogspot.com/2017/
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Composting is the process of converting kitchen and yard scrap into nutrient-packed biodegraded matter that enriches garden and container soil. Many homeowners are making their own compost, thus reducing household waste that ends up in landfills. A compost tumbler is a large barrel that is turned frequently with a handle, thus eliminating the need to physically turn the scrap with a pitchfork or stick so it mixes well and decomposes faster.
Purchase a 30- to 55-gallon heavyweight plastic barrel or bin with a tight-fitting lid.
Select a shady area in your yard or garden to place your tumble composter. Placing it too far from your kitchen will discourage you from adding scrap to it in the cold winter months, while keeping it too close may cause the odor to drift indoors. Use your judgment to select an appropriate location.
Measure and mark the exact center of the lid and base of the barrel with masking tape. Drill a 2-inch hole over the marked spots.
Drill 1/8- to 1/2-inch holes spaced 4 inches apart through out the body of the barrel, including the lid and base to allow air to enter.
Mark a large rectangle opening on the body of the barrel through which a standard size shovel can easily enter. Use a sharp knife to make a cut carefully; making sure the barrel is supported so as to prevent the cut from extending further than the marked lines. Remove the rectangular piece and keep it aside.
Drill holes into the rectangular piece and attach two hinges on either side. Place it into the hole in the barrel and extend the hinges over the body. Drill it into place.
Attach a hasp closure on the parallel side, aligning it in the center of both the hinges. String a six-inch piece of leather cord or rope through the hasp and tie a firm knot to prevent it from opening as it tumbles.
Place two of the 2-by-4s on the ground and position them together so they form an X-shape. Join them together by drilling galvanized wood screws at the intersection. Repeat this procedure with the other two lengths of 2-by-4.
Measure and mark the distance on the ground. Dig holes over the marks with a shovel and insert both the X-shaped frames into them securely.
Drill a 1-inch hole on one end of the metal pole and insert the one foot long metal rebar into it that will serve as the handle. Insert the metal pole through the base of the barrel and extend it through the lid.
Fill your tumble composter with scrap and wet the contents to a moist consistency. Place the ends of the pole on the top part of both the X-shaped frames.
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<urn:uuid:93dfd022-689e-475f-b665-df010ed1589e>
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CC-MAIN-2017-26
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http://www.gardenguides.com/83257-make-tumble-composter.html
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| 0.91655
| 560
| 3.125
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Incandescence is the emission of light due to the high temperature of an object. A burning candle, as well as light bulbs with filaments produce light because of high temperature. This is not an efficient way to produce light because most of the energy is emitted as heat. Thus, light produced by incandescence is called “hot light.”
Luminescence is the emission of light at normal or cooler temperatures. Thus, this light is called “cold light,”This light is created when some energy source causes an electron of an atom to be “excited” resulting in it jumping to a higher energy level; then the electron releases energy in the form of light and returns to its normal position -“ground state”. The energy that excites the electron is generally greater than is the energy of the released light. The glowing rock in the photo fluoresce under black light, which is a source of ultraviolet A.
Fluorescence is a form of luminescence in which the material gives off light as long as the energy source that excites the electrons continues to be supplied. When the black light is turned off, the rocks no longer glow.
|Physics For Every Kids|
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by Thomas MacEntee | Dec 13, 2011
I grew up in New York and as a child I marveled at all the historic locations my family and I visited in every part of the state. As an adult, when saying that I was from New York, most automatically assumed "New York City," which is quite common. The truth is that the entire state of New York was vital to the westward expansion of the young United States after the Revolutionary War and was pivotal to the economic growth of the nation as well.
Luckily, New York is a treasure trove of records for researchers, as long as you understand where to look and know some of the tricks to locating what you need.
As for regions, some say there are only two: "The City" which means New York City and perhaps even Long Island and "Upstate" meaning anything outside of New York City. Here are some commonly recognized regions for New York:
Prior to the Revolutionary War, most settlement was from New York City north to Albany. The post-war era brought a migration of Yankees from New England across New York. The construction of the Erie Canal (finished in 1825) attracted those seeking work. Once completed, many of these workers settled in the canal cities such including Utica, Troy, Rochester and Buffalo or followed the timber trade into the North Country of New York, as well as Ohio and Michigan. The mid-19th century saw an influx of German and Irish immigrants and the late 19th to early 20th century was marked by immigrants from Southern and Eastern Europe.
Records are kept on both the local and state level depending upon the record type and the date at which statewide registration began. Remember, you can also order vital records for New York through Archives.com.
Note: due to its sizeable population, New York City records are often separated out from the rest of the state records and must be ordered from a different agency.
New York conducted a state-wide census every 10 years starting in 1825 through 1875. In addition, a census was taken in 1892, 1905, 1915 and 1925. Not all counties are included. See the FamilySearch Research Wiki for detailed information.
Many of the cemeteries in New York have been inventoried and transcribed. Here are some sites to access these records:
Church records for New York are varied and most reside on the local level. The best starting point is the FamilySearch Research Wiki article on New York Church Records.
Don't limit yourself to the big cities - even small towns had directories of businesses and organizations. Check out City Directories - New York.
The maze of courthouses and jurisdictions is not an easy one to navigate from the New Netherlands colony to the present. Again, FamilySearch Research Wiki to the rescue with its timeline of the New York Court System.
New York is the home of Ellis Island as well as its predecessor Castle Garden where millions of immigrants streamed in to the United States. Many settled in New York, especially in New York City.
Land records were not kept until the English arrived after 1664 and most of these are in the form of land patents and manor records. Both patents and manors contained tracts of land parceled out by the governor, and land companies thrived after the Revolutionary War to satisfy the needs of New Englanders streaming into New York. Most land records are stored on the local level meaning towns and counties.
Get a better understanding of New York, especially its changing borders with Massachusetts, Vermont, Connecticut and Pennsylvania, by consulting historical maps. See New York State Historical Maps.
New York has an extensive military history, especially during the Revolutionary War. Start with the New York State Military Museum and Veterans Research Center and don't forget FamilySearch resources on New York Military Records.
In addition, note that many New Yorkers were "Loyalists" who sided with the British and left for Canada at the end of the war. See The King's Men for more information on the different Loyalist groups in New York.
There are many newspaper resources available for New York, many at Archives.com. Some of the lesser known online resources include:
New York wills and probate records are not easily located due to the fact that many different courts and venues handled such records. Again, the FamilySearch Research Wiki is the best starting point to sort out time periods and locales for these records.
The New England Historic Genealogical Society has a free database for New York Wills from 1626 - 1836.
Here are some interesting tools and sites to help with your New York research.
The modern concept of New York as a bustling urban metropolis doesn't give an accurate depiction of a state that has been pivotal to the development of the United States. Various waves of residents, starting with the Dutch in 1609, have left behind an abundance of records for the family historian with New York ancestry.
Start your free trial today to learn more about your ancestors using our powerful and intuitive search. Cancel any time, no strings attached.
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English for International Journalists is a clear and engaging step-by-step guide for non-native speakers using English in journalism across all forms of media. In-depth language analysis is provided in the specialised context of journalism, as well as a comprehensive approach to the rules and guidelines necessary for avoiding the pitfalls and errors that undermine accuracy and clarity.
The book, written by Mike Gandon and edited by Heather Purdey, covers a broad range of vital subjects, including:
• Making contact
• Grammar and journalistic writing
• Sensitive issues
• The language of argument
• The language of impartial and accurate reporting
• Bloggers and broadcasters
• Reporting economy, health and the environment.
The book is closely supported by online resources concentrating on the spoken word, intonation and pronunciation, and also features an expansive range of exercises and tests, suitable for self-study or to be set as coursework. English for International Journalists presents readers with the essential tools for producing journalism in English today.
'English is such an irregular language. Its arcane rules about articles, for example, are difficult for even native English speakers - and I, for one, have a tough time explaining those rules to students…Mike Gandon takes on these challenges in a readable, accessible manner. For my money, the section on articles (Chap. 4, pp. 30-34) is worth the price of the book. Gandon uses examples, canvassing possible erroneous usages and explaining clearly why they're incorrect before offering his "Rewrite" - the correct answer. He does this patiently, with repeated line-by-line analyses of real news stories. An English-as-a-second-language writer can refer back to them time and time again until correct idiomatic usage becomes second nature…All in all, English for International Journalists is a commendable package.' Peter H. Martyn, Canadian Journal for Media Studies
1. Introduction 2. Making Contact 3. Interviewing 4. Some Tricky Grammar 5. Prepositions 6. Phrasal Verbs 7. The Language of Journalism 8. Broadcast Language 9. Comment, Opinion and Blogs 10. The Language of Sustained Argument 11. The Language of Impartial Reporting 12. Sensitive Language 13. Specialist Reporting 14. The Language of the Newsroom 15. Fun Phrases 16. Common Mistakes 17. Answers to Exercises 18. Self Diagnostic Test 19. Self Diagnostic Test – Answer Key 20.Self Diagnostic Test – Score Indicator
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Born: April 18, 1480
Died: June 24, 1519
Lucrezia Borgia, Duchess of Ferrara, earned a reputation as a political schemer in fifteenth century Italy. In actuality, she was simply used by her father and brother to further their own political goals.
Lucrezia Borgia was born during Italy's Renaissance period (1320–1520), a time when artists, architects, and scientists rose to world appreciation. She was born into one of the most well-known families in world history: the Borgias, who sought to control as much of Italy as they could. The Borgias legacy, however, is not one to be desired, as they earned a reputation for being evil, violent, and politically corrupt.
Lucrezia Borgia was born on April 18, 1480, the daughter of Cardinal Rodrigo Borgia (c. 1431–1503), later to become Pope Alexander VI, and his mistress Vannozza Cattanei, who was also the mother of Lucrezia's two older brothers, Cesare and Giovanni. The task of raising Lucrezia, however, was given to Rodrigo's cousin, the widow Adriana daMila. While living in a palace in Rome, Lucrezia was educated at the Convent of St. Sixtus on Via Appia. Lucrezia was slender with light blue-green eyes and golden hair, which she later bleached to maintain its goldenness. A painting by Pinturicchio (1454–1513), "Disputation of Saint Catherine," is said to be modeled after her. It portrays a slender, young woman with wavy, blonde hair cascading down her back.
Young Lucrezia was no more than eleven when she was first affected by the political ambitions of her father (who had by this time become Pope Alexander VI) and her older brother, Cesare. Her father annulled (can-celled) a marriage contract between Lucrezia and a Spanish nobleman. Instead he gave Lucrezia to Giovanni Sforza, lord of Pesaro, a twenty-seven-year old with a fierce temper.
By the time Lucrezia was seventeen, Alexander and Cesare, were looking to align themselves with Spain and Naples against France and the Sforza family. Sensing he was losing favor with the Borgia family, Giovanni fled for his life. Soon Lucrezia's marriage was annulled and Giovanni was humiliated.
For Lucrezia's next husband, Cesare and Rodrigo chose seventeen-year-old Alfonso of Aragon, the Duke of Bisceglie and son of the late king of Naples. But by the time her first marriage was officially annulled on December 27, 1497, Lucrezia was six months pregnant.
Alfonso of Aragon was reputed to be a handsome youth with fine manners, and by all evidence Lucrezia truly loved him. But only a year later, political changes were once again stirring. Alexander and Cesare now looked to align with France, and Lucrezia's marriage to Alfonso stood in the way. Fearing for his life, Alfonso also fled Rome. Lucrezia met up with her husband in Nepi and soon the two returned to Rome.
On July 15, 1500, hired killers attacked Alfonso, stabbing him several times. On August 18, as Alfonso was recovering, Cesare reportedly came to him and whispered in his ear that "what was not finished at breakfast would be complete by dinner." Returning to Alfonso's room later that day, Cesare ordered everyone out and directed his strongman to strangle Lucrezia's young husband.
Left a widow at the age of twenty, Lucrezia spent most of her time weeping over the loss of her husband. Tired of watching her mourn, her father and brother sent her to Nepi in the Etruscan Hills. On her return to Rome in November 1500, she began assisting her father as a sort of secretary, often opening and responding to his mail when he was not in residence.
Once again politics determined Lucrezia's marriage to the twenty-four-year-old widower Alfonso d'Este, eldest son of Ercole d'Este, Duke of Ferrara. Lucrezia was eager for the marriage. She regarded Rome as a prison and thought she would have a better chance of leading her own life in Ferrara, away from her ambitious father and brother.
On February 2, 1502, Lucrezia and Alfonso were wed. Lucrezia had married a man who not only was interested in artillery, tournaments, dogs, and horses, but who also played the viol (a musical instrument that was popular during the sixteenth and seventeenth centuries) and made pottery. On the other hand, he was also known for his cruelty, stinginess, and strange behavior.
The people of Ferrara adored Lucrezia, praising her for her beauty and "inner grace of personality." Content to socialize with artists, courtiers, poets, and citizens of the Renaissance court, she helped make Ferrara a center for artists and writers.
In 1503 Alexander died, along with many of Cesare's political plans. Finally, some stability appeared in Lucrezia's life. When Ercole died in 1505, she and Alfonso became the reigning duke and duchess of Ferrara. Lucrezia had several children by Alfonso d'Este. In 1512 Lucrezia withdrew from public life, possibly from the news that Rodrigo, her son by Alfonso of Aragon, had died. She began to spend more time in her apartments or in nearby convents, and turned to religion.
As the years progressed, her body thickened, and she was said to have aged greatly. She also suffered from spells of deep sadness. On June 14, 1519, while giving birth to a stillborn girl (dead upon birth), she developed a fever that caused her to lose much of her strength. She died ten days later at the age of thirty-nine.
Many historians view Lucrezia Borgia as a political pawn whose marriages were used for her family's political gains. Born into a vicious and greedy family, Lucrezia was very much a product of her times, and she accepted these ambitions and their consequences for the good of the family.
Bellonci, Maria. The Life and Times of Lucrezia Borgia. London: Phoenix Press, 2000.
Chamberlin, E. R. The Fall of the House of Borgia. New York: Dial Press, 1974.
Cloulas, Ivan. The Borgias. Translated by Gilda Roberts. New York: F. Watts, 1989.
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The quasi-biennial oscillation (QBO) is a quasiperiodic oscillation of the equatorial zonal wind between easterlies and westerlies in the tropical stratosphere with a mean period of 28 to 29 months. The alternating wind regimes develop at the top of the lower stratosphere and propagate downwards at about 1 km (0.6 mi) per month until they are dissipated at the tropical tropopause. Downward motion of the easterlies is usually more irregular than that of the westerlies. The amplitude of the easterly phase is about twice as strong as that of the westerly phase. At the top of the vertical QBO domain, easterlies dominate, while at the bottom, westerlies are more likely to be found. At the 30mb level, with regards to monthly mean zonal winds, the strongest recorded easterly was 29.55 m/s in November 2005, while the strongest recorded westerly was only 15.62 m/s in June 1995.
In 1883, the eruption of Krakatoa led to visual tracking of subsequent volcanic ash in the stratosphere. This visual tracking led to the discovery of easterly winds between 25 and 30 km above the surface. The winds were then called the Krakatau easterlies. In 1908, data balloons launched above Lake Victoria in Africa recorded westerly winds in the stratospheric levels of the atmosphere. These findings, at the time, were thought to contradict the 1883 findings. However, the winds that would become known as the QBO were discovered to oscillate between westerly and easterly in the 1950s by researchers at the UK Meteorological Office,. The cause of these QBO winds remained unclear for some time. Radiosonde soundings showed that its phase was not related to the annual cycle, as is the case for many other stratospheric circulation patterns. In the 1970s it was recognized by Richard Lindzen and James Holton that the periodic wind reversal was driven by atmospheric waves emanating from the tropical troposphere that travel upwards and are dissipated in the stratosphere by radiative cooling. The precise nature of the waves responsible for this effect was heavily debated; in recent years, however, gravity waves have come to be seen as a major contributor and the QBO is now simulated in a growing number of climate models.
Effects of the QBO include mixing of stratospheric ozone by the secondary circulation caused by the QBO, modification of monsoon precipitation, and an influence on stratospheric circulation in northern hemisphere winter (mediated partly by a change in the frequency of sudden stratospheric warmings). Eastward phases of the QBO often coincide with more sudden stratospheric warmings, a weaker Atlantic jet stream and cold winters in Northern Europe and eastern USA whereas westward phases of the QBO often coincide with mild winters in eastern USA and a strong Atlantic jet stream with mild, wet stormy winters in northern Europe. In addition, the QBO has been shown to affect hurricane frequency during hurricane seasons in the Atlantic and research has also been conducted investigating a possible relationship between ENSO (El Nino Southern Oscillation) and the QBO.
Observation of the QBO with weather balloons
The first significant observed deviation from the normal QBO since its discovery in early 1950s was noted beginning in February 2016 when the transition to easterly winds was disrupted by a new band of westerly winds that formed unexpectedly. The lack of a reliable QBO cycle deprives forecasters of a valuable tool. Since the QBO has a strong influence on the North Atlantic Oscillation and thereby north European weather, scientists speculate that the coming winter could be warmer and stormier in that region. NASA Scientists have been researching to test if the extremely strong El Nino event of 2015/16, climate change, or some other factor might be involved. They are trying to determine if this is more of a once in a generation event, or if this is a sign of the changing climate.
- Climatology. 2012. p. 229.
- Graystone, P. (1959). "Meteorological office discussion on tropical meteorology". Met. Mag. 88: 117.
- Takahashi, M. (1996). "Simulation of the stratospheric Quasi-Biennial Oscillation using a general circulation model". Geophys. Res. Lett. 23 (6): 661–4. Bibcode:1996GeoRL..23..661T. doi:10.1029/95GL03413.
- Scaife, A.A.; Butchart, N.; Warner, C.D.; Stainforth, D.; Norton, W.; Austin, J. (2000). "Realistic quasi-biennial oscillations in a simulation of the global climate". Geophys. Res. Lett. 27 (21): 3481–4. Bibcode:2000GeoRL..27.3481S. doi:10.1029/2000GL011625.
- Giorgetta, M.; Manzini, E.; Roeckner, E. (2002). "Forcing of the quasi-biennial oscillation from a broad spectrum of atmospheric waves". Geophys. Res. Lett. 29 (8): 861–4. Bibcode:2002GeoRL..29.1245G. doi:10.1029/2002GL014756.
- Ebdon, R.A. (1975). "The quasi-biennial oscillation and its association with tropospheric circulation patterns". Met. Mag. 104: 282–297.
- Gray, William M. (1984). "Atlantic Seasonal Hurricane Frequency. Part I: El Nino and 30mb Quasi-Biennial Oscillation Influences". Amer. Met. Soc. 112: 1649–1668. doi:10.1175/1520-0493(1984)112<1649:ashfpi>2.0.co;2.
- Maruyama, T.; Tsuneoka, Y. (1988). "Anomalously short duration of the easterly wind phase of the QBO at 50hPa in 1987 and its relationship to an El Nino event". Journal of the Amer. Met. Soc. 66: 629–634.
- Mason, Betsy (2016-09-07). "Unprecedented disruption to atmosphere's pacemaker foretells wet winter for Europe". doi:10.1126/science.aah7277. Retrieved 2016-09-09.
- Newman, P. A.; Coy, L.; Pawson, S.; Lait, L. R. (28 August 2016). "The anomalous change in the QBO in 2015–2016". Geophys. Res. Lett. 43 (16): 8791–7. doi:10.1002/2016GL070373.
- Osprey, Scott M.; Butchart, Neal; Knight, Jeff R.; Scaife, Adam A.; Hamilton, Kevin; Anstey, James A.; Schenzinger, Verena; Zhang, Chunxi (23 September 2016). "An unexpected disruption of the atmospheric quasi-biennial oscillation". Science. 353 (6306): 1424–7. PMID 27608666. doi:10.1126/science.aah4156.
- Lynch, Patrick (2 September 2016), A Strange Thing Happened in the Stratosphere
- Andrews, David G.; Holton, James R.; Leovy, Conway B. (1987). Middle Atmosphere Dynamics. Academic Press. ISBN 978-0-12-058576-2.
- Baldwin, M.P.; Gray, L.J.; Dunkerton, T.J.; Hamilton, K.; Haynes, P.H.; Randel, W.J.; Holton, J.R.; Alexander, M.J.; Hirota, I.; Horinouchi, T.; Jones, D.B.A. (2001). "The quasi‐biennial oscillation". Rev. Geophys. 39 (2): 179–229. Bibcode:2001RvGeo..39..179B. doi:10.1029/1999RG000073.
- The Berlin QBO data series (1953–2012)
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Tree stumps and roots can cause problems long after a tree has been cut down. A stump or root system can go on living for years, resisting decay and spreading new roots or growing additional shoots that eventually grow into new tree trunks. Stump removal and stump grinding can be expensive, while burning out stumps or using harsh chemical stump removers may be dangerous or even illegal without a permit. You can use rock salt, however.
Cut the stump down as close to ground level as you can. This removes excess material from the stump that someone could potentially trip over and helps to ensure that the salt will make it to the roots and not just be distributed through the trunk stump.
Drill into the side of the stump at a downward angle as close to the top of the stump as you can get. Make the hole large enough that you'll be able to pack it with salt, at least 1 inch in diameter. Drill additional holes every few inches around the stump; the larger the stump is, the more holes it should have.
Pack the holes with rock salt, getting as much of the salt into them as you can. If you are not concerned about grass or other plants that surround the stump, you can also place a line of additional rock salt on the ground close to the stump.
Cover the stump and the holes with soil, then cover the soil with mulch. Pour water over the soil and mulch to help dissolve the salt and to pack the soil in around it.
Water the stump every 2 to 3 days for several weeks, or more often during dry conditions, saturating the mulch. This water helps the salt to dissolve and be absorbed by the roots and stump while also encouraging the growth of fungi and other organisms that will decompose the stump.
Check the stump and roots periodically, adding more soil and water if needed to encourage decomposition. If you notice new growth appearing from the roots or around the stump, cut off the new growth and repeat the salting process to deplete nutrients from the wood and kill the stump.
Things You Will Need
- Power drill
- Rock salt
- Adding fertilizer that is high in nitrogen to the area around the stump will further encourage the growth of fungi to speed up the decomposition of the stump and roots.
- Some trees such as ash trees, hawthorns and Norway maples tolerate salt more than other varieties and may not die off quickly when applying salt to their stumps.
- As roots break down, small sinkholes and other soft spots can develop around the tree stump you salted. Fill in these holes with additional soil to prevent injuries that could occur if someone tripped in one of these holes.
- Photos.com/Photos.com/Getty Images
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|Healthcare Training Institute - Quality Education since 1979CE for Psychologist, Social Worker, Counselor, & MFT!!
Social Aspects of Aging
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Social Aspects of Aging - Family Relationships and Support Systems
What is a social support system, and what effect do gender and family structure have on it?
A social support system is the network of relatives and friends who provide emotional and instrumental support. Support systems create a convoy, which follows people over the life course. Women have more extensive social support networks than men and thus have more of the benefits they provide but also more of the strains. Some older people lack a family support network, either because their children have moved away or because they have no children or have never married. Among the never-married elderly, other kin often play the role typically reserved for children. The increase in life expectancy over the past century has created a bean pole family structure, expanding the potential social support system of aging people to include four or even five generations.
How do older Americans compare to other Americans in marital status?
Elderly women are significantly more likely than younger women to be single, simply because they live longer than men. And because they tend to marry older men, they are not likely to remarry after being widowed.
How does marital satisfaction change over the life course?
Studies of marital satisfaction over the life course consistently show a decline during the child-rearing years. In part, the decline during the child-rearing years is caused by role strain. As the children leave home, marital satisfaction rises, peaking in the retirement years. The later-life satisfaction peak may also be a function of divorce—that is, those who remain married are the survivors. Still, the research is consistent enough to suggest that marriage is very satisfying for most people in old age.
How do sibling relationships change in later life?
There is a life course pattern to sibling relationships. Many siblings feel close as young children, then drift apart to attend to the needs of their own families. As siblings grow older, they often become close once again. Siblings mostly provide emotional support but some, especially sisters, also care for each other in old age.
What factors influence parent–child relationships in later life, and what effect does divorce have on these relationships?
Relationships established earlier in life affect the quality of interaction between parents and children in later life. Children who recall their childhood in a positive way are more concerned about their aging parents than those who perceived parental rejection. People who have been divorced have less contact with their adult children and report less positive interaction than those who remain married. Losing touch with children after a divorce is especially a problem for men.
What factors influence the grandparent–grandchild relationship in later life, and what effect does divorce have on this relationship?
The relationship between parents and their children is often passed on to the grandchildren. When parents and grandparents are close, the grandchildren see their grandparents more often and feel closer to them. When parents divorce, the grandparent–grandchild relationship is affected. The paternal grandparents are most likely to lose contact with their grandchildren. Divorce does not necessarily mean a severing of familial ties, however, for some parents remain close to their former daughters-in-law. With the divorce and remarriage of parents, family ties may multiply.
What kinds of social support do older gay men and women depend on?
Some gay men and women become alienated from their families if family members disapprove of their lifestyles. They may plan for aging by creating a support system of friends and significant others. However, many gay men and women play special roles in their own families, as caretakers of aging parents.
Is friendship a good source of support in later life?
Friends form a special part of an individual’s support network. Whereas family relationships are dictated by obligations and responsibilities, friendships are voluntary, pleasurable, and the primary source of companionship.
Studies of Counseling Effectiveness with Older Persons: Diagnosable Disorders
In 1996, Roth and Fonagy published a comprehensive review of evidence-based effective psychotherapy practices for diagnosable disorders as detailed in English-language journals (Conte, 1998). In the following sections, we summarize their research concerning effective practices with older adults and add findings from more recent empirical studies. The literature is presented in terms of older adults' use of mental health services, general outcome studies with older adults, and effectiveness of specific nonpharmacological interventions with older adults to treat identified mental health problems. In this section, we consider significant mental health issues and diagnosable conditions, based on the traditional medical model for assessment and treatment. In contrast, we address common transitions and life challenges experienced by the majority of or, in some cases, all older persons, conceptualized from a developmental, wellness paradigm in a subsequent section.
Studies of Service Use
Studies of older adults' use of mental health services, first published in the 1990s, consistently reveal a pattern of under service, both in community mental health and private practice settings (Smyer & Quails, 1999). For example, a survey of Los Angeles County psychologists listed in the National Register of Health Service Providers in Psychology (Council for the National Register of Health Providers in Psychology, 1985) concerning services they offered to older adults revealed that, among 114 respondents, only 3.1% to 4.4% specialized in serving older adults. Although this study was limited to services available in one urban county and thus cannot be generalized to the older population as a whole, the results are consistent with earlier studies demonstrating a lack of needed mental health services for the older population nationally (Myers & Schwiebert, 1996). Moreover, the results cannot be generalized across all mental health disciplines, particularly counseling.
Although Roth and Fonagy (1996,p. 323) provided only one survey from the British Department of Health, published in 1994 regarding initial contacts of clients 65 years of age and older with British clinical psychologists, as evidence to support the assumption that older adults receive inequitable access to psychological treatment, they identified several reasons for apparent underutilization of psychological services. These reasons include reluctance by therapists to treat older adults; lack of identification of older adult psychological problems by primary care physicians; and incorrect diagnosis of depression as dementia, which results in a low rate of referral for psychological treatment.
Black, Rabins, German, McGuire, and Roca (1997) noted that older adults' underutilization of psychological services might be related to unrecognized or unacknowledged mental health problems in this population and their lack of Medicare insurance or Medicaid. Black et al. used interviews and assessment instruments to study the use of psychological services and the need for these services among 371 older residents living in six public housing developments in Baltimore, Maryland. The majority of the participants lived alone (95%), were African American (95%), and were female (84%). Of these participants, 33% indicated they had used mental health services, but only 4% indicated they had received these services from a mental health specialist. Most of the participants who reported receiving mental health services said that they received these services from a primary medical care provider. More than half the participants who were identified through the interviews and instruments as being in need of mental health services indicated that they had not received mental health services of any kind in the previous 6 months.
Black et al. (1997) found that few of the participants who seemed to have psychiatric disorders rated their mental health status as "poor/very bad," possibly indicating that many were unaware of their need for mental health services. The authors also found a strong correlation between having Medicare insurance and the use of mental health services. Having Medicaid coverage correlated with the use of mental health services among the noncognitively impaired participants. Results from this study indicated that the awareness of a mental health problem and having insurance that covers mental health services are factors in the use of services by some older adults.
General Outcome Studies
General outcome studies are designed to answer the question, Does counseling work with older adults? Roth and Fonagy (1996) cited several studies that substantiated the efficacy of interventions with older adults. These studies found evidence to suggest that, although older adults respond to counseling as well as or better than younger adults, older adults might require more sessions and a longer involvement in therapy. The increased length of treatment is related to the more numerous life experiences of older adults and frequent comorbidity requiring a complex array of interventions for the older adult and his or her family. Multiple studies have shown that the first mental health contact for older adults is often a psychiatric hospitalization; hence, psychological treatment for older adults living in the community could help to reduce the severity of disorders and thus reduce the amount and cost of later medical care (Smyer & Qualls, 1999).
More recently, Kennedy and Tanenbaum (2000) reviewed the literature for evidence of the efficacy of psychosocial interventions with older adults. They noted that although most studies had limitations (such as being conducted in academic settings with self-selected participants who were relatively independent), results from the studies indicated that age-related adaptations of interventions might be necessary with older adults to optimize outcomes. These adaptations include special consideration for any medical comorbidity, regard for the older adult's cognitive capacity, and recognition of the role of family members and caregivers. Therapeutic goals may be modified to include increased self-reliance, reduced primary-care-service needs, improved social or family interaction, and long-term health care planning. Kennedy and Tanenbaum concluded that short-term, focused psychotherapy interventions directed at clinical problems and treatment goals are especially suited for work with older adults. These findings contrast with the earlier studies summarized by Roth and Fonagy (1996), which suggested that older adults may require longer treatment involvement for successful outcomes.
Studies of Effectiveness of Specific Interventions for Mental Health Disorders
Roth and Fonagy (1996) provided information about effective interventions with older adults for the following issues: anxiety disorders, depression, sleep disturbances, dementias, and benzodiazepine addiction. In the following sections, their findings are summarized, and we then provide information concerning more recent studies. Rather than discuss only benzodiazepine addiction, however, we include a broader section on substance abuse.
Anxiety disorders. It is difficult to determine the prevalence rates for anxiety disorders among older persons, partly because older persons underreport symptoms and partly because high rates of symptoms are reported in subclinical populations (Smyer & Qualls, 1999). As many as one third of older adults may experience significant anxiety in relation to their life circumstances at any given point in time, making anxiety disorders among the most prevalent mental health problems in later life. Anxiety frequently coexists with depression in older adults and is associated with such diverse causes as marital or family conflict and major physical illnesses such as cardiac disease; hence, differential diagnosis is difficult.
Roth and Fonagy (1996) noted that the state of research concerning treatment approaches for anxiety disorders in later life is severely insufficient. They reported the results of only one study concerning anxiety disorders, which found short-term cognitive-behavioral interventions to be effective with a small sample of outpatients, some of whom were also diagnosed with or showed symptoms of additional disorders such as depression, hypochondriasis, and serious medical conditions. Using the evidence from this single small-scale study, Roth and Fonagy (1996) concluded that evidence exists for successfully treating anxiety in older adults using cognitive-behavioral techniques, which have also been shown to work with younger adults.
Stanley and Novy (2000) reviewed additional research that yielded positive results using cognitive-behavioral interventions to treat older adults diagnosed with anxiety disorders. The techniques used in multiple studies included rational emotive therapy, cognitive, interventions, relaxation, and meditation. Although the samples in these studies were small, the treatment durations were short, follow-up evaluation was infrequent and, in all but one study, occurred shortly after the termination of treatment, and methods were very limited, Stanley and Novy identified these studies as a basis for encouragement that cognitive-behavioral interventions can be useful with older adults diagnosed with anxiety disorders.
One long-term study reported by Stanley and Novy (2000) evaluated the treatment of 48 older adults, ages 55 to 81 years, who were diagnosed through semistructured interviews with general anxiety disorder (Stanley, Beck, & Glassco, 1996). Participants were randomly assigned either to a cognitive-behavioral interventions group (i.e., relaxation training, cognitive therapy, and graduated exposure practice in worry-producing situations) or to a supportive psychotherapy group.
Treatment lasted 14 weeks, and 31 of the original 48 participants completed the study. Members of both the cognitive-behavioral intervention group (50%) and the supportive psychotherapy group (77%) showed significant improvements and maintained those improvements for at least 6 months. Participant self-report and clinician-rated measures of worry, anxiety, and depression were used to measure improvements. Stanley and Novy (2000) noted that although this study was designed to be a controlled trial for cognitive-behavioral interventions with older adults, the control group was a treatment group that turned out to be successful. Because of the success in the supportive psychotherapy group, they concluded that additional studies were needed to determine whether either of the interventions was responsible for the measured improvements or whether some other factor accounted for treatment success.
Depression. Depression has often been noted to be the most significant and widespread mental health challenge of later life, with major depression affecting as many as 15% of older persons at any point in time and contributing to high rates of suicide, especially among older White men (Smyer & Qualls, 1999). Roth and Fonagy (1996) examined outcome research for older adults using individual psychological approaches, group therapies, and bibliotherapy for the treatment of depression. Each approach was successful to some degree with some client groups.
Scogin and McElreath (1994) reviewed 17 comparative studies of psychosocial treatments for depression, published between 1975 and 1990, to determine the efficacy of psychosocial treatments for depression in older adults. Between 16 and 162 older adults participated in each study, and the mean number of participants was 45. The mean ages of participants ranged from 61.95 to 85.0 years, with an overall mean age of 70.5 years. In some studies, the participants were identified as having subclinical depression, and other studies used only participants who were diagnosed with major depression, but most studies evaluated psychosocial treatments with a mixture of participants who had either subclinical depression or major depression. The mode of therapy varied, with 5 studies using individual treatment, 2 studies using self-administered treatment, and the remaining 10 studies using group treatment. Therapists varied by study and included psychiatrists, psychologists, social workers, and psychology graduate students. Psychosocial treatments were compared with no treatment, pill placebos, attention, and unstructured reminiscence. Some of the different approaches (behavioral, interpersonal, psychodynamic, reminiscence, and supportive) were compared with each other when studies offered direct comparisons.
Scogin and McElreath (1994) used posttreatment scores of experimental and control groups to determine the effects of treatment. Their review yielded an overall effect size of 0.78, an effect size of 0.85 for seven studies using cognitive therapy, and an effect size of 1.05 for eight studies using reminiscence therapy; all effect sizes were in relation to no treatment or a placebo condition. These effect sizes suggest that psychosocial interventions provide effective treatment for older adults who experience depressive symptoms. Comparisons of different psychosocial approaches did not indicate superiority for any particular psychosocial treatment modality.
The primary outcome research concerning individual psychological approaches used in the treatment of later-life depression reported by Roth and Fonagy (1996) examined the efficacy of behavioral, cognitive, and brief psychodynamic therapies and no treatment in an outpatient population (Thompson, Gallagher, & Breckenridge, 1987). One hundred-twenty people 60 years of age or older who were diagnosed with major depressive disorder were randomly assigned in equal numbers to four groups-three treatment groups and one delayed-treatment control group. The random assignment was somewhat constrained to create comparable groups based on age, sex, severity of depression, and presence of symptoms. Ninety-one of the participants completed the study. Participants in the treatment groups received 16 to 20 sessions of individual therapy over a 16-week period. In the behavioral approach group, treatment focused on increasing participation in social activities through social reinforcement. In the brief psychodynamic approach group, treatment relied primarily on the therapeutic relationship to develop participant insight into problems and create plans for change.
Treatment in the cognitive approach group was not described. Multiple questionnaire-style self-report assessments and therapist ratings were used to diagnose and identify levels of depression, other symptoms, associated cognitive features, and overall adjustment and coping. Videotape reviews and weekly supervision sessions were used to verify that psychologists, who served as therapists, followed the assigned treatment modalities. The authors identified a significant treatment effect for each treatment group as compared with the control group. No difference was found between the three treatment groups immediately after treatment or at 1-year and 2-year follow-ups. Patient commitment to and involvement in therapy was identified as a key predictor of clinical improvement. The results of this study provide further evidence supporting the use of behavioral, brief psychodynamic, and cognitive treatment approaches for older adults who are diagnosed with major depressive disorder.
Roth and Fonagy (1996) cited two studies that provided evidence supporting the use of group therapies with older adults experiencing depression. In one study, psychodynamic group therapy and cognitive-behavioral group therapy approaches were compared and found to be equally effective in reducing levels of depression in 20 community residents, 55 years of age and older, who were diagnosed with major depressive disorder (Steuer et al., 1984). Participants were assigned to one of four treatment groups led by cotherapists who followed a treatment manual for either psychodynamic group therapy or cognitive-behavioral group therapy. A control group was not included. Comparisons of observer-ratings and self-ratings captured at intervals over the 9-week treatment span indicated that participants from both treatment conditions improved in all measured areas, which included symptoms of depression and anxiety. Although no clinical differences were observed, statistical differences from one measure suggested that symptoms of depression in the cognitive-behavioral group participants may have decreased more than did symptoms of depression in the psychodynamic group participants. No follow-up measures were taken, thus long-term effects of treatment were not evaluated.
In another study, the use of a long-term support group after hospital discharge was found to prevent relapse and reduce the number of patients referred again for treatment and readmitted to the hospital (Ong, Martineau, Lloyd, & Robbins, 1987). In this study, 20 participants, with a mean age of 70 years, who were diagnosed with depression were randomly assigned to either a support group or a control group. The coleaders of the support group used psychodynamic theory and problem-solving techniques as their main therapeutic approaches. At the start of the 9-month study, all participants were living in the community. Pre-and posttreatment clinician-rated measures and archival data were used to evaluate the effects of the support group. During the 9 months of the study, most of the members of the control group were referred again for treatment or readmitted to the hospital, and one member of the control group attempted suicide, whereas no members of the support group were referred again for treatment or readmitted or attempted suicide. The results suggested that the use of a long-term support group after hospitalization discharge may be effective in reducing relapse of depression in older adults.
