text
stringlengths 174
640k
| id
stringlengths 47
47
| dump
stringclasses 17
values | url
stringlengths 14
1.94k
| file_path
stringlengths 125
142
| language
stringclasses 1
value | language_score
float64 0.65
1
| token_count
int64 43
156k
| score
float64 2.52
5.34
| int_score
int64 3
5
|
|---|---|---|---|---|---|---|---|---|---|
If you’re like most people, you’ve probably heard of Bitcoin. But what is Bitcoin really? And what are all these other crypto-currencies everyone’s talking about? In this blog post, we’ll explore the world of crypto technology, from Bitcoin to blockchain. You’ll learn about the history of these technologies and how they’re being used today. We’ll also dispel some myths and help you understand the basics of how crypto works. So whether you’re a beginner or an expert, come along on this journey with us as we explore the fascinating world of crypto!
Bitcoin and blockchain technology have been making waves in the technological landscape. However, many people don’t understand what Bitcoin and blockchain technology are, or how to use them. Simply put, Bitcoin is a digital currency that features decentralized control and a peer-to-peer network. It can be used as a form of payment for goods and services without fees from third parties like banks. Blockchain technology, on the other hand, is essentially an open source digital ledger that records transactions via cryptography securely. To break it down further for those new to these concepts, think of it as a transaction database — every time somebody makes a transaction, such as buying something from an online marketplace, information about that particular transaction would be stored on the blockchain system. So there you have it – Bitcoin, along with its related blockchain technology are revolutionizing the way we transact.
Bitcoin and blockchain technology can seem intimidating to those unfamiliar with it, but at the heart of the technology is one simple concept. Bitcoin and blockchain both function as a decentralized digital ledger. This means that instead of relying on a single source or network to record transactions, Bitcoin and Blockchain rely on a network of computers around the world. Individuals who take part in maintaining this public ledger are rewarded with Bitcoin or other forms of cryptocurrency by verifying information using cryptographic techniques and algorithms. Through this technology, users are able to securely send and receive payments without having to use an intermediary or middleman like a bank. This makes Bitcoin and Blockchain ideal for securing, facilitating, and reducing the costs of financial transactions.
Bitcoin and blockchain technology are truly revolutionary concepts. Bitcoin is a decentralized digital currency that is secure, fast, and free from government interference. Transactions made with Bitcoin are anonymous and carried out without the need for a bank or other third-party intermediary. As a result, transactions are faster and cheaper than ever before. Blockchain technology also facilitates secure data storage and retrieval that cannot be manipulated or altered without leaving an indelible record on the distributed ledger. This makes it appropriate for applications like digital contracts and intellectual property protection. Investing in Bitcoin means taking advantage of these powerful digital tools to make transactions easier to conduct while relying less on governments or financial institutions.
Bitcoin and blockchain technology seem to be the talk of the town these days and for good reason! They have the potential to revolutionize virtually any industry. Just think about it: from banking to health care, potential applications abound. Imagine if you could use Bitcoin to pay your doctor or dentist! As the technology is still relatively new, the possibilities are practically limitless. With so many potential applications on the horizon, it’s definitely worth looking into what Bitcoin and Blockchain technology can do for you.
While many people view Bitcoin and its underlying technology, the Blockchain, as a revolutionary new way to transact and store value securely, it is important to remember that digital currencies bring with them certain risks that are associated with any form of digital asset. First, there is always the risk of hacking or security breaches through which cybercriminals can steal money or sensitive data stored on the blockchain. Additionally, since it is largely unregulated, there is no established infrastructure to protect users in the event of fraud or theft. Finally, since the prices of Bitcoins are extremely volatile and unpredictable, investors may experience huge losses if they are not careful. While these risks shouldn’t detract from the promise offered by Bitcoin and its associated technology, it’s wise to approach these new currencies cautiously. This is until further regulation and oversight can be provided.
From the discussion above, it’s clear that Bitcoin and Blockchain technology are innovative developments in the field of digital payments and virtual currencies. Despite their risks, these technologies have the potential to revolutionize numerous industries and offer users the next level of convenience. For those looking to explore further, there are a wealth of resources online and even some maps that can help you find nearby Bitcoin ATM’s. This is if you wish to acquire the currency. Furthermore, talk to individuals within your local community to gain more perspectives on the possibilities that this new technology holds. Ultimately, it’s up to us as individuals to decide for ourselves whether or not Bitcoin and Blockchain technology are worth investing in or using for our own pleasure. So don’t be afraid to take a gamble on these new advancements – with care and caution, you may just be able to hit it big
About the Author
Chris Munch is a professional crypto writer, researcher, and journalist with extensive experience in the cryptocurrency and blockchain space. With a passion for innovation, Chris brings a unique and insightful perspective to the world of crypto and blockchain. He has written numerous articles and research papers on a variety of topics, including market analysis, investment strategies, and the latest developments in the industry. With a background in finance and economics, Chris has a deep understanding of the economic and financial forces that drive the crypto market. He is constantly researching and studying the latest trends and technologies, ensuring that he is always up-to-date on the latest developments in the industry. Chris’ writing is characterized by his ability to explain complex concepts in a clear and concise manner, making it accessible to a wide audience of readers. In addition to his writing, Chris is also a sought-after speaker and commentator on crypto and blockchain-related topics. He has appeared on numerous podcasts, webinars, and other events, sharing his knowledge and expertise with audiences around the world.
Follow him: https://www.facebook.com/mrmunchweb
|
<urn:uuid:d288158b-1ffc-44f5-a865-104bd6558517>
|
CC-MAIN-2023-14
|
https://nexofly.com/from-bitcoin-to-blockchain-exploring-the-world-of-crypto-technology/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943809.76/warc/CC-MAIN-20230322114226-20230322144226-00359.warc.gz
|
en
| 0.941591
| 1,245
| 3
| 3
|
What is tone
Juliet Russell Lesson time: (3min 13sec)
Everyone has a tone that is completely unique to them! Juliet looks at getting a clear tone through some simple exercises.
About the instructor
Juliet Russell is a singer, composer, vocal coach and choir director. She is passionate about supporting individuals and communities to develop their voices and creativity.
A vocal coach on ITV’s The Voice, The Voice Kids and BBC’s Michael McIntyre’s Big Show, Juliet has also worked with Grammy, Brit, MTV Europe and MOBO award winning artists. She has collaborated and performed with innovative artists including Damon Albarn, Imogen Heap, Paloma Faith, alt-J,... read more
|
<urn:uuid:90fd7328-befb-4926-9cb9-417731d18b71>
|
CC-MAIN-2023-14
|
https://www.musicgurus.com/courses/essential-skills-for-singers/lessons/what-is-tone-singing-juliet-russell-video/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943809.76/warc/CC-MAIN-20230322114226-20230322144226-00359.warc.gz
|
en
| 0.956943
| 155
| 2.59375
| 3
|
Authentication is the process of verifying the identity of a user typically through a username and a password. In some cases, additional information may be required, such as a security question or a one-time code sent to a mobile device before being granted access to the system. Performing authentication is important to ensure that only authorized users are able to access a system that protects sensitive data and prevents unauthorized changes from being made. In some cases, authentication may also be used to verify a user’s identity, which is important when financial transactions are taking place or when sensitive information is being shared.
Two-factor authentication (2FA) is an additional layer of security that can be used to protect access to exchanges and digital currency wallets. 2FA requires users to provide two pieces of information in order to gain access to their wallets. The first piece of information is typically a password or PIN, backed up by a one-time code that is generated by an authentication app. On blockchains, authentication is done using a private key, which serves as an identification measure to prove ownership of a blockchain address. A private key allows users to access their accounts and sign transactions. Private keys are kept secret and should never be shared with anyone. Any type of authentication that has multiple stages should make it difficult for hackers to gain access to digital currency wallets.
|
<urn:uuid:8f35d675-2a32-4efa-b93a-a55e9f84fdca>
|
CC-MAIN-2023-14
|
https://it.cointelegraph.com/tags/authentication/amp
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00359.warc.gz
|
en
| 0.945289
| 272
| 3.796875
| 4
|
International Centre for Reindeer Husbandry, UArctic EALAT Institute and World Reindeer Herders in unique cooperation with the Arctic Initiative at Harvard Kennedy School Belfer Center are committed to empowering Reindeer Herding and other Indigenous youth to be leaders in their communities. The organizers welcome Indigenous Youth from the Circumpolar North aged 18-29 years to apply for the Indigenous Youth Leadership workshop in Arendal, Norway before August 1, 2022.
Many Indigenous Peoples are deeply connected to their environments and hold unique important knowledge of food systems, land and water. Hunters, herders and gatherers are unique custodians of the environment surrounding them, for thousands of years they have helped to conserve biodiversity in the Arctic and the Circumpolar North through their daily work they have become active monitors of the environment and stewards of tundra and taiga. As communities and ecosystems are affected by a rapidly changing Arctic climate, it is important to monitor and understand the impacts on both, and to work together to support social-ecological resilience and the ability of communities and the ecosystems they depend upon to thrive through uncertainty and shocks.
Youth are not only the leaders of tomorrow. Their unique ideas, perspectives and energy are critical to support communities today. This workshop will create a space for indigenous youth to acquire knowledge, skills and a network of peers to support their communities to be resilient in the face of the rapid and dramatic impacts of climate change.
The workshop will focus on permafrost thaw, food systems and wetlands, while helping students to build skills such as communications, crisis management and negotiations.
The purpose of the workshop is to bring together 20 exceptional Indigenous youth leaders from across the Circumpolar North to share knowledge and experiences regarding the impacts of climate change, to increase understanding of Indigenous Peoples food systems, to build competence and confidence for leadership, provide youth with important skills to support the needs and interests of their communities, and build our understanding of how to advance the resilience of communities.
Participants of the Indigenous Youth Community Resilience Leadership Program will first meet from 15-19 August in Arendal, Norway. They will then meet again in Cambridge, United States in January 2023 to continue their skills and knowledge development.
Admission will be made on a rolling basis until August 1, so apply now to secure your spot.
For more information contact tfal [AT] reindeercentre [DOT] org
|
<urn:uuid:eaaf901a-0cc3-4c13-bd2d-e1301d9431fa>
|
CC-MAIN-2023-14
|
https://members.uarctic.org/news/2022/7/apply-for-the-indigenous-youth-leadership-workshop/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00359.warc.gz
|
en
| 0.935486
| 499
| 2.578125
| 3
|
Monkeys brought to Silver Springs State Park nearly 80 years ago could be causing lasting harm to the natural ecosystem.
A University of Florida’s Institute of Food and Agricultural Sciences study found that rhesus macaques primates might be preying on bird eggs in the park.
Jane Anderson, a UF doctoral student specializing in interdisciplinary ecology and the lead author of the study, said the study was conducted to see if the primates would prey on artificial bird nests — the answer is yes.
According to the study, Anderson placed cameras throughout the park and was able to observe the macaques consuming quail eggs placed in artificial nests. They have also been documented eating nearly 50 species of plants.
“Monkeys are cute, but can devastate systems that don’t have the proper predators or other ecological means to keep their populations on check,” Anderson said, in a July 7 news release.
The rhesus macaques have been introduced in other parts of the United States and have caused environmental and economic damage, according to the study. The same is happening at Silver Springs, resulting in the destruction of red mangrove trees causing shoreline erosion.
These primates were brought from Asia in the 1930s to increase tourism in the area, which is now Silver Springs State Park. Anderson said she and other researchers have been studying the macaques for about three and a half years now.
Steve Johnson, associate professor of wildlife ecology at UF, said that the primates are at the bottom of their growth curve, meaning that their population could potentially take off in the next few years.
“Our study shows that we need to learn more about their habits and impacts in the park so the Florida Park Service can make science-based decisions on how to manage these non-native monkeys,” Johnson said in the release.
Another issue is the comfort level the primates feel around humans.
Anderson said the primates have been seen jumping onto people’s boats and taking their food. The macaques have even been known to attempt to urinate on people.
“I don’t think people understand that they can be very dangerous,” Anderson said.
|
<urn:uuid:d4a3d62f-d8ee-4678-87c8-120f5e40b2d3>
|
CC-MAIN-2023-14
|
https://www.wuft.org/news/2016/07/15/primates-may-be-preying-on-bird-eggs-in-silver-springs-state-park/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00359.warc.gz
|
en
| 0.969594
| 446
| 3.234375
| 3
|
By Paulette Cully
As someone whose grandfather and two great uncles (all brothers) were firemen in London during the Second World War, I was fascinated to read that an interactive map showing the location of bombs dropped on London during the Blitz has been created. The map shows the devastation caused by the bombing which took place between 7 September 1940 and 11 May 1941, killing over 20,000 people and making 1.4m people homeless. The year-long project, called Bomb Sight, was developed by a team from the University of Portsmouth. They combined the locations of bomb sites with geo-located photographs from the Imperial War Museum and from the BBC’s WWII People’s War Archive to produce an interactive map.
However, as much as the Bomb Site map may be interesting to us today, during the blitz, Londoners had to live with the real life threat and aftermath of the bomb attacks. In search of an understanding into the effect this would have on London communities, I turned to Frank Furedi’s informative article “The changing meaning of disaster”. Furedi’s article provided an insight into the dynamic of public reaction to large scale destruction by charting the shifting conceptualisation of society’s reaction to adversity and disasters, from community resilience to community vulnerability. For anyone interested in this subject, this article is highly recommended.