Roth and Fonagy (1996) also reported a study that evaluated the efficacy of self-help books with older adults who are mildly and moderately depressed (Scogin, Jamison, & Gochneaur, 1989). Media announcements were used to recruit 67 community-dwelling participants 60 years of age and older who had depressive symptoms. After screening, participants were randomly assigned to a cognitive bibliotherapy group, a behavioral bibliotherapy group, or a delayed-treatment control group. Participants in the cognitive bibliotherapy group received a cognitive therapy self-help book, and participants in the behavioral bibliotherapy group received a behavioral therapy self-help book. They were instructed to read the book provided. Follow-up during the following 4 weeks consisted of telephone calls, lasting approximately 5 minutes, during which researchers answered any questions about the reading material. Participants in the delayed-treatment control group were also contacted weekly for 4 weeks before being assigned to a bibliotherapy group. Data from self-report questionnaires and behavioral observations were used to measure general depression, cognitive features of depression, and behavioral aspects of depression. The results revealed a clinically significant change in levels of depression when either cognitive or behavioral therapy self-help books were used. The 44 participants who completed the study retained these gains at 6-month and 2-year follow-ups.
In summary, a variety of interventions have been demonstrated to be effective in treating older persons diagnosed with subclinical or clinical depression. These include reminiscence; individual behavioral, cognitive, and brief psychodynamic therapies; group psychodynamic and cognitive-behavioral therapies; and self-help bibliotherapy.
Sleep disturbances. Sleep disturbance, including difficulty falling asleep or staying asleep, is common in later life (Bootzin, Epstein, Engle-Friedman, & Salvio, 1996). Roth and Fonagy (1996) cited a study by Friedman, Bliwise, Yesavage, and Salom (1991) that demonstrated the effectiveness of relaxation methods, in comparison to sleep restriction, in assisting 22 mildly depressed older adults, living in the community, who complained of sleep disturbance. The average age of the participants was 69.7 years, and participation included 2 weeks of baseline reporting, 4 weeks of treatment, and 2 weeks of follow-up. Although they were unable to locate adequate outcome research to substantiate the efficacy of interventions other than those reported in this study, Roth and Fonagy implied that education concerning sleep, sleep clinics, and the reevaluation of sleeping medication that is repeatedly prescribed might be helpful when working with older adults experiencing sleep impairment.
A more recent study compared the use of cognitive-behavioral interventions, relaxation therapy, and a behavioral placebo intervention with 75 adults, ages 40 to 80 years, who experienced chronic primary insomnia (Edinger, Wohlgemuth, Radtke, Marsh, & Quillian, 2001). Cognitive-behavioral interventions included sleep education, stimulus control, and restrictions on time in bed. The relaxation intervention focused on progressive muscle relaxation, and the placebo intervention was a quasi-desensitization treatment. At the 6-month follow-up, the cognitive-behavioral intervention group showed greater improvements in the majority of the outcome measures than did the behavioral and placebo intervention groups. Although the mean age of the participants was relatively young (55.3 years), the results of this study indicate that cognitive-behavioral interventions can be useful for some older adults who experience chronic primary insomnia.
Dementias. The most common cause of dementia in later life is Alzheimer's disease, which affects 4 million persons at present and increases in incidence each decade after age 60 (Alzheimer's Disease Education & Referral Center, 2000). Despite considerable medical research, there remains no known cause of or cure for this disease, and treatment is limited to pharmacological interventions that slow its progress rather than provide a cure. The brain of the Alzheimer's patient is affected in a progressive manner, resulting in total disability and eventual death. The course of the disease may take as long as 12 to 20 years, during which time the family members become the focus of treatment interventions to assist them in coping with caregiver burden (Smyer & Quails, 1999).
Roth and Fonagy (1996) acknowledged numerous difficulties in developing empirical research on outcomes in dementia mental health treatment. For example, it is difficult to obtain control groups for such research, and without a control group, stability of function and slowing of decline are difficult to discern. In addition, the success of interventions varies depending on the stage of the dementia. Instead of limiting the information they provided concerning dementia treatments to empirical outcome research, Roth and Fonagy provided a brief synopsis of the types of research available (or not available) for the following common interventions used with dementia patients: special design of the care environment, reality orientation, reminiscence, validation therapy, psychotherapy, cognitive-behavioral therapy, and behavior modification.
Reality orientation is the most extensively evaluated psychological approach to treating dementia and is used exclusively in long-term care settings (Roth & Fonagy, 1996). Holden and Woods (1995) reviewed 21 controlled trials that indicated that reality orientation had a small but significant effect on measures of verbal orientation. This effect was in comparison to control groups or unstructured social groups. A few limited studies indicated effectiveness of 24-hour reality orientation in the areas of finding one's way around the ward or home, spatial orientation, cognitive abilities, and behavior. A recent meta-analysis of the reality orientation literature compared the results from six randomized controlled trials (Spector, Davies, Woods, & Orrell, 2000). All studies that were analyzed had significant results in favor of treatment, but none of the studies provided follow-up data. Significant results were found in the areas of cognitive abilities, memory, and information/orientation.
The results of studies of reminiscence, validation, and similar therapies are essentially the same as the results reported here for reality orientation. These approaches are typically used in inpatient settings and have an effect on cognitive abilities and daily functioning. Unfortunately, the literature is lacking in studies of interventions for older persons with dementia who are living in the community. Most such studies provide treatment for caregivers in an attempt to reduce caregiver burden (e.g., Connell, Janevic, & Gallant, 2001). The older adult experiencing dementia has traditionally been seen as a recipient of respite care rather than as a client for mental health practice; however, recently an argument has been made that the impaired older adult should be represented in research as well as interventions in order to address the myriad of cognitive, behavioral, and emotional concomitants of dementia (Woods, 2001).
Substance abuse. Substance abuse among older adults is a significant but hidden and underreported phenomenon (Myers, Dice, & Dew, 2000). Blow (1998) noted that as many as 17% of older adults may misuse or abuse prescription drugs or alcohol. Accurate assessment is difficult and complicated by comorbidity of dementia and other mental as well as physical disorders, including sleep disorders (Smyer & Quails, 1999). Although treatment outcomes tend to be less successful in age-heterogeneous groups, Holian (2000) found that older adults (over age 55 years) who abuse substances could be treated effectively in age-specific groups that emphasized the provision of social support and avoidance of confrontation. Holian noted that modifying treatment to meet the needs of older clients was essential to success.
Blow (1998) coordinated a large-scale meta-analysis of research on alcohol and substance abuse in later life, under the auspices of the Substance Abuse and Mental Health Services Administration (SAMHSA). A national panel of experts was convened to provide treatment recommendations based on cross-disciplinary research that included cognitive-behavioral and group approaches, individual counseling, marital and family therapy, and case management. A major conclusion of this panel was that persons who begin drinking heavily later in life, who presumably began drinking due to stressful life circumstances and losses, have more positive treatment outcomes than do persons who began drinking at an earlier point in life, who have well established patterns of alcohol abuse. At the same time, Blow also noted that research is lacking on gender and ethnic variation, the effects of aging on the course of alcohol abuse and treatment, problems and differential treatment strategies for persons who abuse alcohol earlier and later in life, prevention of abuse, and relapse prevention. Furthermore, he underscored the need for research on stress, coping, adaptation, and the relationship of these factors to substance abuse. Although counselors were included in the membership of the SAMHSA review panel, none of the studies examined in this project were conducted or reported in the literature by professional counselors.
- Myers, Jane & Melanie Harper.; Evidence-Based Effective Practices With Older Adults; Journal of Counseling & Development, Spring 2004, Vol. 82, Issue 2.
The article above contains foundational information. Articles below contain optional updates.
Personal Reflection Exercise #3
The preceding section contained information about evidence-based effective practices with older adults. Write three case study examples regarding how you might use the content of this section in your practice.
According to Roth and Fonagy, what are common interventions used with dementia clients?
To select and enter your answer go to .
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Arbitration falls under the category of Alternative Dispute Resolution, acronym ADR.
Arbitration offers an alternative path for disputing parties to gain a binding decision in a private, confidential process held outside of the normal legal channels, such as filing a lawsuit in court. Arbitration is most commonly selected by signing a contract with an arbitration provision before a dispute arises. It is a very common dispute resolution process in commercial disputes; it is almost non-existant in criminal matters, as the courts generally retain jurisdiction in criminal matters.
Arbitration is different than the court system. It is not a judicial process, even though there is sometimes pressure to treat it as such. Arbitration sprang from a premise that business and industry disputes may be best resolved outside of a criminal court system. Arbitration is common in business and commercial contracts; these are the cases that it was originally designed to address, and they represent the bulk of the cases today.
Private and Binding:
Arbitration is a private process that results in a binding decision, called an award. Arbitration offers a confidential hearing before a neutral decision-maker, often an industry expert, who delivers a binding award with limited appeal after providing the parties with a full and fair hearing. Confidentiality is perceived as a tremendous benefit, protecting the reputations of those involved in the dispute. This is in stark contrast to courts of law, where decisions are published and referred to for years to come. Arbitration is primarily used in business and commercial disputes, and also in family matters. Arbitration is not generally a venue for criminal cases. Parties may agree on many aspects of arbitration either ahead of time, by including an arbitration clause in a contract, or at the time a dispute arises. Agreements about how arbitration is conducted includes what forum will administer the claim, where the hearing is conducted, what type of hearing, whether the award should be a simple award or fully supported (a reasoned award), and other procedural matters. Many arbitrators are appointed or selected based on their expert knowledge and experience within an industry; others are chosen for their understanding of the legal process, such as former administrative law judges or seasoned, reputable attorneys.
An arbitrator is a private judge; a finder of fact in a hearing of equity. Arbitrators must disclose any known conflict of interest and sign an oath that they have no known bias and can be fair in dealing with the parties and the subject matter in dispute prior to accepting appointment to a case. Parties may not contact or communicate with the arbitrator outside the presence of all parties to the dispute.
Rules of Procedure:
The arbitration process is governed by rules of procedure specified in the arbitration provision of a signed contract. When a contract provides that any disputes will be settled by binding arbitration using specific rules of procedure, the arbitrator conducts the case according to the time frames, document and exhibit provisions, and hearing parameters noted in the rules. Often the arbitration provisions is vague, with the only requirement being arbitration. Other times the provision can be quite specific. The parties may jointly agree to utilize Colorado Mediators & Arbitrator's administrative services rather than the forum specified in the contractual arbitration provision. By joint agreement, the arbitrator may conduct the arbitration utilizing the rules specified in the contract, or that the parties unanimously agree to use Colorado Mediators & Arbitrators Arbitration Rules of Procedure.
Size of Claim Determines Procedure:
Colorado Mediators & Arbitrator’s rules provide that smaller claims have a less formal hearing than larger claims in order to provide reduced cost and compressed time frames for the benefit of the parties. Small Claims ($14,999 or less) have a flat fee and are decided on the written evidence submitted. Expedited Claims ($15,000 - $74,999) have an administrative fee and a flat hearing fee if conducted in four (4) hours or under. Large Claims ($75,000 and over) consist of one or more pre-hearing teleconferences followed by a hearing attended by the parties and their attorneys, when represented. The necessary hearing time is determined by the parties.
Arbitration is Less Formal than Litigation
Using the court system to solve problems is often overkill. The length of time necessary to get to hearing is often prohibitive. The legal process is punctuated by formality and is often confusing to non-attorneys. A business or layperson’s understanding of the Rules of Evidence often prohibits submitting evidence in litigation unless it is done in a narrow, specific way. Legal formality fosters the need to hire an attorney, which adds to the cost of resolving the dispute, and the dispute itself is usually costly. It is not uncommon for litigation to take years! Additionally, the element of fairness may not be addressed by a judge because judges are bound by both the written law and an extensive body of case law, created over the years by a myriad of past cases that may or may not seemingly apply to your business case.
Arbitration is Not Mediation
Mediation also falls under the category of ADR, and often these terms are used interchangeably due to confusion. To clarify, mediation is a formal negotiation of the matter and does not have a guaranteed conclusion. Just like when you offer to buy a car, if the seller doesn’t like the deal, they can walk away. If the seller likes the deal, they sign a contract and there is a legal consequence – the car’s ownership changes hands. However, arbitration results in a decision, like it or not. Arbitration offers a full and fair hearing of each party’s presentation of the evidence and testimony of the parties. Big difference, even though both mediation and arbitration fall under the category of Alternative Dispute Resolution, or ADR for short.
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Researchers at MIT and Rice University have discovered that microRNAs, an emerging class of non-protein gene regulators thus far only identified in animals, also exist in plants. By extending the known phylogenetic range of miRNAs to plants, this work points to an ancient evolutionary origin for microRNAs. The report is published in the July 1 issue of the scientific journal Genes & Development.
MicroRNAs (miRNAs) compose a class of short, noncoding RNAs, 20-24-nucleotides in length, that have been found in eukaryotic organisms ranging from roundworms, to fruit flies, to humans. The founding members of this class of RNAs are lin-4 and let-7, two small RNAs that are processed from a longer stem-loop structure by the Dicer enzyme, and function to control developmental timing in the roundworm C. elegans. Over 150 other miRNAs have since been found in animals.
Dr. David Bartel and colleagues have discovered that miRNAs are also present in plants, where they, like their animal counterparts, may also regulate gene expression during development.
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Using a combination of satellite and ground data, the team proposes that it is now possible to map biodiversity with an accuracy that has not been previously...
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Scientists from the Excellence Cluster Universe at the Ludwig-Maximilians-Universität Munich have establised "Cosmowebportal", a unique data centre for cosmological simulations located at the Leibniz Supercomputing Centre (LRZ) of the Bavarian Academy of Sciences. The complete results of a series of large hydrodynamical cosmological simulations are available, with data volumes typically exceeding several hundred terabytes. Scientists worldwide can interactively explore these complex simulations via a web interface and directly access the results.
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Top 10 MYTHICAL CREATURES And Gods Of NORSE MYTHOLOGY
As we continue through our journey into the world of mythology, we stop to take a look at one of our all time favorites, the Norse. Warrior Vikings, and endless battles before the feast in Valhalla. So grab some mead, and swill it down while we journey through the talse of the Northmen.
As one of the sons of Loki, Fenrir was a massive wolf and wild creature, whom the gods knew would cause massive havoc during the time of Ragnarok. Odin would task Tyr to find a way to bind Fenrir; after two failed attempts with colossal cans, he would visit the dwarves to see if they could fashion something stronger. Tyr would return with the rope Gleipnir, or the "open one", forged from six impossible things to find. The sound of a cat's step, the beard of a woman, the roots of a mountain, the breath of a fish, spittle of a bird and the sinews of a bear. Though just as thin as a ribbon, Gleipnir was stronger than any iron chain. Tyr then challenged Fenrir to see if he could break free of the rope, to make sure it was no trick; Fenrir had Tyr place his hand inside his mouth. If he wasn't released, he would lose his hand... Tyr sacrificed his hand to bind the beast until the days of Ragnarok; where Fenrir would break free and devour Odin in one bite. Seeing his father consumed, Viðarr would slay the giant wolf by using his Greatest Boot to stomp down on the lower jaw of the wolf, while pushing against his upper jaw, causing enough force to rend the great beast's jaw, ending his terror.
Known as the Midgard serpent, he was said to be so massive in size he could coil his entire body around the planet. Harboring an insatiable appetite, Jörmungandr would consume everything in sight to increase his size. That is until Odin stopped him by forcing his tail into his mouth. Thor would have three encounters with the beast, the last of which prophesied that the two of them would do great battle with one another, during the time of Ragnarok. Thor would manage to slay the great serpent using his mighty hammer, Mjolnir, after the serpent would rise from the ocean to spread his poison throughout the sky. Even though the great thunderer would overcome the fell beast, Thor would also meet his demise, falling over dead after he had walked just nine short paces, having been poisoned by the serpent's venom during the battle.
Ymir is a primeval being, born of primordial elemental poison and forefather to all Jötunn, or frost giants. Taken together, several stanzas from four poems collected in the Poetic Edda refer to Ymir as a primeval being who was born from the venom that dripped from the icy rivers of Élivágar and lived in the grassless void of Ginnungagap. Ymir birthed a male and female from the pits of his arms, and his legs together began a six-headed being. Ymir would meet his end by the hands of Odin and his two siblings, as they feared how fast the frost giant multiplied. Waiting for Ymir to rest, Odin and kin would make their moves against him. A hard fought battle ensued, the result being the creation of the world from the pieces of Ymir's corpse; Out of his flesh the Earth was fashioned, from his bones the mountains. The frost giant's skull filled the sky, as his blood would pool to create the oceans.
Son of the dwarf king Hreiðmarr and brother of Regin, Fafnir was said to have a powerful arm, and fearless soul. He was guardian of his father's house of glittering gold and flashing gems, as well as the strongest and most aggressive of the three brothers. He would later be cursed by Andvari's ring due to the trickery of Loki. When Odin, Loki and Hœnir were traveling, they came across Ótr, whom during the day took the form of a regular otter. Killing the otter with a stone, they would skin their catch before coming across Hreiðmarr's dwelling, and were pleased to show off their new pet. Recognizing their brother, the dwarf king and his remaining sons captured the gods and held them until Loki could gather their ransom; to stuff the otter's skin with gold and cover its fur with red gold. Loki would go about fulfilling this task with the cursed treasure of Andvari, as well as the ring, The golds curse would grasp Fafnir firmly, as he killed his father to secure all the gold for himself. Becoming violent, greedy and hostile in nature, he departed into the wilderness to hide his fortune; turning into a serpent or dragon - or the symbol of greed - to guard his treasure. He would be later slain by the hero of legend, Sigurd.
Surtr, meaning "black" in Old Norse, was a Jötunn, sometimes called the "devil giant" and the demon ruler of muspelheim; the land of fire. Prior to the years of Ymir, and Auðumbla, Surtr is foretold as being a major figure during the events of Ragnarok, forging his deadly fire sword able to strike down the gods. Additional information is given pertaining to Surtr in a book from Prose Edda, stating that; he is stationed, guarding the frontier of the fiery realm Muspelheim, that he will lead "Muspelheim's sons" to Ragnarok, and he will fall the god Freyr in battle.
Níðhöggr, living within Náströnd, or the corpse shore of Hel, in the roots of the world tree Yggdrisil that stretched therein, Níðhöggr would gnaw at the roots and corpses therein. It is believed that the root was placed over Níðhöggr to trap it beneath the world. During Ragnarok, or the end times, when Yggdrisil is to become shaken apart, Níðhöggr will leave its prison underneath the tree to take its place over the battle field, to feast upon and consume the corpses of the fallen warriors.
During the forging of the worlds, two primordial creatures were spawned from the key fields in Niflheim, Ymir the frost giant, and Auðumbla the giant calf. Both sprung forth from the melting ice in Ginnungagap; the void between Niflheim and Muspelheim. Saving Ymir from starvation, Auðumbla would allow him to drink from her teet, while she herself fed from the blocks of salty ice, as there was no foliage to eat. As she continued to eat, some strange happenings would occur beneath the ice; first locks of hair would emerge on the first day, followed by an entire head on the second, and lastly on the third day, the rest of the body would emerge; belonging to that of the first got Buri; father of Odin.
Huginn and Muninn
Two ravens, Huginn, meaning "thought" and Muninn, meaning "memory" or "mind" are the pair of ravens that fly across the nine realms, bringing information and delivering messages to and from the alfather, Odin; and are just two of his many sources of prodigious wisdom. Both ravens, yet semi-autonomous are still projections and manifestations of Odin's own being. To the exact extent, or to ask what part of his being they derive from is speculation, but is considered to be that of his mental states, hence the derivative of their names. In a brilliantly poetic manner, Odin himself speaks of his sleeping mind by referencing his ravens. The Eddic poem, Grímnismál, describes it as such;
Huginn and Muninn
Fly every day
Overall the world;
I worry for Huginn
That he might not return,
But I worry more for Muninn.
Ratatoskr is a squirrel who runs up and down Yggdrasil, the world tree, delivering messages between the eagle perched atop Yggdrasil, and the Wyrm Níðhöggr, who dwelt beneath one of the trees three roots. Sometimes called "drill-tooth" or "bore-tooth", Ratatoskr's name contains two fundamental parts: rata- and -toskr. Rata- meaning "the traveller" and -toskr meaning, tusk. According to Rudolf Simek, "the squirrel probably only represents an embellishing detail to the mythological picture of the world-ash in Grímnismál". Ratatoskr is described in the Prose Edda's Gylfaginning 's chapter 16, in which High, of High, Just-as-High and Third; pseudonyms used by Odin, in which he states that, "An eagle sits at the top of the ash, and it has knowledge of many things. Between its eyes sits the hawk called Vedrfolnir. The squirrel called Ratatosk runs up and down the ash. He tells slanderous gossip, provoking the eagle and Nidhogg."
Meaning "Gold Mane" or "Golden Bristles", Gullinbursti was a boar gifted to the god Freyr by Eritrea, after his brother Brokkr and Loki made a wager claiming the brothers couldn't make items to match the quality of gifts Loki had bestowed onto Freyr, Thor and Odin. Taking the wager, the brothers would go on to create Draupnir, the golden ring for Odin, Mjölnir, the famed hammer of Thor, and lastly Gullinbursti, the golden boar for Freyr. To make such a gift as the latter, Eitri used a pig's skin and gold in the furnace, as broker worked the bellows. Together they would create the boar Gullinbursti, which had a glorious mane that glowed in the dark. The brothers won the bet, and Loki almost lost his head. Aside from being made from gold, Gullinbursti was said to be able to traverse any terrain, including traveling over oceans and even fly. According to ancient tales, Freyr rode Gullinbursti to attend Baldr's funeral.
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The range of threats affecting vultures is relatively well known, and indeed has been thoroughly discussed in the Vulture multi-Species Action Plan that the VCF has been co-drafting on behalf of the Convention for Migratory Species (CMS), to be presented and adopted at the Conference of Parties later this year. Poison is still the biggest killer of vultures both in Africa, Asian and Europe, but electrocution comes a close second in many parts of the world – as we were reminded this week, when two griffons were found dead, electrocuted, at the base of an electricity pylon in Andalusia
Electrocution happens in poorly insulated or designed medium-tension poles, where griffons and other soaring birds often perch, and when the bird does contact between the wire and the earth through the pole. Electrocution of birds does not only kill protected and rare species but is also a problem for the electricity distribution companies – there are often black-outs and performance problems because of such incidents.
Solutions are simple, and not that expensive – in the immediate, dangerous poles can be insulated, while in the longer term, and more sustainably, the adoption of pole designs that are less prone to electrocution of birds is recommended. Indeed, in many countries electricity distribution companies are now working with conservation organisations to minimize this threats – in our own projects LIFE GYPCONNECT, LIFE GYPHELP, LIFE RUPIS and LIFE RE-Vultures we are working with national and regional companies to insulate hundreds of potentially dangerous pylons in Portugal, France and Bulgaria.
In Spain, several conservation NGOs have teamed up recently to establish a platform to advocate further action on this matter – see http://sostendidos.com/
Please be aware that electrocution kills vultures – and if you detect such an incident, please contact us! It is important to identify problem poles to then advocate for mitigation matters to be applied.
Photos: Pedro Fernadéz Lozano
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A farmer has a supply of chemical fertilizer of type A which contains 10% nitrogen and 5% phosphoric acid, and type B which contains 6% nitrogen and 10% phosphoric acid. After testing the soil conditions of the field, it was found that atleast 14 kg of nitrogen and 14 kg of phosphoric acid is required for producing a good crop. The fertilizer of type A costs Rs.5 per kg and the type B costs Rs.3 per kg. How many kg of each type of the fertilizer should be used to meet the requirement at the minimum possible cost? Using L.P.P. solve the above problem graphically.
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The Consumer Credit Protection Act (CCPA) was enacted in 1968 to help guarantee American consumers fair and honest credit practices. This federal legislation standardized practices to ensure lenders throughout the country followed the same sets of regulations.
As banking and credit reporting evolved, additional laws were developed and put into place under the Consumer Credit Protection Act. Although each has a special niche among the financial guidelines, they share a common trait: they were written to protect consumers.
Now the CCPA is an overarching law that contains several acts with more precise scopes. Among these specific laws are the Truth in Lending Act, the Fair Credit Reporting Act, the Equal Credit Opportunity Act, the Fair Debt Collection Practices Act and the Electronic Fund Transfer Act.
One of the key provisions of the Consumer Credit Protection Act deals with garnishment of wages and the ability of an employer to fire a worker who is subject to wage garnishment.
The provision is known as “Title III” and it restricts the amount of earnings that may be garnished to 25% of disposable weekly earnings (that which is left after mandatory deductions for taxes) or the amount by which disposable earnings are greater than 30 times the minimum wage.
An employee can’t be fired because of earnings subject to garnishment for one debt. However, if two or more debts become subject to garnishment, the employee can be fired.
Wage garnishment can only happen through a court judgment. This provision applies to any wage earner, including earnings from pensions or retirement programs.
There are some exceptions to Title III: child support, state and federal tax payments and bankruptcy judgments can allow for a higher percentage of earnings to be garnished. For example, a court could garnish 50% of your earnings for child support payments.
Some states have laws that differ slightly from Title III. For example, wage garnishment is prohibited in South Carolina. In Texas, wages can only be garnished for child support. Pennsylvania only allows wage garnishment for payment of child support and taxes. North Carolina permits wage garnishment only in cases involving child support, taxes and payment for medical services at a “public” hospital. California is a community property state, meaning the wages of a spouse are subject to being levied.
It is best to review the garnishment laws in your state to see whether they differ from the federal law.
Fair Credit Reporting Act
Enacted in 1970, the Fair Credit Reporting Act (FCRA) was the first federal law to regulate how your personal information is used by a private business. This act safeguards your credit by requiring consumer reporting agencies to follow certain standards. It gives you the right to a free credit report annually, protected access and accurate reporting. This act gives you the right to have inaccuracies fixed in a timely manner as well as the right to sue and seek damages for violations.
The Fair Credit Reporting Act contains three smaller acts: The Credit CARD Act, the Dodd-Frank Act and the Fair and Accurate Credit Transactions Act. These deal with the accountability of credit card companies and your rights if someone steals your identity.
Truth in Lending Act
The Truth in Lending Act (TILA) provides consumers with relief from unfair billing practices and deceptive advertising by banks and credit card companies.
TILA requires lenders to provide complete loan cost information to consumers so they can make fair comparisons when shopping for loans. The act has been amended several times, notably in 2008 when it took aim at deceptive lending and servicing practices that contributed to the real estate collapse.
A 2010 amendment granted rulemaking authority under TILA to the Consumer Financial Protection Bureau (CFPB). The CFPB promptly issued rules prohibiting mandatory arbitrations and waivers of consumer rights as well as ability-to-pay requirements for mortgage loans.
Among the key provisions of TILA is the right of rescission, which allows consumers three days to reconsider a loan and back out without losing money.
Equal Credit Opportunity Act
Enacted in 1976, the Equal Credit Opportunity Act (ECOA) prohibits creditors from discriminating based on religion, sex, race, color, marital status, national origin, age or because you receive public assistance when determining credit worthiness. Enforced by the Federal Trade Commission, this act protects you from unfairness when applying for credit.
Fair Debt Collection Practices Act
Enacted in 1977, the Fair Debt Collection Practices Act (FDCPA) concerns the way you are treated and contacted by debt collectors. It provides collection agencies with a list of rules to follow that protect you from harassment, false statements and unfair practices. For example, debt collectors can only contact you between 8 a.m. and 9 p.m. They must identify themselves as collectors and explain why they have called. They aren’t allowed to contact you at work if your employer does not approve or if you request they stop contact in writing.
Electronic Fund Transfer Act
Enacted in 1978, the Electronic Fund Transfer Act (EFTA) protects you when you transfer funds electronically, whether you are using an ATM, swiping your debit card at a point-of-sale terminal or paying a bill over the telephone. This act is limited to transactions that immediately withdraw the funds from your account. The act protects you from fraud and limits your liability if your card is lost or stolen. It requires companies to disclose information regarding fees and liability regulations when they issue you cards. It also protects your right to choose a form of payment other than an electronic fund transfer.
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Alcohol is the most commonly used substance throughout the world. Excessive drinking can cause serious health problems such as liver disease, dementia, neuropathy and cardiac disease, and can increase the likelihood of automobile accidents, sexual assault and illegal activity. Binge drinking is defined when an individual’s blood alcohol concentration (BAC) increases to 0.08 grams percent or above. Binge drinking is defined as consuming five or more drinks in about two hours for men, or four or more drinks in about two hours for women. Alcohol is one of the only depressants that would not be seen as a “drug depressant” but is still classified as a type of depressant because of its effects on consumers.
Benzodiazepines, such as diazepam (Valium) and alprazolam (Xanax), are commonly prescribed as short-term treatments for anxiety, panic attacks and sleep disorders. They have a very strong addiction potential and, if taken for a long period of time, should not be immediately stopped as this can result in life-threatening withdrawal seizures. Similar to alcohol, benzodiazepines increase GABA in the brain resulting in a decrease in arousal and stimulation.
Benzodiazepines can be divided into three classes: short, medium and long acting.
- Short-acting benzodiazepines include alprazolam and oxazepam, and will clear the body within five to 15 hours. Short-acting benzodiazepines, on the other hand, are commonly used to treat anxiety, panic attacks and sleep disorders on a short-term basis. They have higher addiction potentials and can cause withdrawal seizures if, after taking for a long duration, they are stopped immediately.
- Medium-acting benzodiazepines include estazolam, lorazepam and temazepam, and will clear the body within 10 to 20 hours.
- Long-acting benzodiazepines include flurazepam, diazepam, clonazepam and chlordiazepoxide. Long-acting benzodiazepines have less addictive potential and are commonly used to wean individuals off of short-acting benzodiazepines and alcohol. Additionally, they can be used for the treatment of seizure disorders.
Barbiturates are similar in structure to benzodiazepines and also have strong addiction potential, but they are not as common in medical practice. Barbiturates include mephobarbital (Mebaral), phenobarbital (Luminal Sodium) and pentobarbital sodium (Nembutal). They have a higher addictive potential than benzodiazepines and are used in surgical procedures as anesthetics.
Non-benzodiazepine sleep medications
Non-benzodiazepine sleep medications include zolpidem (Ambien), eszopiclone (Lunesta) and zaleplon (Sonata). They have a different chemical structure, but act on some of the same brain receptors as benzodiazepines. They are less addictive than benzodiazepines and do not cause seizures if suddenly stopped. Therefore, individuals do not need to be weaned off of these sleep aids. Like all sleep aids, these should be used for short-term use only.
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Side effects of depressants
All depressants cause side effects. The Non-benzodiazepine sleep medications have fewer side effects and less addictive potential than the other classes mentioned above. Side effects of depressants include:
- Balance problems
- Sluggish speech
- Decreased mental arousal
- Slowed reaction times
- Decreased inhibition
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Also found in: Dictionary, Thesaurus, Medical, Legal, Wikipedia.
concretion,mass or nodule of mineral matter, usually oval or nearly spherical in shape, and occurring in sedimentary rock. It is formed by the accumulation of mineral matter in the pore spaces of the sediment, usually around a fossil or fossil fragment acting as a nucleus. Most concretions are very dense and compact, and are usually composed of calcite, silica, or iron oxide. The material making up the concretion is believed to come from the surrounding rock, being redeposited around the nucleus. Concretions range in diameter from a fraction of an inch to many feet, although most are but a few inches in diameter. Perhaps the best known are the flint nodules found in chalk deposits such as those at Dover, England. Concretions having radiating cracks filled with mineral matter are called turtle stones, or septaria.
A hard, compact mass of mineral matter in the pores of sedimentary or fragmental volcanic rock; represents a concentration of a minor constituent of the enclosing rock or of cementing material.
1. any of various rounded or irregular mineral masses formed by chemical precipitation around a nucleus, such as a bone or shell, that is different in composition from the sedimentary rock that surrounds it
2. Pathol another word for calculus
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SOAP Authorization Methods
So far, we have examined security technologies with which Web services can authenticate users and protect transmitted data from eavesdropping or alteration by inappropriate parties. From a technology point of view, network security relies on cryptographic methods such as message digests, digital signatures, and message encryption. Authorization, the security aspect covered in this section, is different from the others because it is not based on cryptography.
Authorization denotes granting authority, including granting access to resources based upon access rights. The purpose is to control access over resources such as Web resources, databases, and so on. Perhaps the most basic implementation of this idea is the access control list (ACL), which defines a mapping from entities to resources that can be accessed by each entity. A slightly more sophisticated model is role-based access control (RBAC), which maps entities to roles and then roles to resources. This model simply adds one extra layer of abstraction to the ACL model.
Three types of authorization methods are relevant for our SOAP architecture. URL authorization controls access to Web resources such as HTML pages and servlets. Java class authorization can be implemented using the Java Authentication and Authorization Services (JAAS) package. Finally, an authenticated entity may be issued a standardized set of security assertions that describe access rights for that entity and can be shared among trading partners. These three methods are examined in detail in this article.
Tomcat provides a means of defining user identities, user-role mapping, and role-resource mapping. The file <TOMCAT>/conf/tomcat-user.xml contains these mappings, as shown in Listing 1.
Listing 1: Tomcat User File Configuration
<tomcat-users> <user name="SkateboardWarehouse" password="wsbookexample" [ccc] roles="MyCustomer" /> <user name="WeMakeIt" password="wsbookexample" roles="MySupplier" /> <user name="Both" password="wsbookexample" roles= [ccc]"MyCustomer,MySupplier" />
The tomcat-users element includes a collection of users, and user defines a user identity, a password, and any roles assigned to it. Listing 2 illustrates access control for servlets.
Listing 2: Configuration of Access Control over Servlets
<web-app> <display-name>Basic Authentication Sample</display-name> <servlet> <servlet-name>PriceCheckServlet</servlet-name> <servlet-class>com.sams.xxxx.PriceCheckServlet</servlet-class> </servlet> <servlet> <servlet-name>POServlet</servlet-name> <servlet-class>com.sams.xxxx.POServlet</servlet-class> </servlet> <servlet-mapping> <servlet-name>POServlet</servlet-name> <url-pattern>/servlet/justsample/POServlet</url-pattern> </servlet-mapping> <servlet-mapping> <servlet-name>PriceCheckServlet</servlet-name> <url-pattern>/servlet/justsample/PriceCheckServlet</url-pattern> </servlet-mapping> <security-constraint> <web-resource-collection> <web-resource-name>Protected Area</web-resource-name> <url-pattern>/servlet/justsample/POServlet</url-pattern> <http-method>POST</http-method> </web-resource-collection> <auth-constraint> <role-name>MyCustomer</role-name > </auth-constraint> </security-constraint> <login-config> <auth-method>BASIC</auth-method> <realm-name>Protected Area</realm-name> </login-config> </web-app>
Here we have different servlets for price checking and purchase order processing. Because Axis has a router servlet, all application classes are accessed through the router. However, if we prepare a servlet for each application class, controlling access to each of them is fairly simple, as the example demonstrates.
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|Ceylon date palm|
Phoenix pusilla (pusilla, Latin, tiny or weak) or Ceylon date palm is a species of flowering plant in the palm family, endemic to southern India and Sri Lanka (formerly Ceylon), they are found in lowlands, ridges and hills. No taller than 5 m, this species is usually single-stemmed but clumps do occur naturally. At 25 cm in diameter, the trunks are covered with distinct leaf-base scars, forming a 'wicker' pattern. Their distinguishable trunks have made them popular in cultivation. They are drought tolerant and slow-growing.
In Sri Lanka, the plant is known as Indi-gaha, (ඉංදි ගහ). The name is most likely derived from "indo", meaning "of Indian origin". Its Malayalam, Telegu and Tamil names however also contain an intu or ita ending. In Hindi it is known as Palavat, and in Malayalam as Chiteental.
Plant pacifies vitiated vata, pitta, burning sensation, fever, cardiac debility, peptic ulcer and general weakness.
|Wikimedia Commons has media related to Phoenix pusilla.|
- Riffle, Robert L. and Craft, Paul (2003) An Encyclopedia of Cultivated Palms. Portland: Timber Press. ISBN 0-88192-558-6 / ISBN 978-0-88192-558-6 (page 403)
- Nucleated succession by an endemic palm Phoenix pusilla enhances diversity of woody species in the arid Coromandel Coast of India
|This palm-related article is a stub. You can help Wikipedia by expanding it.|
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D1 Biological Diversity
Biological diversity is maintained. The quality and occurrence of habitats and the distribution and abundance of species are in line with prevailing physiographic, geographic and climatic conditions.
Descriptor 1 of the MSFD is providing a definition of Good Environmental Status in relation to biological diversity. This equates to a state where there is no further loss of diversity, the deteriorated attributes of biological diversity are restored and the use of the marine environment is sustainable. The assessment of state is required at three main ecological levels: species, habitats and ecosystems.
The definition is in line with the objectives of the EU biodiversity strategy to 2020 and its implementation is directly linked to the Birds and Habitats Directives. Indirect links exist with other environmental policies tackling pollution from various sources (e.g. Water Framework Directive, the Habitats Directive, Birds Directive), the Common Fisheries Policy (CFP) and the new EU regulation on Invasive Alien Species (IAS).
© Fotolia, Author: Christian Colista
According to the Marine Strategy Framework Directive (MSFD), biological diversity should be maintained. Specifically, the quality and occurrence of habitats and the distribution and abundance of species are in line with prevailing physiographic, geographic and climatic conditions. The Directive covers the whole range of species, habitats and associated pressures in all European marine regions (from coastal waters to open seas). The COM Decision sets certain criteria and indicators to define Good Environmental Status (GES) on species, population, habitat and ecosystem level. It is widely recognized that there are links between D1 (biodiversity per se), D4 (food-webs) and D6 (sea-floor integrity) and these are frequently referred together as the 'biodiversity theme' since the data and information requirements for these Descriptors overlap to a considerable degree, although there are separate description of what GES is for each one of them. It is also recognized that although aspects of these Descriptors are, to some extent, already addressed by other EU pieces of legislation the MSFD implementation requires further scientific and technical developments to better set the conceptual frame of biodiversity, define GES, set meaningful targets and achieve an operational capacity for a meaningful monitoring and assessment.
Biological diversity is maintained. The quality and occurrence of habitats and the distribution and abundance of species are in line with prevailing physiographic, geographic and climate conditions.
Assessment is required at several ecological levels: ecosystems, habitats (including their associated communities, in the sense of biotopes) and species, which are reflected in the structure of this section, taking into account point 2 of Part A. For certain aspects of this descriptor, additional scientific and technical support is required ( 5 ). To address the broad scope of the descriptor, it is necessary, having regard to Annex III to Directive 2008/56/EC, to prioritise among biodiversity features at the level of species, habitats and ecosystems. This enables the identification of those biodiversity features and those areas where impacts and threats arise and also supports the identification of appropriate indicators among the selected criteria, adequate to the areas and the features concerned ( 6 ). The obligation of regional cooperation contained in Articles 5 and 6 of Directive 2008/56/EC is directly relevant to the process of selection of biodiversity features within regions, sub-regions and subdivisions, including for the establishment, where appropriate, of reference conditions pursuant to Annex IV to Directive 2008/56/EC. Modelling using a geographic information system platform may provide a useful basis for mapping a range of biodiversity features and human activities and their pressures, provided that any errors involved are properly assessed and described when applying the results. This type of data is a prerequisite for ecosystem-based management of human activities and for developing related spatial tools ( 7 ).
For each region, sub-region or subdivision, taking into account the different species and communities (e.g. for phytoplankton and zooplankton) contained in the indicative list in Table 1 of Annex III to Directive 2008/56/EC, it is necessary to draw up a set of relevant species and functional groups, having regard to point 2 of Part A. The three criteria for the assessment of any species are species distribution, population size and population condition. As to the later, there are cases where it also entails an understanding of population health and inter- and intra-specific relationships. It is also necessary to assess separately subspecies and populations where the initial assessment, or new information available, identifies impacts and potential threats to the status of some of them. The assessment of species also requires an integrated understanding of the distribution, extent and condition of their habitats, coherent with the requirements laid down in Directive 92/43/EEC ( 8 ) and Directive 2009/147/EC, to make sure that there is a sufficiently large habitat to maintain its population, taking into consideration any threat of deterioration or loss of such habitats. In relation to biodiversity at the level of species, the three criteria for assessing progress towards good environmental status, as well as the indicators related respectively to them, are the following:
- Distributional range (1.1.1)
- Distributional pattern within the latter, where appropriate (1.1.2)
- Area covered by the species (for sessile/benthic species) (1.1.3)
- Population abundance and/or biomass, as appropriate (1.2.1)
- Population demographic characteristics (e.g. body size or age class structure, sex ratio, fecundity rates, survival/ mortality rates) (1.3.1)
- Population genetic structure, where appropriate (1.3.2).
For the purpose of Directive 2008/56/EC, the term habitat addresses both the abiotic characteristics and the associated biological community, treating both elements together in the sense of the term biotope. A set of habitat types needs to be drawn up for each region, sub-region or subdivision, taking into account the different habitats contained in the indicative list in Table 1 of Annex III and having regard to the instruments mentioned in point 2 of Part A. Such instruments also refer to a number of habitat complexes (which means assessing, where appropriate, the composition, extent and relative proportions of habitats within such complexes) and to functional habitats (such as spawning, breeding and feeding areas and migration routes). Additional efforts for a coherent classification of marine habitats, supported by adequate mapping, are essential for assessment at habitat level, taking also into account variations along the gradient of distance from the coast and depth (e.g. coastal, shelf and deep sea). The three criteria for the assessment of habitats are their distribution, extent and condition (for the latter, in particular the condition of typical species and communities), accompanied with the indicators related respectively to them. The assessment of habitat condition requires an integrated understanding of the status of associated communities and species, coherent with the requirements laid down in Directive 92/43/EEC ( 9 ) and Directive 2009/147/EC, including where appropriate an assessment of their functional traits.
- Distributional range (1.4.1)
- Distributional pattern (1.4.2)
- Habitat area (1.5.1)
- Habitat volume, where relevant (1.5.2)
- Condition of the typical species and communities (1.6.1)
- Relative abundance and/or biomass, as appropriate (1.6.2)
- Physical, hydrological and chemical conditions (1.6.3).
- Composition and relative proportions of ecosystem components (habitats and species) (1.7.1).
In addition, the interactions between the structural components of the ecosystem are fundamental for assessing ecosystem processes and functions for the purpose of the overall determination of good environmental status, having regard, inter alia, to Articles 1, 3(5) and 9(1) of Directive 2008/56/EC. Other functional aspects addressed through other descriptors of good environmental status (such as descriptors 4 and 6), as well as connectivity and resilience considerations, are also important for addressing ecosystem processes and functions.
According to the TG1 report:
Descriptor 1: "Biological diversity is maintained. The quality and occurrence of habitats and the distribution and abundance of species are in line with prevailing physiographic, geographic and climatic conditions". See Sections 0 and 2.1.
Biological diversity, in accordance with the Convention on Biological Diversity (CBD, 1992), is defined as 'the variability among living organisms from all sources including, inter alia, [terrestrial,] marine [and other aquatic ecosystems] and the ecological complexes of which they are part; this includes diversity within species, between species and of ecosystems'.
Maintained equates to:
a) no further loss of the diversity within species, between species and of habitats/communities and ecosystems at ecologically relevant scales,
b) any deteriorated attributes of biological diversity are restored to and maintained at or above target levels, where intrinsic conditions allow (cf. Art. 1.2a) and
c) where the use of the marine environment is sustainable.
The term 'habitat' in this Descriptor addresses both the abiotic characteristics and the associated biological community, treating both elements together in the sense of the term biotope (COM DEC 2010/477/EU), whereas 'quality', 'occurrence', 'distribution', 'extent' and 'abundance' form the basis of the criteria standards used to assess GES.
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PELVIC ORGAN PROLAPSE | CAUSES AND TREATMENTS
Pelvic organ prolapse is a hernia of the pelvic organs to or through the vaginal opening. Read about how to treat it here.
PELVIC ORGAN PROLAPSE
Pelvic organ prolapse (POP) is a hernia of the pelvic organs to or through the vaginal opening. How does this happen? All of the pelvic organs (bladder, uterus, and rectum) are supported by a complex “hammock” of muscles, ligaments, and fibers that attach to the bony anatomy of the pelvis. When these are weakened, those organs can drop.
There are two types of pelvic organ prolapse, asymptomatic and symptomatic. Asymptomatic POP means that while the hernia has taken place, nothing extends beyond the vaginal opening. Meanwhile, symptomatic POP refers to when there is tissue that is protruding past the vaginal opening.
Approximately 200,000 operations are performed yearly in the United States for POP. Although not life-threatening, POP can be life altering and may result in significant quality of life changes in women.
Due to the physical architecture of the female anatomy, options for POP are limited. They include the use of pessaries—a medical device used to provide structural support—surgery, or watchful waiting. Suboptimal surgical results as well as high recurrence rates after treatment have prompted many providers to view POP as a chronic disease.
Pelvic Organ Prolapse has been documented as far back as 2000 B.C. Even then, the physical trauma of vaginal childbirth created issues within a mother's body. More than three millenniums later, and women are confronted with this debilitating condition. In addition, risk factors for the development of POP include a family history of POP, obesity, advancing age, prior hysterectomy, and conditions that chronically increase intra-abdominal pressure, such as asthma or constipation.
Patients with mild POP describe feelings of heaviness that is constant. Others note feeling an increase in pressure only after a long day of being on their feet or after heavy physical exercise.
In severe cases of POP, patients commonly report feeling or seeing a “ball” or protrusion from the vagina.
Because POP often occurs with other pelvic floor disorders, symptoms for one pelvic floor problem should prompt questioning for all other disorders.
Depending on where the weakness in the pelvic floor occurs, it may affect one or multiple organs of the pelvis. Weakness of the front side vaginal wall near the bladder results in a cystocele, often called a dropped bladder. An enterocele refers to a weak spot in the vaginal ceiling causing uterine prolapse. Defects of the backside vaginal wall near the rectum results in a rectocele. Determining the location of the weakness is crucial in prescribing the right treatment.
If your physician determines that you are dealing with mild pelvic organ prolapse-asymptomatic—there is a good chance it can improve on its own. Watchful waiting is often the course of action, though it is not possible to identify whose POP will improve with time.
Although there are limited non-surgical management options for POP, pessaries are often employed. Made of silicone, pessaries are devices that provide structural support when placed in the vagina. Since women come in all shapes and sizes, pessaries need to be fitted to the specific shape of the individual.
A successful pessary is one that is comfortable, is retained with Valsalva, and treats POP symptoms adequately. Pessaries do require upkeep and need to be removed and cleaned on a regular basis.
It is not unusual for local vaginal estrogen to be prescribed for use in conjunction with a pessary for comfort, lubrication, and to lower incidence of urinary tract infections.
In addition, there are many useful products that you might find useful in managing your condition.
Many women find relief from Pelvic Organ Prolapse symptoms by performing targeted exercises. Typically, a physical therapist trained in this area can help create a customized plan that includes finding and strengthening the pelvic floor muscles.
While reconstructive surgery for POP is an option, it must be noted that there is a 30% recurrence rate for women choosing this route. Prolapse repairs can be done transvaginally, abdominally, laparoscopically, and/or robotically (when a scope is placed through the belly button). Ultimately, the purpose of the surgery is to correct the anatomy as well as provide better bowel, bladder, and vaginal function.
- Cystocele Repair. This surgery repairs a prolapsed bladder or urethra (urethrocele)
- Hysterectomy. This is a complete removal of the uterus.
- Rectocele Repair. A rectocele repairs the fallen rectum and small bowel (enterocele).
- Vaginal vault suspension - Most commonly a laparoscopic procedure to repair the vaginal wall
- Vaginal obliteration - closure of the vagina
While abdominal repairs are believed to have higher success rates, the increase in morbidity makes this also one of the riskier options. Less than optimal success rates has inspired physicians to look elsewhere. Vaginal grafts (made of synthetic and biologic materials) are being explored as a long-term solution to POP. Research is currently being conducted to determine if the benefits of using mesh grafts in POP surgical repairs for greater durability sufficiently outweighs the risks of undesirable adverse consequences.
Transvaginal surgeries have nearly a 100% success rate and are usually reserved for elderly patients with multiple medical problems. The vagina is sewn shut and shortened so that it no longer prolapses. After these surgeries, vaginal intercourse is no longer physically possible.
There are currently no medications in use to treat Pelvic Organ Prolapse.
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Presentation on theme: "Aggregate Demand and Aggregate Supply ***(p. 701-706 is all review for you, but you should skim it) “Classical Dichotomy”, “Monetary Neutrality” p. 705."— Presentation transcript:
Aggregate Demand and Aggregate Supply ***(p. 701-706 is all review for you, but you should skim it) “Classical Dichotomy”, “Monetary Neutrality” p. 705 – skip for now I.Aggregate Demand a.shows VARIOUS amounts of goods and services that the entire economy desires to purchase b.different from Micro D curve (individual choices for one good) ; – will NOT be able to apply income (normal/inferior) or substitution (substitute/compliment)effects**** c. Inverse relationship : lower P level = larger real GDP ; higher the P level = smaller real GDP
Reminder: The components that make up AE are the same components that make up AD. A. Why the AD curve Slopes Downward (**see Table 31-1 p. 711) Wealth Interest Rate Exchange Rate B. Why the AD curve might shift (**see Table 31-1 p. 711) same as changes in AE Changes in C I G Xn
Activity 16 and Intro Review Worksheets Activ 16 1. What is the relationship between PL and RGDP? inverse (negative) – just like “Law of Demand” 2. How is downward sloping AD different from D curve for a single product? AD shows average P level and Q for all goods ; No substitution or income effects -- explain…..?
3.Explain how each of following explain why AD is downward sloping A. Interest rate effect: a.as P level decreases, people hold less money : put more into banks, bonds etc.. = greater supply of loanable funds = lower interest rates = greater amt. of investment by firms and households (new housing) ….= increase AD
B. Wealth Effect (real balances) : As P level decreases, dollars held can now buy more (=wealth) …leads to…. …increase in Consumption…= increase in AD C. Exchange Rate effect (Foreign Purchases) : As P level decreases, IR decrease….seek higher returns in foreign markets = increase S of US dollars in Foreign Exchange Market = …..(don’t need to know for now) depreciation of dollar = ….(*don’t think inflation) US goods are cheaper = Increase Exports = Xn increases …= increase AD
Activ 16 part B 1.Increase 2.Decrease 3.Increase 4.Increase 5.Decrease 6.Decrease 7.No change in AD – increase in AS 8.Decrease
Intro. Review 1. Draw and Label Y = Price Level X = RGDP (real output) 2. a.C decreases b.Movement up c.Decrease d.Show..
3. a.IR increase b.Investment decreases c.Movement up d.Decrease e.Show.. 4. a. Appreciates b. Xn decreases c. Movement d. Decrease e. show… 5. AD is downward sloping
Intro Review Developing Long Run AD/AS Draw and Label See last two slides of ppt.
II. Aggregate Supply A.How do we know that aggregate supply is upward sloping in the short run and vertical in the long run? B. First, recall from microeconomics that output is a function of the inputs to production i. Supplies of labor, capital, natural resources, and available technology –(these are not affected by the price level) ii. The only way to increase output in the long run is to increase the levels of capital and labor. iii. This is called increasing the capital stock--the result of investment--and increasing the labor force--the result of more people working
iv. Therefore, in the long run, the aggregate supply curve is affected only by the levels of capital and labor and not by the price level. Thus, the long run aggregate supply is vertical with respect to the price level. ***see example on bottom of pg. 712 to 713
Why LRAS will Shift Think of what would shift PPF out? pg. 713-714 LABOR CAPITAL NATURAL RESOURCES TECHNOLOGICAL KNOWLEDGE
Stated another way…… 1. LRAS is vertical and represents full employment and full output (natural rate of unemployment) Real GDP is maximized. 2. Any changes in AD will affect only the price level. 3. In the long run, prices and wages are flexible. 4. This menas that if products don’t sell and employees become unemployed, the market will self correct in the following ways:
firms lower prices to sell off inventory workers take lower wages, leading to re- employment The economy self corrects; P and W change but it is nominal (not real) and these changes offset eachother and purchasing power remains the same. = Classical view ………………………………but how long do we wait for self correcting?
Short Run = nominal wages don’t respond to P change Long Run = nominal wages fully respond to previous P change
Event increases (C, I, G, or Xn) = shift AD right Evaluate = P increase, GDP increase (output is beyond full employment levels = Inflationary Gap Nominal Wages don’t respond in short run = so Real Wages decrease As “Long Run” nears, Nominal Wages begin to respond and increase All input P have increased and now W increase = Shift Short Run AS left Result= higher P but back at Yf and increase in Nominal W are offset by increase in P level Yf
Event decreases (C, I, G, or Xn) = shift AD left Evaluate= P decrease, GDP decrease (below full employment levels) = Recessionary Gap Nominal Wages don’t respond in short run, so = Real Wages increase With lower Prices and output and Nominal wages “stuck” = decrease profits As the Long Run nears, Nominal W begin to decrease All input P have decreased and now W decrease = shift Short Run AS right Result = lower P level but back at Yf, and decrease in Nominal W are offset by lower P levels Yf
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What is Kidney Cancer?
Each person has two kidneys. They are located below the ribs on either side of the long bone that runs down the back called the spine. They kidneys are responsible for sorting the body’s waste to make urine.
The most common type of kidney cancer is renal cell carcinoma, which starts in the cells lining the small tubes of the kidneys. Children are more likely to develop another type of kidney cancer called Wilms’ tumor. Kidney cancer occurs most often in people over the age of 40. Kidney cancer makes up about 4% of cancer in American adults.
Research is improving our understanding of kidney cancer and its causes. The following are risk factors for the disease.
- Advanced Kidney Disease - People whose kidneys need medical assistance to work are at higher risk. This is described as being “on dialysis.”
- Gender and Race - This cancer is found about twice as often in men as in women. African Americans have a slightly higher rate of renal cell cancer.
- Genetics - People who have certain rare, inherited conditions are at high risk. These include: von Hippel-Lindau disease, hereditary papillary renal cell carcinoma, hereditary leiomyomatosis and renal cell carcinoma, birt-hogg-dube syndrome and renal oncocytoma. Having a family member who has kidney cancer also increases risk.
- High Blood Pressure - People with high blood pressure may have a higher risk of kidney cancer.
- Medicines - Phenacetin, a formerly popular pain killer, has been linked to kidney cancer.
- Smoking - People who smoke have a higher risk. The risk increases with more cigarettes smoked.
- Weight - People who are overweight have a higher risk of developing kidney cancer.
- Work Environment - Studies suggest that exposure to certain chemicals, such as asbestos, cadmium, herbicides, benzene and organic solvents increases the risk of kidney cancer.
Signs and Symptoms
Early kidney cancer usually does not have symptoms. As cancer develops, people start to have symptoms, including the following:
- Blood in the urine
- Lower back pain on one side that is not caused from an injury
- A mass or lump on the side or lower back
- Weight loss
- A fever that doesn't go away after a few weeks
- Swelling of the ankles and/or legs
In order to diagnose kidney cancer, a doctor will do a complete physical exam and feel the side of the body and abdomen for lumps. Once you learn the results of the tests or procedures, you will be able to work with your health care team to make thoughtful decisions.
You also will likely have one or more of the following tests:
- Urine Test - Urine is checked for blood and other signs of disease.
- Blood Test - Blood is checked for levels of several substances, including creatinine, to make sure the kidneys are doing their job.
- Intravenous Pyelogram (IVP) - Dye injected into the vein travels through the body to the kidneys and shows up on x-rays. Dye can then be tracked and x-rays can show tumors or other kidney problems.
- CT Scan - An x-ray machine takes detailed pictures of the kidneys and can show kidney tumors.
- Ultrasound - Sound waves and a computer are used to create a picture of the kidneys, which can show a solid tumor or cyst.
- Biopsy - A thin needle is inserted into the kidney to remove a small amount of tissue. A pathologist looks at the sample of tissue under a microscope to check for cancer cells.
- Surgery - Occasionally, all or part of a kidney is removed and examined by a pathologist for final diagnosis.
Stages of Renal Cancer
If kidney cancer is diagnosed, the doctor needs to know the , or extent, of the disease to plan the best treatment. Staging is used to find out whether the cancer has spread, and if so, to which parts of the body.
Stage I is an early stage of kidney cancer. The tumor measures up to 2 3/4 inches (7 centimeters). It is no bigger than a tennis ball. The cancer cells are found only in the kidney.
Stage II is also an early stage of kidney cancer, but the tumor measures more than 2 3/4 inches. The cancer cells are found only in the kidney.
Stage III is one of the following:
- The tumor does not extend beyond the kidney but cancer cells have spread to a nearby lymph node or the tumor has invaded the adrenal gland or the layers of fat and fibrous tissue that surround the kidney, but cancer cells have not spread beyond the fibrous tissue.
- Cancer cells may be found in one nearby lymph node or the cancer cells have spread to a nearby large blood vessel.
Stage IV is one of the following:
- The tumor extends beyond the fibrous tissue that surrounds the kidney or cancer cells are found in more than one nearby lymph node.
- The cancer has spread to other parts of the body such as the lungs.
Treatment and Side Effects
Your treatment options depend on the stage of cancer, your overall health and your preferences about treatment. In metastatic disease, when the cancer has spread, the location and extent of the cancer are also important considerations.
Standard treatments for kidney (renal) cancer include:
Surgery: Most kidney cancer treatment starts with surgery. An operation to remove the kidney is called a nephrectomy. Your doctor might do a radical nephrectomy, removing the entire kidney, adrenal gland and tissue around the kidney. Other options are a simple nephrecotomy (removal of just the kidney) or a partial nephrectomy (removal of the part of the kidney that contains the tumor).
Arterial Embolization: This therapy aims to shrink the tumor by cutting off blood flow and oxygen to the kidney. This is done by injecting a substance into a blood vessel. This therapy is used either before an operation to make surgery easier or instead of surgery to reduce pain and symptoms.
Cryoablation: When tumors cannot be removed surgically, doctors use this procedure to freeze the cancer tissue until the cells die.
Radiation Therapy: A large machine directs uses high-energy rays directed at the body to kill cancer cells. Some people with kidney cancer have radiation before surgery to shrink the tumor, and some have it after to kill any remaining cancer cells. Radiation also can be used to relieve pain and other symptoms.
Biological Therapy: Also called immunotherapy, this approach uses the body’s immune system to fight the cancer. Biological therapy is sometimes used alone, and sometimes after surgery.
Chemotherapy: This treatment uses drugs to kill cancer cells. Chemotherapy has not been as effective in treating kidney cancer as it has been in treating other cancers. Doctors are studying new drugs and combinations that may be more beneficial.
Keep these tips in mind as you discuss treatment:
- Take your time. Consider your treatment options carefully. Seek a second opinion if needed.
- Ask questions. Ask your doctor to say something again or explain a medical term. Research shows that people of all educational levels and backgrounds can have a hard time communicating with their health care team.
- Ask about clinical trials. Clinical trials can offer the opportunity to benefit from the latest treatments or combinations of treatments while helping advance knowledge of the disease and its treatment options.
- Prepare for visits. Improve communication by writing down questions in advance. Plan to take notes. Consider bringing a friend or family member to take notes for you.
- Make a treatment plan. Focus on both the short- and long term goals of managing your cancer. Talk through the options and develop a treatment plan that best fits your needs.
Side Effects Management
It helps to learn more about the side effects of your treatment(s) before you begin, so you will know what to expect. When you know more, you can work with your health care team to manage your quality of life during and after treatment.
There are effective medications to address traditional side effects of cancer treatment such as nausea, diarrhea, constipation and mouth sores. Keep in mind that everyone reacts differently to treatment and experiences side effects differently.
Side Effects from Renal Cancer Treatments
Arterial Embolization: Temporary side effects may include vomiting, nausea or pain.
Cryoablation: This procedure can be painful. Rare side effects include bleeding, infection and damage to tissue near the tumor.
Radiation Therapy: Side effects of external radiation therapy may include skin changes, nausea, vomiting, diarrhea, fatigue, painful sores in the mouth and throat, dry mouth or thick saliva. Most side effects of radiation are temporary, but some rare serious side effects can be permanent. In some cases, radiation to the chest can also cause lung damage, which may lead to breathing problems or shortness of breath.
Biological Therapy or Immunotherapy: This treatment can have serious side effects including fever, nausea, chills, vomiting and loss of appetite.
Chemotherapy: The side effects of chemotherapy depend on the specific drug(s) given, and the dose and the length of time they are taken. Side effects can include hair loss, mouth sores, loss of appetite, nausea, vomiting, diarrhea, increased chance of infections (due to low white blood cell counts), easy bruising or bleeding (due to low blood platelet counts) and fatigue (due to low red blood cell counts).
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If you search the web, read published genealogies or the official biography of President Herbert Hoover, everywhere you’ll find that his ancestor was from Ellerstadt, Palatinate, Germany. But did you know that he was initially identified as the Andreas Huber from Trippstadt, Palatinate, Germany? Or that he might actually be from Ittlingen, landkreis Heilbronn, Baden, Germany? In this article, I’ll examine the past and present thought on this Andreas Huber’s German origins and the impact it has on identifying the origins of my ancestor Andreas Huber.
A list of Huber immigrants to Pennsylvania between 1728 and 1768 taken from the Pennsylvania Archives, Series II, Volume XVII, “Names of Foreigners who took the Oath of Allegiance, 1727-1775.”
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From the warm-mongers at The Earth Institute at Columbia University, a study that says El Niño drives civil war. Perhaps we can get Bob Tisdale to plot temperature anomalies along the Mason-Dixon line. It seems however that these warm-mongers at Columbia have only climate on their minds and didn’t examine the underlying socioeconomic triggers for these wars. Like having Bob Tisdale plot temperature anomalies along the Mason-Dixon line, we might find a correlation of some sorts with a war, but that doesn’t mean the American Civil War was started by and ENSO cycle. As we’ve heard so often from the warmist side of the aisle, correlation is not causation. But hey, stuff like that doesn’t matter when you are trying to freak people out into thinking climate change will start WWIII or something.
Climate cycles are driving wars, says study
When El Nino warmth hits, tropical conflicts double
In the first study of its kind, researchers have linked a natural global climate cycle to periodic increases in warfare. The arrival of El Niño, which every three to seven years boosts temperatures and cuts rainfall, doubles the risk of civil wars across 90 affected tropical countries, and may help account for a fifth of worldwide conflicts during the past half-century, say the authors. The paper, written by an interdisciplinary team at Columbia University’s Earth Institute, appears in the current issue of the leading scientific journal Nature.
In recent years, historians and climatologists have built evidence that past societies suffered and fell due in connection with heat or droughts that damaged agriculture and shook governments. This is the first study to make the case for such destabilization in the present day, using statistics to link global weather observations and well-documented outbreaks of violence. The study does not blame specific wars on El Niño, nor does it directly address the issue of long-term climate change. However, it raises potent questions, as many scientists think natural weather cycles will become more extreme with warming climate, and some suggest ongoing chaos in places like Somalia are already being stoked by warming climate.
“The most important thing is that this looks at modern times, and it’s done on a global scale,” said Solomon M. Hsiang, the study’s lead author, a graduate of the Earth Institute’s Ph.D. in sustainable development. “We can speculate that a long-ago Egyptian dynasty was overthrown during a drought. That’s a specific time and place, that may be very different from today, so people might say, ‘OK, we’re immune to that now.’ This study shows a systematic pattern of global climate affecting conflict, and shows it right now.”
The cycle known as the El Niño-Southern Oscillation, or ENSO, is a periodic warming and cooling of the tropical Pacific Ocean. This affects weather patterns across much of Africa, the Mideast, India, southeast Asia, Australia, and the Americas, where half the world’s people live. During the cool, or La Niña, phase, rain may be relatively plentiful in tropical areas; during the warmer El Niño, land temperatures rise, and rainfall declines in most affected places. Interacting with other factors including wind and temperature cycles over the other oceans, El Niño can vary dramatically in power and length. At its most intense, it brings scorching heat and multi-year droughts. (In higher latitudes, effects weaken, disappear or reverse; La Niña conditions earlier this year helped dry the U.S. Southwest and parts of east Africa.)
The scientists tracked ENSO from 1950 to 2004 and correlated it with onsets of civil conflicts that killed more than 25 people in a given year. The data included 175 countries and 234 conflicts, over half of which each caused more than 1,000 battle-related deaths. For nations whose weather is controlled by ENSO, they found that during La Niña, the chance of civil war breaking out was about 3 percent; during El Niño, the chance doubled, to 6 percent. Countries not affected by the cycle remained at 2 percent no matter what. Overall, the team calculated that El Niño may have played a role in 21 percent of civil wars worldwide—and nearly 30 percent in those countries affected by El Niño.
|IMAGE:The long war leading to South Sudan’s recent independence kicked off during the powerful El Nino drought of 1983. In continuing hostilities, southern fighters display a grenade launcher captured from…Click here for more information.|
Coauthor Mark Cane, a climate scientist at Columbia’s Lamont-Doherty Earth Observatory, said that the study does not show that weather alone starts wars. “No one should take this to say that climate is our fate. Rather, this is compelling evidence that it has a measurable influence on how much people fight overall,” he said. “It is not the only factor–you have to consider politics, economics, all kinds of other things.” Cane, a climate modeler, was among the first to elucidate the mechanisms of El Niño, showing in the 1980s that its larger swings can be predicted—knowledge now used by organizations around the world to plan agriculture and relief services.
The authors say they do not know exactly why climate feeds conflict. “But if you have social inequality, people are poor, and there are underlying tensions, it seems possible that climate can deliver the knockout punch,” said Hsiang. When crops fail, people may take up a gun simply to make a living, he said. Kyle C. Meng, a sustainable-development Ph.D. candidate and the study’s other author, pointed out that social scientists have shown that individuals often become more aggressive when temperatures rise, but he said that whether that applies to whole societies is only speculative.
Bad weather does appear to tip poorer countries into chaos more easily; rich Australia, for instance, is controlled by ENSO, but has never seen a civil war. On the other side, Hsiang said at least two countries “jump out of the data.” In 1982, a powerful El Niño struck impoverished highland Peru, destroying crops; that year, simmering guerrilla attacks by the revolutionary Shining Path movement turned into a full-scale 20-year civil war that still sputters today. Separately, forces in southern Sudan were already facing off with the domineering north, when intense warfare broke out in the El Niño year of 1963. The insurrection abated, but flared again in 1976, another El Niño year. Then, 1983 saw a major El Niño–and the cataclysmic outbreak of more than 20 years of fighting that killed 2 million people, arguably the world’s bloodiest conflict since World War II. It culminated only this summer, when South Sudan became a separate nation; fighting continues in border areas. Hsiang said some other countries where festering conflicts have tended to blow up during El Niños include El Salvador, the Philippines and Uganda (1972); Angola, Haiti and Myanmar (1991); and Congo, Eritrea, Indonesia and Rwanda (1997).
The idea that environment fuels violence has gained currency in the past decade, with popular books by authors like Jared Diamond, Brian Fagan and Mike Davis. Academic studies have drawn links between droughts and social collapses, including the end of the Persian Gulf’s Akkadian empire (the world’s first superpower), 6,000 years ago; the AD 800-900 fall of Mexico’s Maya civilization; centuries-long cycles of warfare within Chinese dynasties; and recent insurgencies in sub-Saharan Africa. Last year, tree-ring specialists at Lamont-Doherty Earth Observatory published a 1,000-year atlas of El Niño-related droughts; data from this pinpoints droughts coinciding with the downfall of the Angkor civilization of Cambodia around AD 1400, and the later dissolution of kingdoms in China, Vietnam, Myanmar and Thailand.
Some scientists and historians remain unconvinced of connections between climate and violence. “The study fails to improve on our understanding of the causes of armed conflicts, as it makes no attempt to explain the reported association between ENSO cycles and conflict risk,” said Halvard Buhaug, a political scientist with the Peace Research Institute Oslo in Norway who studies the issue. “Correlation without explanation can only lead to speculation.” Another expert, economist Marshall Burke of the University of California, Berkeley, said the authors gave “very convincing evidence” of a connection. But, he said, the question of how overall climate change might play out remains. “People may respond differently to short-run shocks than they do to longer-run changes in average temperature and precipitation,” he said. He called the study “a useful and illuminating basis for future work.”
More information: Kevin Krajick, Senior Science Writer, The Earth Institute
The Earth Institute, Columbia University mobilizes the sciences, education and public policy to achieve a sustainable earth. Through interdisciplinary research among more than 500 scientists in diverse fields, the Institute is adding to the knowledge necessary for addressing the challenges of the 21st century and beyond. With over two dozen associated degree curricula and a vibrant fellowship program, the Earth Institute is educating new leaders to become professionals and scholars in the growing field of sustainable development. We work alongside governments, businesses, nonprofit organizations and individuals to devise innovative strategies to protect the future of our planet. www.earth.columbia.edu
Lamont-Doherty Earth Observatory, a member of The Earth Institute, is one of the world’s leading research centers seeking fundamental knowledge about the origin, evolution and future of the natural world. More than 300 research scientists study the planet from its deepest interior to the outer reaches of its atmosphere, on every continent and in every ocean. From global climate change to earthquakes, volcanoes, nonrenewable resources, environmental hazards and beyond, Observatory scientists provide a rational basis for the difficult choices facing humankind in the planet’s stewardship. www.ldeo.columbia.edu
h/t to Junkscience.com
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A TPM PROJECT PRESENTED BYTPM Idealab: Impact
Google shows off its self-driving car in DC in 2012
A special endorsement on the drivers license will be required to operate autonomous vehicles "even if the person intends to operate an autonomous vehicle only in the non-autonomous mode." Drivers will also have to certify that they obtained training from the vehicle manufacturer or dealer in the operation of autonomous vehicles.
Notably, to obtain the special endorsement, drivers will have to acknowledge that when it comes to enforcing the District of Columbia's traffic laws they will be considered the driver of the vehicle even when operating it in autonomous mode. No blaming the technology for traffic violations.
As for the vehicles themselves, they must have a "certificate of compliance issued by vehicle manufacturer or an autonomous technology certification facility" in order to be titled in DC. The certificate of compliance must certify that the vehicle is safe to operate, has a black box to record accident data, can be easily and safely switched in and out of autonomous mode by the driver, and has a "visual indicator" inside the vehicle that alerts the driver that the vehicle is in autonomous mode.
The vehicle must also alert the driver if the autonomous technology has failed and either allow the driver to take control of the vehicle or automatically bring the car to safe stop out of the way of traffic.
DMV also wants to make sure that car is designed so that the driver can retake control of the vehicle "in multiple manners, including, without limitation, through the use of the brake, the accelerator pedal, and the steering wheel."
Autonomous vehicles will get their own special tags.
A 30-day comment period is now open before the rules are finalized.
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Alzheimer’s and dementia is an oral health issue
Poor dental health habits and gum disease are considerately linked to patient who suffer from Alzheimer’s disease and dementia. In recent studies found in Great Britain doctors have found signs of gum bacteria in the brains of these patients. The presence of the gum bacteria in the brain can cause inflammation which in turn could trigger a biological cascade that is linked to the brain changes associated with Alzheimer’s disease. Gum disease is said to be linked to an increase risk of heart disease since gum disease can be deposited in the arteries leading to build up plaque. Entering the bloodstream through such everyday activities as eating, brushing teeth and invasion dental treatments. Therefore, taking care of our gums is more important than ever.
The most common form of gum disease is gingivitis. The contributing factors to gingivitis include but are not limited to diabetes, smoking, aging, pregnancy along with certain medical issues. Since gingivitis can be very mild, some may not be aware that they have the condition. Poor dental hygiene that encourages plaque to form is the root of the cause of this particular disease. Plaque can form on your teeth when starches and sugars that we eat interact with the bacteria normally found in our mouths. The longer that the plaque or tartar remain in your teeth, the more your gum becomes irritated. Symptoms of periodontal disease include:
- Persistent bad breath
- Red swollen or tender gums
- Gums that bleed when you brush your teeth
- Gums that have pulled away from your teeth
- Teeth that are loose
- Poor nutrition
Understanding gingivitis, periodontal disease and treatment
While gingivitis is known as the inflammation of gums periodontal disease occurs when the bone below the gums get inflamed or infected. These group of disease have a common end result; inflammation of the gums, the destruction of periodontal ligaments, the loss of supporting bone, and ultimately the loss of teeth. The immune system is the body’s way of protecting itself against any disease invader. When your gums start to become inflamed, it is actually the first tell tale sign of your immune system at work, trying to isolate the disease-causing bacteria and prevent the spread to other parts of the body. A tincture of myrrh and / or Echinacea about three times a day can improve gum health. Another suitable form to naturally and effectively improve gum health is to add hydrogen peroxide along with vitamin C powder to your water pic. Those food which are high in fiber, whole food, and low sugar fruits such as berries can help aid in the reconstruction of your gum health. There can be many solutions to the oral health but it’s always best to follow your dentist and hygienist recommendations on flossing brushing and routine visits.
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When Little Man was little(r), life was all about song and dance and games and laughter. The focus was on developing his sensory and physical abilities, then his speech, emotions, independence. Now that he’s almost three-and-a-half, and has mastered the above essentials, I am focussing on teaching him more educational stuff. Phonics, numbers, shapes and how things work.
But Little Man is not one to sit and recite aa aa apple, b b ball with me. Or count more than he wants to. He would much rather “play cars” or “superheroes” or see TV, when we’re home. So I figured out a few ways to incorporate learning into our day, without him even realising it.
Note: All these can be done while walking to school/ to the park/ taking a stroll around your house.
Since Little Man loves cars, and anything to do with cars, I figured this would be a success. Whilst we walk to school, we count the number of cars we see (either parked or the ones that pass us by – variation is the key to keeping them engaged). To add more variation (and another learning function – colours), try counting just the red cars, or the black cars and so on.
(You could do this with people too – count the people who cross your path. Or those wearing blue or yellow.)
2. Recognising numbers and alphabets
Reciting numbers and alphabets is something Little Man (and most toddlers) grasp early, but recognising them on a page or billboard is the next step. Rather than making an exercise of it at home, when Little Man is distracted by his other toys, I use the time spent walking or in the car to do the same. I make him read number-plates of cars, or the numbers on parking spots or alphabets on signs and boards that we pass.
3. Distinguishing Shapes
Tiled pavements provide an opportunity to distinguish between square tiles and rectangular ones. Streetlights and lamps are usually round. You get the gist. Then we talk about each shape (a square has four equal sides but a rectangle has two short and two long sides).
4. Learning about Nature
Instead of just getting from point A to point B, why not talk about the different aspects of Nature – trees, clouds, insects, dried leaves – there’s no dearth of subject matter. If it’s the clouds your toddler is interested in, explain how rain falls from them. If he sees an insect, ask him which colours are on it. Explain why leaves are green, but in Autumn turn yellow/ brown. He will learn why and how things happen much quicker when experiencing it than by simply reading about it.
I’m also focussing on teaching him basic opposites. To add that element of fun, we make a game out of it… we jump up HIGH, then bend down LOW. We spread our arms wide to show we’re FAT, then bring them in ‘coz now we’re THIN. We stretch TALL, then become SHORT… Little Man loves enacting the opposites and believe me, it is fun!!!
Follow Tales from Mamaville on bloglovin too!
I’ve linked this post with these fab linkies
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|• Regexp Usage:||How to Use Regular Expressions.|
|• Regexp Operators:||Regular Expression Operators.|
This appendix is derived from the
A regular expression, or regexp, is a way of describing a set of strings. The simplest regular expression is a sequence of letters, numbers, or both. Such a regexp matches any string that contains that sequence. Thus, the regexp ‘foo’ matches any string containing ‘foo’. Other kinds of regular expressions let you specify more complicated classes of strings.
Gcal uses exactly one of the following regular expression programming libraries respectively methods, and that in the decreasing priority how it is chosen at configuration time, or better, compile time of the software:
|4.||System V |
|5.||Henry Spencer V8 |
|6.||Pattern matching is supported, but without metacharacters|
Try ‘gcal --version’ for detecting the kind of regular expression programming library respectively method that is burned in your Gcal program!
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Diabetic coma's a form of coma that is reversible. It is found in a person who has diabetes mellitus. It is termed as a medical emergency. There are three types of diabetic comas.
Medical science has identified three types of diabetic comas.
Further in the article, we will discover the symptoms, causes & risk factors of diabetic coma. We will also understand about its treatment & what to do in such a medical emergency situation.
[Read: Causes of Diabetic Coma]
Symptoms of Diabetic Coma
Since you know what is diabetic coma & its types, now understand the symptoms of diabetic coma. Before you develop diabetic coma, you will generally experience few signs and symptoms. These symptoms include high blood sugar levels or sometimes low blood sugar levels. First, let's know the symptoms noted in high blood sugar levels.