London Blitz: Bomb Sight interactive map created, BBC News, 7 December 2012
Frank Furedi, 2007, The changing meaning of disaster, Area 39 482-489
|
<urn:uuid:1934fc6b-09d8-4d0e-bc71-36e5bf2f2a56>
|
CC-MAIN-2023-14
|
https://blog.geographydirections.com/2012/12/09/portsmouth-university-bomb-site-created/?replytocom=7025
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945315.31/warc/CC-MAIN-20230325033306-20230325063306-00359.warc.gz
|
en
| 0.970728
| 318
| 3.234375
| 3
|
From sciencealert.com “Chinese lunar rover Yutu-2 has rolled over a strange mystery on the far side of the Moon. At the bottom of a small, recent impact crater, the rover found a shiny unknown substance the Chinese space agency described as a “gel with a mysterious lustre.”
If it is really a gel, the substance would be a sign of life – even more amazing.
I suspect it is black melt glass formed many thousands of years ago during a solar micronova. There is much evidence, starting with Thomas Gold almost 50 years ago, that the sun has periodic outbursts of brief but intense light and heat, as described in Isaiah 30:26 “the light of the sun will be seven times brighter, like the light of seven days.”
There is a periodic cosmic catastrophe coming due again soon; science and prophecy both describe it over and over.
There is no evidence any man made craft has even orbited The Moon, let alone landed on it.
Geostationary orbit is about as far as we’ve got, and no photo of Earth from that distance has ever been published, so that implies it’s a pretty difficult operating environment (or such photos would be highly at odds with previously faked photos).
|
<urn:uuid:7780b3bd-9308-4d90-a2c3-c8cc803f57a1>
|
CC-MAIN-2023-14
|
https://endtimesand2019.wordpress.com/2019/09/06/chinese-make-important-find-on-moon/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945315.31/warc/CC-MAIN-20230325033306-20230325063306-00359.warc.gz
|
en
| 0.958915
| 266
| 2.578125
| 3
|
Project Based Learning (Project Based Learning)
The Degree in Applied Management uses a learning methodology in which students take an active role that encourages academic motivation.
A team of teachers develops the objectives of each project so that it responds to the needs that students will encounter in the business world. The students, organised in teams, carry out a project each semester for a collaborating business . The learning space, both in the classroom and outside, takes on a different meaning in PBL(Project Based Learning), as students will have to work in group, move around, interact with others.
Through this methodology, students do not only memorise or collect information, but learn by doing and develop competences to respond to the current demand of the labour market.
Over the 4 years, students will carry out 7 projects in real companies in different sectors: food, industrial, services, hospitality and tourism, etc.
"The project methodology teaches us to learn by doing, which is essential in order not to forget what we have learned and to stay motivated".
|
<urn:uuid:0b14a580-63f6-44f1-a129-fe970eaa47ac>
|
CC-MAIN-2023-14
|
https://en.unav.edu/web/degree-in-applied-management-applied-management/study-program/metodologia
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00359.warc.gz
|
en
| 0.930729
| 242
| 2.875
| 3
|
Salmonella and Ground Beef
Large E. coli O157 outbreaks in the early 1990s linked to undercooked ground beef drove numerous changes to the food safety system. These changes reduced E. coli O157 contamination of ground beef and reduced the number of E. coli O157 outbreaks from ground beef. In contrast, Salmonella outbreaks associated with ground beef have not decreased in recent years, and since 2017, three large outbreaks resulted in nearly as many illnesses and more hospitalizations than all the Salmonella outbreaks linked to ground beef during the previous 36 years. These outbreaks highlight several ongoing concerns, including the emergence of a multidrug-resistant strain of Salmonella Newport and the role of dairy cows in contamination of ground beef. Much like E. coli O157 30 years ago, ground beef contaminated with Salmonella now causes a substantial burden of illness, and additional efforts to prevent these outbreaks are needed. Reducing outbreaks and illnesses of Salmonella from ground beef involves interventions at the farm level (“preharvest”), at slaughter and processing, and in home and restaurant kitchens.
CDC is assessing interventions that target each of these points along the farm to fork continuum. Currently, CDC is working to explore the roles of policies related to preharvest interventions; to promote the adoption of effective interventions during slaughter and processing; to conduct formative evaluations to understand consumers’ knowledge, awareness, perceptions, and attitudes concerning irradiation as a tool to improve the safety of ground beef; and to assess who becomes sick in ground beef outbreaks and their individual and community-level risk factors to better inform communication and education materials and prevention strategies.
Learn about other foodborne, waterborne, and fungal disease prevention priorities.
|
<urn:uuid:d3e88807-04ab-4e22-b75d-e28aa78f86b0>
|
CC-MAIN-2023-14
|
https://www.cdc.gov/ncezid/dfwed/prevention-priorities/salmonella-and-ground-beef.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00359.warc.gz
|
en
| 0.951745
| 350
| 3.421875
| 3
|
When doing a standard Linux installation on a XenServer virtual machine, the installation process typically allocates all of the available virtual disk space to the Linux file system and swap partitions. The size of the virtual disk can easily be changed using the XenCenter utility, but as neither the partition table or the file systems themselves are modified by XenCenter, the guest system does not see the new virtual disk size.
This article describes how to safely change the partitions.
There are two scenarios:
The file system sits on top of a single block of data storage, such as a piece of the harddisk or, in the case of a XenServer virtual machine, a virtual block device. It can only be as large as this storage block, but not larger. Therefore, if the file system is to be increased, this storage block must be increased first.
After the size of the storage block has been increased, execute the
resize2fs command, which can be safely run even on a mounted filesystem.
It is very simple to increase the size of the underlying storage block if you are using LVM (and this is a good reason to always use LVM). Just add more blocks to it using the
The blocks added to the storage block are taken from the current volume group. If the volume group does not have free block, new blocks must be made available by adding a new physical device such as a second harddisk, or by increasing an existing physical device.
There are two ways to do this: you could either increase the size of the existing XenServer virtual disk, or add a second virtual disk to this guest.
The XenCenter administration software provides a dialog to change the size of the XenServer virtual disk. Select the new storage size by entering the value in the dialog. The virtual disk will be resized to the new value. When increasing the size, the data on the disk is preserved.
Note: do not decrease the size without decreasing the file system first. Otherwise the file system will be damaged.
Increasing the size of the XenServer virtual disk size does not change the filesystem on that disk. So the new disk space is not yet visible to the user. To use the new disk space, the partition table must be modified (which makes the new device size known to the file system) and the file system must be extended (to use the extra space).
The easiest way to do this is delete the last partition and create it again which will then use all of the remaining disk space by default. Obviously, this will work only if the last partition is in fact the partition that is to be increased.
In the example below, the XenServer virtual disk size has been resized from 10 GByte to 50 GByte. The following steps will be performed with
master:~# fdisk /dev/xvda The number of cylinders for this disk is set to 6527. There is nothing wrong with that, but this is larger than 1024, and could in certain setups cause problems with: 1) software that runs at boot time (e.g., old versions of LILO) 2) booting and partitioning software from other OSs (e.g., DOS FDISK, OS/2 FDISK) Command (m for help): p Disk /dev/xvda: 53.6 GB, 53687091200 bytes <-- note that fdisk already sees the new device size of 53.6 GB 255 heads, 63 sectors/track, 6527 cylinders Units = cylinders of 16065 * 512 = 8225280 bytes Disk identifier: 0x0004e475 Device Boot Start End Blocks Id System /dev/xvda1 * 1 31 248976 83 Linux /dev/xvda2 32 1305 10233405 8e Linux LVM <-- note that the existing entry is still 10 GB Command (m for help): d Partition number (1-4): 2 Command (m for help): n Command action e extended p primary partition (1-4) p Partition number (1-4): 2 First cylinder (32-6527, default 32): Using default value 32 Last cylinder or +size or +sizeM or +sizeK (32-6527, default 6527): Using default value 6527 Command (m for help): t Partition number (1-4): 2 Hex code (type L to list codes): 8e Changed system type of partition 2 to 8e (Linux LVM) Command (m for help): p Disk /dev/xvda: 53.6 GB, 53687091200 bytes 255 heads, 63 sectors/track, 6527 cylinders Units = cylinders of 16065 * 512 = 8225280 bytes Disk identifier: 0x0004e475 Device Boot Start End Blocks Id System /dev/xvda1 * 1 31 248976 83 Linux /dev/xvda2 32 6527 52179120 8e Linux LVM <-- note that the new entry is now 50 GB Command (m for help): w The partition table has been altered! Calling ioctl() to re-read partition table. WARNING: Re-reading the partition table failed with error 16: Device or resource busy. The kernel still uses the old table. The new table will be used at the next reboot. Syncing disks. master:~# reboot Broadcast message from root@master (pts/0) (Fri Oct 2 08:47:05 2009): The system is going down for reboot NOW!
The partition #2 has now successfully increased in size, now let LVM use the new blocks. Note how the "Free PE" value increases after the
pvdisplay --- Physical volume --- PV Name /dev/xvda2 VG Name dsk PV Size 9.76 GB / not usable 1.37 MB Allocatable yes (but full) PE Size (KByte) 4096 Total PE 2498 Free PE 0 Allocated PE 2498 PV UUID 7TyUyk-hyVf-0kdC-OCok-QdSJ-lqTE-YFJAi0 master:~# pvresize /dev/xvda2 Physical volume "/dev/xvda2" changed 1 physical volume(s) resized / 0 physical volume(s) not resized master:~# pvdisplay --- Physical volume --- PV Name /dev/xvda2 VG Name dsk PV Size 49.76 GB / not usable 3.98 MB Allocatable yes PE Size (KByte) 4096 Total PE 12738 Free PE 10240 Allocated PE 2498 PV UUID 7TyUyk-hyVf-0kdC-OCok-QdSJ-lqTE-YFJAi0
The next step is to add those new blocks to the logical volume. The volume group now has an extra 10240 free extents (each 4 KByte in size). New storage can be added to a logical volume with the
# vgdisplay --- Volume group --- VG Name dsk System ID Format lvm2 Metadata Areas 1 Metadata Sequence No 8 VG Access read/write VG Status resizable MAX LV 0 Cur LV 2 Open LV 2 Max PV 0 Cur PV 1 Act PV 1 VG Size 49.76 GB PE Size 4.00 MB Total PE 12738 Alloc PE / Size 2498 / 9.76 GB Free PE / Size 10240 / 40.00 GB VG UUID nCjL0f-XWps-G77Z-Oq0t-lMEc-ULsJ-2qFUnw master:~# lvdisplay --- Logical volume --- LV Name /dev/dsk/root VG Name dsk LV UUID QejNO3-8bB0-ykJ0-TUhR-56Ko-W5ed-SvF9fv LV Write Access read/write LV Status available # open 1 LV Size 7.76 GB Current LE 1986 Segments 1 Allocation inherit Read ahead sectors auto - currently set to 256 Block device 254:0 master:~# lvresize -l +10240 /dev/dsk/root Extending logical volume root to 47.76 GB Logical volume root successfully resized master:~# vgdisplay --- Volume group --- VG Name dsk System ID Format lvm2 Metadata Areas 1 Metadata Sequence No 11 VG Access read/write VG Status resizable MAX LV 0 Cur LV 2 Open LV 1 Max PV 0 Cur PV 1 Act PV 1 VG Size 49.76 GB PE Size 4.00 MB Total PE 12738 Alloc PE / Size 12738 / 49.76 GB Free PE / Size 0 / 0 VG UUID nCjL0f-XWps-G77Z-Oq0t-lMEc-ULsJ-2qFUnw
The last step is to resize the file system. This can be done even when the file system is currently in use. However, a reboot is recommended as massive changes have been made to the file system. During reboot, a file system check is executed which will print out a scary warning message but that's normal. The system will reboot again and this time no messages or warnings should be sent.
master:~# resize2fs /dev/dsk/root resize2fs 1.41.3 (12-Oct-2008) Filesystem at /dev/dsk/root is mounted on /; on-line resizing required old desc_blocks = 1, new_desc_blocks = 3 Performing an on-line resize of /dev/dsk/root to 12519424 (4k) blocks. The filesystem on /dev/dsk/root is now 12519424 blocks long. master:~# reboot Broadcast message from root@master (pts/0) (Fri Oct 2 08:47:05 2009): The system is going down for reboot NOW!
|
<urn:uuid:1895dbce-c025-4cdf-881e-525628dae99e>
|
CC-MAIN-2023-14
|
https://www.schirmacher.de/plugins/viewsource/viewpagesrc.action?pageId=327810
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00359.warc.gz
|
en
| 0.752831
| 2,098
| 2.71875
| 3
|
Disease Of Addiction Worksheets. Some of the worksheets for this concept are the disease of addiction changing. Worksheets are the disease of addiction changing addictive thought patterns, work models of addiction activity,.
Web stages of change worksheet for addiction. Addiction involves loss of control over substance use, social and. The disease of addiction is a hard problem to beat, but it isn’t impossible.
|
<urn:uuid:6014fcf3-2a56-4838-a772-4b4f96ad2c9e>
|
CC-MAIN-2023-14
|
https://martinlindelof.com/disease-of-addiction-worksheets/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948684.19/warc/CC-MAIN-20230327185741-20230327215741-00359.warc.gz
|
en
| 0.879502
| 85
| 2.671875
| 3
|
Women who achieved their weight loss goals through diet and exercise showed lower levels of certain proteins in the blood, that play a role in angiogenesis, a research has revealed.