High blood sugar level (Hyperglycemia)
When blood sugar levels are high, you can experience the following:
Low blood sugar levels (hypoglycemia)
The low blood sugar level may cause the following signs:
Since we know about the signs & symptoms of diabetic coma, let's now discover the causes of diabetic coma.
Causes of Diabetic Coma
Like we mentioned before, if your blood sugar level is too high or if it is too low, it can lead to various conditions. These conditions further lead to diabetic coma. Below, you can discover some of the main causes that lead to diabetic coma.
There are situations, when the cells in your muscles crave for energy. When this happens, your body breaks down the fat stores. This procedure produces toxic acids called as ketones. If you leave it untreated, diabetic ketoacidosis will lead to diabetic coma.
In some cases, when the blood sugar level touches 600 mg per deciliter or when it tops 33.3 millimoles (mmol) per liter, you get in a condition, which is termed as diabetic hyperosmolar syndrome. In diabetic hyperosmolar syndrome, your blood becomes thick & syrupy. This excessive amount of sugar is tranferred from your blood to the urine and leads to a filtering process, which draws great amounts of fluids from your body.
If you leave diabetic hyperosmolar syndrome untreated, it can cause critical dehydration & coma. This syndrome is mainly common in mid-aged or older adults that already have type 2 diabetes.
It is a medical emergency that involves an abnormally diminished content of glucose in the blood and the brain requires glocuse to function. In many severe cases, people can pass out cause of low blood sugar. Hypoglycemia is caused due to a lot of insulin present in the body or very little consumption of food. Excercising vigorously & excessive drinking can also lead to Hypoglycemia.
[Read: Symptoms of Diabetic Coma]
Risk Factors of Diabetic Coma
If you've type 1 or type 2 diabtetes, the following factors will increase your risk to fall for diabetic coma:
When you're injured or sick, the blood sugar levels in your body rise. Sometimes, this happens dramatically and may lead to diabetic ketoacidosis, especially in cases, when you've got type 1 diabetes. Please ensure that you don't increase the intake of insulin in such a situation. Other medical conditions like kidney disease or congestive heart failure can hasten the risk of diabetic hyperosmolar syndrome.
Not monitoring your blood sugar & avoiding regular medications also increases the risk factors that lead to diabetic coma.
Skipping your regular dose of insulin is dangerous. It is a life-threatening practice, which can lead to diabetic coma.
Alcohol has unpredictable effects on blood sugar. It can sometimes drop the blood sugar levels for a prolonged period of time. Also, the use of drugs like cocain & ecstacy can increase your chances of diabetic coma.
Complications of Diabetic Coma
There are many complications that can happen due to diabetic coma. These are as follows:
However, above all diabetic coma's a medical emergency. If you feel the above mentioned symptoms & think that you may pass out, call the local emergency number. In situations where a diabetic person passes out, take him or her to the nearest hospital immediately. Also, tell the emergency personnel that the unconscious person is diabetic. You can also take preventive measures to avoid diabetic coma, since you know the risk factors that trigger it.
Read more articles on Diabetes.
Though all possible measures have been taken to ensure accuracy, reliability, timeliness and authenticity of the information; Onlymyhealth assumes no liability for the same. Using any information of this website is at the viewers’ risk. Please be informed that we are not responsible for advice/tips given by any third party in form of comments on article pages . If you have or suspect having any medical condition, kindly contact your professional health care provider.
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Astroparticle physics studies the most powerful objects in the Universe, such as pulsars, gamma ray bursts, supermassive black holes at the center of galaxies a supernovas. Important questions that astroparticle physics helps to answer include the origin of cosmic rays, the acceleration of high-energy particles in astrophysical objects, tests of fundamental physics, the origin of dark matter, neutrino properties, etc. Our faculty, postdocs and students collaborate in several large experiments to detect high-energy gamma rays and neutrinos, with activities ranging from data analysis to instrumentation.
Black holes and neutron stars are the most compact objects in the universe, where matter is packed to very high densities under the relentless force of gravity. They are ideal tools to study gravity at its most extreme as well as a variety of physical processes that often accompany them, such as accretion of gas and energetic interactions with their environment. At the CRA, we currently investigate several key open questions in this area of research.
Dark matter, gravitational waves, black holes, neutron stars and neutrinos are just a few of the topics under consideration by the CRA faculty that require computational techniques. Computers allow us to solve complicated, coupled non-linear equations, track high-energy particles through the sky, and reproduce the Universe inside our virtual lab. The CRA uses the NSF XSEDE resources, the CRA cluster, Cygnus, and our Visualization Lab to explore some of the secrets of the Universe.
The field of cosmology studies the universe in its entirety. The evolution of galaxies and their central black holes are particularly useful to understand both the relevant cosmological and galactic processes that shape galaxies over billions of years. The length scales involved in these processes can range from an atomic level, when studying atomic and molecular transitions that are important in star forming gas clouds, to the cosmological scale, where tidal forces from distant galaxies create the initial rotation of a galaxy.
Gravity is one of the four fundamental interactions of nature. Yet some of the most interesting predictions of the theory that governs gravitational interactions, General Relativity, allude direct detection. Black Holes and Gravitational Waves are both results of General Relativity.
High-energy astrophysics is the study of fundamental physics within the most violent environments imaginable. X-ray and gamma-ray sources are used as laboratories to explore physical processes at temperatures, densities and energies so extreme that Earth-based experiments would be impossible. This type of research can therefore provide direct tests of many of the basic ideas of modern physics.
Our Theoretical and Computational Astrophysics Network (TCAN) is focused on the understanding that the cosmological role of SMBHs ultimately requires a detailed study and treatment of the multi-scale physics at work during formation and growth of the most massive SMBHs, as well as the feedback of these SMBHs on galactic structure. We will tackle this ambitious goal through collaborative research that cuts across traditional sub-disciplines of theoretical and computational astrophysics.
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The U.S. Bureau of Mines is conducting research on a computer- assisted mining machine. Such a machine holds great promise for increased productivity and improved health and safety in the working section. A key element of such a machine is a coal interface detection (cid) system that can distinguish coal from noncoal material, no matter how complex the geology. Although much research has been done in the past by others in this area, there is still no general solution to the problem. Present Bureau cid research is focused on adaptive signal discrimination methods for analyzing the vibration of the mining machine, advanced infrared thermography, modern video systems, natural gamma emissions, advanced radar methods, and geological conditions. It appears that a suite of sensors with associated data analysis may result in a practical system.
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Music in Milton's Hymn
Abstract:Milton's Hymn of the Morning of Christ's Nativity can be divided into two sections, with an introduction, a transitional passage and a coda. This essay focuses on the first main section, showing how our appreciation of the poem can be enriched by an understanding of the musical traditions to which it relates, and then considers the ‘musica cattiva’ or hidden music of the second half of the poem.
Document Type: Original Article
Publication date: 1991-12-01
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Isaiah Variants in the Book of Mormon
John A. Tvedtnes
Reprinted with permission from Isaiah and the Prophets: Inspired Voices from the Old Testament (Provo, Utah: BYU Religious Studies Center, 1984), 165—77.
Of the 478 verses in the Book of Mormon quoted from the book of Isaiah, 201 agree with the King James reading while 207 show variations. Some 58 are paraphrased and 11 others are variants and/or paraphrases. it is to the variants that we will give our attention here.
Two factors led to my study of the Isaiah variants in the Book of Mormon. The first was a paper written by a friend of mine and now widely circulated as “evidence” against the Book of Mormon. It is essentially a statistical analysis of the frequency of changes made in the Isaiah passages in the Book of Mormon, and it concludes that because there are more such changes earlier on than later, this indicates that Joseph Smith wearied of making alterations as time went by. My objections to the study are basically twofold: First, some of the changes made by the Prophet fit the reading found in some ancient versions of Isaiah. Secondly, the study did not take into account that some of the changes were not in the first edition of the Book of Mormon but were added later. I contend that these changes have no bearing on Joseph Smith’s translation—Moreover, many of them were stylistic or grammatical, such as the change from “which” to “who” or “whom” when the referent is human. To my way of thinking, it makes more sense to examine substantive differences between the texts of the King James and Book of Mormon versions of Isaiah.
The second impetus for my study came from an assignment given me to serve on the Book of Mormon Hebrew translation committee. One of my specific tasks was to examine all of the biblical quotes in the Book of Mormon to determine what changes, if any, would need to be made to the Hebrew translations of those books when the passages were incorporated into the translation. It was my feeling that we should try to render the translated Book of Mormon passages into the form in which Nephi and other Book of Mormon writers would have known them from the brass plates of Laban, which they took with them.
It was first necessary to identify all of the variants and paraphrases from Isaiah found in the Book of Mormon.1 To do this I read and reread each of the texts several times, checked out the cross-references, and looked up the key words in exhaustive concordances of the Bible and of the Book of Mormon. My wife and I then proceeded to compare the King James (KJV) and Book of Mormon (BM) texts of Isaiah, looking for differences. I read aloud from the BM while she followed in the KJV, and we marked the differences in green ink in a special copy of the Book of Mormon. Next. we did the same thing with the BM and the original 1830 edition, noting any differences in red ink. We used blue ink to mark differences between it and the RLDS version and some few items I was able to obtain from the handwritten BM manuscripts.
The next step was to look up all of the variant verses in different versions of the book of Isaiah: the Hebrew Massoretic text (MT), the Hebrew scrolls found at Qumran (notably IQIsa, which contains all sixty-six chapters), the Aramaic Targumim (T), the Peshitta (P), the Septuagint (LXX) or Greek translation, the Old Latin (OL) and Vulgate (V), and the Isaiah passages quoted in the New Testament. I also read dozens of articles and books written by the top experts on Isaiah and gleaned from them leads to other manuscript variants, such as those found in quotations by the early Church Fathers and other little-known documents.
To be frank, I did not expect to find the volume of support for the BM version of Isaiah that I did in fact discover. I knew enough about ancient manuscripts to realize that there were oftentimes several different versions, no two of which agreed completely with one another. In such cases it is impossible to know which version, if any, is the “original.” It was therefore necessary to allow for errors on the brass plates of Laban from which the BM Isaiah passages were taken.
I have classified the variants according to seventeen different types. Some of these classifications are favorable to the BM versions, while others favor the KJV. Still others favor neither. In the listing below, those favorable to BM are marked +, those neutral =, and those unfavorable -.
|Type of Variation||Frequency||Relation to BM|
|1. BM superior to KJV as a translation from MT Hebrew||4||+|
|2. Version support for BM||36||+|
|3. Evidence of ancient scribal error favoring BM||13||+|
|4. Evidence that BM is from a more ancient text than MT||1||+|
|5. Singular-plural distinctions|
|a. Version support for BM||5||+|
|b. Other (perhaps all due to abbreviation)||6||=|
|6. BM and KJV equally valid translations from MT||18||=|
|7. BM and KJV/MT disagree, where some other versions also disagree without supporting either||8||=|
|8. Textual additions found elsewhere in Bible (2 in Isaiah)||4||–|
|9. Deletion of KJV italicized words in BM2 (8 returned after 1830)||59||=|
|10. Change of KJV italicized words|
|a. Not affecting meaning||35||=|
|b. Affecting meaning||2||–|
|11. BM variations from KJV (=MT) without explanation||43||–|
|12. Uncorrected BM scribal/printer errors 3||29||N/A|
|13. BM scribal/printer errors subsequently corrected||17||N/A|
|14. Attempts at updating KJV language in BM||25||N/A|
|15. Changes in post-1830 editions of BM (mostly for style or spelling)||47||N/A|
|16. Internal variations in BM Isaiah passages||Not counted here|
|17. Paraphrases||Not counted here|
Of the 234 variants rated, 59 are +, 126 are =, and 49 are -. That is, there are more favoring the Book of Mormon than the KJV, while most favor neither.
Having briefly reviewed the procedure of this study and some of its statistical results, I want now to turn to an examination of some examples of the variants.4 The examples presented here have been chosen on the basis of the ease with which I can explain them to non-Semiticists and the favorable light which they shed on the Book of Mormon translation.
Two terms which should be introduced here for the non-linguist are “dittography” and “haplography.” The first refers to the repetition of words (e.g., “I went to the the store”), while the second refers to the dropping of a word or words because it/they resemble(s) what immediately precedes or follows. These types of mistakes are scribal errors and are common occurrences in handwritten documents, notably when the scribe is fatigued. Let us compare Isaiah 2:6 with 2 Nephi 12:6:
KJV “Therefore” is extended in BM to read “Therefore, O Lord.” There was probably an abbreviation, k”y, read by MT as ky (“therefore”) and by BM as ky Yhwh (“therefore, O Lord”). That this was the case is evidenced by the fact that there must have been Hebrew versions reading ky Y’qb (“therefore, O Jacob”) and ky Ysr’l (“therefore, O Israel”), with words beginning with the same letters, for different LXX manuscripts so translate in the Greek.
Isaiah 2:11 compared with 2 Nephi 12:11:
BM adds to the beginning, “And it shall come to pass that . . . ” IQIsa and LXX add the conjunction “and,” in partial agreement. MT probably lost the conjunction (Hebrew w-) by haplography, for it is the last consonant of verse 10.
Isaiah 2:14 compared with 2 Nephi 12:14:
BM adds information to the KJV text in verses 12—14. In each case, the additional information enhances the parallels found in the poetry. In verse 14, for example, BM adds “and upon all the nations which are lifted up, and upon every people. ” Obviously, the “nations” and “people” parallel each other. In order to see the complete list of parallels between words such as nation, people,” “hills,” and “trees,” note verses 12—15.
In a number of passages, BM adds the conjunction “and” to the text of KJV and finds confirmation in at least some of the versions. The examples of this are listed below, along with the versions which support BM.
|Isaiah 3:9||=2 Nephi 13:9||IQlsa, LXX, Peshitta, 1 Targum|
|Isaiah 3:14||=2 Nephi 13:14||LXX|
|Isaiah 3:26||=2 Nephi 13:26||LXX|
|Isaiah 48:8||=2 Nephi 20:8||IQIsa|
|Isaiah 48:13||=1 Nephi 20:13||IQIsa, LXX, S, Peshitta|
|Isaiah 48:14||=1 Nephi 20:14||IQIsa|
|Isaiah 50:9||=2 Nephi 7:9||LXX|
|Isaiah 48:22||=1 Nephi 20:22||IQIsa (BM adds “also”)|
|Isaiah 51:18||=2 Nephi 8:18||LXX (BM “and” replaces KJV “there is”)|
|Isaiah 48:5||=1 Nephi 20:5||BM adds “and” to KJV in a place where MT has the conjunction but KJV did not translate it!|
Isaiah 2:5 compared with 2 Nephi 12:5:
At the end, BM adds, “Yea, come, for ye have all gone astray, every one to his wicked ways. ” The wording is found in Isaiah 53:6 and is thus something one might expect in the book. The Hebrew behind BM would have begun with the words b’w ky, “come, for . . . ” Compare the next-to-last word of the same verse, b’wr (“in light”), and the first word of verse 6, ky (“for”), which may have influenced the dropping of the BM wording by haplography in MT.
Isaiah 2:16 compared with 2 Nephi 12:16:
KJV: “And upon all the ships of Tarshish”
BM: “And upon all the ships of the sea,
and upon all the ships of Tarshish”
Here, BM adds a line not found in KJV. Interestingly, LXX reads “And upon every ship of the sea, and upon all views of pleasant ships,” with the last part paralleling KJV/BM “and upon all pleasant pictures.” The Greek talassa, “sea,” resembles the word Tarshish. But both the Targum and the Vulgate have “sea” with LXX instead of Tarshish. The matter is a very complex one, for which a complete discussion cannot be included here. BM appears to have included the versions of both MT and LXX/T/V. MT could have dropped the nearly identical second line by haplography.
Isaiah 2:20 compared with 2 Nephi 12:20:
KJV: “they made each one for himself”
BM: “he hath made for himself”
MT reads literally, “which they made for him.” Most LXX manuscripts follow MT with the plural verb, but delete the dative “for him.” LXXA and Vulgate have the singular verb, like BM. lQlsa is torn at this point, but there is evidence that it kept the plural verb, adding a new subject, “his fingers” (only the last of the word remains on the damaged scroll). The previous verb in the same verse is in the singular, so we should expect the same here, rather than the plural of MT. Moreover the forms ‘sh (“he made”) and ‘sw (“they made anciently would have both been written alike, ‘s, with the unwritten vowels (Hebrew originally being written without vowels, which were not added until the early part of the Christian era).
Isaiah 3:1 compared with 2 Nephi 13: 1:
The problem found in this verse is known to biblical scholars, who generally consider the text to be corrupt (the New English Bible deletes the problematic passage). KJV speaks of “the stay and the staff” but then goes on to mention the “stay of bread” and the “stay of water.” The word translated “stay”, from MT is ms’n, while its feminine counterpart, ms’nh, is translated “staff.” The occurrence of the latter but once in MT/KJV destroys a parallel (probably caused by dropping the feminine singular suffix) which is corrected in BM.
Isaiah 3: 10 compared with 2 Nephi 13: 10:
KJV: “to the righteous”
BM: “unto the righteous”
While there is no difference in meaning here, BM nevertheless seems to be stressing the preposition. Curiously, there is no preposition at this point in MT, though one would expect it. It is there, however, in IQIsa (as a superscript) and the Peshitta (which also has the plural, thus confirming BM’s “them” vs. KJV’s “him” which follows). The parallel word, “wicked,” in the same verse, does have the preposition in MT, and we should expect it to be here also. We thus have evidence of the antiquity of the text from which BM came, as compared with MT.
Isaiah 3:26 compared with 2 Nephi 13:26:
KJV: “and she being desolate”
BM: “and she shall be desolate”
Isaiah 6:12 compared with 2 Nephi 16:12:
KJV: “and there be a great forsaking”
BM: “for there shall be a great forsaking”
In these two cases, MT has a finite verb which was not so translated by KJV but which is reflected in BM. Thus BM better fits MT in these instances than does KJV.
Isaiah 5:30 compared with 2 Nephi 15:30:
KJV: “if one look”
BM: “if they look”
In English, the words “one” and “they” are both used to express an indefinite subject; while the MT has the verb in the singular, it could be understood collectively. (In Isaiah 8:22, the same singular form occurs in MT but is translated as “they shall look” by KJV, in a passage parallel to this one.) But LXX has a plural verb here, agreeing with BM.
Isaiah 9:3 (MT 9:2) compared with 2 Nephi 19:3:
KJV: “and not increased the nation”
BM: “and increased the nation”
Jewish scholars of the MT sometimes realized that a mistake was present in the biblical text. But since it was forbidden to alter the sacred scriptures, they left the error as a Ketib (“that which is written”), while adding a footnoted Qere (“that which is read”) to be vocalized in reading the text. In this passage, the Ketib of MT has the negative particle, while the Qere deletes it, as do twenty Hebrew manuscripts, all of which substitute the word lw (for 1′, which is pronounced the same), “for him.” Compare the same expression in Job 12:23 and Isaiah 26:15, both of which are like BM.
Isaiah 9:9 (MT 9:8) compared with 2 Nephi 19:9:
There are many instances of singular-plural differences between the KJV and BM texts. One of the classic examples is found in this passage, where KJV has “inhabitant” and BM reads plural “inhabitants.” MT has the singular word, which, however, can often have a collective meaning in Hebrew. As in a number of the other examples of this type found in the study, BM is supported by LXX, which also has the plural. And like other examples, we have here the distinct possibility of a Hebrew abbreviation being read as singular by MT and as plural on the brass plates of Laban. The abbreviation may well have been w-yw”s, which is the very form found at this point in IQIsa! In any event, the sole difference between the singular and plural construct forms of this word would be the addition of the letter -y, to the end of the plural. This smallest of all Hebrew letters could easily have been lost from the text.
Isaiah 10:29 compared with 2 Nephi 20:29:
KJV “Ramah” (MT Rmh) is rendered “Ramath” in BM. This would be the more ancient form of the name, with the old feminine -ath suffix which, in later (usually even biblical) Hebrew disappeared in the pausal form of the noun. Compare verse 28, where both KJV and BM have the name “Aiath,” with the same feminine ending. This is particularly interesting, since it is ‘yt in MT, but was written as ‘yht in IQIsa, with the -t suffix apparently added as an afterthought (it is in superscription), following a writing which shows later pronunciation. That is, IQIsa originally wrote it as “Aiah”—as MT wrote “Ramah”—and later added a superscript letter to show the older form “Aiath,” possibly copying an older manuscript. This provides evidence that the brass plates are from an older source than MT.
Isaiah 13:3 compared with 2 Nephi 23:3:
KJV: “for mine anger, even them that rejoice in my highness”
BM: “for mine anger is not upon them that rejoice in my highness”
MT reads l-‘py ‘lyzy g’wty, literally “to/for mine anger, the rejoicers of my highness.” Both KJV and MT are gibberish and require some correction. We probably have here a case of double haplography. To illustrate, let us reproduce the Hebrew of MT and a Hebrew translation of BM:
MT: l- ‘py ‘lyzy g’wty
BM: l’ ‘py ‘l ‘Iyzy g’wty
The MT scribe or a predecessor has—perhaps after a long, tiring day of work—made two deletions here. First, he deleted the Hebrew letter aleph (transliterated ‘) from the negative particle, resulting in the preposition l-. Because the earliest Hebrew writing has no spaces to divide words, the mistake would have been easily made. The second deletion involved the preposition ‘l (“upon”). Both of these cases of haplography occurred because of the proximity of other identical alphabetical elements to those being deleted. It is true that in biblical Hebrew we would normally expect ‘yn instead of l’ as the negative particle in nonverbal sentences such as this. However, the Bible has many examples of such a use for 1′, four of which occur in Isaiah (27:11; 37:19; 53:2; and 55:8).
Isaiah 13:22 compared with 2 Nephi 23:22:
BM adds to the end of the verse, “For I will destroy her speedily; yea, for I will be merciful unto my people, but the wicked shall perish.” There is partial confirmation in the versions. LXX adds, “quickly shall it be done, and shall not be delayed, ” while IQIsa adds “more (still, yet). ” It is possible that MT dropped this verse ending by haplography. The portion added in BM would begin with the Hebrew word ky, “for,” which happens to be the initial word in the next verse (14: 1). Moreover, 14:1 is not a logical successor to 13:22 without the BM addition, which introduces the subject of the Lord’s mercy toward Israel.
Isaiah 14:2 compared with 2 Nephi 24:2:
After KJV’s “to their place,” BM adds, “yea, from far unto the ends of the earth; and they shall return to their lands of promise.” MT has only “to their place,” finding agreement in LXX and Targum Codex Reuchlinianus. However, BM has support from some of the versions, such as Bibliotheque Nationale Ms.1325 (reading “to their land”) and IQIsa (“to their land and to their place”). Note that verse 1 has “to their own land, ” which may have influenced the dropping of the BM portion in MT. Also, immediately after the BM addition, MT/KJV has “and the house of Israel shall possess them in the land of the Lord. “Here, too, we have “land” and also byt (“house”), a word which resembles bryt (“covenant”), possibly the “promise” of the BM passage. (Cf. the use of bryt in the promise of land to Abraham in Genesis 17:7—10; Psalm 105:8—11.)
Isaiah 14:3 compared with 2 Nephi 24:3:
KJV reads “the day,” while BM reads “that day.” Though MT agrees with KJV, there are some Hebrew manuscripts which add h-hw’, “that.” (The full story behind the changes in vss. 3—4 requires a considerable background in Hebrew syntax on the part of the reader and is therefore not detailed here. It is nevertheless of interest that it provides further evidence of the authenticity of the Book of Mormon’s source—the brass plates of Laban—as an ancient document.)
Isaiah 14:32 compared with 2 Nephi 24:32:
KJV: “What shall one then answer the messengers . . . ?”
BM: “What shall then answer the messengers . . . ?”
BM makes “messengers” the subject here. The Hebrew verb is singular in MT, but is plural in IQIsa, LXX, and T, thus agreeing with BM (though all have mlky, “kings of,” instead of ml’ky, “messengers of”).
Isaiah 48:11 compared with 1 Nephi 20:11:
KJV: “for how should my name be polluted?”
BM: “for I will not suffer my name to be polluted”
While KJV finds support in the third-person conjugation of MT, OL, and LXX (the latter having the word “name, ” which is not present in the Hebrew text), the majority of the versions back the BM by having the verb in the first person (IQIsa, V, and one Targum [while another agrees with MT]. See Ezekiel 39:7; compare Ezekiel 20:9.
Isaiah 48:14 compared with 1 Nephi 20:14:
After the word “things,” BM adds “unto them.” The addition also appears in LXX. The Hebrew behind BM would read ‘lh ‘lhm, literally “these unto them” (with “things” being understood—actually unnecessary—in the Hebrew). MT evidently dropped the second word by haplography because it resembled the first. This example also provides evidence that BM derives from an older text than MT (i.e., the brass plates).
Isaiah 49:1 compared with 1 Nephi 21:1:
BM adds a preface to the KJV verse. Because the preface is in chiasmus, a poetic style used in biblical Hebrew wherein parallel lines form an “X” shape when diagrammed, it is good evidence of the authenticity of the account on the brass plates, even though there is no support from the versions. The preface may be outlined as follows:
B O ye house of Israel,
C All ye that are broken off and driven out
D Because of the wickedness of the pastors of my people;
C’ Yea, all ye that are broken off, that are scattered abroad,
B’ Who are of my people, O house of Israel.
A’ Listen, O isles, unto me.
The Hebrew of this addition would begin with the word svm’w, “hearken,” which also begins the section to follow. The loss of the preface in MT was probably due to haplography because of the resemblance of the two parts beginning with the same word.
Isaiah 50:2 compared with 2 Nephi 7:2:
KJV: “their fish stinketh, because there is no water, and dieth for thirst”
BM: “and their fish to stink because the waters are dried up, and they die of thirst”
From the perspective of the English, there seems to be no real justification for BM to reword this passage. But the Hebrew is again helpful. There are, in fact, two variants for the first verb in this passage, as found in ancient texts:
MT (=V) tb’sv “shall stink”
IQIsa (=LXX) tybsv “shall dry up”
BM has both of these meanings, deriving from words which closely resemble one another. It is likely that the other early Hebrew versions lost one or the other of the original two verbs by haplography.
Isaiah 51:9 compared with 2 Nephi 8:9:
BM deletes from KJV the words “in the generations of old.” Some Hebrew manuscripts give partial support by deleting the word “generations.”
Isaiah 51:15 compared with 2 Nephi 8:15:
KJV: “his name” (Hebrew svmw)
BM: “my name” (Hebrew svmy)
The two letters forming the suffix for pronominal possession look very much alike in Hebrew and are frequently confused in later manuscripts. This would indicate that the error is in MT, not BM (where the 600 B.C. date would preclude confusing the letters, which at that time were not alike). Support derives from LXX, which reads “my name.”
Isaiah 54:15 compared with Nephi 22:15:
KJV: “shall . . . gather together”
BM: “shall . . . gather together against thee”
LXX adds “to thee,” thus confirming BM. The addition agrees with the rest of the verse, reading, “whosoever shall gather together against thee . . . “
It has long been my contention that the best scientific evidence for the Book of Mormon is not archaeological or historical in nature, as important as these may be, but rather linguistic. This is because we have before us a printed text which can be subjected to linguistic analysis and comparison with the language spoken in the kingdom of Judah at the time of Lehi.
One of the more remarkable linguistic evidences for the authenticity of the Book of Mormon as a translation from an ancient text lies in the Isaiah variants found in it. The examples given here, though sketchy, are presented to offer some of that evidence to all those who seriously inquire after the origins of the Book of Mormon.
1. At that time I was unaware that others had done a similar work. However, inasmuch as I was able to discover a larger list than heretofore recognized, I feel justified in the approach taken.
2. Words which appear in italics in the King James Bible were added to make sense of the English translation and do not exist in the Hebrew text from which KJV derives.
3. The items marked N/A (“not applicable”) do not bear on Joseph Smith’s translation, but only on later printed versions of the Book of Mormon, and in some few cases on the manuscript prepared by Oliver Cowdery from dictation.
4. It is not possible to list all of the Isaiah variants in the Book of Mormon here. I have prepared an exhaustive study of these which is as yet unpublished, although it is presently circulated in manuscript form by the Foundation for Ancient Research and Mormon Studies at Brigham Young University. In my opinion, some of the very best evidence for the authenticity of the Book of Mormon as a translation from an ancient text is to be found in this study.
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Try out one
of the lessons!
The "Colonial Worker's
Web" is an engaging hands-on activity for elementary students.
It helps students compare specialization and interdependence in
today's economy to colonial times.
Get out your ball of yarn and get ready
to sit on the floor!
Correlations with the Common
- Common Core Standards for each lesson
in Adventures in Economics and US History Volume III: The
- Common Core Statndards for each lesson
in Adventures in the Stock Market
- Common Core Standards fro each lesson
in Puppet Economics
(If you do not have Acrobat
Reader, you can download the program for free.)
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http://econ-fun.com/sample_lessons.htm
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| 0.782265
| 140
| 3.125
| 3
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Top 10 List of Concepts to know!
1. Know how charges can be accumulated to create opposite charges!
2. Know the Laws of electric charge!
3. Know how to use a triboelectric series table?
4. Know how to draw a series and parallel circuit!
5. Know the differences between a series and parallel circuit!
6. Know how to calculate V, I, R in series ad parallel circuit
7. Calculate Power Consumption
8. Know how to describe the technologies involved with static electricity
9. Be able to briefly describe the historical developments of electricity
10. Describe various static electricity apparatus (electrophorus, electroscope, Leyden Jar, Van der Graft generator)Mr.Yeung
Use this page to guide you along with all the necessary items for the Unit.
- Build the following:
- For 60% build both a series and parallel circuit with 3 light bulbs, at least 1 switch, and battery power.
- For 80% build above plus the loop the loop
- For 100% build above plus the “Operations” game.
- Demonstrate by building a series or parallel circuit
- The Project outlined above
Section 1: Static Electricity
- Early developments of electricity (Du Fay, Franklin, Volta, Galvani)
- Describe how static electricity is produced in common materials (include diagrams)
- Be able to relate the charges established with the atomic model
- Define static electricity
- Describe and illustrate the transfer of charges from one object to another
- Define and differentiate between a conductor and a insulator
- Define electric discharge
- Define the Laws of electric charge (opposite charges attract, same charges repel)
- Be able to describe technologies involving static electricity such as photocopying machines, printers, electrostatic spray painting, lightning etc…
- Construct and describe how a electrophorus works
Section 2: Current Electricity
- Electrical potential
- Electrical current
- Be able to draw a series circuit with the following objects: bulb, cell, battery, resistors, wires, ammeter, voltmeter, switch and
- Be able to draw a parallel circuit
- Be able to differentiate between a series and parallel circuit in terms of electrical potential, current and “brightness of bulbs”.
- Be able to know how to place a Voltmeter and Ammeter in a circuit
- Be able to calculate V, I or R in both series and parallel circuit.
- Provide real life examples of series and parallel circuits
- Describe how resistance is calculated in a series and parallel circuit
- Explain the safety components put in place in a household circuit
Section 3: Practical Electricity Calculations
- Calculate power consumption costs
- Calculate electrical power as energy per unit time.
- Provide Various forms of electrical power plants
- Analyze the electrical energy consumption of a household appliance
Static electricity with balloons
DC Circuit building simulation
Phet Ohm’s Law V=IR Simulation
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Operating System without Hard Disk
Yes you can an Operating System without Hard Disk easily and quickly. Depending on your requirements, you can choose any of the options available for you to browse internet and enjoy various features of the operating system without having an active hard disk connected to your computer. The very first option is download and run a Linux or Ubuntu based operating system. Ubuntu based operating systems ship an iso file which can be written onto a USB drive or to a CD. Once you have downloaded and burnt the iso file to a CD or DVD, all you need to do is boot from that Disc or CD. Linux Mint displays a screen as given below and it just boots the computer without any intervention just fine.
You can even run other Linux Operating Systems such as Ubuntu, Fedora and lots of other Linux Distros the same way. Just download 32 bit or 64 bit version, burn it to CD or to a USB and boot the computer from it. You can even download and install software applications on your new operating system running without hard disk. In case you do play games or do repetitive tasks, you can download Linux Automation Tool and run it from this operating system using RAM as hard disk. Linux Mint is as good as Windows, comes with Firefox as installed browser, full full fledged Desktop and other GUI stuff.
You can even run Google’s Operating System named Android the same way. Just download iso file of Android, write it to USB or to a CD and boot the computer from it as displayed in the screenshot above. When downloading the Android iso file, you do not need to worry about 32 bit or 64 bit selection as Android currently runs only on 32 bit architecture and you can use the inbuilt browser and enjoy most of the features supported. When author ran Android without Hard Disk on a Desktop Computer, there was no wired internet connection available and sound was not working either. Yes depending on the technical specifications of your computer, what all Android runs on your Computer without Hard Disk can vary. However Linux on the other hand ran without any issues, internet worked fine and so did the voice on speakers.
Another way to run an Operating System without Hard Disk is to get a Mini Computer and run either Android or Linux on that Mini Computer. In case you want to run Android Operating System without Hard Disk on your Television, all you would need is an HDMI port available on your Television Set and buy and Android TV Box. When buying a TV Box for running Android on your TV, do look for the Android Version installed on the TV Box and try to get a device with latest Android Version.
For running Linux or Windows without Hard Disk and a Desktop or Laptop Computer, you would need to buy a Mini Box. There are Mini Computers available running Intel Atom, AMD and other processor architectures. Raspberry Pi is one such mini computer with which you can easily run Linux without Hard Disk.
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Underlying impacts of invasive cats on islands: not only a question of predation
- First Online:
- Cite this article as:
- Medina, F.M., Bonnaud, E., Vidal, E. et al. Biodivers Conserv (2014) 23: 327. doi:10.1007/s10531-013-0603-4
The domestic cat has been introduced on most islands worldwide, where it has established feral populations and is currently known to be one of the worst invasive mammalian predators. Predation is the strongest deleterious effect of cats on wildlife, inducing a direct negative impact on population size and dynamics, breeding success and changes in species assemblages. Direct predation is not the only damaging impact on native wildlife, since cats can be responsible for other poorly-documented underlying ecological impacts, like competition, hybridization, disease transmission, ecological process alteration, and behavioral change. Here, we pinpoint relevant examples of these ecological impacts, by searching for accurate data from published literature. We used electronic databases covering most of the world islands where the effects of cats were documented. Knowledge of these impacts can be of great importance to preserve insular ecosystem functions and persistence of endangered native species. We emphasize that direct predation processes should not be the only factor considered in the management of invasive cats on islands.
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Friday, June 11, 2010
June 11, 2010 : Horseshoe Crab
Limulus polyphemus, known as the horseshoe crab or Atlantic horseshoe crab, is a marinecheliceratearthropod. Despite its name, it is more closely related to spiders, ticks, and scorpions than to crabs. Horseshoe crabs are most commonly found in the Gulf of Mexico and along the northern Atlantic coast of North America. A main area of annual migration is Delaware Bay, although stray individuals are occasionally found in Europe.
The other three species in the family Limulidae are also called horseshoe crabs. The Japanese horseshoe crab (Tachypleus tridentatus) is found in the Seto Inland Sea, and is considered an endangered species because of loss of habitat. Two other species occur along the east coast of India: Tachypleus gigas and Carcinoscorpius rotundicauda. All four are quite similar in form and behavior.
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French Cochin China. Nice Bronze 1 Cent Coin.
Mint Year: 1884
Denomination: 1 Cent
Mint Mark: A (Paris Mint)
Obverse: Seated liberty, holding fasces, leaning on rudder and anchor (symbols industry & trade). Mint initial (A) below.
Legend: REPUBLIQUE FRANCAISE (cornucopia) 1884 (fasces)
Reverse: Vertical Chinese legend splitting value (1-C). Legend in French around.
Legend: INDO-COCHINCHINE FRANCAISE . POIDS 10 GR .
Cochinchina (Vietnamese: Nam Kỳ, Khmer: Kampuchea Krom) is a region encompassing the southern third of Vietnam whose principal city is Saigon or Prey Nokor in Khmer. It was a French colony from 1862 to 1954. The later state of South Vietnam was created in 1954 by combining Cochinchina with southern Annam. In Vietnamese, the region is called Nam Bộ. Historically, it was Gia Định (1779–1832), Nam Kỳ (1834–1945), Nam Bộ (1945–48), Nam phần (1948–56), Nam Việt (1956–75), and later Miền Nam. In French, it was called la colonie de Cochinchine.
In the 17th century, Vietnam was divided between the Trịnh Lords to the north and the Nguyễn Lords to the south. The northern section was called Tonkin by Europeans, and the southern part called Cochinchina by most Europeans and Quinam by the Dutch.
During the French colonial period, the label moved further south, and came to refer to the southernmost part of Vietnam, controlled by Cambodia in prior centuries, and lying to its southeast. Its capital was at Saigon. The two other parts of Vietnam at the time were known as Annam and Tonkin.
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The following represents an assessment of the weather experienced across the UK during Autumn 2013 and how it compares with the 1981 to 2010 average.
Mean temperatures for the UK were slightly above average for autumn as a whole. Temperatures were near average during September, 1.7 °C above during October, and 0.7 °C below during November. September opened with fine summery weather but then became more unsettled and stormy towards mid-month, with more typical autumn temperatures for the second half. October was mostly unsettled but, with an airflow frequently from the Atlantic, notably mild. November saw some cold, wintry weather from mid-month.
There was a north / south contrast in autumn rainfall patterns across the UK. Scotland and Northern Ireland were drier than average whereas parts of southern and central England were rather wet. Most of the UK was drier than average in September, particularly some parts of eastern Scotland and eastern England which received less than half. In contrast, except for northern Scotland, October was a wet month; for England it was the wettest October since 2000. The St Jude's Storm of 28 October brought heavy rain and damaging winds to southern parts of England and Wales. November saw near or below average rainfall for most areas.
The west and south of the UK had below average sunshine during autumn, but parts of northern and eastern Scotland and eastern England saw more than average. Sunshine was slightly below normal in September, and more markedly so in October, but with significant regional variations. In contrast, November was a sunny month, particularly across eastern Scotland. For Scotland overall, this was one of the sunniest Novembers in the series from 1929.
|The mean value is 9.8 °C, which is 0.4 °C above the 1981-2010 average.||The total is 326 mm, which is 95% of the 1981-2010 average.||The total is 264 hours, which is 96% of the 1981-2010 average.|
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We used 3,670 reciveries from 32,647 bandings of mallards in southwestern Saskatchewan during 1956-59 to estimate the probability of surviving from the local, flightless stage to the flighted, immature stage. The probability of surviving from the local to the immature stage was 0.84 +/- 0.05 (SE) for males and females. The geographic distribution of direct recoveries was similar for the birds banded as local and immature. Probabilities of surivival for banded mallards can only be estimated from late summer to late summer. The estimate of survival from local to immature stage fills a gap in our knowledge of mallard mortality from female-brood breakup to the time of banding in late summer.
Additional publication details
Mallard survival from local to immature stage in southwestern Saskatchewan
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Then study the lesson and decide how you want to teach the children the scriptural account. (See “Preparing Your Lessons,” pp. vi–vii, and “Teaching the Scriptural and Historical Accounts,” pp. vii–ix.)
Select the discussion questions and enrichment activities that will involve the children and best help them achieve the purpose of the lesson.
Prepare the following wordstrips:
I can strengthen my testimony that—
Jesus Christ is Heavenly Father’s Son and our Savior.
Joseph Smith was the prophet through whom Jesus Christ restored his church to the earth.
The Book of Mormon is true.
The Church of Jesus Christ of Latter-day Saints is the only true church.
We are led by a living prophet today.
A Book of Mormon, a Doctrine and Covenants, and a Pearl of Great Price for each child.
A few reference books such as a dictionary or encyclopedia, magazines such as the Friend, or schoolbooks appropriate to be shown in Primary.
A picture of the living prophet (from the meetinghouse library or a Church magazine); selected pictures from previous lessons to illustrate the events you review while teaching the scriptural account.
Suggested Lesson Development
Invite a child to give the opening prayer.
Write the word knowledge on the chalkboard.
How do you learn new things or obtain knowledge?
Give the reference books, magazines, or schoolbooks to the children and let them quickly find some fact they can briefly share with the class. (If you have more children than books, let the children work in teams.) Allow the children to share their facts with the class. Explain that gaining knowledge is important, but knowing that the gospel of Jesus Christ is true is the most important knowledge. This knowledge is called a testimony. Write the word testimony next to the word knowledge on the chalkboard.
How do you gain a testimony?
Read 2 Nephi 28:30 with the children and discuss what this verse means. Explain that we gain our testimonies of the gospel a little at a time. As we learn a few things about the gospel and live accordingly, we will learn more and strengthen our faith in what we have already learned. As we live the principles of the gospel, the Holy Ghost will help us know that they are true. Ask the children to listen to the following quotation to see how President Joseph F. Smith, the sixth President of the Church, gained his testimony. Read or have a child read the quotation:
“I would frequently go out and ask the Lord to show me some marvelous thing, in order that I might receive a testimony. But the Lord withheld marvels from me, and showed me the truth, line upon line, precept upon precept, here a little and there a little. … He did not have to send an angel from the heavens to do this. … By the whisperings of the still small voice of the spirit of the living God, He gave to me the testimony I possess” (in Conference Report, Apr. 1900, pp. 40–41).
Point out that even though Joseph F. Smith became a prophet, he did not gain his testimony by a spectacular experience, but a little at a time.
Tell the children that in this lesson they will discuss some of the basic parts of a testimony of the gospel, review what they already know about those parts, and learn how they can strengthen their own testimonies of the gospel.
Display the wordstrip I can strengthen my testimony that—. Discuss with the children what a testimony is. Explain that a testimony is a knowledge, confirmed by the Holy Ghost, that something is true. Help the children understand that as we study the gospel and pray about what we learn, the Holy Ghost will help us know that the gospel of Jesus Christ is true.
Post the remaining wordstrips one at a time. For each wordstrip, use the scriptures listed in the “Preparation” section and the applicable discussion and application questions to teach the children about the basic parts of a testimony of the gospel of Jesus Christ. You may want to review (or have the children review) events discussed in previous lessons, showing appropriate pictures, to help the children understand the parts of a testimony.
After you discuss the wordstrips, help the children understand that the good feelings we have when we hear these things—that Jesus Christ is Heavenly Father’s Son and our Savior, Joseph Smith was the prophet through whom Jesus Christ restored his church to the earth, the Book of Mormon is true, The Church of Jesus Christ of Latter-day Saints is the only true church, and we are led by a living prophet today—are a witness from the Holy Ghost that these things are true.
Help the children understand that they already have the beginnings of a testimony. To strengthen their testimonies they can study the gospel, pray about it, obey Heavenly Father’s commandments, and share their testimonies with others (see enrichment activities 1, 2, 3, and 5). Explain that when we bear our testimonies to others, we should include the basic parts of a testimony.
Discussion and Application Questions
Study the following questions and the scripture references as you prepare your lesson. Use the questions you feel will best help the children understand the scriptures and apply the principles in their lives. Reading and discussing the scriptures with the children in class will help them gain personal insights.
What did you learn about Jesus Christ when you learned about the First Vision and the appearance of Jesus Christ in the Kirtland Temple? How do these things help strengthen your testimony that Jesus Christ is the Son of God and our Savior?
How did Joseph Smith find out which church he should join? (JS—H 1:10–19.) How can following Joseph Smith’s example help us strengthen our testimonies of the gospel?
What did Jesus Christ restore to the earth through Joseph Smith? How can we know that Joseph Smith was the prophet through whom Jesus Christ restored his church? (See enrichment activity 4.)
How did Joseph Smith assist the Savior in the restoration of the true church to the earth? (D&C 135:3; you may want to have each child tell about a different event that contributed to the restoration of the church of Jesus Christ, such as Moroni appearing to Joseph Smith, Joseph receiving the plates, Joseph translating the plates, or Joseph organizing the Church.)
Why is it important to read and study the Book of Mormon throughout our lives? How can we gain a testimony that the Book of Mormon is true? (Moroni 10:3–5; help the children understand that we can use the procedure described in Moroni 10:3–5 to gain a testimony of any gospel principle, not just that the Book of Mormon is true.)
What is the complete name of the Church? (D&C 115:4.) Who gave the Church this name? Explain that the name of the Church was given to Joseph Smith by Jesus Christ himself. Remind the children that the name of the Church signifies that this is Jesus Christ’s true church on the earth today.
Who is the head of the Church today? (Jesus Christ.) Who is the leader of the Church on earth? (The living prophet.) Read or have a child read the following quotation from Gordon B. Hinckley, fifteenth President of the Church: “This church does not belong to its President. Its head is the Lord Jesus Christ, whose name each of us has taken upon ourselves” (in Conference Report, Apr. 1995, p. 94; or Ensign, May 1995, p. 71).
Show a picture of the living prophet. Who is this man? What do you know about him? (Give each child an opportunity to tell something he or she knows about the prophet.) What does the prophet do? (He teaches us things that Heavenly Father and Jesus Christ want us to know and do; see D&C 1:38; 21:1, 4.)
How can we know that we are led by a living prophet today?
What makes up a testimony of the gospel of Jesus Christ? How do we receive a testimony? (Through the Holy Ghost; see Ether 4:11.)
Why is it important for each of us to have our own testimony of the gospel? How can we strengthen our testimonies? (See enrichment activities 1, 2, 3, and 5.)
How has learning about the Doctrine and Covenants and Church history this year in Primary helped strengthen your testimony of the gospel?
You may use one or more of the following activities any time during the lesson or as a review, summary, or challenge.
Emphasize how important it is for each member of the Church to have his or her own testimony of the gospel of Jesus Christ. Read or have a child read the following quotation from Harold B. Lee, eleventh President of the Church:
“You will have to be guided by the light within yourself [your own testimony]. If you do not have it, you will not stand” (Stand Ye in Holy Places [Salt Lake City: Deseret Book Co., 1974], p. 95).
Explain that while our testimonies are growing, we can use other people’s testimonies to help us. For example, we can believe that the Book of Mormon is true because we know our parents, our bishop, or the living prophet know it is true. However, we must each work to gain our own testimony and keep it strong.
Have the children take turns illustrating on the chalkboard ways to strengthen testimonies, such as listening to the prophet, praying, reading the scriptures, being a missionary, going to church, participating in family home evening, giving a talk in Primary, singing in Primary, obeying the Word of Wisdom, and making wise choices. (You may want to write suggestions on separate pieces of paper for the children to choose, or have the children think up their own suggestions.) Have the other children try to identify the illustrations.
After each child has had a turn, ask:
How do these things help strengthen your testimony? What would happen to your testimony if you decided to stop doing these things?
Write the word testimony on an uninflated balloon. Have the children suggest things that will help their testimonies grow, such as praying, reading the scriptures, and sharing their testimonies with others (see the suggestions in enrichment activity 1). As the children give each suggestion, blow some air into the balloon. Discuss how the balloon grows, just as their testimonies will grow if they do the things they have suggested.
What will happen to our testimonies if we do not do these things?
Slowly let the air out of the balloon, and explain that if we do nothing to keep them growing, our testimonies will shrink just like the balloon.
Explain that gaining a testimony can be compared to planting a seed. Read and discuss Alma 32:36–39 with the children.
Relate the following experience had by Gordon B. Hinckley, fifteenth President of the Church, at a priesthood meeting when he was twelve years old:
“The hall was filled with men … and they lifted their voices in unison in that great hymn, ‘Praise to the man who communed with Jehovah! Jesus anointed that Prophet and Seer. Blessed to open the last dispensation, Kings shall extol him and nations revere’ [see Hymns,
no. 27]. … There came into my heart a conviction that the man of whom they sang [Joseph Smith] was really a prophet of God, and I am grateful to be able to say that that conviction, which came, I believe, by the power of the Holy Spirit, has never left me” (Gordon B. Hinckley: Man of Integrity, 15th President of the Church, videocassette ).
Invite the children to share experiences when the Holy Ghost has given them a strong feeling that the gospel (or some principle of the gospel) is true. You may want to share an experience of your own.
Have a child read the following quotation from Elder Bruce R. McConkie, who was a member of the Quorum of the Twelve Apostles:
“Would you like a formula to tell how to get personal revelation [a testimony]? … My formula is simply this:
“1. Search the scriptures.
“2. Keep the commandments.
“3. Ask in faith.”
(“How to Get Personal Revelation,” New Era, June 1980, p. 50)
How did Joseph Smith apply this formula? How can you apply it?
You may want to have the children write this formula on cards that they can take home and display in their homes to remind them to continually strengthen their testimonies.
Invite the children to share how they feel about one or more of the statements on the wordstrips that were posted during the lesson. Help the children recognize that the good feelings they have about the Church and its teachings are the beginnings of a testimony.
Sing or say the words to
“The Church of Jesus Christ” (Children’s Songbook, p. 77) or “I Know That My Redeemer Lives” (Hymns, no. 136).
Emphasize how important it is for all members of the Church to have their own testimonies of the gospel of Jesus Christ. Remind the children that they already have the beginnings of a testimony and that they can strengthen their testimonies through study and prayer. Express your gratitude for Jesus Christ, the Prophet Joseph Smith, the Book of Mormon, the Church, and the living prophet. Share your experiences in gaining your testimony, and invite the children to express their feelings about the gospel.
Encourage the children to share their testimonies with their families.
Suggested Home Reading
Suggested Family Sharing
Encourage the children to share with their families a specific part of the lesson, such as a story, question, or activity, or to read with their families the “Suggested Home Reading.”
Invite a child to give the closing prayer.
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Back to School Packet Worksheets
I'm so glad to present my back to school item, which has 4 great worksheets that can be used throughout the entire school year
, and best, it can also help managing the class
4 useful worksheets:
1) Adjectives Describing your Summer is meant to be used on the first day of school to help you learn more about your students. In that section, they need to give 10 adjectives that describe their summer, but they also need to write 10 full sentences for each one of the adjectives. You may also use this worksheet to encourage discussions
2) Goals - Weekly: to encourage your students on a weekly basis and have them set one goal per week. At the end of the week, students are asked to write what worked for them and what did not
3) Goals - Per Quarter - At the beginning of each quarter, have our students set up 10 goals and at the end, they identify the goals that were easy to succeed as well as those that need to be improved.
4) Adjectives Describing your School Year - In that section, they need to give 10 adjectives that describe their school year, but they also need to write 10 full sentences for each one of the adjectives.
After collecting the worksheets, you can see which areas may need to be improved and can use this while talking to the parents.
These worksheets can also be used for discussions
and can also be an excellent tool for those learning to speak English as well as with the Foreign Language classes
You might also like:
- Back to School Packet Worksheets
- Free one page Weekly Warm-Ups
- Weekly Warm Ups (Bell Ringers) Made Daily
- Video / DVD Time - Keeping your Students Focused!
- My School and Home Chart - Helping to improve Behavior
Copyright © Andree Carten. All rights reserved by author.
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Over 98% of the Australian Southern Bluefin Tuna harvest comes from tuna ranching operations in South Australia. The SBT are captured live in the wild at around 17kg average, and then grown out in the sea off Port Lincoln (see www.pir.sa.gov.au).
As soon as the Southern Bluefin Tuna are transferred from the tow pontoons to ranching pontoons, they pass from Commonwealth to SA Government management under the SA Aquaculture Act. This Act and regulations prescribe sustainability criteria that aquaculture operations must meet.
In the case of SBT:
- Ranching is in the special wild tuna Zone. This Zone was declared after a detailed scientific assessment by government scientists, and extensive public consultation.
- The ranching is under annual government licences, with strict conditions on stocking rates in the Zone, in each ranching area, and in each ranching pontoon. There are also provisions on any interaction with other species, fallowing, and research.
- Each operation has a full environmental assessment annually, with benchmarks measuring any impact on the ocean bottom and water column
More Facts About Southern Bluefin Tuna Sustainability
- Commission for the Conservation of Southern Bluefin Tuna
- Management of Southern Bluefin Tuna in Australia
- Ranching Sustainability under the SA Aquaculture Act
- SBT Are Often Confused With Other Tuna Species
- Strict Monitoring of Individual Tuna
- Tuna Breeding Stock Larger Than Quota Baseline
FAQs About SBT Sustainability
How are Southern Bluefin Tuna caught?
Southern Bluefin Tuna (SBT) are caught using purse seine in South Australia.
On the east coast of Australia they are caught by pelagic long liners.
In the past SBT were caught using the poling method, but this stopped in the early 1980’s.
Recreational fisherman also catch SBT using rod and reel.
Where are Southern Bluefin Tuna ranched or farmed?
Southern Bluefin Tuna are ranched in the pristine waters of the Lower Spencer Gulf, South Australia.
They are held offshore in pontoons on lease sites, which are between 10km and 40km from Port Lincoln.
Locations of lease sites can be obtained from the Primary Industries and Regions South Australia (PIRSA) public register.
What do Southern Bluefin Tuna eat?
Southern Bluefin Tuna (SBT) eat many different kinds of baitfish.
In the ranched environment, approximately 80% of the diet fed to SBT are locally caught Sardines.
Sardines are sustainably harvested from waters in Spencer Gulf and the Great Australian Bight. They are also a natural food source for tuna in the wild.
Remaining dietary requirements for SBT are met through imported baitfish.
Fish are fed a mixture of frozen and fresh baitfish. Feed may be given to SBT through frozen block feeding, syphoning, bait spinners, shovel or though a shore controlled automated bait delivery system.
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By the end of school this year your haumāna should be coming home with a book for their summer reading.
Haumāna going into papa in 2017-2018 school year will be reading the following:
Papa ʻEono – Lion the Witch and the Wardrobe
Papa ʻEhiku – Island of the Blue Dolphins
Papa ʻEwalu – The Absolutely True Story of a Teenage Indian
Papa ʻEiwa – Count of Monte Cristo
Aloha mai kākou! This summer, you have the privilege of reading an incredible book! While research indicates summer reading helps you remember what you have already learned, we also believe that summer reading enriches your personal lives because you learn more about a wide variety of topics.
You will check out your summer reading book before you leave school, and you will need to return the book when you return to school in August. This paper provides you with instructions for your summer reading assignments. If you child has difficulty reading these books we encourage you to sit and read with them. Paired reading -where you read one page and your child reads the next can bring ʻohana together around literacy.
All assignments will count towards your first quarter grade when you return to school in August.
Nā ʻŌkuhi: Chapter Annotations
All assignments can be completed in one of two ways – in a composition book or with the use of technology, e.g., a Google Doc or a flashcard app. If using a Google Doc, you must be sure to share the document with Kumu Aina (firstname.lastname@example.org), Kumu Casey (email@example.com), and Kumu Kaui (firstname.lastname@example.org).
Chapter annotations must be completed in a single Google Doc (a template has been provided and can be found here. Choose “Chapter Annotation”) or a single composition book. A sample has been provided via Google Docs and can be accessed through this link. Each chapter should be clearly indicated by its chapter number or name or both. For each chapter, the following should be completed.
- Characters: list each character involved in the specific chapter and summarize what each character accomplished in the chapter. Each time a new character is introduced in the book, a brief description of the character must be provided.
- Setting: provide a description of the setting for each chapter. This includes providing the name of a specific location, and if none is given, then providing a description of the place.
- Tone: the tone is the overall mood of the book. Tone can carry as much meaning to the story as the plot does.
- Theme: In literature, a theme is a broad idea in a story, or a message or lesson conveyed by the book. This message is usually about life, society, or human nature. Themes explore timeless and universal ideas. Most themes are implied rather than explicitly stated.
- Chapter Summary: provide a summary of what happens in the chapter and then create a title for the chapter if there is not one already.
Nā ʻŌkuhi: Chapter Vocabulary
Chapter Vocabulary must be completed using index cards, a composition book (using the given graphic organizer), or a flashcard app. Students will receive a Google Doc, both electronically and printed, with all of their vocabulary words for each chapter of their respective book. Students will write the vocabulary word on one side of the index or flash card, and, using a dictionary and the context of the word as used in the chapter, students will identify and write the part of speech (e.g., noun, verb, adjective, etc.) of the vocabulary word (as used in the book) and write the definition of the word, based on the appropriate part of speech, on the other side of the index or flash card. If you are using a composition book, please follow the format shared in class and at the parent meeting.
For each chapter, there will be three bold words. You will be assessed (definition, including part of speech, and spelling) on this words. For these words, the student must complete the following:
- Copy the complete sentence where the word is found in the book.
- Using context clues, write your personal definition of the vocabulary word, including part of speech.
- Using a dictionary, write the part of speech and definition for how the word is used in the chapter.
- If the word shows up in the chapter more than once, you only need to write one of the occurrences.
Nā ʻŌkuhi: End of Book
End of book assignments must be completed using either the composition book (the same one as the Chapter Assignments) or a Google Doc (the same one as the Chapter Assignments). When you finish reading the book, reflect on the protagonist, antagonist, and the major theme of the book and then respond to the following:
- Think about a time when you dealt with the same issues/problems and experienced the same feelings as the protagonist. Describe the issue/problem and how you felt at the time. How did you deal with the issue/problem? How was the way you dealt with the issue/problem similar and/or different from the book’s protagonist?
- Think about the antagonist in your issue/problem. How did the antagonist from your issue/problem deal with the issue/problem? How was his/her actions and words similar and/or different from the book’s antagonist?
Nā ʻŌkuhi: High School Students
All high school students will also choose one of the two prompts to write a five-paragraph essay. This means that you will have an introduction paragraph that includes a thesis statement, three body paragraphs that provide three supporting evidence for your thesis statement, and a conclusion paragraph.
- Dantes is able to forgive some of the men who did him wrong, but not all of them. Who was he not able to forgive? How does this inability to forgive affect his life and theirs?
- Jealousy is a major motivating factor for a number of characters in this book. Which of these characters are most motivated by jealousy? How does jealousy affect their actions and lives?
Come and learn the Engineering Design Process!!! Please see form at link below to reserve your spot.
Each year haumāna at Ka ʻUmeke Kāʻeoʻs Kula Waena – Piʻihonua participate in a research symposium. At this symposium, they share the results of their year-long research projects. This year haumāna did research at three different sites, Honokea loko iʻa in Keaukaha, Liko Nā Pilina at Keaukaha Military Reserve and Keauhou forest. Haumāna will present their research to a panel of experts who will score their research presentations based on the following rubric. (RUBRIC) Some of their research topics include:
Umu: Floating umu design challenge.
Identifying invasive biomass, determining growth rate of these identified species, and identifying connections between invasive and reforested plants
ʻŌhiʻa: Identification and documentation of various methods of ʻōhiʻa propagation.
Join us on May 2nd from 5pm – 7pm for an open house and then May 4th from 8:30am – 3:00pm for the research presentations. Both events will be at the Mokupāpapa Discovery Center.
Welcome to WordPress. This is your first post. Edit or delete it, then start writing!
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William George Jordan, was a strong advocate of changing the focus of education. In 1891 at the age of 27 he left his position as editor of Current Literature in NYC to lecture on “Mental Training” in Chicago. He had developed a series of 10 lectures on educating the mind:
- The Indescribable and Analysis
- Genius, Education and Habit
- Simplicity and Uniformity of Nature
- Memory and the Simplicity of Mind
- Reading, Observation, and Conversation
- Paradox: A Study in Polarity
- Inequality in Nature and Life
- Character—How best to Study It
- Trifles in Life and Mind
- Reserve Power in Nature and Life
He returned to New York in 1894 to his former position as editor of Current Literature. However, he did not lose interest in education and in 1907 published a booklet entitled Mental Training Remedy for Education that contains a synopsis of his lectures. Note, in this booklet 12 lectures are listed which indicates that he continued to update them and I presume continued to deliver them from time to time. For more detailed information on Jordan and education please refer to my post William George Jordan: Education versus Mental Training.
The following is the second in a series of four articles (What’s the Matter with Education, Educating for Seven Lives, Modeling Education on Genius, Mental Training: A Remedy for Education) published in The Forum in 1923 that summarized his views on education. You may find the concerns expressed about education over 90 years ago informative.
Man does not live one life only in this world; he lives seven. He lives a physical life, a mental life, a moral and ethical life, a social life, a civic life, an aesthetic and emotional life, and a spiritual life. These seven lives constitute all there is to living. They cover every possible relation of the individual-to himself, to those around him, to the world and to his God.
What of the vocational life? This is but a blending of two or more of these lives into a specialized activity. What of man's rest, leisure, recreation? This is not a life in itself. It means merely shifting the emphasis of intensity from some one of these lives to some other as when a man tired by the mental strain of business turns to the physical exercise of golf, the aesthetic pleasure of music or the drama, or the delights of the social life. As all men and women live all these lives, in varying degrees of intensity, and as every child begins early to live them, should not Education train the individual in each of them that he may live all of them at his best?
Education concentrates on the mental and fails hopelessly even in this one. The intellectual life is only a part of our living. We are all controlled more by our sentiments, feelings, emotions, affections and passions than by clear, calm, cold reason; therefore they too should be trained.
To see how miserable has been the failure of education, let us try a bold experiment. Let us forget absolutely that the world has now or ever has had any system of education. Suppose then, for the first time in human history, the brilliant idea occurred to the mind of some man that as we have to send our boys and girls out into life, to meet the problems of life and living, it would be a good thing to have some kind of public institutions to prepare them and to train them. This proposed process he would call “education.”
Free as a lark from any hampering thought of tradition, authority or precedent, and not even concerned at first with problems of how it could be done, he would begin to expand his great idea, to make blue-prints of his new invention. He would dream out on paper his vision of what should be his ideal. He would think over his own mistakes and blunderings and the qualities, powers and abilities he needed and which he should have had, if “education” had been known when he was a boy.
His thought would turn lovingly and solicitously to the future of his boy and his girl, the children so dear to him. What was the training and preparation that would inspire and guide them to lead lives that would be best for themselves and for the world. Then he would write boldly at the top of his first sheet the heading: “What I Expect Education to Do for My Boy and My Girl.”
Physical. They should have strong healthy bodies which they had been trained to respect, to nurture and to control. They should breathe, sit, stand, walk, run and eat correctly. They should know how the simple laws of hygiene and the simple physical exercises that would keep them well and strong under normal conditions.
Mental. They should have each of their senses trained to highest efficiency. Their perception, observation, memories, judgment, imagination, reasoning, concentration, will, should be continuously and progressively exercised and trained. They should be trained to love their native language and be so exercised in it that they would think in it and speak it with clearness and force. They should be trained to order, thoroughness, accuracy and rapidity in thoughts and act. They should be exercised in conversation and every phase of self-expression. Their minds should be trained to be ready on the instant, not the next day.
Moral and Ethical. They should have a clear, simple, sound working code, based on honor, right, truth and justice. They should be so trained that living it daily would become a simple, natural automatic part of their living.
Social. They should be trained, by conscious exercise that would later become unconscious expression, in all the social conventions, civilities, and courtesies that would make them agreeable, companionable and dependable.
Civic. They should be trained for citizenship in all its phases. They should know the fundamentals and broad principles of the working of the government under which tl1cy live, trained to realize their duties, responsibilities and powers and be exercised in practice to meet them and to fulfill them so that they could become worthy citizens.
Aesthetic and Emotional. Their sentiments, emotions, feelings and affections should be called forth, explained, stimulated, appealed to and placed under their conscious control. They should be inspired by love and inspired to love the good, the beautiful and the true in all things. They should be trained to know, to recognize, to appreciate, and to love the beautiful in Nature, humanity, literature, music, painting, architecture, sculpture and the drama.
Spiritual. They should be trained to realize and to feel that the spiritual dominates and is superior to the material, that the universe is governed by eternal law, trained in the reverent knowledge and performance of the duties to God, trained to make the great truths of spirituality, not mere matters of belief but the very inspiration and atmosphere of their daily living.
Having set down in writing his ideal he would recall he had said nothing as to the knowledge to be acquired and he would put it thus:
“They should first be put in harmony with their immediate environment and given such knowledge as they could grasp, understand, assimilate and use, moving from this to progressively widening circles of information as their growing minds could feed on. They should have only such knowledge as they could digest and make truly their own. They should be trained specifically too in that knowledge that would enable them to know where to find out. Such a comprehensive plan of training as this would bring them in touch to a degree with all the sciences in the explanation of their environment, in the simple questions and details of everyday life. If their minds be trained thoroughly in harmony with their seven lives there need be no fear that they will not have or be able to acquire for themselves all the knowledge they could desire or assimilate.” With years of such training they could approach any subject or problem with trained minds.
Having completed his outline and found it satisfying, he would then be rudely wakened by suddenly remembering that he had been misled in believing the world had no system of education. Then there would flash before him the memory of what our elementary schools, our high schools, were doing for the young. Checking up the work of Education, item by item, point by point with his own idea, he would find that she fails consistently and completely in every single element.
Dismayed and discouraged he might view his own plan as but a beautiful theory, utopian, visionary, impracticable, impossible. Then would come the glad glow of a real illumination. Such an education as he had outlined was not visionary, not impossible for it had been given in practically every detail in the training of the citizens of Athens, in the Golden Age of Greece, 2400 years ago!
This wondrous city, with a population about that of Akron, Ohio, in the seventy years of the life of Socrates, produced more great men, more supreme geniuses than the whole world has ever produced in any other equal period of time. The quality and powers of the citizenry, the common people, have never been approached, much less equaled, at any other place or in any other time in the history of the world. They had bodies trained to health, beauty and grace, minds keen, alert, clear and rapid in thought, unhesitating in action. They were intellectually anxious, wide- awake to new impressions, prepared and ready to challenge for themselves any new idea before admitting it into the mind. They were so trained to love their native tongue that the common people could speak it with the ease, grace, voice and fine discrimination in the use of words of their greatest authors.
Their ear was so trained that it was far more sensitive than ours to pitch and modulation. The ability to appreciate without difficulty quarter-tones in music was common. They were trained for citizenship, for character, trained in the social refinements and graces, trained to love the good, the beautiful and the true and have them dominate their lives. Their imagination, wondrously developed, was ever controlled by reason. Their spirituality was not a thing apart; it permeated all their living. They lead free, natural, joyous, active lives, from childhood to old age. No child in old Athens ever “crept unwillingly to school.”
The education for their many-sided life was one of harmonious training of body, mind, heart and spirit, raising each to its highest power and all into finest co-operation. The curriculum of this education was so simple that we would smile at it today, but its wisdom was shown in its power to appeal to every faculty and process of the mind and to prepare for the fullest, freest living. This, too, was at a time when there was not a single book in existence, and before formal studies had been invented.
With the coming in of the Sophists, who shifted the accent from training to the acquiring of knowledge, the curriculum was soon widened to some semblance of modern education. The beginning of the great change was quickly felt, the people lost their fine character, their ideals faded, the common interests and purposes languished, their moral fibre weakened, their love of the beautiful, the good and the true no longer dominated their living, freedom waned, the great men became fewer and this glorious civilization slowly dimmed and dusked into night.
When the system of education in Athens made training the individual for the full rounded activities of his seven lives its supreme aim and purpose, Athens reached her Golden Age, her zenith. She was the glory of the whole world of her time and she left to all the ages to come an undying heritage of influence and inspiration. When she changed her model by reversing her ideals, making the acquiring of knowledge her supreme aim and purpose and the training of the mind incidental and secondary, the glory of her civilization declined. The new model for education that we are seeking to present in this series, though worked out individually and independently, with no thought of Athens as a guide or inspiration, is in perfect harmony with the spirit of her training in the sun-lit mid-day of her greatest splendor and power. The education of today is in harmony with that of Athens in her period of decline. Which is the better model, Mental Training or Education?
Let those who doubt the possibility of realizing the vision of the new education we have outlined, who may say “it cannot be done” be silenced by the proof that, in its main lines it has been done. Their civilization differed from ours, their spirituality differed, their ideas and ideals and their living differed, but the principles that made their civilization great will make ours great. We do not need to do what they did in the way they did it but to cultivate the same spirit, the same attitude. We do not need to drink from their cup, but to dip our own cup into the fresh, living waters of the same fountain of inspiration.
We do not need to teach the Greek language, but to put into our own wondrous English language the love and spirit the Athenians put into their native tongue. We can have an education and a civilization all our own, a training that will prepare our children for living today, on the same broad base as did the Greeks of old. They never formulated the sevenfold view of life, perhaps even never thought of it, but we can convert this ideal into an actuality in the same free, inspired way that the ancient Greeks created an education in accord with their vision. We can make it a new great reality, transformed from a vision into a great pulsing force in our living.
Mental training has a clearly defined program—training for seven lives. It has a clearly defined model—training in harmony with Nature’s method in developing genius. This new ideal and revelation of method and process will be set forth in the next article in this series: “Modeling Education on Genius.” It is based on a supreme faith in the educability of the human mind. It believes that the method by which Nature makes her great successes is not only good enough for us, that it is not only a right and a proper method, but that this method of Nature is the only true one. Education, paradoxic and strange as it may seem, does not believe in the educability of the human mind. If she did she would not find her supreme aim and go in merely “storing the mind with knowledge.”
Man is not put into the world as a finished product, of a predetermined limitation of capacity and development. He is not branded or stamped like a jug with its limit, as “one-gallon” or “five-gallon.” There are no men thus predetermined as “one-talent” men or “two-talent” or “five-talent.” If man wishes to thus limit himself it is he who does it, not Nature. We know the potentialities of no child that was ever born. We arrogate much to our own ignorance when we thus seek to fix individual limits. The biographies of the world’s great ones have told this story thousands of times. Nature has been speaking to man the same message in countless instances through the ages, but he has not heard, or if he has heard he has not comprehended. It is this finer message of Nature that mental training seeks to translate for man into a new revelation of the glorious possibilities of a new education, a new inspiration, a new model.
The question of how we can change our present system is too big to discuss here. The immediate question is not “how can it be done?” but “is it worth doing?”
Would it be good for the individual and for the world if it could be done? Is it the kind of education you would wish your children to have? Is it the kind of education you would want for yourself, if you could go back to school? Would it not have trained you in powers wherein you are weak today and which you have resignedly accepted in the belief that you “were born so and must so remain?” Would it not give you a broad, full, many-sided life that you do not have today? Would it not give you control of your mind and its powers? Could you imagine the world, after a generation of such training, going back to the old education, with its dullness and deadness, its cramming, its barren results, its fruitless effort and its untrained minds? Would it be a big worth-while thing to train the individual to live his seven lives at their fullest and best?
This new system is not proposed as an addition to our present one, but as a substitute for it. It would not only quicken the mind but would build the brain itself to higher powers, increasing the number of cells in any area and create them where none exist. Our leading scientists declare all this possible by proper exercises in training.
Elmer Gates, of Chevy Chase, Maryland, trained dogs during the first year of their life to discriminate hundreds of the pitches or wave-lengths of each of the colors of the spectrum, to differentiate seven or eight- shades of these colors and of each one of the hues of these colors. In this training the dogs developed a mental power and ability along this line that no other dogs of this breed ever possessed. That this training actually produced increased cell-development in the cortex of the brain was shown by a subsequent autopsy. This revealed a far greater number of well-developed cells, as compared with small and immature cells, in the “seeing areas” of the brain, than other dogs of this species possessed.
A child under two years of age had been given by Dr. Gates a six months’ training in the discrimination of temperature and touch differences. The child later died of scarlet fever and in the brain areas of these senses were found over twenty-four times the number of large and fully developed cells, as compared with small, immature and mere beginnings of cells. He further says: “I have trained four generations of guinea-pigs in the extraordinary use of the visual faculty and their offspring of the fifth generation were born with a greater number of well-developed cells in the seeing areas of the cortex than other guinea-pigs not thus trained.”
These experiments prove that more and better brains, and more and more mental ability can by proper mental training be given to animals, that new characteristics can be acquired, and that despite what Weismann and other scientists have claimed these acquired characteristics can be inherited. The fact that inheritance of these newly acquired structures implies that either new cells have actually been created or that new organic tissue has been created within the constitution of already-existing cells.
True mental training, making all the cells of the brain more keenly active and alert because directly nourished and strengthened by conscious exercise, will perform seeming miracles in the development of individuals. The brain cells become larger because they have been stimulated to more complex internal structures and a more complex chemical constitution. The cells become larger also because of a more complex development of associative fibres and fibre tracts. This means that in mental training there is not only a building up of separate memory cells but an intensifying, vivifying, vitalizing and energizing of new lines of association between them. Mental training is thus brain-building. It means producing a better machine to turn out a finer grade of goods, and by making a finer grade of goods still further perfect the machine.
We do not inherit from the education of today. In some new method which consciously and consistently builds up the brain itself, changes its tissues and increases the number of cells, by direct exercise, may we not possibly be able not merely to increase the brain power of one generation but to pass this power directly to the generation that is to come? Whatever we may or may not do for posterity, there is no question about the marvels of development we can create in the present generation by proper training and exercise.
Friedrich Leopold August Weismann (Germany 1834, 1914) was a notable 19th century evolutionary scientist.
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Theodore Roosevelt on Immigrants and being an American – January 3, 1919
“In the first place we should insist that if the immigrant who comes here in good faith becomes an American and assimilates himself to us, he shall be treated on an exact equality with everyone else, for it is an outrage to discriminate against any such man because of creed, or birthplace, or origin. But this is predicated upon the man’s becoming in very fact an American, and nothing but an American. If he tries to keep segregated with men of his own origin and separated from the rest of America, then he isn’t doing his part as an American. There can be no divided allegiance here. Any man who says he is an American, but something else also, isn’t an American at all. We have room for but one flag, the American flag, and this excludes the red flag, which symbolizes all wars against liberty and civilization, just as much as it excludes any foreign flag of a nation to which we are hostile. We have room for but one language here, and that is the English language for we intend to see that the crucible turns our people out as Americans, and American nationality, and not as dwellers in a polyglot boarding house; and we have room for but one soul[sic] loyalty and that is a loyalty to the American people.”
This quote made the rounds as an e-mail a while back and I hadn’t gotten around to sharing it. Well, I finally got around to researching it and just needed to correct a couple minor mistakes so that it be taken in the proper context. First, the quote is NOT from a 1907 speech made by Roosevelt while still in office. The text actually comes from a letter he wrote in 1919 just days before his death. I also restored a couple lines that had been edited out. If you would like to see the original document from the Manuscript Division of the Library of Congress, it can be viewed here.
During my research on this I found some other quotes by Teddy Roosevelton along similar lines. Here are a couple.
“Let us say to the immigrant not that we hope he will learn English, but that he has got to learn it. Let the immigrant who does not learn it go back. He has got to consider the interest of the United States or he should not stay here. He must be made to see that his opportunities in this country depend on his knowing English and observing American standards. the employer cannot be permitted to regard him only as an industrial asset.
We must in every way possible encourage the immigrant to rise, help him up, give him a chance to help himself. If we try to carry him he may well prove not well worth carrying. We must in turn insist upon his showing the same standard of fealty to this country and to join us in raising the level of our common American citizenship.”
Excerpted from a speach by former President Roosevelt from The New York Times of February 2, 1916.
“I appeal to all our citizens no matter what land their forefathers came from, to keep this ever in mind, and to shun with scorn and contempt the sinister intrigues and mischiefmakers who would seek to divide them along lines of creed, or birthplace or of national origin… The effort to keep our citizenship divided against itself by the use of the hyphen and along the lines of national origin is certain to breed a spirit of bitterness and prejudice and dislike between great bodies of our citizens. If some citizens band together as German-Americans or Irish-Americans, then after a while others are certain to band together as English-Americans or Scandanavian-Americans, and every such banding together, means down at the bottom an effort against the interest of straight-out American citizenship, an effort to bring into our nation the bitter Old World rivalries and jealousies and hatreds.”
Memorial Day speech by former President Roosevelt from The Washington Post of June 1, 1916.
Now, I am not a big fan of either Roosevelt. But Teddy, despite being the first progressive president, was still able to recognize the exceptional nature of America and that it needed to be protected from enemies both foreign and domestic.
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Max/Min Applications of Derivatives
Date: 05/31/98 at 20:35:41 From: Beth Subject: Applications of the Derivative 1. If 40 passengers hire a train, it will cost $8.00 per person, but the fare will be cut by $0.10 apiece to for every passenger over 40. What number of passengers will make the most income for the railroad? 2. Find the dimensions of the rectangle of largest area that can be inscribed in an isosceles right triangle, with 2 sides of the rectangle lying along the triangle's legs. 3. How should a number be divided into a sum so that the product of 2 summands is as large as possible? 4. A 10-foot sign is 10 ft. off the ground. Find the distance from the sign of a point on the ground from which the subtended angle of the sign is a maximum. I looked through all of my calculus and trig notes and could not find how to do these problems. Your help would be greatly appreciated.