Angiogenesis is the process of blood vessel growth that can also promote the growth and survival of cancer cells.
The findings showed that women who controlled their diet as well as indulged in exercise to gain weight loss also had significantly lower levels of the angiogenesis-related proteinsthan women in the control group. But such effects were not apparent in those in the exercise-only group of women, the researchers said. “Our study shows that weight loss is a safe and effective method of improving the angiogenic profile in healthy individuals,” said Catherine Duggan of Fred Hutchinson Cancer Research Center. Women who controlled their diet lost 8.5 per cent of body weight. While women who indulged in exercise lost 2.4 per cent of body weight, those who controlled diet as well as did exercise lost 10.8 per cent.
On the other hand, women who did not indulge in any activity lost merely 0.8 per cent.
“Exercise is important for helping to prevent weight gain, and to maintain weight loss, but does not cause a large amount of weight loss on its own,” Duggan added. “Our study shows that making lifestyle changes — in this case simple changes to the diet to reduce weight — can lower the risk factors for cancer,” Duggan noted.
In the study, published in the journal American Association for Cancer Research, the team analysed 439 obese, healthy, sedentary post-menopausal women aged 50 to 75.
They were assigned to one of the four categories: First in which women restricted their calorie intake to not more than 2,000 kilocalorie per day; second in which women performed 45 minutes of moderate to vigorous aerobic exercise five days a week; third a combined diet plus exercise group; and lastly a group which did not indulge in any of these activities. The effect of exercise and diet on the circulating levels of proteins related to angiogenesis after 12 months was measured in these participants.
(This story has not been edited by NDTV staff and is auto-generated from a syndicated feed.)
|
<urn:uuid:e55eda6d-d218-4974-b73b-07030c9c27b5>
|
CC-MAIN-2023-14
|
https://healthtopical.com/cancerweight-loss-can-lower-protein-level-associated-cancer/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00359.warc.gz
|
en
| 0.968152
| 480
| 2.53125
| 3
|
A Cultural Route of the Council of Europe is defined as “a path through one or more Countries or Regions, which is organized around themes of historical, artistic of social European interest, both because of the geographical layout of the itinerary and its content and meaning “.
The Cultural Routes Program was born in 1987 by the consciousness – developed within a work group of the Council of Europe – of the existence of important places of European cultural interest and of the role that they can cover for the cultural promotion of free time. Here-hence the idea of fostering, through the journey, the rediscovery of European cultural community, also in Central and Eastern European countries. Landscapes and itineraries are intimately linked, too: the European Landscape Convention promotes the values of the Council of Europe by defining the landscape as an integral part of local identities and of European collective identity.
The Cultural Routes of the Council of Europe are an invitation to travel and to discover the rich and diverse heritage of Europe by bringing people and places together in networks of shared history and heritage. They put into practice the values of the Council of Europe: human rights, cultural diversity, intercultural dialogue and mutual exchanges across borders.
Today 48 Cultural Routes of the Council of Europe provide a wealth of leisure and educational activities for all citizens across Europe and beyond and are key resources for responsible tourism and sustainable development. They cover a range of different themes, from architecture and landscape to religious influences, from gastronomy and intangible heritage to the major figures of European art, music and literature.
The certification “Cultural Route of the Council of Europe” is a guarantee of excellence. The networks implement innovative activities and projects pertaining to five main priority fields of action: co-operation in research and development; enhancement of memory, history and European heritage; cultural and educational exchanges for young Europeans; contemporary cultural and artistic practice; cultural tourism and sustainable cultural development.
The certification of “Cultural Route of the Council of Europe” is a guarantee of excellence. Networks are required to implement innovative activities and projects related to five main priority fields of action:
- Cooperation in the field of research and development
- Improvement of knowledge and dissemination of memory, history and European heritage
- Cultural and educational exchange for young Europeans
- Contemporary cultural and artistic practices
- Cultural tourism and sustainable cultural development
Through this program, the Council of Europe offers a model for transnational management of culture and tourism and allows the development of synergies between national, regional and local authorities and a wide range of socio-economic associations and players.
In order to implement and develop the Program in 1998, the European Institute of Cultural Routes (IEIC) was set up within the framework of a Political Agreement between the Council of Europe and the Grand Duchy of Luxembourg, which regulated the action of this institution in 49 Countries signing the Convention and, according to the geographical and historical necessity of the themes, in the countries that had and still have direct relations with the European continent. The Institute – which has prestigious venues to host project promoters, researchers, students and all stakeholders – is also in charge of participating in European training, research and analysis programs focusing on cultural tourism both for European Commission and Governments and those responsible for public and private projects.
The first Route included in the Program was “The Camino de Santiago de Compostela”, later expanded in the “Pilgrimage Routes in Europe” that includes also the “Via Francigena”. After that, other cooperation issues have been proposed at the European Institute of Cultural Routes, up to the current 38.
From 2005 to 2016, the IEIC also created the European Group of Economic Interest “Culture Routes Europe” (GEIE), which groups together numerous networks responsible for managing the different routes.
European Institute of Cultural Routes
Neumünster Abbey, Bâtiment Robert Bruch
28, rue Münster, L-2160 Luxembourg (Grand Duchy of Luxembourg)
Telephone: +352 24 12 50 – email@example.com
www.coe.int/en/web/cultural-routes – blog.culture-routes.net
|
<urn:uuid:b598bcdb-4c48-4dc5-bc07-b7f8bef22323>
|
CC-MAIN-2023-14
|
https://fenici.net/en/about-us-2/cultural-routes-of-the-council-of-europe/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00359.warc.gz
|
en
| 0.924019
| 870
| 2.625
| 3
|
Primary Sources – The California Gold Rush, 1848
The California Gold Rush began simply enough, with the discovery of gold at Sutter’s Mill near Coloma,
California, on January 24, 1848. Unable to keep it a secret for very long, a March 15 headline in a San
Francisco newspaper made it general knowledge, and the Gold Rush was on. People flocked to the 31st
state, hoping to strike it rich and with very little effort. That dream did not come true for many, but they
stayed anyway and took up new trades, built new communities, and turned California into a wealthy and
populated state virtually overnight. The Gold Rush was truly an international event, with people flocking
from all over the globe looking for opportunity. This created a great deal of diversity very early on, a
condition originally accepted by most people. But that attitude shifted fairly quickly, especially after the
gold started to play out and economic depressions created competition for even the lowest-paying jobs.
The excerpts below reveal the attitudes of some white settlers toward people of diverse ethnic
backgrounds, in this case Chinese immigrants. Prior to the Gold Rush very few people of Asian descent
lived in the area, but the chance to make a living working in the gold fields or elsewhere attracted
thousands of people from China. Never more than a small minority of the population of the state, the
Chinese quickly became the target of racism, including laws that targeted them just for being Chinese.
Things to consider: 1) Based on the following sources, what kind of complaints did white Californians
have against Chinese immigrants? 2) In what ways did Norman Asing counter some of those
complaints? 3) Opinion Question: What do you think the consequences were of anti-Chinese racism in
Norman Asing on Anti-Chinese Racism in California Government1
Like peoples of other countries, Chinese flocked to California during the Gold Rush in large numbers,
20,000 by 1852, in search of opportunity. Many U.S. citizens saw Asian immigrants as an economic
threat because they competed for gold claims and, later, in other trades. White Californians also
believed the Chinese threatened American lifeways, simply because Chinese culture looked so different
to them. Norman Asing, a Chinese immigrant who had lived in the U.S. since 1820, moved to San
Francisco early in the Gold Rush to open a restaurant. He objected to California Governor John
Bigler’s increasingly hostile attitude toward Chinese immigrants. Bigler supported taxes that only
applied to Chinese immigrants, the intent being to keep Chinese from settling in the state. In response,
Asing wrote an open letter to the Daily Alta California, an early California Bay Area newspaper, to
express his concerns about Bigler’s anti-Chinese racism.
To His Excellency Gov. Bigler,
Sir: I am a Chinaman, a republican, and a lover of free institutions; am much attached to the
principles of the government of the United States, and therefore take the liberty of addressing
you as the chief of the government of this State….
I am not much acquainted with your logic, that by excluding population from this State you
enhance its wealth. I have always considered that population was wealth; particularly a
population of producers, of men who by the labor of their hands or intellect, enrich the
warehouses or the granaries of the country with the products of nature and art. You are deeply
convinced you say “that to enhance the prosperity and preserve the tranquility of this State,
Asiatic immigration must be checked.†This, your Excellency, is but one step towards a
Norman Asing to Governor Bigler, May 5, 1852, “We Are Not the Degraded Race You Would Make Usâ€: Norman Asing
Challenges Chinese Immigration Restrictions,” History Matters: The U.S. History Survey on the Web, accessed July 27, 2018,
retrograde movement of the government, which, on reflection, you will discover; and which the
citizens of this country ought never to tolerate…. But your further logic is more reprehensible.
You argue that this is a republic of a particular race—that the Constitution of the United States
admits of no asylum to any other than the pale face. This proposition is false in the extreme, and
you know it. The declaration of your independence, and all the acts of your government, your
people, and your history are all against you.
It is true, you have degraded the Negro because of your holding him in involuntary servitude,
and because for the sake of union in some of your states such was tolerated, and amongst this
class you would endeavor to place us; and no doubt it would be pleasing to some would-be
freemen to mark the brand of servitude upon us. But we would beg to remind you that when your
nation was a wilderness, and the nation from which you sprung barbarous, we exercised most of
the arts and virtues of civilized life; that we are possessed of a language and a literature, and that
men skilled in science and the arts are numerous among us; that the productions of our
manufactories, our sail, and workshops, form no small share of the commerce of the world; and
that for centuries, colleges, schools, charitable institutions, asylums, and hospitals, have been as
common as in your own land. That our people cannot be reproved for their idleness, and that
your historians have given them due credit for the variety and richness of their works of art, and
for their simplicity of manners, and particularly their industry….
Your Excellency will discover, however, that we are as much allied to the African race and the
red man as you are yourself, and that as far as the aristocracy of skin is concerned, ours might
compare with many of the European races; nor do we consider that your Excellency, as a
Democrat, will make us believe that the framers of your declaration of rights ever suggested the
propriety of establishing an aristocracy of skin.
Chico Anti-Chinese League Resolutions2
On May 10, 1894 some 1,300 white citizens of Chico, California, representing 45 percent of the city’s
total population, met in the local armory to discuss what they called the “Chinese question.” The most
recent in a series of what would be called hate groups today, they formed the Anti-Chinese League and
passed a number of resolutions, reproduced below. Like all previous efforts, the real problem was not
“Asiatic” labor, but a major economic depression that began in 1893 that began in Argentina but
quickly became global thanks to problems inherent to reliance on the gold standard, which the U.S. and
all major European powers used at the time. This particular depression, one of many that occurred in
the later-nineteenth and early-twentieth centuries, did not end until 1897.
We, the business men and residents of Chico and its vicinity, do hereby Resolve, That the
various avenues of labor being now almost entirely monopolized by the Asiatic and Japanese is
fast depopulating our fair country and bringing destitution and want into many households; has
reduced our census of public school children at the rate of more than one hundred a year for the
past two years; that by the presence of more than eight hundred Asiatics and some two hundred
Japanese, our people, who are near to us by nationality and dear to us by a common civilization,
and whose presence in our midst is more desirable, whose business interests are, or should be
closely allied with the interests of every other business of our community; are, through want of
employment, now being compelled to seek homes elsewhere, and to this state of facts is in a
Chico Anti-Chinese League Minute Book, 1894-1895, MSS-172, Northeastern California Collection, Meriam Library
Special Collections, California State University, Chico, 1-5.
great measure due to the extreme dullness in our local trades and the business interest of Chico
and its vicinity.
We realize that the employment of one thousand men and women in our midst would, in a great
measure revive our waning retail business and add new life to the general trade of this
community. Our people are demanding work. They must have employment to live and care for
those dependent upon them. Otherwise they must give way to the coolie invaders. Therefore be it
Resolved, That forbearance has ceased to be a virtue that we will use every possible peaceful,
and lawful means that we can command to prohibit the further congregating here of Asiatic
coolies or the employment of those now here and that as soon legal as [sic] ways and means can
be devised we will lend our efforts toward ridding this plague-stricken community of the
vampires that have long fed on the industries of this patient and forbearing community. And be it
Resolved, That prosperity and property rights must be sacredly protected, that no undue haste or
personal violence will be countenanced. The will of the majority has long since been construed
to be the end of the law. We realize that we are the center of the cooley colony north of
Sacramento and that only by a firm and united effort can their hold be broken, and we deem it to
be the duty of every business man to lend his aid and presence in the good cause. And be it
Resolved, That the imperfection of Mongolian laborers for fruit picking or other purposes should
immediately be stopped for the good of the community.
Any academic writer who wishes to join our team of professional writers must possess all the following qualities:
To write an exemplary academic paper, you must have good critical thinking skills, possess the proper knowledge of the discipline, and be knowledgeable about applying an academic writing style.
As such we have a rigorous recruitment process. We only collaborate with professional academic writers. We believe in offering the highest quality academic writing services. Our writers pass various grammar and academic writing tests. They have to provide documents about their personal information and credentials to prove their level of expertise.