Date: 06/01/98 at 07:40:49 From: Doctor Anthony Subject: Re: Applications of the Derivative --------- Problem 1: If n is the number of passengers over 40, then the total income of the railroad is: T = (40+n)[8 - 0.1n] = 320 - 4n + 8n - 0.1n^2 T = 320 + 4n - 0.1n^2 dT/dn = 4 - 0.2n = 0 for maximum 0.2n = 4 n = 4/0.2 = 20 So the optimum number of passengers is 40 + 20 = 60. --------- Problem 2: Take the origin at the right angle and let the sides of the rectangle have lengths x and y. Now the coordinates of the corner of the rectangle opposite the origin are (x,y), the corner lies on the hypotenuse of the triangle, and this line has equation x + y = L where L is the length of one of the legs of the isosceles triangle. Putting y = L-x, the area of the rectangle is xy = x(L-x): A = Lx - x^2 dA/dx = L - 2x = 0 for max or min 2x = L x = L/2 Then y = L-x = L/2. So the largest rectangle is a square of side L/2. --------- Problem 3: Let N be the number and suppose x+y = N so y = N-x. Maximize the product xy = x(N-x): P = Nx - x^2 dP/dx = N - 2x = 0 for maximum. 2x = N x = N/2 and y = N/2 So you should divide the number in half to get a maximum product. --------- Problem 4: Let x be the distance of the point on the ground from the vertical through the sign. Let A = angle of elevation from point to top of the sign B = angle of elevation from point to bottom of the sign Tan(A) = 20/x and tan(B) = 10/x tan(A) - tan(B) 20/x - 10/x 20x - 10x tan(A-B) = ------------------ = ------------- = --------- 1 + tan(A)tan(B) 1 + 200/x^2 x^2 + 200 10x tan(A-B) = --------- x^2 + 200 So we require to maximize this expression in x. (x^2 +200)10 - 10x(2x) d tan(A-B)/dx = ---------------------- = 0 for max or min x^2 + 200 Thus we require the numerator to be zero: 10(x^2 + 200) - 20x^2 = 0 -10x^2 + 2000 = 0 x^2 = 200 x = 14.14 ft. So the point on the ground should be 14.14 feet from the poster stand. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/
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Brigadier General Charles E. Yeager, USAF (Retired) is considered to be the most legendary test pilot of all time, being the first human to break the sound barrier.
Chuck Yeager was born in 1923 in Myra, West Virginia, and grew up in the nearby village of Hamlin. His childhood was filled with athletic endeavors, from baseball to football to track. In 1939 he made the decision to join the military and began his preparation by attending the Citizens' Military Training Camp at Fort Benjamin Harrison in Indiana. This training carried through a good portion of the winter of 1940 and served only to further strengthen Chuck's resolve to join the military. So, on September 12, 1941, he joined the Army Air Corps as a private.
With the attack on Pearl Harbor and the subsequent entry of the United States in World War II, Yeager was transferred to Victorville Air Base (now George Air Force Base) in California. He was assigned to work on AT-11 aircraft and was very successful, receiving quick promotions to private first class and then to corporal. By July 1942, Yeager had been accepted for pilot training in the flying sergeant program.
On March 10, 1943, Yeager received his pilot wings from Luke Field in Phoenix, Arizona, and was promoted from corporal to flight officer. He went to officer training school at Ellington Field in Texas and then served over the summer at Mather Field and Moffet Field (both in California). In September, Yeager was assigned to the 363 flight batallion and was trained on the F-39 for two months in the United States. In November, Yeager was transferred to England; he was about to see active combat.
Chuck started off 1944 with seven successful combat runs over France in the P-51, shooting down one German ME-109 and a German HE-111K. His eighth mission resulted in him being shot down over German-occupied France in what was more or less an eight-on-one fight, where he had to literally run for his life. Eventually, the French underground resistance aided him in escaping to Spain.
Yeager was finally able to return to England in the summer of 1944, and he requested permission directly from General Dwight Eisenhower that he be returned to active combat duty; Eisenhower agreed and promoted him to Second Lieutenant for his valor. Yeager returned to fighting in the air and flew fifty six more successful combat missions (including one notable one where he shot down a German jet from a prop plane), downing eleven more German aircraft; during this successful run he was again promoted to the rank of Captain.
In 1945, Yeager returned to the United States and became an instructor pilot, teaching new pilots at Perrin Field in Texas. His skill as a pilot was not forgotten, though, and he was transferred in July 1945 to Wright Field in Ohio where he participated in test flying the P-80 "Shooting Star" and the P-84 "Thunderjet." He also was involved in evaluating captured German and Japanese aircraft brought back to the US after the war. This high-security task, done in a successful fashion, resulted in Yeager being selected as pilot of the nation's first research rocket aircraft, the Bell X-1.
Yeager spent all of 1946 and some of 1947 simply training to fly such a machine, but when his time came to pass in August 1947, he was ready. Assigned to Muroc Air Base in California in August, Yeager was the project officer on the Bell XS-1 and on October 14, 1947, did what many said couldn't be done: he became the first human to break the sound barrier in an X-S1 high over the skies of California.
The next five years were filled with a great number of test flights of the X-1 and other rocket powered aircraft for Yeager. He flew the X-1 more than 40 times, exceeding 1000 miles per hour on several occasions. He also was the first American to make a ground takeoff in a rocket powered aircraft in 1949. To say that these missions were dangerous is an understatement; he was literally on the bleeding edge of flight technology at the time.
In 1952, Yeager attended the Air Command and Staff College at Maxwell Air Force Base in Alabama; this was to prepare him for his promotion to squadron flight commander. Afterwards, he returned to test flights, and in December 1953 he flew the Bell X-1A at Mach 2.5. When he approached this speed at 80,000 feet in altitude, the aircraft spun out of control, spinning on all three axes. The incredible G-forces snapped Yeager's head into the canopy, literally cracking it open; the G-force also bent the control stick into a U shape. He dropped 51,000 feet in 51 seconds, but somehow managed to regain control of the plane at 25,000 feet and land safely. His speed record held for the next three years, which was an eternity in the world of test flights at the time.
In early 1954, Yeager received the Harmon Trophy from President Eisenhower for valor in flight testing, and then was transferred to Hahn Air Force Base in West Germany to command the 417th Fighter Squadron. He served there for three years, leading his squadron to first place in the 1956 Weapons Gunnery Meet. He also was placed in command of the Air Force Aerospace Research Pilots School to train pilots for the space program; although Yeager was passed over for service in the space program, almost half the Gemini, Mercury, and Apollo astronauts passed through Yeager's school.
In 1957, Yeager returned to the United States and after serving in the 413th Fighter Wing for a short while, he was placed in charge of the 1st Fighter Squadron, who were flying the brand-new F-100 "Super Sabres." By 1961, Yeager had graduated from the Air War College at Maxwell Air Force Base, paving the way for future military advancement, and in 1962 he became commandant of the Aerospace Research Pilot School (now the USAF Test Pilot School), where all military astronauts were trained.
Throughout all this, Yeager continued to train for and execute test flights. On December 10, 1963, Yeager was testing an experimental Lockheed Starfighter NF-104 rocked augmented aerospace trainer; he was travelling at roughly Mach 2.1 at a height of 108700 feet. Suddenly, the plane spun out of control and the plane dropped 21 miles and crashed; during the last half of the fall, the plane was largely a fireball. Yeager was able to eject at 8,500 feet, but was aflame himself and trapped within the full pressure suit needed for high-altitude flights, which was burning around him. Yeager somehow survived this, but he had to go through extensive skin grafting for his burns.
in 1966, the Air Force space school was closed, reverting to control of NASA, so Yeager was placed in command of the 405th Fighter Wing at Clark Air Base in the Phillippines. He flew 127 missions in South Vietnam over the next two years and was promoted to the rank of Colonel.
In 1968, Yeager assumed command of the 4th Tactical Fighter Wing at Seymour Johnson Air Force Base in North Carolina and along with the wing was deployed to Korea during the USS Pueblo crisis. In July 1969 he became vice commander of the 7th Air Force at Ramstein Air Base in West Germany, and in August was promoted to the rank of Brigadier General. In 1970, he assumed duties as the United States Defense Representative to Pakistan, and in August 1973 he became director of the Air Force Inspection and Safety Center at Norton Air Force Base in California.
In 1973, Chuck Yeager was elected to the Aviation Hall of Fame.
In 1975, Chuck retired from active duty in the U.S. Air Force but continued to serve as a consulting test pilot for many years. He received the Special Congressional Silver Medal in 1976 for bravery and was awarded the Presidential Medal of Freedom in 1985. He flew his last test flight on October 14, 1997, on the fiftieth anniversary of his breakage of the sound barrier, by breaking the sound barrier in an F-15 fighter jet.
In all, General Chuck Yeager has flown 201 types of military aircraft and has more than 14,000 flying hours, with more than 13,000 of these in fighter aircraft. He remains an active aviation enthusiast, acting as advisor for various films, programs and documentaries on aviation. He currently serves on the Boards of Directors of Louisiana Pacific Corp., the National Fish and Wildlife Foundation. He was appointed by President Ronald Reagan to serve on the National Commission on Space and the commission to investigate the space shuttle Challenger accident in 1986. He remains a consultant test pilot for the Air Force Flight Test Center at Edwards Air Force Base.
Much of this information is documented in the excellent book The Right Stuff by Tom Wolfe; an excellent motion picture based on the book was made in 1983 and stars Sam Shepard as Chuck Yeager.
In short, Chuck Yeager is probably the most famous and most important test pilot to have ever served the United States.
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How to Grow Microgreens
Ask This Old House landscape designer Jenn Nawada learns how to grow and harvest microgreens.
- Some seeds require you to pre-soak a handful of seeds to promote early germination (follow directions on the seed packet). If you’re worried about bacteria spreading from one seed to the rest, you can add a little hydrogen peroxide to the water.
- After the presoaking is complete, rinse and drain the seeds in a colander.
- Pour organic soil into plastic container and fill it up half way.
- Push soil down evenly with the bottom of a second plastic container.
- Water the soil thoroughly.
- Spread the seed densely over the top of the soil.
- Use a spray bottle (rather than your fingers) to help spread the seeds evenly.
- Cover the seed with a plastic container and place it in a warm space away from sunlight to germinate.
- In 3-4 days once the seeds have sprouted, remove the cover and bring them to a sunny area.
- By 7-10 days, the microgreens should be ready to harvest.
- Sterilize a pair of scissors with hydrogen peroxide and cut the microgreen close to the soil, but do not pull up any soil in the process.
- Compost the excess soil and recycle or reuse the plastic container.
- Microgreens can be stored for up to a week in the refrigerator.
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Look at the color spectrum above. How many colors can you see?
According to a popular article from LinkedIn that made its rounds a while back, this test is one of the best available indicators for the full efficiency of the cones— light and color receptors—in the human eye.
Most humans have three types of cone cells in their eye (long, medium, and short), but there is a very small population believed to have a fourth type of cone. These people, called tetrachromats, are more adept at picking up certain wavelengths of light that most people cannot; therefore, experiencing a slightly enhanced perception of color.
The LinkedIn article, which has since been dismissed by experts, went so far as to state that people who could see more than 32 colors on the spectrum were tetrachromats. Not surprisingly, soon hundreds of people were falsely tricked into believing that they possessed rare and enhanced vision.
Did you count your colors yet? Here are the results given by the original test:
Fewer than 20 colors: Chances are you might be a dichromat, with only two functioning types of cones in your eyes. You’re not alone though: many people and animals suffer from some degree of colorblindness. You might be a fan of more neutral (beige, black, and blue) clothing.
Between 20 and 32: Most people fall into this category of trichromats. You most likely perceive colors the same way as the majority of people around you, with the ability to both see and enjoy many various hues.
Between 33 and 39: Wow! According to the original report, if you can make out this many distinct colors, you might be a tetrachromat! Chances are you get easily irritated by the color yellow.
More than 39: Impossible! Between human ability and the colors your computer can actually reproduce, there’s now way you can see more than 39 colors on the screen.
After the test got super popular, experts took to the web to cite research and debunk the original article. According to several color vision researchers, tetrachromacy is exceedingly rare in humans, with a lower likelihood among men than women. Secondly, computers aren’t capable of displaying colors in a way that allows tetrachromats to perceive them differently.
Is it real? Is it fake? Who cares: it’s fun! How many colors did you count? Let us know below.
Click through to the next page to try out more vision tests!
Are you among the 1 in 4 with perfect color vision?
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Washington, January 7 (ANI): An international team of astronomers is discovering exotic stars known as "millisecond pulsars" at an astonishing rate - much faster than ever before.
In the last thirty years, only sixty millisecond pulsars have been identified in the disk of our Galaxy.
But, by using large radio telescopes to target sources of high-energy gamma-rays recently found with NASA's Fermi Gamma-ray Space Telescope, astronomers have found seventeen new millisecond pulsars have been found in just the last three months.
This sudden jump in the known population of these rare stars offers the opportunity to better understand their formation and evolution, and increases the chances of using an ensemble of millisecond pulsars as the lever arms of an immense gravitational wave detector.
Pulsars are the stellar remnants of massive stars that have ended their lives in a supernova.
They are rapidly rotating, super-dense, highly magnetized neutron stars that emit beams of radiation from their magnetic poles.
As the star turns, it is sometimes possible to observe these beams sweeping past the line of sight, creating a pulsating effect similar to that of a lighthouse.
Millisecond pulsars, as their name implies, are pulsars that spin with rotational periods of only a few milliseconds - as fast as a kitchen blender.
These are the fastest-spinning stars known and are formed when a neutron star is "spun-up" by the transfer of angular momentum from a companion star.
Their pulsations are detectable with large, ground-based radio telescopes, and in some cases they also emit light at the other end of the electromagnetic spectrum: high-energy gamma-rays, detectable only from space.
"With Fermi leading the way, we now know where to concentrate our search efforts for millisecond pulsars," said Jason Hessels, an ASTRON Staff Astronomer who recently discovered four of the new batch of millisecond pulsars using ASTRON's "DROP" computer cluster to perform the required heavy calculations.
"It's like having a treasure map to guide us," added Hessels.
This sudden sharp increase in the number of known millisecond pulsars is exciting news for astronomers who want to use them as a means to directly detect gravitational waves.
With a sizable array of known millisecond pulsars spread over the sky, astronomers will attempt to measure correlated timing changes among these clocks in order to make the first ever direct detection of the gravitational wave background of the Universe. (ANI)
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As stress increases, self care decreases.
So the more stress we have, the less likely we are to make time for ourselves.
As food restriction increases, bingeing increases. So the more we restrict, the more vulnerable we are to bingeing.
Learning how to habituate self care is so important when working to manage stress and out of control eating.
Many of us we manage our stress with emotional eating. The more stressed and depleted, the more we use food to take care of ourselves. Perhaps, we could call this pseudo-self care. We think that we are finally doing something for ourselves with fooding, but the food isn’t really filling the true need for self care.
How can you value self care and remember to include it in your day?
- Think about creating a self care habit. What habit do you want to experiment with?
- When you are creating a new habit it is easier to add it to something you are doing.
- Make it really easy to do, like stretching a few times a day or deep breathing.
- Look for something fun or creative to add to your day such as a Gratitude Tree.
The Gratitude Tree
When stress increases it’s easy to complain, writes Carol O’Dell of Caring.com. Remembering to be grateful needs a nudge. Studies have shown that being grateful boosts the immune system, curbs depression, and even contributes to a better night’s sleep. Creating a gratitude tree is a perfect family craft; it’s something everyone can add to, and it’s an easy way to bring nature into your home.
Follow the Gratitude Tree for a fun activity that can help you to make self care a priority.
What ways can you stop restricting self care and start creating a new habit to manage stress in a healthy way?
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LED flashlights or "LED torches" (as they are called in Britain) are hand-held flashlights that use light emitting diodes (LEDs) as opposed to the older technology of incandescent light bulbs.
In 1992, bright blue LEDs made from GaN were invented by Shuji Nakamura in Japan. White LEDs were then made based on the technology used in blue LEDs.
LEDs have a high light to power effiency, up to 40LM/W. They are much more durable than conventional lightbulbs. The expected lifetime for LEDs is up to 100,000 hours. These advantages have made the LED flashlight popular. The voltage to drive a LED is 3.0V to 3.6V. So a step up circuit should be used in LED Flashlight using 1 or 2 1.5V dry battery.
Further reading Edit
A flashlight (usually called a torch outside North America) is a hand-held electric-powered light source. Usually the light source is a small incandescent lightbulb or light-emitting diode (LED). Typical flashlight designs consist of the light source mounted in a parabolic or other shaped reflector, a transparent lens to protect the light source from damage and debris, a power source (typically electric batteries), and an electric power switch.
While most flashlights are hand-held, there are head or helmet-mounted flashlights designed for miners and campers and battery-powered lights for bicycles. Some flashlights are powered by hand-cranked dynamos or electromagnetic induction or are recharged by solar power.
The name flashlight is used mainly in the United States and Canada. In other English-speaking countries, the more common term is torch or electric torch.
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The European Parliament is one of the Institutions of the European Union. It is made up of 751 members, directly elected by European citizens in the European Parliament elections.
Where is the European Parliament? The European Parliament is based in Brussels, where it holds its committee and party meetings, but holds most of its plenary meetings in Strasbourg.
How many MEPs are there? There are 751 Members of the European Parliament (MEPs). Each EU member state has a certain number of MEPs, in proportion to its population.
How are the MEPs chosen? The MEPs are elected in each member state, at the same time across Europe every five years. The most recent elections were in May 2014.
How many British MEPs are there? There are 73 British MEPs, elected by proportional representation in 9 English regions, plus Scotland, Wales, and Northern Ireland. In the May 2014 election UKIP won 24 MEPs, Labour won 20, the Conservatives won 19, the Greens won 3, SNP won 2, and the Liberal Democrats, Plaid Cymru, Sinn Fein, Democratic Unionists, an Ulster Unionists each won 1 seat.
Do the MEPs sit as national delegations or European political parties? The MEPs sit as European parties rather than as national delegations. So, for example, Conservative MEPs sit in the European Conservative and Reformist (ECR) group, while Labour MEPs sit in the Socialists and Democrats (S&D) group. The two largest political groups are the centre-right European People’s Party (EPP) and the centre-left S&D group. MEPs vote more along European party lines than national lines.
What does the European Parliament do? The main power of the European Parliament is to amend and adopt EU legislation, together with the member state governments in the Council. The EP shares control of the EU budget with the European Council, ratifies international treaties, oversees the work of the Commission, and elects the Commission (after each EP election). The EP also has the power to sack the Commission, by a two-thirds majority vote.
To read more about the European Parliament click on our explainer page.
View all facts
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Bamboo can create a peaceful screen between yards or serve as the centerpiece for an Eastern-inspired garden. While most gardeners think of green when it comes to bamboo, stalks are available in hues of red, blue, black, white or yellow. Bamboo varies greatly in its mature size, cold hardiness and spread, so choose a bamboo stalk that suits your gardening needs, climate and soil type. Plant bamboo stalks in the spring or fall.
Choose a site that offers the bamboo plenty of sun. If you're growing running bamboo stalks, select a site that offers them room to spread. Running bamboo grows much faster than clumping bamboo; these spread to several feet a year and work well as fence lines or natural barriers.
Dig a hole twice as large as the bamboo stalk's root ball. Then place the bamboo stalk in the prepared hole so it rests at the same depth as it was planted in its container.
Fill in the hole with soil to finish planting your bamboo stalk.
Water the newly planted bamboo until the ground becomes saturated and the soil compresses around the bamboo.
Mulch the ground around your bamboo with 2 to 4 inches of organic mulch. As the mulch decomposes, it will nourish the bamboo with nutrients; this is what the American Bamboo Society recommends in lieu of fertilizing bamboo plants.
Water the bamboo twice a week until the soil becomes saturated, unless you receive sufficient rainfall that week to skip a watering.
Rake up fallen leaves as they occur to prevent them from rotting in the soil. Bamboo leaves turn yellow and fall off periodically throughout the year as the plant grows.
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Some critical comments about the effects of Darwinism on Biological Research by Pioneers of Genetics as well as further Biologists and Historians of Biology.
Especially in the decade after the publication of Darwin’s ORIGIN (1859) the scientific world was eagerly awaiting the discovery of the laws of heredity by some experimental or other scientist(s). After two lectures in 1865, Mendel published his famous Pisum-treatise VERSUCHE ÜBER PFLANZEN-HYBRIDEN in 1866. His work was quoted at least 14 times before 1900, the year of its ‘rediscovery’. There were references in such widely distributed works as Focke’s DIE PFLANZEN-MISCHLINGE (1881), THE ENCYCLOPAEDIA BRITANNICA (1881) and the CATALOGUE OF SCIENTIFIC PAPERS OF THE ROYAL SOCIETY (1879).The treatise had been sent to the libraries of some 120 institutions including the Royal and Linnean Society of Great Britain. Moreover Mendel had 40 additional reprints at his disposal, many of which he sent to leading biologists of Europe. In fact, professor Niessl (1903 and 1906) emphasized that Mendel’s work was “well known” at his time. So in the face of the expectations just mentioned, – why was the discovery of the laws of heredity ignored by most scientists for more than 35 years, until 1900, and by the “true Darwinians” (Mayr) for another 37 years? That is 72 years in all!
The reasons have been hinted at or clearly stated by several pioneers of genetics as de Vries (1901), Bateson (1904, 1909, 1924), Johannsen (1909, 1926) as well as several historians of biology and/or biologists as Niessl (1903, 1906), Richter (1941, 1943), Stern (1962), Lönnig (1982, 1986, 1995), Callender (1988) and Bishop (1996):
All the evidence points to the main reason as follows: Mendel’s ideas on heredity and evolution were diametrically opposed to those of Darwin and his followers. Darwin believed in the inheritance of acquired characters (and tried to back up his ideas with his pangenesis hypothesis, which even Stebbins called an “unfortunate anomaly”) and, most important of course, continuous evolution. Mendel, in contrast, rejected both, the inheritance of acquired characters as well as evolution. The laws discovered by him were understood to be the laws of constant elements for a great but finite variation, not only for culture varieties but also for species in the wild (Mendel 1866, pp. 36, 46, 47). In his short treatise EXPERIMENTS IN PLANT HYBRIDIZATION mentioned above Mendel incessantly speaks of “constant characters”, “constant offspring”, “constant combinations”, “constant forms”, “constant law”, “a constant species” etc. (in such combinations the adjective “constant” occurs altogether 67 times in the German original paper). He was convinced that the laws of heredity he had discovered corroborated Gärtner’s conclusion “that species are fixed with limits beyond which they cannot change”. And as Dobzhansky aptly put it: “It is…not a paradox to say that if some one should succeed in inventing a universally applicable, static definition of species, he would cast serious doubts on the validity of the theory of evolution”.
As the Darwinians won the battle for the minds in the 19th century, there was no space left in the next decades for the acceptance of the true scientific laws of heredity discovered by Mendel and further genetical work was continued mainly by Darwin’s critics among the scientists. In agreement with de Vries, Tschermak-Seysenegg, Johannsen, Nilsson, et al., Bateson stated (1909, pp. 2/3):
“With the triumph of the evolutionary idea, curiosity as to the significance of specific differences was satisfied. The Origin was published in 1859. During the following decade, while the new views were on trial, the experimental breeders continued their work, but before 1870 the field was practically abandoned.
In all that concerns the species the next thirty years are marked by the apathy characteristic of an age of faith. Evolution became the exercising-ground of essayists. The number indeed of naturalists increased tenfold, but their activities were directed elsewhere. Darwin’s achievement so far exceeded anything that was thought possible before, that what should have been hailed as a long-expected beginning was taken for the completed work. I well remember receiving from one of the most earnest of my seniors the friendly warning that it was waste of time to study variation, for “Darwin had swept the field“” (emphasis added).
The general acceptance of Darwin’s theory of evolution and his ideas regarding variation and the inheritance of acquired characters are, in fact, the main reasons for the neglect of Mendel’s work, which – in clear opposition to Darwin – pointed to an entirely different understanding of the questions involved (see above).
However, the idea of Bishop (1996) and Di Trocchio (1991) as to Mendel that “most of the experiments described in Versuche are to be considered fictitious” or “…we are today forced by a series of anomalies and incongruities to admit that Mendel’s account of his experiments is neither truthful nor scientifically likely, and that the strategy he really followed must have been completely different” (Di Trocchio 1991, p.487 and p. 491, emphasis added) is in my opinion for several reasons untenable. (1) It does not match Mendel’s character which is distinguished by humility, extreme modesty and accuracy in handling things. (2) Too much is known about his life, work and correspondence to simply deny the existence of the work he has described (see the publications of Orel, Stern, Weiling and many others). (3) Fisher’s claims of fraud in Mendel’s data have already been disproved by several geneticists and historians of biology (Lamprecht 1968, Pilgrim 1986, Weiling 1995, Vollmann and Ruckenbauer 1997, and many other authors, see below). Working with Pisum for 7 years, I myself have found very similar data for several characters as Mendel had. In an answer to Edward, Ira Pilgrim commented (1986, p. 138): “…one had better have a good deal more evidence (such as a set of loaded dice or perhaps the information that the man is a known cheat) before accusing someone of cheating, which is what Fisher did to Mendel, and those who cite Fisher are doing now.”
On the other hand, if not only the accusations of Fisher but also those of Di Trocchio and Bishop were true, they would make Mendel’s work one of the greatest hoaxes in the whole history of science (“he counted 19,959 individuals” etc., Zirkle) – and at the same time the most ingenious fiction ever produced: an invention hitting directly upon the truth of the laws of heredity with many basic repercussions on nearly all biological and medical areas and our understanding of the living world. However, as long as there are no real foundations for these suspicions and as long as no convincing proofs can be advanced, – proofs which could stand the test of any honest court trial, the accusations fall back on those who produce them: fiction, invention and/or lies in the minds of the inventors (according to A. Kohn, Mendel belongs to the “false prophets”, M. Gardner states that “even Brother Mendel lied” (emphasis added) and V. Orel (1996, p. 207) lists further such examples).
The more I ponder and test the accusations regarding Mendel’s works, the more improbable and absurd the accusations appear to me, and the question comes to my mind: Could it be that now – after the creation position of a scientific giant like Mendel has become clear to so many observers – these accusations are the last resort of a more or less unconscious method of evolutionary philosophy to discredit Mendel and his work after all?
Hubert Markl comments on the accusations of dishonesty against some renowned scientists (1998, p. VII): “Even if Galilei, Newton or Mendel had cheated when presenting the reasons and evidence for the natural laws they had discovered, that which they had recognized as being true, is nevertheless true, because it was found to be right in multiple tests” (see the original German sentence in the next chapter).
Although this is in principle correct, – being deeply impressed by another study of Mendel’s VERSUCHE ÜBER PFLANZEN-HYBRIDEN (1866), – concerning Mendel I think that this comment is unnecessary (as for Galilei and Newton, I do not want to give an opinion here). I presume the proof for the authenticity and precision of Mendel’s work is to be found in – among other things – the paragraph concerning the seventh of the characters studied by Mendel. He writes (p. 11) [English Version according to http://netspace.org/MendelWeb/Mendel.html]:
“With regard to this last character it must be stated that the longer of the two parental stems is usually exceeded by the hybrid, a fact which is possibly only attributable to the greater luxuriance which appears in all parts of plants when stems of very different lengths are crossed. Thus, for instance, in repeated experiments, stems of 1 ft. and 6 ft. in length yielded without exception hybrids which varied in length between 6 ft. and 7 [and] 1/2 ft.”
Thus, in this paragraph Mendel clearly describes a case of heterosis, hybrid vigour, over- or superdominance (as the phenomenon was later named from 1914 [heterosis] onward) (as for the history of the term, the genetical basis of the phenomenon and further examples, see Lönnig 1980:Heterosis bei Pisum sativumL.). Moreover, Mendel describes a second case of heterosis when continuing (pp. 11/12):
“T h e h y b r i d s e e d s in the experiments with seed-coat are often more spotted, and the spots sometimes coalesce into small bluish-violet patches. The spotting also frequently appears even when it is absent as a parental character” (spaced by Mendel).
Without a theoretical basis (which is still controversial for many cases of heterosis even in our age of molecular biology) and in the absence of any experiments, it is not possible to simply ‘invent’ such unexpected phenomena of science. Rather one must “stumble over” such totally unaccustomed and unpredictable curiosities of nature to report them to an amazed audience. Dominance in all of the characters Mendel described was already astonishing enough, but the two cases of overdominance (heterosis, superdominance) represent strong evidence that Mendel had exactly done what he described. (Mendel’s explanation of the superdominant plant length found, “which is possibly only attributable to the greater luxuriance which appears in all parts of plants when stems of very different lengths are crossed” is hardly more than a tautology [here a more inclusive restatement of the phenomenon to be explained: it does not answer the question why the greater luxuriance occurs in all plant parts, of which the unusual plant length is an ingredient]. Mendel’s statement shows that he was really at a loss for any theoretical/genetical answer for the heterosis-phenomenon he had encountered and precisely described.)
One could, perhaps, object that the phenomenon of hybrid vigour had been mentioned before Mendel. However, to describe heterosis for definite characters and organs in definite sizes and quantities in definite species and culture varieties (and all that without any knowledge of the genetical and/or molecular basis of the phenomena reported), so that the experiments not only appear unlikely (in fact, unlikely!), but also prove to be entirely reproducible and true – without really having made them at all – is so improbable that we can confidently forget this objection.
Concerning Mendel’s paper, I agree on the scientific level with Mayr and Stern. Curt Stern stated (1966, p. v): “Gregor Mendel’s short treatise, ‘Experiments on Plant Hybrids’ is one of the triumphs of the human mind. It does not simply announce the discovery of important facts by new methods of observation. Rather, in an act of highest creativity, it presents these facts in a conceptual scheme which gives them general meaning. Mendel’s paper is not solely a historical document. It remains alive as a supreme example of scientific experimentation and profound penetration of data” (Stern and Sherwood 1966). Mayr concurs (1982, p. 726) that by this comment Stern has “so well” characterized Mendel’s achievement.
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Birds covered in oil, turtles stuck in fishing nets, fish dying in droves due to pollution of habitat – the detrimental effect of our species on animal ecosystems, and specifically marine wild life, is endless and horrifying.
But thankfully, there are those who are working tirelessly to try and slow the tide of human pollution as it slips into our oceans.
A group of marine biologists located off Guanacaste, Costa Rica, recently found a male Olive Ridley turtle with a plastic straw embedded deep within its nasal cavity. They felt it was important to share the footage with the world, and titled it “NO TO PLASTIC STAWS”, in the hopes of awareness of just kind of cruel damage our carelessness and lack of respect for our oceans can do.
Initially the team believed the object to be a hook worm, until further investigation revealved it to be a 12cm plastic straw.
In the 8 minute long video, the team remove the straw with the only tool available – pliers from a swiss army knife. The video makes for an intense watch as the visibly distressed animal flinches in pain during the procedure.
Field biologist and member of the crew Dr Christine Figgener defended the groups actions in removing the straw on the YouTube post by explaining “the bleeding stopped pretty much immediately after the removal of the straw.
“We disinfected the air passageway with iodine and kept the turtle for observation before releasing him back into the wild.”
"This video shows why plastic rubbish is detrimental to marine life.”
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Saccharomyces cerevisiae has been an excellent model system for examining mechanisms and consequences of genome instability. Information gained from this yeast model is relevant to many organisms, including humans, since DNA repair and DNA damage response factors are well conserved across diverse species. However, S. cerevisiae has not yet been used to fully address whether the rate of accumulating mutations changes with increasing replicative (mitotic) age due to technical constraints. For instance, measurements of yeast replicative lifespan through micromanipulation involve very small populations of cells, which prohibit detection of rare mutations. Genetic methods to enrich for mother cells in populations by inducing death of daughter cells have been developed, but population sizes are still limited by the frequency with which random mutations that compromise the selection systems occur. The current protocol takes advantage of magnetic sorting of surface-labeled yeast mother cells to obtain large enough populations of aging mother cells to quantify rare mutations through phenotypic selections. Mutation rates, measured through fluctuation tests, and mutation frequencies are first established for young cells and used to predict the frequency of mutations in mother cells of various replicative ages. Mutation frequencies are then determined for sorted mother cells, and the age of the mother cells is determined using flow cytometry by staining with a fluorescent reagent that detects bud scars formed on their cell surfaces during cell division. Comparison of predicted mutation frequencies based on the number of cell divisions to the frequencies experimentally observed for mother cells of a given replicative age can then identify whether there are age-related changes in the rate of accumulating mutations. Variations of this basic protocol provide the means to investigate the influence of alterations in specific gene functions or specific environmental conditions on mutation accumulation to address mechanisms underlying genome instability during replicative aging.
22 Related JoVE Articles!
The Use of Chemostats in Microbial Systems Biology
Institutions: New York University .
Cells regulate their rate of growth in response to signals from the external world. As the cell grows, diverse cellular processes must be coordinated including macromolecular synthesis, metabolism and ultimately, commitment to the cell division cycle. The chemostat, a method of experimentally controlling cell growth rate, provides a powerful means of systematically studying how growth rate impacts cellular processes - including gene expression and metabolism - and the regulatory networks that control the rate of cell growth. When maintained for hundreds of generations chemostats can be used to study adaptive evolution of microbes in environmental conditions that limit cell growth. We describe the principle of chemostat cultures, demonstrate their operation and provide examples of their various applications. Following a period of disuse after their introduction in the middle of the twentieth century, the convergence of genome-scale methodologies with a renewed interest in the regulation of cell growth and the molecular basis of adaptive evolution is stimulating a renaissance in the use of chemostats in biological research.
Environmental Sciences, Issue 80, Saccharomyces cerevisiae, Molecular Biology, Computational Biology, Systems Biology, Cell Biology, Genetics, Environmental Microbiology, Biochemistry, Chemostat, growth-rate, steady state, nutrient limitation, adaptive evolution
Design and Use of Multiplexed Chemostat Arrays
Institutions: University of Washington.
Chemostats are continuous culture systems in which cells are grown in a tightly controlled, chemically constant environment where culture density is constrained by limiting specific nutrients.1,2
Data from chemostats are highly reproducible for the measurement of quantitative phenotypes as they provide a constant growth rate and environment at steady state. For these reasons, chemostats have become useful tools for fine-scale characterization of physiology through analysis of gene expression3-6
and other characteristics of cultures at steady-state equilibrium.7
Long-term experiments in chemostats can highlight specific trajectories that microbial populations adopt during adaptive evolution in a controlled environment. In fact, chemostats have been used for experimental evolution since their invention.8
A common result in evolution experiments is for each biological replicate to acquire a unique repertoire of mutations.9-13
This diversity suggests that there is much left to be discovered by performing evolution experiments with far greater throughput.
We present here the design and operation of a relatively simple, low cost array of miniature chemostats—or ministats—and validate their use in determination of physiology and in evolution experiments with yeast. This approach entails growth of tens of chemostats run off a single multiplexed peristaltic pump. The cultures are maintained at a 20 ml working volume, which is practical for a variety of applications. It is our hope that increasing throughput, decreasing expense, and providing detailed building and operation instructions may also motivate research and industrial application of this design as a general platform for functionally characterizing large numbers of strains, species, and growth parameters, as well as genetic or drug libraries.
Genetics, Issue 72, Molecular Biology, Microbiology, Biochemistry, Cellular Biology, Basic Protocols, Genomics, Eukaryota, Bacteria, Biological Phenomena, Metabolic Phenomena, Genetic Phenomena, Microbiological Phenomena, Life sciences, chemostat, evolution, experimental evolution, Ministat, yeast, E. coli., Physiology, Continuous culture, high throughput, arrays, cell culture
Quantifying Yeast Chronological Life Span by Outgrowth of Aged Cells
Institutions: University of Washington.
The budding yeast Saccharomyces cerevisiae
has proven to be an important model organism in the field of aging research 1
. The replicative and chronological life spans are two established paradigms used to study aging in yeast. Replicative aging is defined as the number of daughter cells a single yeast mother cell produces before senescence; chronological aging is defined by the length of time cells can survive in a non-dividing, quiescence-like state 2
. We have developed a high-throughput method for quantitative measurement of chronological life span. This method involves aging the cells in a defined medium under agitation and at constant temperature. At each age-point, a sub-population of cells is removed from the aging culture and inoculated into rich growth medium. A high-resolution growth curve is then obtained for this sub-population of aged cells using a Bioscreen C MBR machine. An algorithm is then applied to determine the relative proportion of viable cells in each sub-population based on the growth kinetics at each age-point. This method requires substantially less time and resources compared to other chronological lifespan assays while maintaining reproducibility and precision. The high-throughput nature of this assay should allow for large-scale genetic and chemical screens to identify novel longevity modifiers for further testing in more complex organisms.
Microbiology, Issue 27, longevity, aging, chronological life span, yeast, Bioscreen C MBR, stationary phase
Cryosectioning Yeast Communities for Examining Fluorescence Patterns
Institutions: Fred Hutchinson Cancer Research Center.
Microbes typically live in communities. The spatial organization of cells within a community is believed to impact the survival and function of the community1
. Optical sectioning techniques, including confocal and two-photon microscopy, have proven useful for observing spatial organization of bacterial and archaeal communities2,3
. A combination of confocal imaging and physical sectioning of yeast colonies has revealed internal organization of cells4
. However, direct optical sectioning using confocal or two-photon microscopy has been only able to reach a few cell layers deep into yeast colonies. This limitation is likely because of strong scattering of light from yeast cells4
Here, we present a method based on fixing and cryosectioning to obtain spatial distribution of fluorescent cells within Saccharomyces cerevisiae
communities. We use methanol as the fixative agent to preserve the spatial distribution of cells. Fixed communities are infiltrated with OCT compound, frozen, and cryosectioned in a cryostat. Fluorescence imaging of the sections reveals the internal organization of fluorescent cells within the community.
Examples of yeast communities consisting of strains expressing red and green fluorescent proteins demonstrate the potentials of the cryosectioning method to reveal the spatial distribution of fluorescent cells as well as that of gene expression within yeast colonies2,3
. Even though our focus has been on Saccharomyces cerevisiae
communities, the same method can potentially be applied to examine other microbial communities.
Microbiology, Issue 70, Molecular Biology, Cellular Biology, Basic Protocols, Yeasts, Saccharomyces cerevisiae, Clinical Laboratory Techniques, Cytological Techniques, Environmental Microbiology, Investigative Techniques, Life Sciences, cryosectioning, sectioning, cryotome, fixing, microbial community, yeast colonies, Saccharomyces cerevisiae, community interactions
A high-throughput method to globally study the organelle morphology in S. cerevisiae
Institutions: University of British Columbia - UBC.
High-throughput methods to examine protein localization or organelle morphology is an effective tool for studying protein interactions and can help achieve an comprehensive understanding of molecular pathways. In Saccharomyces cerevisiae, with the development of the non-essential gene deletion array, we can globally study the morphology of different organelles like the endoplasmic reticulum (ER) and the mitochondria using GFP (or variant)-markers in different gene backgrounds. However, incorporating GFP markers in each single mutant individually is a labor-intensive process. Here, we describe a procedure that is routinely used in our laboratory. By using a robotic system to handle high-density yeast arrays and drug selection techniques, we can significantly shorten the time required and improve reproducibility. In brief, we cross a GFP-tagged mitochondrial marker (Apc1-GFP) to a high-density array of 4,672 nonessential gene deletion mutants by robotic replica pinning. Through diploid selection, sporulation, germination and dual marker selection, we recover both alleles. As a result, each haploid single mutant contains Apc1-GFP incorporated at its genomic locus. Now, we can study the morphology of mitochondria in all non-essential mutant background. Using this high-throughput approach, we can conveniently study and delineate the pathways and genes involved in the inheritance and the formation of organelles in a genome-wide setting.
Microbiology, Issue 25, High throughput, confocal microscopy, Acp1, mitochondria, endoplasmic reticulum, Saccharomyces cerevisiae
Isolation of Cellular Lipid Droplets: Two Purification Techniques Starting from Yeast Cells and Human Placentas
Institutions: University of Tennessee, University of Tennessee.
Lipid droplets are dynamic organelles that can be found in most eukaryotic and certain prokaryotic cells. Structurally, the droplets consist of a core of neutral lipids surrounded by a phospholipid monolayer. One of the most useful techniques in determining the cellular roles of droplets has been proteomic identification of bound proteins, which can be isolated along with the droplets. Here, two methods are described to isolate lipid droplets and their bound proteins from two wide-ranging eukaryotes: fission yeast and human placental villous cells. Although both techniques have differences, the main method - density gradient centrifugation - is shared by both preparations. This shows the wide applicability of the presented droplet isolation techniques.
In the first protocol, yeast cells are converted into spheroplasts by enzymatic digestion of their cell walls. The resulting spheroplasts are then gently lysed in a loose-fitting homogenizer. Ficoll is added to the lysate to provide a density gradient, and the mixture is centrifuged three times. After the first spin, the lipid droplets are localized to the white-colored floating layer of the centrifuge tubes along with the endoplasmic reticulum (ER), the plasma membrane, and vacuoles. Two subsequent spins are used to remove these other three organelles. The result is a layer that has only droplets and bound proteins.
In the second protocol, placental villous cells are isolated from human term placentas by enzymatic digestion with trypsin and DNase I. The cells are homogenized in a loose-fitting homogenizer. Low-speed and medium-speed centrifugation steps are used to remove unbroken cells, cellular debris, nuclei, and mitochondria. Sucrose is added to the homogenate to provide a density gradient and the mixture is centrifuged to separate the lipid droplets from the other cellular fractions.
The purity of the lipid droplets in both protocols is confirmed by Western Blot analysis. The droplet fractions from both preps are suitable for subsequent proteomic and lipidomic analysis.
Bioengineering, Issue 86, Lipid droplet, lipid body, fat body, oil body, Yeast, placenta, placental villous cells, isolation, purification, density gradient centrifugation
EPR Monitored Redox Titration of the Cofactors of Saccharomyces cerevisiae Nar1
Institutions: Delft University of Technology.
Electron Paramagnetic Resonance (EPR) monitored redox titrations are a powerful method to determine the midpoint potential of cofactors in proteins and to identify and quantify the cofactors in their detectable redox state.
The technique is complementary to direct electrochemistry (voltammetry) approaches, as it does not offer information on electron transfer rates, but does establish the identity and redox state of the cofactors in the protein under study. The technique is widely applicable to any protein containing an electron paramagnetic resonance (EPR) detectable cofactor.
A typical titration requires 2 ml protein with a cofactor concentration in the range of 1-100 µM. The protein is titrated with a chemical reductant (sodium dithionite) or oxidant (potassium ferricyanide) in order to poise the sample at a certain potential. A platinum wire and a Ag/AgCl reference electrode are connected to a voltmeter to measure the potential of the protein solution. A set of 13 different redox mediators is used to equilibrate between the redox cofactors of the protein and the electrodes. Samples are drawn at different potentials and the Electron Paramagnetic Resonance spectra, characteristic for the different redox cofactors in the protein, are measured. The plot of the signal intensity versus the sample potential is analyzed using the Nernst equation in order to determine the midpoint potential of the cofactor.
Biochemistry, Issue 93, Redox titration, electron paramagnetic resonance, Nar1, cofactor, iron-sulfur cluster, mononuclear iron, midpoint potential
Isolation of mRNAs Associated with Yeast Mitochondria to Study Mechanisms of Localized Translation
Institutions: Technion - Israel Institute of Technology.
Most of mitochondrial proteins are encoded in the nucleus and need to be imported into the organelle. Import may occur while the protein is synthesized near the mitochondria. Support for this possibility is derived from recent studies, in which many mRNAs encoding mitochondrial proteins were shown to be localized to the mitochondria vicinity. Together with earlier demonstrations of ribosomes’ association with the outer membrane, these results suggest a localized translation process. Such localized translation may improve import efficiency, provide unique regulation sites and minimize cases of ectopic expression. Diverse methods have been used to characterize the factors and elements that mediate localized translation. Standard among these is subcellular fractionation by differential centrifugation. This protocol has the advantage of isolation of mRNAs, ribosomes and proteins in a single procedure. These can then be characterized by various molecular and biochemical methods. Furthermore, transcriptomics and proteomics methods can be applied to the resulting material, thereby allow genome-wide insights. The utilization of yeast as a model organism for such studies has the advantages of speed, costs and simplicity. Furthermore, the advanced genetic tools and available deletion strains facilitate verification of candidate factors.
Biochemistry, Issue 85, mitochondria, mRNA localization, Yeast, S. cerevisiae, microarray, localized translation, biochemical fractionation
Microarray Analysis for Saccharomyces cerevisiae
Institutions: The University of Vermont.
In this protocol, gene expression in yeast (Saccharomyces cerevisiae
) is changed after exposure to oxidative stress induced by the addition of hydrogen peroxide (H2
), an oxidizing agent. In the experiment, yeast is grown for 48 hours in 1/2X YPD broth containing 3X glucose. The culture is split into a control and treated group. The experiment culture is treated with 0.5 mM H2
in Hanks Buffered Saline (HBSS) for 1 hour. The control culture is treated with HBSS only. Total RNA is extracted from both cultures and is converted to a biotin-labeled cRNA product through a multistep process. The final synthesis product is taken back to the UVM Microarray Core Facility and hybridized to the Affymetrix yeast GeneChips. The resulting gene expression data are uploaded into bioinformatics data analysis software.
Basic Protocols, Issue 50, cRNA, microarray, cDNA, pellet paint
Purification of the Cystic Fibrosis Transmembrane Conductance Regulator Protein Expressed in Saccharomyces cerevisiae
Institutions: University of Manchester.
Defects in the cystic fibrosis transmembrane conductance regulator (CFTR) protein cause cystic fibrosis (CF), an autosomal recessive disease that currently limits the average life expectancy of sufferers to <40 years of age. The development of novel drug molecules to restore the activity of CFTR is an important goal in the treatment CF, and the isolation of functionally active CFTR is a useful step towards achieving this goal.
We describe two methods for the purification of CFTR from a eukaryotic heterologous expression system, S. cerevisiae
. Like prokaryotic systems, S. cerevisiae
can be rapidly grown in the lab at low cost, but can also traffic and posttranslationally modify large membrane proteins. The selection of detergents for solubilization and purification is a critical step in the purification of any membrane protein. Having screened for the solubility of CFTR in several detergents, we have chosen two contrasting detergents for use in the purification that allow the final CFTR preparation to be tailored to the subsequently planned experiments.
In this method, we provide comparison of the purification of CFTR in dodecyl-β-D-maltoside (DDM) and 1-tetradecanoyl-sn
-glycerol) (LPG-14). Protein purified in DDM by this method shows ATPase activity in functional assays. Protein purified in LPG-14 shows high purity and yield, can be employed to study post-translational modifications, and can be used for structural methods such as small-angle X-ray scattering and electron microscopy. However it displays significantly lower ATPase activity.
Biochemistry, Issue 87, Membrane protein, cystic fibrosis, CFTR, ABCC7, protein purification, Cystic Fibrosis Foundation, green fluorescent protein
Invasion of Human Cells by a Bacterial Pathogen
Institutions: University of Bath.
Here we will describe how we study the invasion of human endothelial cells by bacterial pathogen Staphylococcus aureus
. The general protocol can be applied to the study of cell invasion by virtually any culturable bacterium. The stages at which specific aspects of invasion can be studied, such as the role of actin rearrangement or caveolae, will be highlighted. Host cells are grown in flasks and when ready for use are seeded into 24-well plates containing Thermanox coverslips. Using coverslips allows subsequent removal of the cells from the wells to reduce interference from serum proteins deposited onto the sides of the wells (to which S. aureus
would attach). Bacteria are grown to the required density and washed to remove any secreted proteins (e.g. toxins). Coverslips with confluent layers of endothelial cells are transferred to new 24-well plates containing fresh culture medium before the addition of bacteria. Bacteria and cells are then incubated together for the required amount of time in 5% CO2
at 37°C. For S. aureus
this is typically between 15-90 minutes. Thermanox coverslips are removed from each well and dip-washed in PBS to remove unattached bacteria. If total associated bacteria (adherent and internalised) are to be quantified, coverslips are then placed in a fresh well containing 0.5% Triton X-100 in PBS. Gentle pipetting leads to complete cell lysis and bacteria are enumerated by serial dilution and plating onto agar. If the number of bacteria that have invaded the cells is needed, coverslips are added to wells containing 500 μl tissue culture medium supplemented with gentamicin and incubation continued for 1 h, which will kill all external bacteria. Coverslips can then be washed, cells lysed and bacteria enumerated by plating onto agar as described above. If the experiment requires direct visualisation, coverslips can be fixed and stained for light, fluorescence or confocal microscopy or prepared for electron microscopy.
Infection, Issue 49, Bacterial pathogen, host cell invasion, Staphylococcus aureus, invasin
Assay for Adhesion and Agar Invasion in S. cerevisiae
Institutions: Princeton University.
Yeasts are found in natural biofilms, where many microorganisms colonize surfaces. In artificial environments, such as surfaces of man-made objects, biofilms can reduce industrial productivity, destroy structures, and threaten human life. 1-3 On the other hand, harnessing the power of biofilms can help clean the environment and generate sustainable energy. 4-8
The ability of S. cerevisiae to colonize surfaces and participate in complex biofilms was mostly ignored until the rediscovery of the differentiation programs triggered by various signaling pathways and environmental cues in this organism. 9, 10 The continuing interest in using S. cerevisiae as a model organism to understand the interaction and convergence of signaling pathways, such as the Ras-PKA, Kss1 MAPK, and Hog1 osmolarity pathways, quickly placed S. cerevisiae in the junction of biofilm biology and signal transduction research. 11-20 To this end, differentiation of yeast cells into long, adhesive, pseudohyphal filaments became a convenient readout for the activation of signal transduction pathways upon various environmental changes. However, filamentation is a complex collection of phenotypes, which makes assaying for it as if it were a simple phenotype misleading. In the past decade, several assays were successfully adopted from bacterial biofilm studies to yeast research, such as MAT formation assays to measure colony spread on soft agar and crystal violet staining to quantitatively measure cell-surface adherence. 12, 21 However, there has been some confusion in assays developed to qualitatively assess the adhesive and invasive phenotypes of yeast in agar.
Here, we present a simple and reliable method for assessing the adhesive and invasive quality of yeast strains with easy-to-understand steps to isolate the adhesion assessment from invasion assessment. Our method, adopted from previous studies, 10, 16 involves growing cells in liquid media and plating on differential nutrient conditions for growth of large spots, which we then wash with water to assess adhesion and rub cells completely off the agar surface to assess invasion into the agar. We eliminate the need for streaking cells onto agar, which affects the invasion of cells into the agar. In general, we observed that haploid strains that invade agar are always adhesive, yet not all adhesive strains can invade agar medium. Our approach can be used in conjunction with other assays to carefully dissect the differentiation steps and requirements of yeast signal transduction, differentiation, quorum sensing, and biofilm formation.
Microbiology, Issue 1, Yeast, Adhesion, Invasion
Determination of Protein-ligand Interactions Using Differential Scanning Fluorimetry
Institutions: University of Exeter.
A wide range of methods are currently available for determining the dissociation constant between a protein and interacting small molecules. However, most of these require access to specialist equipment, and often require a degree of expertise to effectively establish reliable experiments and analyze data. Differential scanning fluorimetry (DSF) is being increasingly used as a robust method for initial screening of proteins for interacting small molecules, either for identifying physiological partners or for hit discovery. This technique has the advantage that it requires only a PCR machine suitable for quantitative PCR, and so suitable instrumentation is available in most institutions; an excellent range of protocols are already available; and there are strong precedents in the literature for multiple uses of the method. Past work has proposed several means of calculating dissociation constants from DSF data, but these are mathematically demanding. Here, we demonstrate a method for estimating dissociation constants from a moderate amount of DSF experimental data. These data can typically be collected and analyzed within a single day. We demonstrate how different models can be used to fit data collected from simple binding events, and where cooperative binding or independent binding sites are present. Finally, we present an example of data analysis in a case where standard models do not apply. These methods are illustrated with data collected on commercially available control proteins, and two proteins from our research program. Overall, our method provides a straightforward way for researchers to rapidly gain further insight into protein-ligand interactions using DSF.
Biophysics, Issue 91, differential scanning fluorimetry, dissociation constant, protein-ligand interactions, StepOne, cooperativity, WcbI.
Quantitation and Analysis of the Formation of HO-Endonuclease Stimulated Chromosomal Translocations by Single-Strand Annealing in Saccharomyces cerevisiae
Institutions: Irell & Manella Graduate School of Biological Sciences, City of Hope Comprehensive Cancer Center and Beckman Research Institute, University of Southern California, Norris Comprehensive Cancer Center.
Genetic variation is frequently mediated by genomic rearrangements that arise through interaction between dispersed repetitive elements present in every eukaryotic genome. This process is an important mechanism for generating diversity between and within organisms1-3
. The human genome consists of approximately 40% repetitive sequence of retrotransposon origin, including a variety of LINEs and SINEs4
. Exchange events between these repetitive elements can lead to genome rearrangements, including translocations, that can disrupt gene dosage and expression that can result in autoimmune and cardiovascular diseases5
, as well as cancer in humans6-9
Exchange between repetitive elements occurs in a variety of ways. Exchange between sequences that share perfect (or near-perfect) homology occurs by a process called homologous recombination (HR). By contrast, non-homologous end joining (NHEJ) uses little-or-no sequence homology for exchange10,11
. The primary purpose of HR, in mitotic cells, is to repair double-strand breaks (DSBs) generated endogenously by aberrant DNA replication and oxidative lesions, or by exposure to ionizing radiation (IR), and other exogenous DNA damaging agents.
In the assay described here, DSBs are simultaneously created bordering recombination substrates at two different chromosomal loci in diploid cells by a galactose-inducible HO-endonuclease (Figure 1
). The repair of the broken chromosomes generates chromosomal translocations by single strand annealing (SSA), a process where homologous sequences adjacent to the chromosome ends are covalently joined subsequent to annealing. One of the substrates, his3-Δ3'
, contains a 3' truncated HIS3
allele and is located on one copy of chromosome XV at the native HIS3
locus. The second substrate, his3-Δ5'
, is located at the LEU2
locus on one copy of chromosome III, and contains a 5' truncated HIS3
allele. Both substrates are flanked by a HO endonuclease recognition site that can be targeted for incision by HO-endonuclease. HO endonuclease recognition sites native to the MAT
locus, on both copies of chromosome III, have been deleted in all strains. This prevents interaction between the recombination substrates and other broken chromosome ends from interfering in the assay. The KAN-MX
-marked galactose-inducible HO endonuclease expression cassette is inserted at the TRP1
locus on chromosome IV. The substrates share 311 bp or 60 bp of the HIS3
coding sequence that can be used by the HR machinery for repair by SSA. Cells that use these substrates to repair broken chromosomes by HR form an intact HIS3
allele and a tXV::III chromosomal translocation that can be selected for by the ability to grow on medium lacking histidine (Figure 2A
). Translocation frequency by HR is calculated by dividing the number of histidine prototrophic colonies that arise on selective medium by the total number of viable cells that arise after plating appropriate dilutions onto non-selective medium (Figure 2B
). A variety of DNA repair mutants have been used to study the genetic control of translocation formation by SSA using this system12-14
Genetics, Issue 55, translocation formation, HO-endonuclease, Genomic Southern blot, Chromosome blot, Pulsed-field gel electrophoresis, Homologous recombination, DNA double-strand breaks, Single-strand annealing
Aseptic Laboratory Techniques: Plating Methods
Institutions: University of California, Los Angeles .
Microorganisms are present on all inanimate surfaces creating ubiquitous sources of possible contamination in the laboratory. Experimental success relies on the ability of a scientist to sterilize work surfaces and equipment as well as prevent contact of sterile instruments and solutions with non-sterile surfaces. Here we present the steps for several plating methods routinely used in the laboratory to isolate, propagate, or enumerate microorganisms such as bacteria and phage. All five methods incorporate aseptic technique, or procedures that maintain the sterility of experimental materials. Procedures described include (1) streak-plating bacterial cultures to isolate single colonies, (2) pour-plating and (3) spread-plating to enumerate viable bacterial colonies, (4) soft agar overlays to isolate phage and enumerate plaques, and (5) replica-plating to transfer cells from one plate to another in an identical spatial pattern. These procedures can be performed at the laboratory bench, provided they involve non-pathogenic strains of microorganisms (Biosafety Level 1, BSL-1). If working with BSL-2 organisms, then these manipulations must take place in a biosafety cabinet. Consult the most current edition of the Biosafety in Microbiological and Biomedical Laboratories
(BMBL) as well as Material Safety Data Sheets
(MSDS) for Infectious Substances to determine the biohazard classification as well as the safety precautions and containment facilities required for the microorganism in question. Bacterial strains and phage stocks can be obtained from research investigators, companies, and collections maintained by particular organizations such as the American Type Culture Collection
(ATCC). It is recommended that non-pathogenic strains be used when learning the various plating methods. By following the procedures described in this protocol, students should be able to:
● Perform plating procedures without contaminating media.
● Isolate single bacterial colonies by the streak-plating method.
● Use pour-plating and spread-plating methods to determine the concentration of bacteria.
● Perform soft agar overlays when working with phage.
● Transfer bacterial cells from one plate to another using the replica-plating procedure.
● Given an experimental task, select the appropriate plating method.
Basic Protocols, Issue 63, Streak plates, pour plates, soft agar overlays, spread plates, replica plates, bacteria, colonies, phage, plaques, dilutions
Ratiometric Biosensors that Measure Mitochondrial Redox State and ATP in Living Yeast Cells
Institutions: Columbia University, Columbia University.
Mitochondria have roles in many cellular processes, from energy metabolism and calcium homeostasis to control of cellular lifespan and programmed cell death. These processes affect and are affected by the redox status of and ATP production by mitochondria. Here, we describe the use of two ratiometric, genetically encoded biosensors that can detect mitochondrial redox state and ATP levels at subcellular resolution in living yeast cells. Mitochondrial redox state is measured using redox-sensitive Green Fluorescent Protein (roGFP) that is targeted to the mitochondrial matrix. Mito-roGFP contains cysteines at positions 147 and 204 of GFP, which undergo reversible and environment-dependent oxidation and reduction, which in turn alter the excitation spectrum of the protein. MitGO-ATeam is a Förster resonance energy transfer (FRET) probe in which the ε subunit of the Fo
-ATP synthase is sandwiched between FRET donor and acceptor fluorescent proteins. Binding of ATP to the ε subunit results in conformation changes in the protein that bring the FRET donor and acceptor in close proximity and allow for fluorescence resonance energy transfer from the donor to acceptor.
Bioengineering, Issue 77, Microbiology, Cellular Biology, Molecular Biology, Biochemistry, life sciences, roGFP, redox-sensitive green fluorescent protein, GO-ATeam, ATP, FRET, ROS, mitochondria, biosensors, GFP, ImageJ, microscopy, confocal microscopy, cell, imaging
Analysis of Oxidative Stress in Zebrafish Embryos
Institutions: University of Torino, Vesalius Research Center, VIB.
High levels of reactive oxygen species (ROS) may cause a change of cellular redox state towards oxidative stress condition. This situation causes oxidation of molecules (lipid, DNA, protein) and leads to cell death. Oxidative stress also impacts the progression of several pathological conditions such as diabetes, retinopathies, neurodegeneration, and cancer. Thus, it is important to define tools to investigate oxidative stress conditions not only at the level of single cells but also in the context of whole organisms. Here, we consider the zebrafish embryo as a useful in vivo
system to perform such studies and present a protocol to measure in vivo
oxidative stress. Taking advantage of fluorescent ROS probes and zebrafish transgenic fluorescent lines, we develop two different methods to measure oxidative stress in vivo
: i) a “whole embryo ROS-detection method” for qualitative measurement of oxidative stress and ii) a “single-cell ROS detection method” for quantitative measurements of oxidative stress. Herein, we demonstrate the efficacy of these procedures by increasing oxidative stress in tissues by oxidant agents and physiological or genetic methods. This protocol is amenable for forward genetic screens and it will help address cause-effect relationships of ROS in animal models of oxidative stress-related pathologies such as neurological disorders and cancer.
Developmental Biology, Issue 89, Danio rerio, zebrafish embryos, endothelial cells, redox state analysis, oxidative stress detection, in vivo ROS measurements, FACS (fluorescence activated cell sorter), molecular probes
Reporter-based Growth Assay for Systematic Analysis of Protein Degradation
Institutions: The Hebrew University of Jerusalem.
Protein degradation by the ubiquitin-proteasome system (UPS) is a major regulatory mechanism for protein homeostasis in all eukaryotes. The standard approach to determining intracellular protein degradation relies on biochemical assays for following the kinetics of protein decline. Such methods are often laborious and time consuming and therefore not amenable to experiments aimed at assessing multiple substrates and degradation conditions. As an alternative, cell growth-based assays have been developed, that are, in their conventional format, end-point assays that cannot quantitatively determine relative changes in protein levels.
Here we describe a method that faithfully determines changes in protein degradation rates by coupling them to yeast cell-growth kinetics. The method is based on an established selection system where uracil auxotrophy of URA3
-deleted yeast cells is rescued by an exogenously expressed reporter protein, comprised of a fusion between the essential URA3
gene and a degradation determinant (degron). The reporter protein is designed so that its synthesis rate is constant whilst its degradation rate is determined by the degron. As cell growth in uracil-deficient medium is proportional to the relative levels of Ura3, growth kinetics are entirely dependent on the reporter protein degradation.
This method accurately measures changes in intracellular protein degradation kinetics. It was applied to: (a) Assessing the relative contribution of known ubiquitin-conjugating factors to proteolysis (b) E2 conjugating enzyme structure-function analyses (c) Identification and characterization of novel degrons. Application of the degron-URA3
-based system transcends the protein degradation field, as it can also be adapted to monitoring changes of protein levels associated with functions of other cellular pathways.
Cellular Biology, Issue 93, Protein Degradation, Ubiquitin, Proteasome, Baker's Yeast, Growth kinetics, Doubling time
Genetic Manipulation in Δku80 Strains for Functional Genomic Analysis of Toxoplasma gondii
Institutions: The Geisel School of Medicine at Dartmouth.
Targeted genetic manipulation using homologous recombination is the method of choice for functional genomic analysis to obtain a detailed view of gene function and phenotype(s). The development of mutant strains with targeted gene deletions, targeted mutations, complemented gene function, and/or tagged genes provides powerful strategies to address gene function, particularly if these genetic manipulations can be efficiently targeted to the gene locus of interest using integration mediated by double cross over homologous recombination.
Due to very high rates of nonhomologous recombination, functional genomic analysis of Toxoplasma gondii
has been previously limited by the absence of efficient methods for targeting gene deletions and gene replacements to specific genetic loci. Recently, we abolished the major pathway of nonhomologous recombination in type I and type II strains of T. gondii
by deleting the gene encoding the KU80 protein1,2
. The Δku80
strains behave normally during tachyzoite (acute) and bradyzoite (chronic) stages in vitro
and in vivo
and exhibit essentially a 100% frequency of homologous recombination. The Δku80
strains make functional genomic studies feasible on the single gene as well as on the genome scale1-4
Here, we report methods for using type I and type II Δku80Δhxgprt
strains to advance gene targeting approaches in T. gondii
. We outline efficient methods for generating gene deletions, gene replacements, and tagged genes by targeted insertion or deletion of the hypoxanthine-xanthine-guanine phosphoribosyltransferase (HXGPRT
) selectable marker. The described gene targeting protocol can be used in a variety of ways in Δku80
strains to advance functional analysis of the parasite genome and to develop single strains that carry multiple targeted genetic manipulations. The application of this genetic method and subsequent phenotypic assays will reveal fundamental and unique aspects of the biology of T. gondii
and related significant human pathogens that cause malaria (Plasmodium
sp.) and cryptosporidiosis (Cryptosporidium
Infectious Diseases, Issue 77, Genetics, Microbiology, Infection, Medicine, Immunology, Molecular Biology, Cellular Biology, Biomedical Engineering, Bioengineering, Genomics, Parasitology, Pathology, Apicomplexa, Coccidia, Toxoplasma, Genetic Techniques, Gene Targeting, Eukaryota, Toxoplasma gondii, genetic manipulation, gene targeting, gene deletion, gene replacement, gene tagging, homologous recombination, DNA, sequencing
Fluorescence Microscopy Methods for Determining the Viability of Bacteria in Association with Mammalian Cells
Institutions: University of Virginia Health Sciences Center.
Central to the field of bacterial pathogenesis is the ability to define if and how microbes survive after exposure to eukaryotic cells. Current protocols to address these questions include colony count assays, gentamicin protection assays, and electron microscopy. Colony count and gentamicin protection assays only assess the viability of the entire bacterial population and are unable to determine individual bacterial viability. Electron microscopy can be used to determine the viability of individual bacteria and provide information regarding their localization in host cells. However, bacteria often display a range of electron densities, making assessment of viability difficult. This article outlines protocols for the use of fluorescent dyes that reveal the viability of individual bacteria inside and associated with host cells. These assays were developed originally to assess survival of Neisseria gonorrhoeae
in primary human neutrophils, but should be applicable to any bacterium-host cell interaction. These protocols combine membrane-permeable fluorescent dyes (SYTO9 and 4',6-diamidino-2-phenylindole [DAPI]), which stain all bacteria, with membrane-impermeable fluorescent dyes (propidium iodide and SYTOX Green), which are only accessible to nonviable bacteria. Prior to eukaryotic cell permeabilization, an antibody or fluorescent reagent is added to identify extracellular bacteria. Thus these assays discriminate the viability of bacteria adherent to and inside eukaryotic cells. A protocol is also provided for using the viability dyes in combination with fluorescent antibodies to eukaryotic cell markers, in order to determine the subcellular localization of individual bacteria. The bacterial viability dyes discussed in this article are a sensitive complement and/or alternative to traditional microbiology techniques to evaluate the viability of individual bacteria and provide information regarding where bacteria survive in host cells.
Microbiology, Issue 79, Immunology, Infection, Cancer Biology, Genetics, Cellular Biology, Molecular Biology, Medicine, Biomedical Engineering, Microscopy, Confocal, Microscopy, Fluorescence, Bacteria, Bacterial Infections and Mycoses, bacteria, infection, viability, fluorescence microscopy, cell, imaging
A Rapid Technique for the Visualization of Live Immobilized Yeast Cells
Institutions: Princeton University.
We present here a simple, rapid, and extremely flexible technique for the immobilization and visualization of growing yeast cells by epifluorescence microscopy. The technique is equally suited for visualization of static yeast populations, or time courses experiments up to ten hours in length. My microscopy investigates epigenetic inheritance at the silent mating loci in S. cerevisiae. There are two silent mating loci, HML and HMR, which are normally not expressed as they are packaged in heterochromatin. In the sir1 mutant background silencing is weakened such that each locus can either be in the expressed or silenced epigenetic state, so in the population as a whole there is a mix of cells of different epigenetic states for both HML and HMR. My microscopy demonstrated that there is no relationship between the epigenetic state of HML and HMR in an individual cell. sir1 cells stochastically switch epigenetic states, establishing silencing at a previously expressed locus or expressing a previously silenced locus. My time course microscopy tracked individual sir1 cells and their offspring to score the frequency of each of the four possible epigenetic switches, and thus the stability of each of the epigenetic states in sir1 cells. See also Xu et al., Mol. Cell 2006.
Microbiology, Issue 1, yeast, HML, HMR, epigenetic, loci, silencing, cerevisiae
Studying Age-dependent Genomic Instability using the S. cerevisiae Chronological Lifespan Model
Institutions: University of Southern California, Los Angeles.
Studies using the Saccharomyces cerevisiae
aging model have uncovered life span regulatory pathways that are partially conserved in higher eukaryotes1-2
. The simplicity and power of the yeast aging model can also be explored to study DNA damage and genome maintenance as well as their contributions to diseases during aging. Here, we describe a system to study age-dependent DNA mutations, including base substitutions, frame-shift mutations, gross chromosomal rearrangements, and homologous/homeologous recombination, as well as nuclear DNA repair activity by combining the yeast chronological life span with simple DNA damage and mutation assays. The methods described here should facilitate the identification of genes/pathways that regulate genomic instability and the mechanisms that underlie age-dependent DNA mutations and cancer in mammals.
Genetics, Issue 55, saccharomyces cerevisiae, life span, aging, mutation frequency, genomic instability
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<urn:uuid:2df14224-a007-4c6d-9a5c-c83a7f3bee6b>
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https://www.jove.com/visualize/abstract/24204887/characterization-viable-but-nonculturable-vbnc-state-saccharomyces
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Online Tool to Help in Preventing Food Related Illness
February 7, 2014, Ottawa: Today, the Honourable Rona Ambrose, Minister of Health, announced the launch of a searchable database to help the food industry identify and address food safety hazards. The online database, known as the Reference Database for Hazard Identification (RDHI), provides a useful industry resource to assist in the development of preventive food safety control plans. Industry can search the tool for food and food-borne hazards in production and processing to help guide the development of their food safety plans.
The Canadian Food Inspection Agency (CFIA) works closely with the food industry to verify that food safety risks are addressed and consumers are protected.
Through the Healthy and Safe Food for Canadians Framework, the Government of Canada continues to take action to strengthen Canada's word-class food safety system. The launch of the database demonstrates our commitment to help industry keep pace with the evolving food safety environment and implement the best approaches to protect consumers.
- Rona Ambrose, Minister of Health
Food and consumer products manufacturers welcome the new online, RDHI. It is this kind of modernization and innovation at CFIA that directly supports the development of enhanced food safety programs for manufacturers here in Canada. There has been significant progress in recent years toward modernizing tools such as this, as well as the regulatory process. We look forward to continuing our work with the government to build on those accomplishments and uphold Canada's world-renowned safety standards.
- Susan Abel, Vice President, Safety & Compliance, Food & Consumer Products of Canada
The CFIA works closely with industry to promote compliance by making sure that they are aware of their requirements under the law. Ultimately, consumers benefit from a safer food supply.
- Dr. Martine Dubuc, Chief Food Safety Officer for Canada and Vice-President, Science, CFIA
Office of the Honourable Rona Ambrose
Federal Minister of Health
CFIA Media Relations
- Date modified:
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<urn:uuid:cf503a6d-5101-4da4-b496-9578eacccd42>
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http://www.inspection.gc.ca/about-the-cfia/newsroom/news-releases/2014-02-07/eng/1385942327501/1385942339917
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Disability and Social Media
Global Perspectives – Edited by Katie Ellis, Mike Kent © 2017 – Routledge 340 pages
Social media is popularly seen as an important media for people with disability in terms of communication, exchange and activism. These sites potentially increase both employment and leisure opportunities for one of the most traditionally isolated groups in society. However, the offline inaccessible environment has, to a certain degree, been replicated online and particularly in social networking sites. Social media is becoming an increasingly important part of our lives yet the impact on people with disabilities has gone largely unscrutinised. Similarly, while social media and disability are often both observed through a focus on the Western, developed and English-speaking world, different global perspectives are often overlooked. This collection explores the opportunities and challenges social media represents for the social inclusion of people with disabilities from a variety of different global perspectives that include Africa, Arabia and Asia along with European, American and Australasian perspectives and experiences.
Disability in the Global South
The Critical Handbook – Editors: Grech, Shaun, Soldatic, Karen (Eds.) © 2016
This first-of-its kind volume spans the breadth of disability research and practice specifically focusing on the global South. Established and emerging scholars alongside advocates adopt a critical and interdisciplinary stance to probe, challenge and shift common held social understandings of disability in established discourses, epistemologies and practices, including those in prominent areas such as global health, disability studies and international development. Motivated by decolonizing approaches, contributors carefully weave the lived and embodied experiences of disabled people, families and communities through contextual, cultural, spatial, racial, economic, identity and geopolitical complexities and heterogeneities. Dispatches from Ghana, Lebanon, Sri Lanka, Cambodia, Venezuela among many others spotlight the complex uncertainties of modern geopolitics of coloniality; emergent forms of governance including neoliberal globalization, war and conflicts; the interstices of gender, race, ethnicity, space and religion; structural barriers to redistribution and realization of rights; and processes of disability representation.
A Different Way of Seeing
Lois Strachan (Author) – October 30, 2016
Have you ever wondered how a blind person pours a cup of coffee? Or how they and their guide dog know when it’s safe to cross a busy road? When Lois Strachan lost her sight at the age of 21 years she had to learn the answers to these and countless other questions of how to live as a blind person in a sighted world. In this delightfully quirky and entertaining book Lois shares some of the secrets she discovered about how to live an “ordinary” life in an extraordinary way despite her blindness. “An entertaining, informative and educational read that gives you an insight into the life of an inspirational woman who lives life to the fullest. Well worth reading.” Gail Glover – Executive Director, South African Guide-Dogs Association for the Blind “A must-read for anyone, with or without a disability.” Hanif Kruger –Resource Centre Manager, South African National Council for the Blind “Lois’s stories provide insights on how to positively deal with the challenges in life to emerge victorious.” Bob “Idea Man Hooey – author of “Why didn’t I THINK of that?” .“In her fascinating account of the life of a blind person, Lois Strachan lifts the lid on aspects of life that most of us take for granted.”
Valley of Victory: A true story of trials, tribulations and triumphs
Val Rankin Prinsloo (Author), Vijay Kumar (Editor)
Val is a girl raised in apartheid South Africa. Her family is financially well-off, there is an abundance of everything except harmony. As a child, she is hurt, as a teen insulted, and as a woman, abused and discarded. Haunted by her extreme obesity, Val slips into a world of reckless debauchery and alcoholism and substance abuse of all kinds. All other kinds discord ran like wild fire through her life in much the same destructive manner. Is there hope for her? Can she redeem herself? The only soul she can turn to is her childhood friend, who is in fact a local servant girl. Can her friend guide and mentor her, and eventually pull her out of her bottomless pit of despair? With an epic sweep that spans well over forty years, Valley of Victory is a touching tale of one individual’s fight against the society, its hypocrisy and a system that is rotten to the core. It is the moving story of a woman’s determination to take charge, change herself and the world around her. And along the journey, Valley of Victory asks questions that are as simple as their answers are complex. Who are we? Why are we here? What is our connection with our Higher Power?
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<urn:uuid:f0e5886e-6512-41d7-a9f3-1d63ca7d3098>
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http://thisability.co.za/books/
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- Slave Voices: This American Memory (Library of Congress) collection including recordings between 1932 and 1975 includes hours of actual voices in audio format taken from former Southern slaves. It includes 23 interviewees born between 1823 and 1860.
- Our Story: Slave Life and the Underground Railroad: This site, prepared by the Smithsonian's Museum of American History, offers a brief introduction to the topic. It is interspersed with primary source links as well as links to children's literature selections and some children's books reader's guides (e.g., Follow the Drinking Gourd, Freedom on the Menu).
- Harriet Tubman Biography: Developed by Kate Clifford Larsen, this site includes information about the Underground Railroad, a timeline, list of escapees, and maps.
- Slavery and the Making of America: This site includes a rich collection of links to primary sources relating to slavery topics.
- The Underground Railroad Simulation: This National Geographic simulation guides students along the Underground Railroad through text, song, graphics (including locational photographs and primary source images), and student decision-making.
- Slave Narratives: This interactive site from the Museum of the African Diaspora leads readers (and listeners) through biographies of several slaves including Mary Prince, Tempe Herndon Durham, and others. For each, there is a timeline, biography, and transcript (in audio and textual format).
- Reader's Theater: This reader's theater script follows the Underground Railroad as guided by Harriet Tubman.
Monday, December 7, 2009
The following resources offer resources and suggestions for teaching about slavery in America.
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http://slavery-integratedsocialstudies.blogspot.com/2009_12_01_archive.html
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| 3.78125
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Water is our most precious natural resource. The availability and quality of fresh water not only impact human health and wellbeing, but also the functioning of essential ecosystems, including rivers, wetlands, lakes and coastal ecosystems.
Most available fresh water is present as groundwater. Exchanges between groundwater and surface water occur throughout the landscape and support a plethora of key ecosystem services. The multidisciplinary research program in ecohydrology is dedicated to advancing the understanding of the fluxes and transformations of nutrient elements (especially P, N, Si) and metals at the groundwater-surface water interface, and assessing their consequences for the health and functioning of aquatic ecosystems.