As a result, our clients receive papers that are thoroughly-researched, properly cited, and written within academic standards. We are proud that any academic writer from our writer's team can complete the paper at a high standard.
We work with the student’s budget because we know that students are usually on a budget majority of the time. We do not compromise on quality because of low prices. On the contrary, we love to foster a good relationship with our clients. That is why we charge our clients reasonable prices, and we are willing to negotiate and work with their budget.
It may be quite disturbing to decide whether to hire an academic writing company. We care about our client’s privacy and confidentiality. We never disclose your information to third parties. We never publish your paper online. You can use our academic writing service without any fear or anxiety.
Many students struggle with writing academic papers. Some barely have time to do their assignments because of their job and family responsibilities. Others have difficulty applying critical thinking skills or meeting time or assignment requirements. Whatever the reason is, you can always have time to do the things you love and other important things. All you need is a reliable and quality academic writing service. Unfortunately, even if you strongly desire to write the paper yourself, you sometimes face unexpected challenges. As we all know, life is unpredictable! Your teacher may be unconcerned about helping students and may not answer your questions. The good news is that there is a way out! You can hire an online academic writer to help you with your assignments. All you need to do is stipulate your paper requirements in the order form, and you can spend your time as you like.
Our company commits towards delivering high-quality custom papers to our clients. We seek to offer reliable essay writing services to our customers in various subject areas. Our customers are very valuable to us. As such, we commit to ensuring that they derive the utmost satisfaction from the essays we deliver. We have a mission to promote our clients' educational and professional lives by providing high-quality essays for their use. We also have a mission to offer a convenient essay writing system where our customers can easily order and pay for the services. We value quality and professionalism in our company.
We write papers on any subject area, and we also write various types of papers for various purposes. We have a team of able writers who are eager to help our customers with writing services of exceptional quality. We offer custom writing services for customers across the globe and charge affordable prices for our services. We are the best essay writing company offering personalized services to all our customers. We ensure our customers receive maximum satisfaction from the essays we deliver. Our website is the place to be if you are seeking high-quality essays.
By using our academic writing service, we match your paper subject with a writer with a degree in the subject. The writer is able to apply their skills, knowledge, and expertise to the paper. You receive an original, unique, well-research paper, properly cited and formatted. As such, you are assured of a high-quality paper.
Truth be told, writing assignments can be stressful and difficult for any student. There is no shame in getting academic writing help. When you search the term “get academic writing help” there are numerous sites that pop up on the results and our website is among them. So, why is it a great idea to choose us?
During your course, your instructor will assign various types of homework. Our academic writers can prepare essays, presentations, speeches, case studies, research papers, dissertations, thesis papers, and more. Our writer’s department is capable of tackling any assignment of any complexity easily. All you need is to give us detailed instructions to help our experts understand the task.After doing so, you can rest assured that everything is in control, and we will deliver a paper of unmatchable quality.
Are you a college or university student pursuing your Bachelor’s , Masters, PhD, or Doctorate degree? Sometimes juggling schoolwork with work, family and hobbies can seem like a daunting task. You have to sacrifice one or the other. The sole purpose of our website is to alleviate your academic burdens. We ensure that you do not fail in your classes and you get good grades consistently. We understand that there is a need for academic help.
We acknowledge that our clients are not dumb or lazy but only need academic life need help in order to live a balanced life and make ends meet. We make it our core priority to ensure that all assignments are done and submitted before the stipulated deadlines. All our writers are graduates. They are competent in handling the clients’ assignments. We step in to help you with any and all of your assignments. Our assignment help service ensures that you never miss a grade or deadline.
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Writing a law essay may prove to be an insurmountable obstacle especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
Our prices depend on the urgency of your assignment, your academic level, the course subject, and the length of the assignment. Basically, more complex assignments will cost more than simpler ones. The level of expertise is also a major determinant of the price of your assignment.
If you need professional help with completing any kind of homework, is the right place to get it. Whether you are looking for essay, coursework, research, or term paper help, or with any other assignments, it is no problem for us. At our cheap essay writing service, you can be sure to get credible academic aid for a reasonable price, as the name of our website suggests. For years, we have been providing online custom writing assistance to students from countries all over the world, including the US, the UK, Australia, Canada, Italy, New Zealand, China, and Japan.
Our cheap essay writing service has already gained a positive reputation in this business field. Understandably so, since all custom papers produced by our academic writers are individually crafted from scratch and written according to all your instructions and requirements. We offer APA, MLA, or a Chicago style paper in almost 70 disciplines. Here, you can get quality custom essays, as well as a dissertation, a research paper, or term papers for sale. Any paper will be written on time for a cheap price.
Using our cheap essay writing help is beneficial not only because of its easy access and low cost, but because of how helpful it can be to your studies. Buy custom written papers online from our academic company and we won't disappoint you with our high quality of university, college, and high school papers. Although our writing service is one of the cheapest you can find, we have been in the business long enough to learn how to maintain a balance between quality, wages, and profit. Whenever you need help with your assignment, we will be happy to assist you.
It might seem impossible to you that all custom-written essays, research papers, speeches, book reviews, and other custom task completed by our writers are both of high quality and cheap. It is surprising, but we do have some tricks to lower prices without hindering quality.
To start using our services, it’s enough to place a request like “I need a writer to do my assignment” or “Please, write an essay for me.” We have a convenient order form, which you can complete within minutes and pay for the order via a secure payment system. The support team will view it after the order form and payment is complete and then they will find an academic writer who matches your order description perfectly. Once you submit your instructions, while your order is in progress and even after its completion, our support team will monitor it to provide you with timely assistance.
Hiring good writers is one of the key points in providing high-quality services. That’s why we have entry tests for all applicants who want to work for us. We try to make sure all writers working for us are professionals, so when you purchase custom-written papers, they are of high quality and non-plagiarized.
Our cheap essay writing service employs only writers who have outstanding writing skills. The quality of all custom papers written by our team is important to us; that is why we are so attentive to the application process and employ only those writers who can produce great essays and other kinds of written assignments. All our writers are graduates. They are competent in handling the clients’ assignments. We step in to help you with any and all of your assignments. Our assignment help service ensures that you never miss a grade or deadline.
All our cheap essays are customized to meet your requirements and written from scratch. Our writers have a lot of experience with academic papers and know how to write them without plagiarism. Moreover, at our academic service, we have our own plagiarism-detection software which is designed to find similarities between completed papers and online sources. You can be sure that our custom-written papers are original and properly cited.
Our essay writing service has a 0% plagiarism tolerance. We are well aware of the dangers of plagiarism. Plagiarism is academic suicide. Our essay writing service ensures that all papers are original. We do not sell pre-written papers. All papers are written from scratch as per the instructions. We pass our papers through powerful anti-plagiarism software such as SafeAssign and TurnItIn.
Our cheap essay writing service tries to always be at its best performance level, so each customer who pays money for paper writing can be sure that he or she will get what is wanted. On the off chance that you don’t like your order, you can request a refund and we will return the money according to our money-back guarantee.
There can be a number of reasons why you might not like your order. If we honestly don’t meet your expectations, we will issue a refund. You can also request a free revision, if there are only slight inconsistencies in your order. Your writer will make the necessary amendments free of charge. You can find out more information by visiting our revision policy and money-back guarantee pages, or by contacting our support team via online chat or phone.
We know how important any deadline is to you; that’s why everyone in our company has their tasks and perform them promptly to provide you with the required assistance on time. We even have an urgent delivery option for short essays, term papers, or research papers needed within 8 to 24 hours.
We appreciate that you have chosen our cheap essay service, and will provide you with high-quality and low-cost custom essays, research papers, term papers, speeches, book reports, and other academic assignments for sale. We beat all deadlines. We can also handle urgent orders with deadlines as short as 1 hour. Our urgent paper writing service does not compromise on quality due to the short deadline. On the contrary, our essay writers have a lot of experience which comes in handy in such situations.
We provide affordable writing services for students around the world. That’s why we work without a break to help you at any time, wherever you are located. Contact us for cheap writing assistance. Our impeccable customer support team will answer all your questions and help you out with any issues.Proceed to order page
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more
Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.Read more
Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.Read more
Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.Read more
By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more
|
<urn:uuid:fec86c29-601e-4635-a79d-0d55e68cad7f>
|
CC-MAIN-2023-14
|
https://www.allstudenthacks.com/primary-sources-%E2%80%93-the-california-gold-rush-1848/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00359.warc.gz
|
en
| 0.958426
| 5,242
| 3.890625
| 4
|
The subsoil of Cote-Nord is filled with iron, but it is not only the companies that mine this mineral They are attracted to other materials as well, such as copper and silver. Canadian mining company Kintavar will send geologists to Baie-Johan-Beetz next summer to assess the possibility of a copper and silver mine.
At Baie-Johan-Beetz, the rocks date back to the middle of the Proterozoic geological period (from 500 million years ago to 2.5 billion years ago), approximately 1.5 billion years ago. Its solidification in time and its deformation favor the presence of metals such as copper and silver.
In 1997, BHP, which is considered the largest mining producer in the world, conducted studies near the village of Bay-Johan-Bitz to assess the potential of mining. I found copper and silver. The results from the property showed that the mineralization appeared to be confined within the narrow quartz veins and was semi-massive in nature.
Further geochemical evaluation showed that the mineralization was not spatially extensive. So BHP has ceased operations in this area, as the rock property does not appear to have the capacity to host a deposit of any significant size.
The president of Canadian exploration company Kintavar, Kirill Mugerman, confirmed that geologists will return to the sites excavated by BHP this summer to redo some analysis. In 2018, Kintavar carried out geophysical work at this site, so this will be a continuation of the company’s evaluation.
“Subtly charming problem solver. Extreme tv enthusiast. Web scholar. Evil beer expert. Music nerd. Food junkie.”
|
<urn:uuid:33139803-8854-496f-97d4-d75e29f3b218>
|
CC-MAIN-2023-14
|
https://www.vaughantoday.ca/mining-potential-in-bey-johann-betz-studies-continue/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00359.warc.gz
|
en
| 0.948141
| 359
| 2.71875
| 3
|
The process of drafting a state budget starts with planning the anticipated expenditures and revenues. Whenever there is a budget deficit, the state government can deal with the shortfall in four ways. One, it may be forced to cut services. Secondly, it may borrow money to cover the expenses. Alternatively, the state may raise taxes so that extra revenue is collected to cover the costs. However, sometimes a state may opt to use all the three measures to resolve the budget deficit challenges. Budgets per capita are affected by the national level decisions such as the Affordable Care Act.
US States With the Largest Budgets Per Capita
During the fiscal year 2015-2016, North Dakota’s spending increased by $131 million from a previous budget of $7.9 billion. The main categories of taxes used for revenue collection were sales tax and gross receipts revenue (41.8%) and income tax (12.2%). The state spent 30.3% of its revenue on education and 14% on Medicaid among other expenses. Presently, the budget per capita for North Dakota is 18,760.
Wyoming has a budget per capita of 15,867 which is a derivative of its revenues and spending patterns. The main economy driver of Wyoming State is the mineral extraction of natural gas, coal, oil, and trona. Tourism also generates a lot of revenue for the state. The Commission for Electricity and Gas Regulation (CREG) projected a revenue shortfall of about 23% in Wyoming for the 2017-2018 budgets. The decrease comes from the progressive decline of oil, coal, and gas prices in the recent past. The government also experienced a budget deficit of $159 million in 2016. Overall, the instability of Wyoming State’s economy is due to the slowdown in the mineral industry.
Minnesota’s Gross Domestic Product is $333.267 billion. According to statistics taken in 2013, its revenue was worth $20,181.8 million. Most of the revenue harnessed in Minnesota is from agriculture which is the primary economic activity. However, other sources of revenue include property taxes, use tax, and sales tax. Also, there are very many public and private companies which operate in Minnesota such as 3M, US Bancorp, Ryan Companies, Best Buy, and Cargill. The government also benefits from taxes from these firms. In 2013, the state’s expenditure was $18,739.5. Minnesota used most of the revenue collected during the year to cater for Medicaid, provision of education, payment of state employees, and transport among others. Currently, the budget per capita of Minnesota State is 12,988 per capita.
Major Factors Driving Growth
Most of the US states spend their revenue on education, health and welfare, housing, interest on debt, public safety, government administration, and transportation. Amongst all of the states, North Dakota has the highest budget per capita, followed by Oregon, then Wyoming, then Kentucky, then Washington, and then Minnesota. In spending this money, the most important requirement is that most, if not all locals in a state should have access to the basic social needs such as water, food, clothing, and housing. Failure to have these requirements met by the government increases the cost of living for most people.
|
<urn:uuid:11b8bbf9-159a-4efd-8a55-be790a1c38db>
|
CC-MAIN-2023-14
|
https://www.worldatlas.com/articles/states-with-the-largest-budgets-per-capita.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00359.warc.gz
|
en
| 0.954838
| 667
| 2.9375
| 3
|
Germain-Aubrey, Charlotte , Soltis, Pamela S. , Gitzendanner, Matthew A. .
Comparative population genetics of species endemic to the highly fragmented central Florida scrub.
Rare species are often associated with low genetic diversity and decreased gene flow. This might be especially true for species that have experienced recent bottlenecks as a consequence of anthropogenic activity and habitat fragmentation, ultimately jeopardizing their long-term survival. With an exceptionally high level of endemism, the central Florida scrub is one of three biodiversity hotspots in the United States. Tragically, this habitat is threatened, and already an estimated 86% of it has been lost to anthropogenic activity. The origins of this diverse array of endemics are unknown, as are the genetic effects of past geological forces and potential recent bottlenecks as a consequence of anthropogenic activity and habitat fragmentation. We developed microsatellite markers for two species endemic to this ecosystem and conducted a comparative study of their genetic diversity, as well as their population structure and gene flow. We also compared those endemic species to their more widespread sister species to estimate the impact of habitat fragmentation on those species and ultimately, on this threatened ecosystem. This comparative approach allows us to identify patterns in genetic responses to the forces that shaped, and continue to shape, the present diversity of the central Florida scrub as well as provides genetic data for the management of these rare endemics.
Log in to add this item to your schedule
1 - University of Florida, Department of Biology, Florida Museum of Natural History - Dickinson Hall, P.O. Box 117800, Gainesville, FL, 32611, USA
2 - University of Florida, Florida Museum of Natural History, PO Box 117800, Gainesville, FL, 32611-7800, USA
Presentation Type: Oral Paper:Papers for Topics
Location: 556A/Convention Center
Date: Tuesday, August 3rd, 2010
Time: 8:45 AM
|
<urn:uuid:27e817fb-a489-4476-9cf4-a2182b1f12e2>
|
CC-MAIN-2023-14
|
http://2010.botanyconference.org/engine/search/index.php?func=detail&aid=537
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00359.warc.gz
|
en
| 0.90673
| 455
| 3.234375
| 3
|
1 MARCH 2000
2. GRADES AND TRACK PROFILE.
a. Grades. Chapter 3 gives gradient criteria for main running tracks. Chapter 8 gives gradient criteria
for terminal areas.
b. Vertical Curves. Vertical curves are required as a transition between different grades. Transition
rates are different for summits and sags. Here, summit refers to a convex curve where an ascending
grade changes to a flatter grade, where a descending grade changes to a steeper grade, or where an
ascending grade changes to a descending grade. Sags are concave curves that occur where an
ascending grade changes to steeper grade, where a descending grade changes to flatter grade, or where
a descending grade changes to an ascending grade. (Note: It is best to avoid locating turnouts in vertical
curves). Table 6-1 shows recommended transition rates between grades. The length of track required
for these transitions is determined from equation 6-1.
G1 - G2
Table 6-1. Recommended Transition Rates Between Grades on Main Running Tracks
Average rate where speeds will exceed 15 MPH and right-of-way length is
Average rate where speeds will not exceed 15 MPH or where transition length
Maximum rate where speeds will exceed 15 MPH.
Maximum rate where speeds will not exceed 15 MPH.
Figures in table are given as percent change in grade per 100 feet of track length.
c. Track Profile. On either main running tracks or terminal tracks, a rolling profile (frequent changes in
gradient) in the roadbed or in the final track surface (top of rail elevation) is undesirable. The criteria in
table 3-2 should be followed to maintain an acceptably smooth track profile.
d. For auxiliary tracks, gradient criteria given in chapter 8, paragraph 3 may be used.
Length of track required for vertical curve (ft).
G1 and G2
Slope of the two adjacent grades (percent), where ascending grades have a positive
value and descending grades have a negative value.
Rate of change in grade in 100 ft. (For main running tracks, use table 6-1. For
terminal tracks, also see chapter 8, paragraph 3).
3. HORIZONTAL CURVES.
a. Definition. Railroads are laid out with circular curves using the chord definition. Curvature is
measured in degrees, as indicated in equation 6-2.
|
<urn:uuid:de6ba3e5-e9df-4570-9dcd-9c99d52f02ca>
|
CC-MAIN-2023-14
|
https://armytransportation.tpub.com/TI-850-02/Table-6-1-Recommended-Transition-Rates-Between-Grades-41.htm
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00359.warc.gz
|
en
| 0.829136
| 613
| 3.265625
| 3
|
Putting a password on your computer is a great way to prevent other people from accessing your computer. An account password prevents other people from being able to sign in to your account if they steal your computer, it also prevents other users from accessing your account.
It’s good practice to lock your computer when you leave it unattended, as this then requires your password to unlock the computer again. This isn’t necessarily so important in your home, where you know and are likely to trust anyone who could access your computer. In a public or work environment, however, it is highly recommended that you have a password and lock your computer.
If you leave a computer unattended in a public place, not only could someone steal it, but they could access all of the documents on it if they don’t need to enter the password. A work computer could be even more valuable as business documents and details can be highly sensitive.
Even if you try to remember to lock your computer every time you step away from it, occasionally you may forget. To help out in these scenarios Linux Mint automatically switches to a screensaver when your computer has been left alone for too long. By default, the Linux Mint screensaver also locks the computer, forcing you to re-enter your password to sign back in.
Generally, this is a good thing, as it helps to keep your computer more secure. There are, however, scenarios where you can leave your computer untouched for long enough to start the screensaver, where you wouldn’t want to have to enter your password to sign in again. For example, if you’re on a long phone call, sat at your desk, you may not use your computer for a while, but could suddenly need to access it to find some information or to make a note, and having to then unlock your computer again makes that process take longer.
Thankfully, if you find yourself in a position where you don’t want your screen to lock automatically, you can turn that off in Linux Mint. To be able to do so press the Super key, then type “Screensaver” and hit enter.
Tip: The “Super” key is the name that many Linux distributions use to refer to the Windows key or the Apple “Command” key, while avoiding any risk of trademark issues.
In the screen saver settings, the first option “Delay before starting the screensaver” allows you to configure how long it takes for the computer to start the screensaver. In the “Lock settings” section, the second slider, labelled “Lock the computer after the screensaver starts” allows you to set if the screensaver locks the computer, requiring your password, or not.
While you could choose to prevent the screensaver from locking your computer entirely; you could instead set a delay before the screen is locked. This is an ideal middle ground, allowing you to cancel the screensaver quickly without needing your password if you need your computer to remain unlocked, while also continuing to lock your computer if you’ve actually left it unattended.
To do this, enable “Lock the computer after the screensaver starts”, then select a delay from the “Delay before locking” dropdown box.
This post was written by Mel Hawthorne and was first posted to Technipages
Do you find this article helpful? Your Friend might too. So, please Share it with them using the Share button above.
Will you like to get notified when I post new updates? Then Follow me on any of my social media handles: Google News, Telegram, WhatsApp, Twitter, Facebook, Pinterest.
You can also drop your email address below if you wish to be notified by mail.
|
<urn:uuid:c05a1c58-dbda-44dd-a8c7-911a9c8164e7>
|
CC-MAIN-2023-14
|
https://ezefidelity.com/linux-mint-how-to-prevent-the-screensaver-from-locking-the-computer-technipages/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00359.warc.gz
|
en
| 0.935054
| 776
| 2.59375
| 3
|
Conventional pest control works but at a price! Synthetic pesticides contaminate soil, air, water sources, and any plant or animal life that it comes in contact with. There are deadly consequences that reach far beyond their original source.
Synthetic Pest Control Issues
Synthetic insecticides mainly affect the environment in three ways:
• Acquired immunity: after a time synthetic insecticides diminish soil nutrients causing farmers and homeowners to use fertilizers. In this same way, insects build up a resistance to these chemicals requiring more frequent applications, a stronger mixture, or a more harsh treatment to be used;
• Broad-spectrum toxicity: these treatments exterminate not only the nuisance insects you are targeting (i.e. ants, mosquitoes, fleas) but also beneficial insects (ladybugs, honey bees, lizards, etc.). This treatment creates the future problem of beneficial insects avoiding your yard, and they are one of nature’s best control mechanisms.
• Generational hazardous impact: even though it appears that they have lost their effectiveness synthetic chemicals can remain hazardous for years; their contamination of the air, soil, and water supplies may diminish over time but it is still there and it is still harmful to everything here.
Synthetic insecticides mainly affect human health in three ways:
• Skin contact: during the application, touching treated areas, and reactivation;
• Inhalation: during the application, and;
• Ingestion: drinking contaminated water, eating fruits and vegetables that have not been properly washed or have absorbed the chemicals into their content, and eating contaminated fish or seafood.
|
<urn:uuid:e447a0b3-8105-4e81-a699-4ffbd6e4bc66>
|
CC-MAIN-2023-14
|
http://www.ecofriendspestcontrol.com/conventional-treatment/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950373.88/warc/CC-MAIN-20230402012805-20230402042805-00359.warc.gz
|
en
| 0.934237
| 336
| 2.75
| 3
|
Temür ibn Taraghai Barlas (from Central Turkish temür 'iron'; * April 8, 1336 in Kesch ; † February 19, 1405 in Schymkent ) was a Central Asian military leader of a Turkish - Mongolian tribal association based in Samarkand and conqueror of Islamic faith at the end of the 14th century .
In European historiography he is better known as Timur ( Persian تیمور Tīmūr or Taymūr ), also Timur Lenk or Timur Leng ( Persian تيمور لنگ, DMG Teymūr-i Lang , also Tīmūr-i Lang , "Timur the Lame"). The name Tamerlane , as it is also still in use in various European languages, is derived from this.
Raised in the nomadic tribal confederation of the Chagatai Khanate , he sought the restoration of the Mongol Empire under his supremacy . In the position of emir , he was the founder of the dynasty of the Timurid , whose empire much of the zenith of power front and central Asia included. Timur's rule is marked by brutality and tyranny. At the same time he was considered a generous patron of art and literature and recognized the importance of knowledge through conversations with Ibn Chaldūn , which he described in his autobiography.
Timur is also called in some Persian sourcesتیمور لنگ Timur-i Lang , 'Timur the Lame'. Due to an adhesion on the right kneecap ( bone tuberculosis according to Soviet researchers), his right leg was paralyzed and there was also an adhesion on the right shoulder. Furthermore, an arrow shot had restricted the mobility of the right hand, as Soviet scientists discovered during an examination of the skeleton in 1941. "Timur the Lame " was therefore partlyshortenedto Tamerlane in Europe.
He referred to himself as gurkāni 'son-in-law' , indicating that he was married into the family of Genghis Khan in order to underpin his claims to rule.
Origin and advancement
Timur came from the Mongolian nomadic tribe of the Barlas who immigrated to Transoxania in the 13th century , but over time they had adopted a Turkic language and could no longer be distinguished from other Turkic peoples . The Barlas tribe divided into several branches, and Timur's father Taragai ruled the area around Kesch and the valley of the river Kashkadarja as the tribal prince . The Barlas traced their ancestry back to Qarchar Barlas , a military leader in Chagatai's army, and through him - as once did Genghis Khan - to a legendary Mongolian warlord by the name of Bodon'ar Mungqaq . Timur's childhood is largely in the dark and has been heavily mythologized after his rise. His mother Tikina-Chatun died early, he had three brothers and two sisters.
As an adolescent, Timur entered the service of the Qaraunas -Emir Kazagan (1346-1357), a career common at the time for children from the lower nobility, and remained there for several years. After Kazagan's assassination by a rival, he took part in the civil and tribal wars in Transoxania and attempted by means of intrigues and frequent changes of position between the Mongol ruler Tughluq Timur († 1363), who invaded this area in 1360, and Haji Barlas, his uncle, who opposed the resistance led the Mongols to maintain its power base. In 1361 Tughluq Timur invaded Transoxania again. Hajji Barlas fled and died unexplained. Tughluq Timur made Timur, who was the first to submit to the power of the Mongol prince, as an advisor to his son and the new ruler of all of Transoxania.
Timur tried to usurp power, but overestimated his popularity and his attempt at rebellion was nipped in the bud. He had to flee and found shelter with his brother-in-law Hussain, Kazagan's grandson. But since Hussain had sufficient power base, they moved around in the company of fewer soldiers before they decided in Khorezm to ask for help. On the way, their group was almost completely wiped out in one skirmish and Timur was captured near the town of Merw . Soon he was free again and gathered around him a group of adventurers and mercenaries who became the horror of Transoxania.
In 1363 Timur and Hussain succeeded in defeating the troops of Ilias Hodschas and moving into the city of Kesch. In the same year they defeated the Ilias Hodscha, who had meanwhile risen to Khan. He fled to his eastern home country Mogulistan (Eastern Chagatai Khanate). Timur, who himself had no legitimation, had to accept that a descendant of Genghis Khan named Kabul Khan was elected supreme ruler of Transoxania by the assembled nobles.
In 1365 the transoxan troops were defeated by the resurgent Iliad Hodscha in a battle near Tashkent . The Mongols occupied large areas and unsuccessfully besieged Samarkand . Ilias Hodscha was killed by a rival a little later, and the Mongols withdrew to Mogulistan. However, Timur faced strong rivalries from his brother-in-law Hussain, who was now in power, and had to lead the unsteady life of a refugee again. After several skirmishes and small clashes, he managed to raise a strong army. He occupied Bactria and pulled the ruler of Badakhshan to his side. Shortly afterwards his army stood before the walls of Balkh . Hussain, abandoned by his followers, submitted and went as a pilgrim to Mecca . On the way there he was killed - presumably on the orders of Timur. On April 10, 1370 Timur proclaimed himself ruler of all of Transoxania and took the title of emir.