Our research team includes biogeochemists, hydrologists, ecologists, environmental chemists and microbiologists, who combine laboratory experiments, field sampling and mathematical modelling.
- June 14, 2017
- May 18, 2017
- May 17, 2017
- June 27, 2017
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<urn:uuid:55396068-e8a0-4fe3-b807-64c1c8654af3>
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https://uwaterloo.ca/ecohydrology/
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5 different training courses in Pneumatics Automatic Control Systems
||Basics and Components of Industrial Pneumatic Control Systems
||Design, Analysis and Investigation of Industrial Pneumatic Control Systems
||Practical applications and Examples of Pneumatic Control Circuits
||Advanced Analysis and Applications of Pneumatic Control Circuits
||More Applications of Industrial Pneumatic Control Systems
What is a Pneumatic system? What is it used for?
It is a system that uses air or some inert gas (such as N2) to power something. For instance, have you seen the Air-tube systems at bank drive-up tellers? Air is used to push the tubes back and forth from the teller to the customer. Air is also used to power drills, sanders, grinders, and the like at garages and car body shops. Additionally, you can find pneumatic systems in large buildings or complexes. They're used there to control the air handling systems, the HVAC. Control systems decide which system valves to actuate and they are operated by pneumatics.
Example for Pneumatic system in aircrafts:
A power system in aircraft that uses compressed air or another gas as the operating fluid. Some systems that are operated or powered by a pneumatic system are the landing gears or flaps in an emergency, the normal and/or emergency brackes, and the tail parachute deployment.
ILOs of courses for Pneumatics Automatic control Systems & their Applications:
1- Knowledge and Understanding:
- Understand and apply knowledge of basic physics laws and fluid mechanics concepts as they apply to Pneumatic power and to solution of automatic control problems using Pneumatic systems.
- Understand and apply knowledge of thermo-fluid characteristics of standard Air and various types of gas conducting methods and the proper materials used for each one.
- Understand and apply knowledge of Principles of Pneumatic System design including types of air-pumps, pneumatic actuators, various control valves and accessory components in a typical pneumatic system and process control design.
- Understand reading pneumatic schematics and identify system components & design function as well.
- Understand and apply knowledge of Maintenance & Troubleshooting of Pneumatic Control Systems.
- Understand current engineering technologies related to Pneumatic Automatic Control Systems.
2- Intellectual Skills: This course helps the students to acquire the ability to:
- Identify, select, describe, and draw the main various components in typical Pneumatic schematics and to recognize and comprehend how these components function and interact with each other.
- Follow and participate in a comprehensive interactive &computer-based virtual and multi-media training labs which include system animations, 3-D models and on-line multiple choices quizzes.
- Identify, formulate and solve main basic automatic control problems using Pneumatic power.
- Design Pneumatic circuit, component & schematics to meet required needs within realistic constraints.
- Select appropriate components for modeling and analyzing typical Pneumatic Control problems.
- Select appropriate solutions for various multiple choices quiz problems based on analytical thinking.
- Assess and evaluate the characteristics and performance of Air-pumps, pneumatic actuators, various control valves and accessory components in a typical pneumatic system and process control design.
- Use virtual lab tools & software packages pertaining to pneumatic systems & process control design.
3- Practical and Professional Skills: This course helps the students to acquire the ability to:
- Integrate knowledge of basic physics laws, fluid mechanics concepts, information technology, design, and engineering practice to solve engineering problems of Pneumatic Control Systems.
- Employ drawing & professional skills to design & analyse schematics of pneumatic systems & process control circuits.
- Use a wide range of computer applications, technical tools, and techniques including pertinent virtual labs software.
- Implement comprehensive knowledge, understanding, and intellectual skills in solving on-line virtual training labs, exercises, and MCQ problems.
- Prepare and present technical reports and schematics of pneumatic circuits and control systems.
4- General and Transferable Skills: This course helps the students to acquire the ability to:
- Collaborate & Communicate effectively within a lab group/team.
- Work in stressful class and lab environment and within time constraints.
- Demonstrate efficient IT capabilities.
- Manage tasks and lab resources efficiently.
- Search for information and adopt self learning.
- Refer to relevant literature effectively.
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http://acc-vlab.cu.edu.eg/training.php?p=02__Pneumatics
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Purves Environmental Inc. had conducted a study on Amalgam Separators, below is their statement on the purpose of the study, and please find the PDF attached below for their findings.
To determine the effectiveness of Amalgam Separators used to remove Mercury from the environment.
Amalgam Separators were designed to remove amalgam from the environment and are effectively removing 99+% of the solid metal from the dental discharge. After an exhaustive study of dental office discharges at the street location (manholes), it became clear that very large quantities of mercury were still entering the environment (10 to 1600000 ng/L). These numbers indicated that there was still an issue with mercury entering the environment. In none of the separator studies performed by various states, academic and/or private companies is dissolved mercury examined. The ISO 11143 standard only examines physical separation. This type of separation assumes that the remaining 1-5% of amalgam (equal to 3400 pounds of dissolved mercury annually) discharging into the environment is not an issue or a hazard. The data below may change that assumption.
Purves Environmental Inc. sampled several separators in various offices only to find that the level of total mercury discharging to the environment at the separators ranged from 65,600 ng/L to 17,500,000 ng/L. This data is not addressed by the Dental community or the separator manufacturers. Separator designs were first established under the false assumption that the mercury remaining in the discharge was not an issue and that it remained in a solid form that could easily be removed at a waste water treatment plant. The other assumption that is now applied is; the discharge flow from a dental office is so small that the high levels of mercury would be diluted when mixed with the influents from other discharges. The premise of this study and research was to accumulate data from operating systems and determine the best separation systems now employed to handle the mercury discharge. It is focused primarily on dissolved mercury.
Dissolved mercury is far more dangerous to humans and wildlife than mercury which is bound to solid particles. Dissolved mercury is more readily absorbed by humans and aquatic organisms than mercury bound to solids. Dissolved mercury is converted into Methyl Mercury in the body through normal biological processes. The Methyl Mercury formed is far more dangerous than elemental mercury to humans because it attacks the Central Nervous system and causes a Parkinson’s like syndrome. In aquatic life (primarily fish) this process occurs in the same manner. Since fish is a food source for humans, the Methyl Mercury in the fish is even more readily absorbed by humans and can become a danger to human consumption. This is the primary reason that the consumption of fish in the Great Lakes and many rivers and streams is limited by EPA and many state natural resource departments. For this reason the mercury discharge limit concentration was reduced to 12 ng/L and 1.3 ng/L (Great Lakes) to protect both humans and wildlife.
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<urn:uuid:48c106f1-02ee-4a09-8de6-3fbc8e99318f>
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http://www.marsbiomed.com/dental-separator-study/
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We are interested in understanding the viscoelastic properties of many different types of materials such as polymers, gels, and biomaterials. Currently there are many techniques for measuring viscoelastic properties. For example, the viscosity of glycerol can be measured using a rheometer. The typical sample size for a standard rheometer is about 5mL which can be expensive and time consuming if we were to use this technique to measure the viscosity of a biomaterial. Instead of using a rheometry, there is a technique called two-particle microrheology which looks at the correlated motion of micron size particles suspensed in a sample. From the correlated motion of these particles one can determine specific viscoelastic properties. Curently, this technique only looks at the correlated motion of micron size spheres. We are extending this technique to also be able to measure viscoelastic properties from the correlated motion of rods suspended in a complex fluid. Our experiment consist of using a confocal microscope to track the 3 dimensional motion of rod-like bacteria suspended in a water glycerol mixture. Using a program called POV-ray and using the tracked positions and orientations of the bacteria I made a movie that can viewed by clicking the following link. Rods Movie. Or, click here to see a movie for red/blue 3D glasses.
If you want to learn more about microrheology, I've listed below a website that explains some of the basics.
Introduction to microrheology by Eric Weeks & Dave Weitz at Harvard University
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<urn:uuid:a9a6b9c6-e4ec-4515-aa61-8df2986473b4>
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http://www.physics.emory.edu/faculty/weeks/lab/rods/
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| 0.933293
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| 3.1875
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You performed two different titrations in this part of the experiment. First you titrated the Unknown Acid, and then sulfamic acid, H2NSO3H, to standardize your NaOH solution. We will discuss the standardization titration first.
Titration of Sulfamic Acid (HSA) with NaOH:
Sulfamic Acid is a strong acid (pKa =1.0) and completely dissociates in an aqueous solution.
The pH at the equivalence point is determined by the dissociation of water. At 25 °C, the pH is 7.00. An example titration curve is shown below.
At the equivalence point then:
and (eqn 12)
Rearrangement of this equation to solve for MNaOH gives
where Mol. Wt. HSA = 97.09 g/mol, and vol. NaOH is the volume of NaOH at the equivalence point expressed in Liters. In the above example this value is 50.00 mL.
Draw a titration curve for the titration of Sulfamic Acid with NaOH. From your curve determine the vol. of NaOH required to reach the equivalence point, and calculate the MNaOH using eqn 13.
Titration of Unknown Acid with NaOH:
Consider the following titration curve:
Examination of this titration curve we see four points of interest, labeled A,B,C, and D. There are two flat buffer regions, A and C, and two rapidly rising equivalence point regions, B and D. This titration curve is indicative of a diprotic acid (H2A). Each hydrogen is neutralized stepwise and a Ka expression can be written for each neutralization step.
Equivalence Points; Points B and D.
Point B is the first equivalence point. The first replaceable hydrogen has been completely removed and the major chemical species is HA-. At point B:
moles H2A = moles HA- = moles of NaOH (eqn 16)
and (eqn 17)
Combining eqns 16 and 17, and rearranging to solve for Mol. Wt. H2A we get
where wt. H2A is the weight of unknown acid you started the with, MNaOH is the concentration you determined from the sulfamic acid titration, and vol. NaOH is the volume of NaOH at the first equivalence point expressed in Liters. In the above example, this value is 50.00 mL.
Point D is the second equivalence point. Now the second replaceable hydrogen has been completely removed and the major chemical species is A2-. At point D:
moles H2A = moles A2- = 0.5* moles of NaOH (eqn 19)
and and (eqn 20)
Combining eqns 18 and 19, and rearranging to solve for Mol. Wt. H2A we get
where now the vol. NaOH is the volume of NaOH at the second equivalence point expressed in Liters. In the our example this value is 100.00 mL. Note that vol. NaOH at Point B = 0.5 vol NaOH at Point D.
Buffer Regions; Points A and C.
The buffer regions are characterizes by a small change in pH with a large change in NaOH added. Point A is the middle of the first buffer region. The chemistry involves the first dissociation of H2A
At Point A the [H2A] = [HA-], and the Ka1 expression simplifies to
Now take -log of both sides of eqn 22 and we get
For this example the value of pKa1 = 3.0. Also note that the vol. NaOH at Point A = 0.5*vol. NaOH at the first equivalence point (Point B).
Point C is the middle of the second buffer region. The chemistry involves the second dissociation step of H2A
At Point C the [HA-] = [A2-], and the Ka2 expression simplifies to
Now take -log of both sides of eqn 24 and we get
For this example the vol. NaOH at Point C = 0.75*vol NaOH at the second equivalence point.
Construct a titration curve for the titration of your Unknown Acid with NaOH, and:
Remember to answer the discussion questions.
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<urn:uuid:abe4fdf6-21d1-464a-a97d-a814bff52a37>
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CC-MAIN-2017-26
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http://www.princeton.edu/~rpl/Labs/spring/oa_titrations.html
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Water is arguably South Africa’s most vital and precious natural resource. It is integral to the survival of human life, the functioning of ecological systems, food and energy production, transportation, waste disposal, and industrial development (1–4). But as human populations grow, consumption patterns change, and economies develop, the pressures on natural water resources continue to increase.
Here, in South Africa, we are in the midst of a serious drought – water scarcity is a reality, and issues of water quality are that much closer to home. It is thus fitting to provide a brief synopsis of South Africa’s natural water resources (as brief as possible, as this is a massive topic), highlighting water availability; the demands for water; and the state of the country’s associated ecological infrastructure (rivers and wetlands).
It must be kept in mind that water-related challenges will increasingly be overlaid by the negative impacts of climate change – in most parts, rising temperatures, shifting rainfall patterns, and increasing variability in rainfall.
This reinforces the need to recognise the limits of our water use and manage the quality and supply of our finite freshwater resources as effectively and sustainably as possible.
Classified as a semi-arid country, South Africa has an average annual rainfall of just 465mm – far below the global average of 860mm (1,5). Additionally, there is huge variation in the distribution of this rainfall: “approximately 20% of South Africa receives less than 200mm, and 47% receives less than 400mm per annum” (4,6), represented in Figure 1 below.
In terms of surface runoff, which contributes to the flow of rivers, and the recharge of wetlands, lakes, dams and aquifers, only about 8% of South Africa’s land produces about 50% of the total surface runoff (4) . Conserving these ‘water factories’ is absolutely crucial (2).
However, not all surface runoff is available for use on a sustainable basis – accounting for annual variability, a considerable portion needs to be available to support natural ecological systems. Within this is the required ‘ecological reserve’: the water that needs to remain in rivers and wetlands in order to maintain their ecological functioning (5).
With its large agricultural base, approximately 60% of SA’s total surface water use is comprised of irrigation agriculture, followed by urban (25%), with the remaining use split between rural; mining and bulk industrial; power generation; and afforestation (5,6). See Figure 2 below.
Importantly, water use for irrigation agriculture takes place on just 1.1% (approximately) of SA’s total land surface area, “often in relatively low rainfall areas, where either supplementary irrigation is very high or total irrigation is practiced, much of it still using relatively inefficient modes of irrigation” (6).
In some of South Africa’s major catchments, local water demands far exceed reliable local yields. This is demonstrated in Table 1 below, where, back in 2000, 11 of the 19 catchments listed already had a negative water balance (5).
Our Rivers and Wetlands
Our rivers and wetlands are responsible for the provision of a number of invaluable ecosystem services. River ecosystems are vital for storing and transporting water, where, together with manmade transfer schemes, they “bring water to rural and urban areas, irrigate croplands, take away waste and provide cultural and aesthetic services” (2).
According to a number of criteria, a scary 57% of South Africa’s river ecosystem types are considered to be threatened (25% critically endangered; 19% endangered and 13% vulnerable). This proportion also rises substantially when only lowland rivers are included, in which the negative impacts of irrigation agriculture; industrial activities; and domestic water use are far more prevalent.
Wetland ecosystems can be extremely effective in regulating water flows; filtering and purifying water; and mitigating the impacts of droughts and floods. In addition, wetlands tend to support a diverse range of species, with both intrinsic and economic value.
Approximately 300 000 wetlands remain in South Africa, comprising 2.4% of the country’s land surface area. .” A disturbing 65% of wetland ecosystem types are threatened (48% critically endangered, 12% endangered and 5% vulnerable), making wetlands the most threatened of all ecosystems” (2).
Summarising the points above, the availability of freshwater “is one of the major limiting factors to South Africa’s development” (4). In addition, from Schulze (2011), the generally poor state of South Africa’s water quality is cause for major concern as it provides a “threat to human health, to ecosystems and to water security alike”. It is exceedingly clear that our consumption of, and negative impacts on water resources need to be carefully measured and managed.
At 60% of SA’s total water consumption, irrigation agriculture has a huge footprint. Not only is its use significant, but cultivated lands flank most of the country’s riparian zones, containing both river and wetland systems. With significant technological evolvements – pump metres ; soil water probes; drones; remote sensing data; and wastewater treatment solutions – we are increasingly able to make informed decisions about water use.
We need to use these ‘tools’ to identify and operate within these resource limits, and act responsibly, in order for agricultural water use to be sustainable.
- Pitman W. Overview of water resource assessment in South Africa : Current state and future challenges. Water SA. 2011;37(5):659–64.
- Driver A, Sink KJ, Nel JL, Holness S, Van Niekerk L, Daniels F, et al. National Biodiversity Assessment 2011: An assessment of South Africa’s biodiversity and ecosystems. Pretoria; 2012.
- Gleick PH. Water and Conflict: Fresh Water Resources and International Security. Int Secur. 1993;18(1):79–112.
- Colvin C, Haines I, Nobula S. An introduction to South Africa’s Water Source Areas [Internet]. 2013. Available from: http://awsassets.wwf.org.za/downloads/wwf_sa_watersource_area10_lo.pdf
- DWAF. Chapter One: Overview of the South African Water Sector. Governing Board Induction Manual. 2000.
- Schulze RE. A 2011 Perspective on Climate Change and the South African Water Sector. 2011.
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Chiloquin Dam Removal - Effectiveness Monitoring
Background and History
Chiloquin Dam was constructed in 1914 near the City of Chiloquin in south-central Oregon, approximately 30 miles north of Klamath Falls, Oregon. This 21’ high, 220’ long structure was positioned on the Sprague River, storing approximately 45,000 cubic yards of sediment (USBR 2005) a short distance upstream of the confluence with the Williamson River. Sediment models suggest this deposition of this material could extend the approximately 10 miles down to the mouth of the Williamson River at Upper Klamath Lake (USBR 2005). Three fish species that have historically occurred or currently occur near the Chiloquin Dam site, which blocked approximately 80 miles of habitat (BIA 2005), are currently listed as federal and/or state threatened and endangered (Reclamation 2003, FWS 2004, ODFW 2004), including the shortnose sucker (Chasmistes brevirostris), Lost River sucker (Deltistes luxatus), and bull trout (Salvelinus confluentus). Beginning in August 2008, the Chiloquin dam was removed during the lowest flow period of the year, leaving a steep riffle to progressively erode as winter flows rose.
Collaborative monitoring between the USBR, Klamath Tribes, USFW, USBR, University of Oregon, and Oregon State University of channel bathymetry, bed sediment distributions, suspended sediment concentrations, benthic macroinvertebrate communities, adult and smolt migration, and water quality will allow inferences biotic and abiotic responses to be drawn.
Resources and Pertinent Links
Our Research Partners
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Qualitative: Activity of Immobilised Enzymes I nvertase Breaks down sucrose into glucose and fructose Yeast cells make invertase Invertase is a reducing sugar Tests for biological molecules: Benedict's - blue to red/orange precipitate Biuret- blue to lilac
Breaks down sucrose into glucose and fructose
Yeast cells make invertase
Invertase is a reducing sugar
Tests for biological molecules:
Benedict's - blue to red/orange precipitate
Biuret- blue to lilac
Why do we need to test for the presence of protein?
similar size beads
columns filled to same level
columns left for same length of time before opening the tap
does not test for other reducing sugars/only indicates the presence of glucose
not sensitive enough
colour comparison is subjective
if the time given is not long enough, it can give incorrect results
Advantages of having an immobilised enzyme only:
no contamination by yeast
no sugar is used by the yeast for respiration
Advantages of having immobilised yeast:
little loss of enzyme
enzyme stays inside the yeast cell
don't have to extract the enzyme from the yeast
using a whole organism is cheaper
0% - 20% NaCl When would you expect yeast to be most and least active?
If results from 5-20% are similar, how might you explain it?
If yeast remain active, what does this indicate about their tolerance of NaCl?
Which concentration of salt would you expect them to be most and least tolerant of?
Skills task - identification of how table should be laid out
Consider the following table showing the results of an unrelated experiment - the effect of humidity on the rate of transpiration:
Identify all the things wrong with the above table
Carbon dioxide can be made by yeast cells both aerobically and anaerobically
How do you think NaCl affects the rate of respiration? Think Unit 4!
Considering the answer to the above, why would you leave the yeast for several minutes before collecting data?
to allow time for the NaCl to affect the proteins/respiration/yeast
to allow time for the yeast to reach the desired temperature/30 degrees
The experiment required students to record the distance moved by yeast suspension up to a maximum of two minutes. Why would recording the volume of gas be an improvement?
gas could be collected over a longer time
What would you expect the control to be in this experiment?
What would you expect to happen to the pH during the experiment? Think back to AS Transport in Animals/respiration
Explain why scientists do replicates: and anaerobically
more easily identify anomalies
make comparisons more valid
enable us to undertake statistical tests
Explain the osmotic effect of NaCl - use AS knowledge!:
reduces water potential
water diffuses out of yeast cells
down the water potential
stops the yeast cell working/stops reactions
If NaCl affects the proteins involved in respiration, what type of protein might this be? enzyme/sodium:potassium pump/protein channel
What level of protein structure would these be and what can you remember about this level of protein from AS knowledge?
Tertiary/globular/3D/coiling of alpha-helix/ionic bonds
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Bible study resources and presentations by Nola Stewart, from Castlecrag Uniting Church and St Thomas' Anglican Church North Sydney. Nola was previously a science teacher and a missionary in PNG.
Caring for the Creation: A series of three Bible studies
Warm greetings to the Reader of these studies. May you and God’s Creation be blessed through your study of them.
In Study 1, we affirm that “The Earth is the Lord’s: and look at how we may give God the glory for the whole of His Creation.
In Study 2, we recorgnise our need to come closer to Jesus, in order to renew our attitudes towards God’s good Creation. It is He who brings about repentance in us.
In Study 3, we seek dependence on God’s Holy Spirit to enable us who are a part of the Church to right past wrongs and to allow the restoration of God’s amazing world.
Three words may be used to summaries these studies: Affirmation, Confession and Regeneration.
Download the Caring for the Creation Bible studies
Caring for the Creation: What the Bible says presentation
This presentation of approximately 30 slides also includes presentation notes to help you present to your church or group. It was originally presented at a worship and seminar day in 2013 organised by the "Caring for Creation Working Group" (CCWG) of the Uniting Church's ACC (Assembly of Confessing Congregations).
You may also be intested in a presentation about population, from a later CCWG worship and seminar day in 2014.
Download the presentation Caring for Creation: What the Bible says
Download the presentation Numbers Matter: Population - Local and Global - A Biblical Approach
The Biblical basis for caring for the Creation: Implications for Issues relating to Population, Global Warming and Tackling Biodiversity Loss
Ever been to a Science conference where a religious input by speakers was permitted? You can check the following YouTube link for a contributing presentation to one such conference: http://youtu.be/p89Pv0laLRE.
A religious input to a Science conference is exactly what was invited at the 10th annual conference of the Oxford Round Table on “Environment, Sustainability and Climate Change,” in Oxford, England. All who attended were invited to present a Paper.
The title I chose was, "The Biblical Basis for Caring for the Creation – Implications for Population, Global Warming and Tackling Biodiversity Loss." Attending the conference in Oxford was an invaluable experience, because of the calibre of the people I met there, the knowledge gained across disciplines and the support I received for my own presentation. I hope you enjoy the presentation and feel free to use it with your own church groups. The slides themselves may be downloaded and a script to go with them if you would like to give the talk as a PowerPoint presentation.
Download presentation Part A: The Biblical basis for creation care
Download presentation Part B: Human numbers linked to environmental degradation via the economy
Download presentation Part C: What is more effective: to reduce population or per capita consumption?
Download script to accompany the slides.
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BIRMINGHAM, Ala. (WIAT) – For the first time everything was, “O.K.”, everything except for Evel Knievel, who broke 93 bones on, “This Day in History”.
On this day in 1839, the initials “O.K.” were first published in The Boston Morning Post. The abbreviation was meant as for the popular phrase “oll korrect,” a slang misspelling of “all correct”. Since then, OK has steadily made its way into the everyday speech of Americans.
On this day in 1919, Benito Mussolini formed Fascist movement in Milan, Italy.
On this day in 1925, Tennessee became the first state to outlaw teaching the theory of evolution.
On this day in 1929, the first telephone was installed in the White House.
On this day in 1972, popular daredevil, Evel Knievel, broke 93 bones after successfully clearing 35 cars.
This year’s NCAA Tournament is still in its early stages, but this day has marked the “one shining moment” for a few teams.
- 1946: Oklahoma State defeated North Carolina (43-40)
- 1956: San Francisco defeated Iowa (83-71)
- 1957: North Carolina defeated Kansas (54-53) after 3 overtimes
- 1963: Loyola defeated Cincinnati (60-58) in overtime
- 1968: UCLA defeated North Carolina (78-55)
Copyright 2014 WIAT-CBS42
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The following questions were developed by Dr. Jerry Ward for the short story Down by the Riverside by Richard Wright. ~ Maggie
1. What is the moral conundrum in this story?
2. Does the story seem to have unusual significance if we compare reactions to the Mississippi River flood of 1927 with those evidenced in the aftermath of Hurricanes Katrina and Rita and the breaking of the levees in New Orleans in 2005?
3. Why are the military officials so insensitive to Mann's grief over the death of his wife? Why is Mann addressed as “boy”?
4. Why does Mann rescue Mrs. Heartfield and her two children when he knows they will identify him as the person who murdered Mr. Heartfield?
5. Why does Mann decide to die before the agents of justice can kill him? What is the significant difference between his decision and the one Silas makes in Long Black Song?
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- slide 1 of 2
To satisfy elementary teacher requirements, you will need to enroll and complete at least a bachelor's degree in education. Some universities offer on-line courses, whole programs, or night school if you have a full-time job in another field and want to earn one of the elementary education degrees. Each state has different requirements for teaching certificates, and the university usually follows the guidelines for the state where they are located. For example, if you go to a Missouri university such as Central Missouri State University, you will take courses and complete student teaching hours to fulfill Missouri teacher certificate requirements. To teach in Illinois or Iowa, you might have to take other college courses and apply for a teaching certificate in that state to meet elementary teacher requirements. You will take several general education courses during your freshman and sophomore years of college to get your elementary education degree. As you progress through your program, your classes will become more specialized and focus on teaching methods, philosophy, and student developmental information.
- slide 2 of 2
Observation Hours and Student Teaching
While college students are earning their elementary education degrees, they will be expected to do observation or practicum hours in a classroom before student teaching. Most universities expect you to do some hours in a younger grade such as kindergarten or first and then some observation hours in an upper elementary classroom. Even if you know you want to teach a certain grade, your college program should expose you to as much real-world experience in different grades as possible to meet elementary teaching requirements. During the practicum hours, you are usually keeping a journal about your experience and observations. You also assist the teacher in any way that she asks. Some teachers will ask you to work one-on-one with students and read aloud to the class as well as grade papers, take students to special classes such as PE, and do recess duty.
Student teaching offers you great experience in an elementary classroom while finishing elementary education degrees. During your student teaching, you can also finish building your portfolio, or samples of your work as an elementary education teacher. An example of a teacher portfolio might include photos of you working with students and your bulletin board displays, a statement about your philosophy of education and classroom management ideas, sample lesson plans, and examples of student work.
During your first few weeks of student teaching, you are getting to know the students, your cooperating teacher, and the school where you are working. One by one, you take over teaching the subjects in the elementary classroom, until you are teaching the entire day. Your cooperating teacher will observe you and give you tips and suggestions, but she will also leave you in the classroom on your own to deal with presenting your lesson plans, managing student behavior, and organizing your classroom. You will also work with a professor from your university, who will evaluate you throughout your student teaching experience and get you ready to meet elementary teaching requirements.
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The history of Argentina has been heavily influenced by European art, architecture, literature and lifestyle, but at the same time keeps its own unique image. Famous writers such as Jorge Luis Borges and Manuel Puig created their image, whose writings have put Argentina on the map. The culture of Argentina is embodied in the tango. Argentina is the place that discovered and made tango into the famous dance that it is today. You may be inclined to follow the pilgrimage to Carlos Gardel's life size statue, the famous tango singer, to pay homage to his impeccable artistic tango abilities. The liveliness of their famous prose combined with their electrifying music, dance and romantic language culminates into a unique place to experience and explore.
Here are some facts about Argentina. It is believed that Argentina was inhabited 13,000 years ago. You can trust that archaeologists are still exploring and studying the evidence. Ferdinand de Magellan touched the shores of Patagonia in 1520 before discovering the strait that connects the Atlantic and Pacific oceans. And in 1536 Pedro de Mendoza found the settlement of Santa Maria del Buen Aire, which is today the Buenos Airesthe capital of Argentina. Interestingly enough Buenos Aires did not become the capital until 1776, which marked their independence from Spain.
Argentina like many countries during the 1800s were involved in the slave trade. And it is said that in 1810, African Americans in Buenos Aires and surrounding cities made 30% of the population. However, by the end of the century this demographic had reduced dramatically to 2%.
Argentina continued to grow and prosper well into the twentieth century becoming one of the richest countries in the world. Argentina people were heavily dominated by the Europeans. However Argentina took a turn for the worse in 1930, when the first military coup began. And in 1943 Juan Domingo Peron emerged as the leader of Argentina, but who was also at the forefront of the coup. He and his charismatic wife Evita Peron, a champion of the social welfare programs asserted their popularity on the masses, which evidently led to the demise of their economic prowess. After 1955, he was overthrown as president. The years that followed the military coup are referred to as the years of the Dirty War, which brought the disappearance of some 30,000 Argentina people. The most famous victims were the Mothers of Plaza de Mayo. Fortunately the history of Argentina and the culture of Argentina were resilient and strong. And now their economy is back on the rise, while their poverty has been reducing since 2004.
Argentina is still today a prosperous country, and although they have had their downfalls, they have had many successes as well. Argentina people are proud of their heritage and will welcome to share their scars and achievements with anyone who asks. Not to mention that they are also happy to play soccer as long as you show an interest and have athletic feet to keep up. This is a vibrant country to visit that is sure to leave lasting memories.
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Cow goes moo: Artificial intelligence-based system associates images with sounds
November 15, 2016
The cow goes "moo." The pig goes "oink." A child can learn from a picture book to associate images with sounds, but building a computer vision system that can train itself isn't as simple. Using artificial intelligence techniques, however, researchers at Disney Research and ETH Zurich have designed a system that can automatically learn the association between images and the sounds they could plausibly make.
Given a picture of a car, for instance, their system can automatically return the sound of a car engine.
A system that knows the sound of a car, a splintering dish, or a slamming door might be used in a number of applications, such as adding sound effects to films, or giving audio feedback to people with visual disabilities, noted Jean-Charles Bazin, associate research scientist at Disney Research.
To solve this challenging task, the research team leveraged data from collections of videos.
"Videos with audio tracks provide us with a natural way to learn correlations between sounds and images," Bazin said. "Video cameras equipped with microphones capture synchronized audio and visual information. In principle, every video frame is a possible training example."
One of the key challenges is that videos often contain many sounds that have nothing to do with the visual content. These uncorrelated sounds can include background music, voice-over narration and off-screen noises and sound effects and can confound the learning scheme.
"Sounds associated with a video image can be highly ambiguous," explained Markus Gross, vice president for Disney Research. "By figuring out a way to filter out these extraneous sounds, our research team has taken a big step toward an array of new applications for computer vision."
"If we have a video collection of cars, the videos that contain actual car engine sounds will have audio features that recur across multiple videos" Bazin said. "On the other hand, the uncorrelated sounds that some videos might contain generally won't share any redundant features with other videos, and thus can be filtered out."
Once the video frames with uncorrelated sounds are filtered out, a computer algorithm can learn which sounds are associated with an image. Subsequent testing showed that when presented an image, the proposed system often was able to suggest a suitable sound. A user study found that the system consistently returned better results than one trained with the unfiltered original video collection.
Combining creativity and innovation, this research continues Disney's rich legacy of inventing new ways to tell great stories and leveraging technology required to build the future of entertainment.
These results were recently presented at a European Conference on Computer Vision (ECCV) workshop in Amsterdam. In addition to Jean-Charles Bazin, the research team included Matthias Solèr and Andreas Krause of ETH Zurich's Computer Science Department, and Oliver Wang and Alexander Sorkine-Hornung of Disney Research.
Explore further: Artificial intelligence produces realistic sounds that fool humans
"Suggesting Sounds for Images from Video Collections-Paper" [PDF, 4.93 MB]
Provided by Disney Research
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An eye condition affecting roughly 50 percent of individuals who need glasses, hyperopia (commonly called farsightedness) is characterized by difficulty focusing on nearby objects while being able to see objects at a distance properly. Hyperopia occurs when your eyeball is too short or when your cornea is flatter or less round than normal. This causes light entering the eye to come to focus at a spot located behind the retina, rather than being properly focused at the retina (the back of the eye where photoreceptor cells are located).
Farsighted individuals experience difficulty maintaining concentration or focus on close objects. If you have hyperopia, you may unknowingly exert extra effort to bring images of close objects into focus. This additional effort leads to eye strain, headaches, and sometimes fatigue after periods of going work such as reading or writing.
Farsightedness in children often goes undiagnosed during eye exams performed at school because these children can easily read the letters on an eye chart. Children are usually diagnosed with farsightedness after complaining of headaches or experiencing difficulties with tasks in school such as reading. An eye care professional diagnoses hyperopia in patients of all ages with a comprehensive eye exam.
Depending on the severity of hyperopia, farsightedness can be treated in several ways or, in extremely mild instances, might require no treatment at all. Most cases of hyperopia are treated with corrective lenses (either glasses or contacts), which adjust the way light is bent when entering the eye, allowing it to focus at the retina.
Most farsighted individuals adjust well to wearing glasses or contact lenses. As an alternative, corrective surgeries such as LASIK or conductive keratoplasty have been developed to provide permanent treatment solutions, eliminating or reducing the need to wear corrective lenses. After a comprehensive eye exam, an eye care professional will help patients with hyperopia decide which treatment options are right for them.
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|“Usually it is a stretch of road in a hilly area where the level horizon is obscured. Objects such as trees and walls which normally provide visual clues to the true vertical, may be leaning slightly. This creates an optical illusion making a slight downhill look like an uphill slope. Objects may appear to roll uphill.
Spots where the illusion is especially powerful often become tourist attractions. Tour guides may like to claim that the effect is a mystery or that it is due to magnetic or gravitational irregularities or even that it is a paranormal phenomenon which science can not explain. This is not true of course.
There are several things which enable us to sense which way is up. The balance mechanism in our inner ears is one system we have, but visual clues are also important and can be overriding. If the horizon cannot be seen or is not level then we may be fooled by objects which we expect to be vertical but which aren’t really.
People often overestimate the angle of a slope. If you are standing on a slope of 1 degree it will seem like a slope of 5 degrees and if you stand on a slope of 5 degrees it may seem like you are on a slope of 30 degrees. Because of this effect the anti-gravity illusion can seem stronger than it should be even when you know the cause.
Even when the true cause is understood it can be difficult to believe. If you think there is a magnetic anomaly just use two plumb lines, one made of iron and one of stone. They would hang at different angles if a strong magnetic field was acting horizontally.
However, it is not always easy to demonstrate that a slope which appears to go uphill is really going downhill. The only reliable way of determining the true horizontal is by careful surveying. If a good topographical map of the area is available it may be sufficient to show which way the land is really sloping. The results will confirm the illusion.
We would like to add more sites.
Contact us if you know about another magnetic hill in your country.
Once we have received enough information about a location (pictures and detailed directions on how to get there) we will make a free home page for 'your' local magnetic hill. The home page will be directly linked to your community. It can be used to draw more tourists to your area and to promote local businesses.
Please send pictures, uncropped, in JPG format to
the International Directory of Magnetic Hills
|Return to main index
International Directory of
Magnetic Hills, Gravity Hills, Mystery Hills and Magnetic Mountains
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According to a recent report from the US Energy Information Administration (EIA), the US has remained a net exporter of coal in 2016, exporting 60.3 million short t and importing 9.8 million short t. US coal exports fell for the fourth consecutive year, down 13.7 million short t from 2015, with 2016 exports less than half of the record volume of coal exported in 2012 (125.7 million short t). Slow growth in world coal demand combined with supplier competition were the primary factors contributing to the decline in US coal exports.
The report noted that US coal exports declined through most of 2016 despite mid-year increases in international coal prices. Lower mining costs, cheaper transportation costs, and favourable exchange rates continue to provide a market advantage to other major coal-exporting countries, such as Australia, Indonesia, Colombia, Russia, and South Africa.
Nearly 80% of the coal exported by the US in 2016 went to 10 countries. Declining exports to 9 of those 10 countries accounted for two-thirds of the total drop in US exports. One of the few increases in 2016 was exports to Brazil, which increased by nearly 0.6 million short t. China and Morocco also received increased amounts of US coal, but continue to absorb only a small fraction of total U.S. coal exports.
US coal exports are mainly shipped from eight customs districts (ports defined by the US Census Bureau), which accounted for 95% of US coal exports in 2016. Norfolk, Virginia, the largest coal port, shipped 23.1 million short t of coal and accounted for 38% of total US coal exports.
US coal imports totalled 9.8 million short t in 2016, 13% lower than the 11.3 million short t imported in 2015 and the first decline in imports since 2013. The majority (90% in 2016) of coal imported into the US is thermal coal, which is primarily used to generate electricity. Colombia remained the predominant source of US coal imports, despite a decrease of 12% (1.0 million short t) in 2016. Metallurgical coal imports, primarily imported from Canada, fell by 44% (0.8 million short t) in 2016.
US coal imports are mainly offloaded at a few customs districts, with six districts receiving 90% of US imports in 2016. Tampa, Florida, remained the largest recipient of coal imports in 2016, though imports into Tampa and Mobile, Alabama, declined by 16% (0.6 million short t) and 17% (0.5 million short t), respectively, driven by declines in imports from Colombia. The Great Falls, Montana; Honolulu, Hawaii; and San Juan, Puerto Rico, customs districts were the only ones to see an increase in imports during 2016.
For more information, click here.
Read the article online at: https://www.worldcoal.com/power/14032017/us-eia-coal-exports-and-imports-decline-in-2016/
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One of the main concerns for many schools includes safety. Artificial grass is specifically designed to be safe for children and kids. With its technologically groundbreaking composition, artificial grass has proven to withstand high traffic and rough play without breaking down or eroding. Thus, small and large schools can enjoy such durability without worrying about degradation over time. Also, the infill layer helps to keep the turf cushioned for contact, as well as helping to maintain the uprightness of the blades. There has been controversy in the past about possible hazardous lead contamination with synthetic turf, however, after studies proved this to be false. Thus, concern about lead in synthetic grass can be put to rest, as the studies have proved no such risk. Other questionable aspects of artificial grass have included its reaction to hotter temperatures. Made with polypropylene and polyethylene fibers, many new artificial grass products are coated to withstand and further deflect heat, ensuring that the surfaces do not absorb all of the heat emitted from the sun and weather conditions. Also, watering artificial grass with a hose or sprinkler can reduce the heat for a few hours if necessary.
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