Timur and the Golden Horde
The conflict with the Golden Horde under Khan Toktamish shaped the politics of Timur for many years and represented a serious challenge for Timur. Toktamish appeared for the first time in Samarkand in 1376, but not as an opponent, but as a supplicant. As his throne ambitions were thwarted by Urus Khan , Toktamish asked Timur to help him to his inheritance. Toktamisch got the troops he requested very quickly and attacked the Golden Horde, but was driven out by Urus Khan. Then Timur took up the fight himself and went against Urus Khan in the winter of 1376/77 with great success. Urus Khan was defeated in a battle near Otrar and died soon after. Thus Toktamish gained power in the Golden Horde only thanks to the active support of Timur.
In 1387 Toktamisch appeared with a strong army on the border with Transoxania. Since Timur was in Karabakh at the time and was not prepared for an attack, he had hardly any troops to stop Toktamish. However, his son Miran Shah came to his aid in time and Toktamish's troops were crushed. Timur ordered, contrary to the customs of the time, to spare the prisoners and to release them to their homeland. He wanted to show the Golden Horde that he was not an enemy of the Chingisids, i.e. the descendants of Genghis Khan.
Toktamisch misunderstood this gesture of goodwill. Already in the winter of 1388/89 his army, which united the entire diversity of the Golden Horde - including Caucasians, Russians and Bulgarians - appeared again on the borders of Timur's empire. In January 1389 the decisive battle broke out near Khodschent . The battle, which was fought with extreme severity, was decided by the unexpected intervention of one of Timur's sons, Omar Sheikh, who broke down the rearguard of the enemy and caused him to panic. Toktamish's troops fled and scattered in all directions.
This attack showed Timur that he had to take the threat from his former protégé seriously. He could no longer safely consolidate his power in Iran and Afghanistan, as he had to reckon with constant attacks by Toktamish during his absence. To remove this threat once and for all, Timur marched against Toktamish in 1391. He decided to cross the steppe areas as quickly as possible and force his opponent to a decisive battle. His army moved through the vast expanses of the Kazakh steppe for a full three months , always striving to find the traces of the nomads. At Tobolsk the army turned to the northwest. In this area, which is in what is now Siberia , the armies from Central Asia were confronted with polar day for the first time , so that the mullahs temporarily suspended evening prayers. After almost four months of searching, Timur's son Omar Sheikh managed to field the enemy near the Kondurcha River west of the Urals . Timur's main force appeared a few hours after the battle began. The battle lasted for three days, with several interruptions, from June 18 to 21, 1391, and ended with the complete defeat of Toktamish, who fled the battlefield.
However, Toktamish proved to be a tough opponent. Supported by the Moscow Grand Duke Vasily I , Toktamish appeared in the North Caucasus in 1395 , where Timur's troops tried to subjugate Georgian princes. Toktamisch tried to get the areas of Azerbaijan recently conquered by Timur to his side and thereby create a base of operations from where he wanted to establish contact with the Syrian-Egyptian Mamluks of the Burjiyya dynasty . After he began to besiege Shirvan , Toktamish fled as soon as he heard of Timur's approach and turned to battle on April 15, 1395 north of the Terek River . The nomads succeeded in surrounding Timur, who had to defend himself and was only saved by his bodyguards, who almost without exception perished in battle. Toktamisch lost the battle and with it finally lost his position as Khan of the Golden Horde. He fled to Lithuania to the court of Grand Duke Vytautas . Timur's troops plundered the Volga Delta and destroyed Sarai , the capital of the Golden Horde.
Overview of the conquests
From 1380 he began to conquer the south of Khorasan, Iran and Iraq , eliminating the dominions of local dynasties such as those of the Kartids , Sarbadars , Muzaffarids and Jalairids .
In addition to horsemen and archers, Timur's army consisted of war elephants that originally came from India, although he also had infantry and cannons.
In the years 1391 and 1395 Timur won decisive victories over the Mongol rulers of the Golden Horde on the Volga , whose empire then inexorably divided into individual khanates . As early as 1394, the zone of influence of Timur's power extended over an area that spanned parts of what is now Iraq with Baghdad , Iran, Azerbaijan , Uzbekistan , Armenia , Georgia , Syria and Turkey . In the east his empire bordered directly on the (eastern) Chagatai Khanate of the Mongols.
In 1398 he conquered Delhi , in 1401 Damascus and (again) Baghdad fell into his hands.
On July 20, 1402 - at that time almost blind - he inflicted one of the worst defeats in the history of the Ottoman army under Sultan Bayezid I in the battle of Ankara (Angora). Thousands of soldiers had died of thirst before they even reached the battlefield because Timur's soldiers had destroyed all the wells far and wide. The Sultan's Tatar troops defected to the Timurids. After almost twenty hours of fighting, the sultan's Serbian auxiliaries also gave up and fled (around 10,000 Serbs under Stefan Lazarević ). Bayezid was captured; Timur is therefore also "famous" in Europe. Bayezid died in captivity in Mongolia.
However, Timur soon left Anatolia without going into Christian Constantinople .
As a final problem, Timur saw his symbolic vassal position to the Chinese Empire of the Ming Dynasty , to which he had had to pay tribute for a time . In 1405 he set out on a campaign in China in the middle of winter, but died near today's Schymkent in Kazakhstan after several days of excessive alcohol.
Timur was buried in Samarkand. His mausoleum Gur-e Amir is one of the most important architectural monuments of this time, it was built under Muḥammad Sultān Mirzā , the son of Jahāngīr Mirzā , i.e. a grandson of Timur.
Timur's empire soon fell apart as a result of succession disputes. The Ottomans no longer had to reckon with an overpowering enemy and continued their campaigns of conquest after a ten-year interregnum .
Characteristics of his rule
Timur married in the house of Chagatais, d. H. the family of Genghis Khan and apparently wanted to renew his empire under the auspices of Islam. But that did not prevent him from having Muslims killed or from taking action against the rule of the Genghisids.
This apparent contradiction can be explained against the background of his homeland: the respect for the Mongolian tradition was unbroken and a benchmark of politics, even if the Mongolian law had long been opposed to the Islamic law and the Genghisid princes rarely represented special personalities. Timur Lenk therefore never became a khan , instead he appointed two princes from the Chagatai family as shadow rulers (“khans”) to legitimize his rule. As an "emir", however, due to his marriage to Sarai Mulk, he claimed the title Gurgani (used in the sense of "royal son-in-law", Mongolian: güregen - "son-in-law").
He completed the Islamization of the Mongols immigrating to Central Asia, which, however, had already reached its peak under Tarmashirin . In theory, the Mongolian Jassa applied in his empire , in practice it was sharia , the Islamic law. He was personally of a popular piety, which was then reflected in the dervish orders and Qalandaren , and was buried at the feet of a dervish . He was considered a Sunni , but the relationship is contradictory because in Syria he was the patron of the Shia . He stuck to Turkic Congolian traditions, even if they contradicted Sharia law.
The emir created one of the greatest, if short-lived, empires that ever existed in Central Asia. He gained the reputation of an unscrupulous conqueror who murdered hundreds of thousands of the population in the subject areas and cities - including in the Sultanate of Delhi and the Kingdom of Georgia - and mercilessly suppressed uprisings. For example, when Isfahan was conquered in 1387, according to Hafiz-i Abru, 28 skull towers were counted on one side of the city, so that 70,000 dead can be assumed.
In spite of its cruelty , which surpassed the Mongols , there was a certain system: the top of the urban aristocracy were usually spared, the clergy anyway, and negotiations for ransom prices, the collection of tributes and, more rarely, requisitions certificates were recorded . Timur obviously intended to raise the economic and cultural level of Transoxania, which had sunk in the 13th and 14th centuries, through a flood of captured animals, weapons, food, consumer goods, theologians, scholars and craftsmen.
The destruction caused by its soldiers contrasts with its urban development, although this is limited to a few Transoxan cities and the occasional restoration of destroyed irrigation systems. Economic planning cannot be identified. The “center of the world” - his world: Samarkand , Bukhara , Kesch - was magnificently expanded. As a result, Central Asia developed its own Timurid architectural style (Gur-e Amir, Bibi-Chanum mosque, etc.). For him, the Iranian-influenced Khorasan was apparently the epitome of all culture, the Persian taste was predominant. The capital was Samarkand in what is now Uzbekistan . There he received, among other things, a Spanish embassy under Clavijo and embassies from the Chinese Ming , the latter in order to keep his back clear in his incessant battles.
Timur had numerous structures built in Samarkand. The Friday mosque ( sangīn ) near the iron gate was designed by stone masons from India. A saying from the Koran was carved over the entrance (i, 24). The four-story Kiösk, Gūk Sarāī, was in the citadel. The unsuccessful pretenders to the throne from the Timur family were later executed here.
Timur also had several gardens laid out, the Bāgh-i-bulandī in the east of the city, the Bāgh-i-dilkuschā, which was connected to the doorway by an avenue of white plane trees, the Naqsch-i-jahān on the edge of Kohik, above of the Qara-Su, the Bāgh-i-chanār south of the city wall, the Bāgh-i-shamāl in the north and the Bāgh-i-bibish. The Naqsch-i-jahān was already destroyed in Babur's time.
Timur Lenk tried to do justice to the traditional way of life of the nomads as well as the city culture. This was also due to the fact that his power was based on both Turkic Congol and, increasingly, on Iranian troops, especially from Khorasan, as well as on an Iranian administration.
Outside its heartland, Timur left no regular administration. He installed some of his descendants as princes in Persia and Central Asia, but left the areas in southern Russia and Moghulistan with Mongolian princes and made no attempt to administer the Middle East. The governor posts in the heartland, that is, in Iran and Transoxania, were not uniformly measured and organized. So there were large and small governorships, hereditary or only temporary, tax-exempt or not. The organization also left wide-ranging opportunities for the ruler to intervene, for example by submitting only small contingents of the troops drawn up to the governors. Thus, deficiencies in the administration were apparently compensated for by the fear of terror that the subjects had to reckon with in the event of a rebellion.
Timur the Conqueror was primarily a Central Asian military leader and, even by the standards of the time, a cruel destroyer, but not without cultural interests and intellectual education. He could neither read nor write, but mastered the Eastern Turkish and Persian languages and made use of both, and also used to interact with representatives of intellectual life; so there was B. Conversations with Ibn Khaldun during the siege of Damascus in 1400/01. The description of Ibn Khaldun, who portrays Timur as an intelligent and calculating discussion partner, but was the only contemporary witness who was not interested in an idealization of Timur because he was not his subject, caused many historians to distance themselves from the old image of Timur's pathological cruelty. Apparently he acted out of a conscious power calculation. A long-term oriented administration did not seem to have been important to him. This resulted in the weakness of his dynasty: the rule was a private power of disposal and could be challenged by military means, which happened immediately after his death.
All of Timur's efforts raised the level of Transoxania for only a few generations, because ultimately the destruction and conquests of the immediately and indirectly adjacent Islamic empires weighed heavier and had the consequence that Renaissance Europe overtook and overtook the Islamic world in its development. Constantinople , the capital of the Christian Byzantine Empire , received a respite from the Ottoman conquest, and the Grand Duchy of Moscow was freed from the pressure of the Golden Horde in the medium term by Toktamish's defeat and began its slow rise to great power. The way of thinking and living of the nomads had a renewed influence in Iran, as can be seen in the inadequate state organization of the Turkmens in the course of the 15th century. Nevertheless, the Timurid dynasty founded by Timur was not lackluster: It recorded personalities such as the "astronomer prince " Ulugh Beg († 1449) and ruled Transoxania (until 1501) and Khorasan (until 1507) until the beginning of the 16th century . Timur's great-grandson Zahir ad-Din Muhammad Babur founded the Mughal Empire in India in 1526 .
Artistic and literary processing in the West
Timur served for the historical legitimation of different rulers. Despite all crimes and despite his limited political vision, he is considered a kind of national hero in today's Uzbekistan.
Timur has always been a literary or musical subject:
- Christopher Marlowe wrote the drama Tamburlaine the Great around 1587 . One of his models was probably Perondino's Vita Magni Tamerlanis (Florence 1551). The success of the first part of Tamburlaine was so great that a sequel (Part II) was hastily written and produced as early as 1587 and performed in London.
- The opera Bajazeth and Tamerlan (1690) was written by Johann Philipp Förtsch .
- Georg Friedrich Handel wrote the dramatic opera Tamerlano (1724); the libretto was by Nicola Francesco Haym .
- Antonio Vivaldi also wrote an opera Tamerlano / Bajazet in 1735 , a pasticcio in which Vivaldi used arias by Johann Adolph Hasse , Geminiano Giacomelli and Riccardo Broschi in addition to his own compositions .
- Goethe's West-Eastern Divan contains a book by Timur , but it only contains two poems: Winter and Timur (it alludes to the winter of 1404/05, in which Timur's China campaign failed and he himself died), and An Suleika , that mentally compares the extraction of rose oil with the countless victims of Timur.
- Rudolf Nelson created the music and Kurt Tucholsky created the text for a cabaret song of the same name (“I'm feeling too courageous after Tamerlan today - a little bit of Tamerlan would be good”).
- After visiting the Gur-e Amir mausoleum in Samarkand, the Polish poet Władysław Broniewski wrote the anti-war poem Grób Tamerlana (“Tamerlan's Tomb”, 1942).
- Beatrice Forbes Manz: The Rise and Rule of Tamerlane . Cambridge University Press, Cambridge et al. 1989, ISBN 0-521-34595-2 ( Cambridge studies in Islamic civilization ).
- Tilman Nagel : Timur the Conqueror and the Islamic World in the Late Middle Ages . Beck, Munich 1993, ISBN 3-406-37171-X .
- Jean-Paul Roux: Tamerlane . Fayard, Paris 1991, ISBN 2-213-02742-0 .
- Heribert Horst: Tīmūr and Ḫōğä 'Alī. A contribution to the history of the Safavids (= treatises of the humanities and social sciences class of the Academy of Sciences and Literature in Mainz. Born in 1958, No. 2).
- Literature by and about Timur in the catalog of the German National Library
- SAM Adshead: Tamerlane and the Global Arsenal, 1370-1405
- Clavijo's Embassy to Tamerlane
- ↑ a b Bernd Roeck: The morning of the world . 1st edition. CH Beck, 2017, p. 409 .
- ↑ Johann Christoph Bürgel: A thousand and one worlds: Classical Arabic literature from the Koran to Ibn Chaldûn . 1st edition. CH Beck, 2007, p. 36 .
- ↑ گوركانى Gurkāni is the Iranian form of the originally Mongolian word kürügän and means 'son-in-law'. The title isattestedas fu ma with the same meaning in Chinese and was worn by Mongolian princes who were married to female descendants of Genghis Khan.
- ↑ Sharaf ud-Dīn Alī Yazdī: Zafarnāma (contemporary biography; written on behalf of Timur), 14th century.
- ↑ B. F. Manz: Article Tīmūr Lang ; in: Encyclopaedia of Islam , digital edition, 2006
- ↑ a b The Secret History of the Mongols ; translated into English by I. De Rachewiltz, Chapter 1, reference to the tribal name "Barlas" ["Birlas"]; Brill Inner Asian Library, 2004.
- ↑ a b B. F. Manz: The rise and rule of Tamerlan ; Cambridge University Press, Cambridge 1989, p. 28: “ We know definitely that the leading clan of the Barlas tribe traced its origin to Qarchar Barlas, head of one of Chaghadai's regiments […] These then were the most prominent members of the Ulus Chaghadai : the old Mongolian tribes - Barlas, Arlat, Soldus and Jalayir ”.
- ↑ Because of their assimilation by the Turkish steppe nomads of Turkistan, the “Barlas” are sometimes referred to in literature as “Barlas Turks”.
- ↑ Monika Gronke : Timur and his successors ; in: History of Iran ; Munich 2003; P. 60
- ↑ Mahin Hajianpur: The Timurid Empire and the conquest of Mawarannar by the Uzbeks ; in: Fischer Weltgeschichte, Volume 16, Central Asia; P. 162: "His father Taraghai was a Turkish emir from the Barlas clan".
- ↑ Bernd Roeck: The morning of the world . 1st edition. CH Beck, 2017, p. 433 .
- ^ Annette Susanne Beveridge: Babur-nama (Memoirs of Babur) . Translated from the original Turki text of Zahiru'd-din Muhammad Babur Padsha Ghazo. Delhi 1921 (reprinted by Low Price Publications 1989 in one volume, ISBN 81-85395-07-1 ), p. 78.
- ^ Annette Susanne Beveridge: Babur-nama (Memoirs of Babur) , p. 77.
- ^ Annette Susanne Beveridge: Babur-nama (Memoirs of Babur) , note p. 63.
- ^ Annette Susanne Beveridge: Babur-nama (Memoirs of Babur) , p. 78
- ↑ See Manz, pp. 16-18.
|ALTERNATIVE NAMES||Khan, Timur; Lenk, Timur-i; Long, long; Khan, Timur; Temur; Taimur; Timour; Timur Lenk; Timur i Leng; Tamerlane; Tambourine; Taimur-e-Lang (Timur the Lame)|
|BRIEF DESCRIPTION||Central Asian conqueror and founder of the Timurid dynasty in Persia and Transoxania|
|DATE OF BIRTH||April 8, 1336|
|PLACE OF BIRTH||Kesch|
|DATE OF DEATH||February 19, 1405|
|Place of death||Schymkent|
|
<urn:uuid:2e4ed880-974a-4c31-9791-933f555d2abe>
|
CC-MAIN-2023-14
|
https://de.zxc.wiki/wiki/Timur
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00559.warc.gz
|
en
| 0.96274
| 5,974
| 3.1875
| 3
|
Friday, January 15, 2016
Smoke and Mirrors
The men and women who have labored to set forth the truth of the Apollo Space Program, revealing it to be a deception on a grand scale, have provided abundant proofs exposing the lies of NASA. Because the majority of material presented to the public by NASA consisted of videos and still images, an examination of these elements has taken center stage as the main exhibits presented to the public jury to establish the fact that a hoax has taken place. Even with NASA claiming to have lost a vast amount of the highest quality original video and still images of the moon landings, the evidence of fakery is both abundant and compelling.
Photographic technology in the late 1960s and early 1970s was not what it is today. There were no digital cameras. Auto-focus had not been invented for it requires miniaturized computer circuitry. IBM’s Personal Computer would not come out for another decade, being first released in 1981. Even then, the first PC was underwhelming in its capabilities. The entire computer processing capacity of NASA’s Apollo Space Program was less than that of an Apple iPhone, even the first generation Apple iPhone. Indeed, the memory and processing capacity of the iPhone dwarfs the abilities of the mainframe computers NASA was using for the Apollo Program.
The IBM System/360 Model 75 was the workhorse of NASA. Its maximum memory capacity was 1 Megabyte. For comparison, I am typing this book on a 2 year old laptop computer that has 24 Gigabytes of RAM memory, and 1 Terabyte of solid state hard drive storage. Mega is a prefix for a million, Giga a prefix for billion, and Tera the prefix for trillion. The IBM mainframe NASA used could perform 940 kIPS (thousand instructions per second.) For comparison, the Apple iPhone 1 operated at a speed of 412 million cycles per second. The iPhone also had an additional graphics processor giving it even more computational capability.
For additional reference to the state of technology in the Apollo years, color television sales did not surpass sales of black and white televisions until 1972, the final year of the moon program. The majority of Americans watched the moon landings on black and white cathode ray tube televisions, whose average screen size was 12" for a tabletop model, and 22" for a console T.V.. There is more computer capacity in a programmable toaster today than there was present in the Apollo command and lunar modules’ navigational computers.
There is an entire generation today which cannot relate to the technology of the 1960s and 1970s. Everyone back then grew up without home computers, without the Internet, and the only telephones they had were landlines. If you weren’t home, no one could contact you. Ahhh!!! Those were the days! Video games would not become popular for another decade, so children actually played outside with friends when they got out of school in the afternoon. It was a very different world.
American Family Watching Moon Landing in 1969
The state of the art for film cameras was rudimentary when compared to cameras with computer circuitry in them today.
All cameras during this period used film. The ad above reveals the challenges of taking a good photo. The photographer had to keep the subject framed while adjusting the shutter speed and aperture (the size of the hole which allows light into the camera). The typical camera of that era had a viewfinder which the photographer would look through. The photographer would have to center the image to be shot in the viewfinder. They would also have to adjust aperture and shutter speed using various dials mounted on the camera. Additionally, they would turn a focus ring to make sure the item to be photographed was clear and sharp. If any of these settings were incorrectly chosen, the photograph would suffer degradation and likely end up unusable.
Imagine attempting to take photographs using a camera like this while you were blindfolded and wearing bulky, non-tactile gloves over both hands. This is essentially the challenge presented to the astronauts of the Apollo missions. The cameras used in the Apollo missions were hard mounted to the chest area of the astronaut’s space suit. The camera did not swivel. It had to be aimed by the astronaut turning his body. Additionally, the cameras had no view finders, so the astronaut could only guess where the camera was pointed. It would have been useless for the camera to have a viewfinder for, due to the restrictions of the space suit, the astronaut could see only a small portion of the camera mounted to his chest.
Apollo 11 Astronaut with Camera
These liabilities have led numerous people to question how the astronauts could have captured some of the iconic images on the surface of the moon which have become so popular. These images appear to be expertly composed with the subject perfectly framed, everything sharply in focus and the exposure settings adjusted precisely for the lighting conditions on the moon. Since no one had ever set foot on the moon before, and the lighting conditions on the moon were unknown, such precision is hard to explain.
Apollo 11 - Buzz Aldrin and Flag
The image above is one of the most iconic shots from the Apollo space program. It has not been cropped by NASA. There is a 5 x 5 grid of crosshairs, or reticles, on the image which shows that it was centered perfectly. The lighting conditions would be challenging, to say the least, yet the image is perfectly exposed. The eye is drawn to the brilliantly lit flag which is sharply in focus, and then to the astronaut who is illuminated.
Pretty Good Shot, Neil!
The image above is from a later mission when the astronauts took a lunar rover with them. It is a remarkably composed image, exhibiting professional aptitude. The eye is guided from the astronaut to the flag then to the lunar module where the image of the flag and words “United States” stand out from the shadowed surface, and finally to the lunar rover. It would be a remarkable shot for a professional to take, but for an astronaut handicapped with no view finder, inside a bulky space suit, unable to see precisely where the camera was pointing, and having to guess the proper exposure settings in very challenging lighting conditions, it is a tremendous feat. Never mind that the mountains in the background and the ground behind the lunar module are different colors and texture than the foreground soil, suggesting that a backdrop was used, the image served as a masterful piece of propaganda.
There are other difficulties with the photo narrative provided by NASA. Hasselblad was selected to supply the cameras for the lunar program. Jan Lundberg, the project engineer at Hasselblad, has affirmed that no special adaptations were made to the cameras to block radiation or to make the camera suitable for the temperature extremes which would have been encountered on the moon. There was no lead lining to protect the film from exposure to the radiation which would have been present on the moon. Nor was the Kodak film used by the astronauts stored in lead lined containers before, or after use, not even when passing through the Van Allen Radiation Belts.
I remember back in the 1970s and later being informed that cameras and film should be removed from travelers’ luggage when passing through the x-ray machines at the airport. The x-rays could pass through the camera body and expose the film. On Kodak’s website, the following information is posted.
Suggestions for Avoiding Fogged Film
X-ray equipment used to inspect carry-on baggage uses a very low level of x-radiation that will not cause noticeable damage to most films. However, baggage that is checked (loaded on the planes as cargo) often goes through equipment with higher energy X rays. Therefore, take these precautions when traveling with unprocessed film:
• Don't place single-use cameras or unprocessed film in any luggage or baggage that will be checked. This includes cameras that still have film in them.
• If an attendant or security personnel informs you that your carry-on baggage must be stowed with the checked luggage or go through a second scan, remove your unprocessed film.
• Have your exposed film processed locally before passing through airport security on your return trip.
• If you're going to be traveling through multiple X-ray examinations (more than 5 times), request a hand search of your carry-on baggage. FAA regulations in the U.S. allow for a hand search of photographic film and equipment if requested. (See below for further FAA information.) However, non-US airports may not honor this request.
• Request a hand inspection for all motion imaging origination films. Testing shows fog on motion imaging films even after a single X-ray scan...
• If you're asked to step aside for a more thorough scan of your carry-on baggage, the film could be harmed if they use the more intense X-ray equipment.You should take your unprocessed film out of your luggage.
• Lead-lined bags, available from photo retailers, will weaken the X-radiation on film and reduce potential harm. However, the effectiveness of any particular lead bag depends on the intensity and electric potential of the X-ray generator, the lead's thickness, and the film speed.
The typical Apollo moon mission lasted from 8-12 days. During this time, all film would have been subjected to levels of radiation that far exceed that of an x-ray machine. During the years 1969-1970, the Sun was going through a solar maximum when solar radiation is at its peak. Even after one passes through the Van Allen Radiation Belts where radiation levels can exceed 100 roentgens per hour, cosmic rays and solar flares continue to bombard all objects in space. At the science.nasa.gov website, the following statement is found.
Just as meteoroids constantly bombard the Moon so do cosmic rays, and they leave their fingerprints on Moon rocks, too. "There are isotopes in Moon rocks, isotopes we don't normally find on Earth, that were created by nuclear reactions with the highest-energy cosmic rays," says McKay. Earth is spared from such radiation by our protective atmosphere and magnetosphere.
Even if scientists wanted to make something like a Moon rock by, say, bombarding an Earth rock with high energy atomic nuclei, they couldn't. Earth's most powerful particle accelerators can't energize particles to match the most potent cosmic rays, which are themselves accelerated in supernova blastwaves and in the violent cores of galaxies.
These words are quoted from an article which is attempting to debunk some of the criticisms of those who claim the moon landings were faked. The author is speaking of how difficult it would be to fabricate a moon rock. Yet, in his explanation he provides additional ammunition for those who claim the moon landings never happened. “Oh what a tangled web we weave, when first we practice to deceive.” It is very difficult to defend lies. They always lead to additional lies.
If, as this writer states, the moon is “constantly” being bombarded by cosmic rays due to its lack of an atmosphere and magnetosphere, then surely the radiation would affect much more than the rocks on the moon. It would also affect the men who land on the moon, and their equipment, including their film. Yet, Hasselblad’s lead project engineer states that no steps were taken to build radiation shielding into their camera. The Lunar Module itself was constructed of two thin layers of aluminum, which presents almost zero protection against radiation. All of the film that went to the moon and back should have been washed out due to its exposure to x-rays and other forms of space radiation.
Another problem with the NASA account of lunar photography is that no steps were taken to protect the cameras and film from the temperature extremes on the lunar surface. NASA reports that the astronauts of Apollo 11 experienced temperature swings between 180 degrees Fahrenheit in the sun and -160 degrees Fahrenheit when in shadow.
I think NASA was being conservative about the weather on the Moon, for other sources state that the temperature on the moon fluctuates between much greater extremes.
Temperatures on the moon are extreme, ranging from boiling hot to freezing cold depending on where the sun is shining. There is no significant atmosphere on the moon, so it cannot trap heat or insulate the surface.
The moon rotates on its axis in about 27 days. Daytime on one side of the moon lasts about 13 and a half days, followed by 13 and a half [days] of darkness. When sunlight hits the moon's surface, the temperature can reach 253 degrees F (123 C). The "dark side of the moon" can have temperatures dipping to minus 243 F (minus 153 C)...
The moon tilts on its axis about 1.54 degrees - much less than Earth's 23.44 degrees. This means the moon does not have seasons like Earth does. However, because of the tilt, there are places at the lunar poles that never see daylight.
The Lunar Reconnaissance Orbiter measured temperatures of minus 396 F (minus 238 C) in craters at the southern pole and minus 413 F (minus 247 C) in a crater at the northern pole. That is the coldest temperature ever recorded in the solar system, colder even than Pluto. Scientists think water ice may exist in those dark craters that are in permanent shadow.
(The data above was provided by NASA’s Lunar Reconnaisance Orbiter which was launched in 2009.)
NASA purchased KODAK Ektachrome ISO 160 Professional film for use in its moon cameras. KODAK has affirmed this was not a special formulation. It was identical to the film they sold to the public. It had no special radiation or temperature resistance.
In the book Dark Moon by Mary Bennett and David S. Percy, the authors reported on tests which were performed on this specific Kodak film as it was exposed to varying levels of ionizing radiation, as well as to the extreme temperatures film would encounter on the lunar surface. An appendix at the end of the book describes the controlled environment and careful measurements observed in these tests. David S. Percy FRSA, ARPS is an award-winning film & TV producer and pioneer in the use of leading edge audiovisual technologies. He is an associate of the Royal Photographic Society. (The authors are British, hence the British spelling of certain words.) Following is an excerpt from the appendix of Dark Moon.
Film Strip 8 contains correct exposures (1/60th sec @ f5.6) of the test chart which were then exposed to 25 rem of ionising radiation (8MeV x-rays). The film was processed in the normal (E6) manner. The images although visible are seriously damaged rendering them unusable.
Film Strip 9 contains correct exposures (1/60th sec @ f5.6) of the test chart which were then exposed to 50 rem of ionising radiation (8MeV x-rays). The film was processed in the normal (E6) manner. The images are barely visible, the x-rays having near obliterated the latent images.
Film Strip 10 contains correct exposures (1/60th sec @ f5.6) of the test chart which were then exposed to 100 rem of ionising radiation (8MeV x-rays). The film was processed in the normal (E6) manner. The images are completely obliterated by the x-rays.
Ektrachrome ISO 160 appears to be significantly sensitive to x-rays. Above 100 rem exposure to x-rays any latent image is completely obliterated. Between 50 rem and 25 rem exposure to x-rays the remaining image is visible, but extremely faint. The estimated radiation dose required to degrade the image to the level produced by four hours exposure to the maximum temperature expected on the lunar surface (+82.2 C) is estimated from the above results to be in the order of only 5 rem.
Even a modest radiation dose to the film (5 rem and greater) would produce significant reduction of contrast and image density in the resulting Ektachrome ISO 160T transparencies.
Evaluation of High Temperature on Ektachrome ISO 160... Film...
The following test was undertaken with fresh Ektachrome 160T Film.
According to NASA’s own data, the Temperature range the Hasselblad 500 EL/700 camera was subjected to whilst on the lunar surface was +180° F (+82.2° C) to -180° F (-117.8° C).
This range of temperature is well outside Kodak’s recommendation. The purpose of this investigation was to establish the behaviour of Ektachrome ISO 160 roll film when used at the high end of the temperature range...
When compared to the control strip, the resulting transparencies in test strip 7 show significant ‘lightening’ apparent both on the test patches and on the unexposed areas of the film between and to the side of each exposed image.
Extended exposure to the higher end of NASA’s anticipated temperature range on the lunar surface may be expected to significantly decrease the image density of the resulting Ektachrome ISO 160 transparencies.
[Dark Moon, Mary Bennett and David S. Percy]
To summarize, the conditions in space and on the moon are not merely a threat to human life, the harsh and inhospitable environment also presents obstacles to the normal functioning of technology that was developed for use on Earth. It is very likely that all of the film used in the still and video cameras NASA purportedly sent to the moon would have been so degraded due to exposure to radiation and temperature extremes as to render all images unusable. Those charged with creating the deception of man flying to the moon and back never intended to solve all of the extraordinary challenges of such a venture. They simply wanted to create a convincing illusion while trusting that the majority of people would not take a hard look at the details.
(Click on Image to View Larger and Observe the Stars in the Sky)
The image above was stitched together from two photos taken by astronaut Eugence A. Cernan during the Apollo 17 mission in 1972. The mosaic shows astronaut Harrison H. Schmitt standing next to “Tracy’s Rock,” a huge, split lunar boulder at the Taurus-Littrow landing site. The Lunar Roving Vehicle, which transported Schmitt and Eugene A. Cernan to this extravehicular station from their Lunar Module, is seen in the background. The photos were shot with the Hasselblad camera common to all of the lunar missions. The two images used to create this mosaic can be viewed at the Apollo Archive Gallery website.
The mosaic image has been photoshopped to add stars to the sky. As you can see, the original two images provided by NASA show a perfectly black sky devoid of all stars. This is typical of all of the images provided by NASA which were purported to have been taken from the lunar surface. The reason given for the absence of stars in photos taken from the surface of the moon is often attributed to the exposure setting of the astronauts’ cameras being set to daylight exposure. This explanation seems to satisfy most people, for on Earth we do not typically see stars in the sky during the daytime. People tend to impose onto the lunar expeditions the type of conditions which would exist on the Earth.
In an August 12, 1969, Apollo 11 post-flight press conference, astronaut Neil Armstrong states, "We were never able to see stars from the lunar surface or on the daylight side of the Moon by eye without looking through the optics." Armstrong additionally affirmed that stars were visible with the naked eye only when they were in the shadow of the Moon. With these words, we see that the Apollo astronauts described identical viewing conditions of the heavens from the lunar surface as one would experience from the surface of the Earth.
At the website Ask An Astronomer, Dave Kornreich answers a daycare teacher’s question regarding why we cannot see stars shining in the sky during the daytime on Earth. At the end of his answer, Dave Kornreich, who received his PhD from Cornell University in 2001 and is now an assistant professor in the Department of Physics and Physical Science at Humboldt State University, adds an interesting tidbit of information about viewing conditions from the moon.
Q: I'm a teacher in a daycare. Each week we have a theme for are (sic) program. Last week it was the stars in the sky. This little boy asked me "why do stars glow at night and not during the day?" I didn't know what to answer so maybe you can help me answer this question for the little boy.
A: Stars do glow during the day, but we can't see them because of the glare of sunlight. When the sun is up, the blue color in sunlight gets scattered all over the atmosphere, turning the sky the familiar bright blue color. This blue light is much brighter than the faint light coming from the stars, so it prevents us from seeing them.
If you were standing on the Moon, for instance, where there is no atmosphere, you would see the stars both day and night.
Kornreich has kept his answer simple, where a layman can understand it. As light from the sun passes through the Earth’s atmosphere it encounters atoms and molecules formed primarily from Nitrogen, Hydrogen, and Oxygen. Contact with our atmosphere causes light to be scattered in all directions. As when light passes through a prism, it is separated into various wavelengths. The shorter blue wavelengths are scattered more profusely which is why the sky looks blue during the daytime. This scattered blue light appears brighter than the faint light of the stars beyond and prevents us from seeing the stars during the daytime. In effect, it is not the brilliance of the Sun which prevents us from seeing the stars in the sky. Rather, it is the light scattering properties of the Earth’s atmosphere that causes this effect.
Since the moon does not have an atmosphere, this scattering of light does not occur. The sky would not appear blue from the moon. It would appear black while the stars and planets would appear much brighter and clearer than they do even on the darkest night on Earth. It is this obscuring effect of the Earth’s atmosphere that has led to most Earth based observatories being located at high elevations atop mountains. The densest atmosphere is at lower elevations, nearer to sea level. By rising above this densest part of the atmosphere, terrestrial astronomers are able to get views of the heavens that are far more brilliant and clear than they would be able to obtain at lower elevations.
Mountain View of the Milky Way
Views of the stars from the lunar surface would far surpass the very best view from Earth. Without an atmosphere to block, absorb, or scatter light, each star would appear far more brilliant, and many more stars would be visible. Having such an unprecedented opportunity to take photographic images of the heavens from the lunar surface, one must ask why the astronauts never thought to do so. Yet even more startling is that the astronauts should say they could not see any stars in the lunar sky
On one of NASA’s own webpages, they have admitted that stars would be visible in the daytime sky from the Earth if we had no atmosphere. This would be true of astronauts standing on the surface of the moon as well. See the following link:
Milky Way and Earth from International Space Station
The image above was taken by an astronaut in the International Space Station with a handheld camera. With a visage like this, it is unbelievable that the Apollo astronauts remained silent about the stars they were able to see from space and from the moon, and they brought back no pictures of them. Of course, if they never actually went to the moon, the photos and accounts given by the astronauts are understandable. It would be easier to state that no stars are visible from the lunar surface during the daytime than to attempt to fake authentic images of the starry host which would be far more numerous and brilliant than what was observable from Earth.
Aside from the bad science contained in the NASA narrative of the moon missions, there is significant evidence of the moon photos having been staged on Earth, oftentimes in a studio environment with artificial lighting sources. It should not strain the sensibilities of any person to imagine NASA staging and faking shots they claim were taken on the moon. It is no secret that NASA created simulations of the lunar surface, complete with lunar modules, rovers, and the various science experiments the astronauts were to carry out. These staged conditions were ostensibly used for astronaut training. It would be a relatively simple matter to use the same, or similar props and staging, to create fake images and videos of the astronauts on the moon.
The following link is to a NASA document describing the various simulators they developed for astronaut training.
NASA invested much effort in creating realistic looking simulations. At NASA’s Langley Research Center in Virginia, the space agency employed artists who used photographs of the lunar surface taken from satellites and telescopes, to recreate large models of the moon.
Artist Working on Moon Model at Langley Research Center
1960s Moon Landing Simulator
At NASA’s Langley Research Center they built a Lunar Excursion Module Simulator. Note that in the multiple exposure image of this simulator, it is demonstrated that by use of a giant overhead gantry, NASA was able to simulate both horizontal and vertical motion of the lunar module. It would make a perfect prop for a faked lunar landing, as well as a take-off from the moon’s surface.
Lunar Excursion Module Simulator
Following is another image provided by NASA of their Langley facility’s lunar module simulator.
(Click on Image to View Larger)
NASA had everything they needed to make a Hollywood style production of the moon landing from right here on Earth. Interestingly, Langley, Virginia is also the headquarters for the CIA. NASA created Project LOLA - Lunar Orbit and Landing Approach, and from appearances they were creating the world’s greatest movie production stage.
This photo from NASA’s website shows a Project LOLA engineer checking the accuracy of one of the large scale models of the moon they created. Observe the small gauge train track running along the model. Such a track would be ideal for a moving camera which would simulate the approach of the Lunar Module to the moon’s surface.
NASA also created large scale terrestrial simulations of the lunar surface. Observe the image below and see if you can discern any difference from depictions of the moon.
This large, multi-acre crater field is located outside Flagstaff, Arizona. It bears a striking resemblance to images of the surface of the moon broadcast during the Apollo moon missions. NASA created this crater field with dynamite and fertilizer bombs.
NASA Crater Field at Cinder Lake, AZ
Since NASA had built every conceivable simulation of the Apollo moon missions, and they bear a stunning similarity to the images NASA claims were taken on the moon, it is quite plausible to suggest that the entire project was faked. None of it was filmed on the moon. There are additional photographic anomalies which point to the Apollo program being a terrestrial production. These will be examined in the next chapter.
Heart4God Website: http://www.heart4god.ws
Parables Blog: www.parablesblog.blogspot.com
P.O. Box 804
Montezuma, GA 31063
Subscribe to: Post Comments (Atom)
It is interesting to me that NO ONE has commented on the last few chapters despite your request to hold such questions until after you've posted the entire book. That level of control in the face of one of the biggest lies in human history is staggering to me! You'll never have enough time to answer the barrage of questions that must surely come at the conclusion of this work. I must admit that this topic and the 9/11 charade make my blood boil just thinking about them. I'm hoping that one of the next chapters is entitled "PROOF" before this entire thing is consigned to that great pile of hoaxer trash available on the internet. There are equal and more plausible explanations for everything you have covered so far. That NASA is bent is beyond question, they have played a major role in disseminating the 'magic' that keeps the 'wool over our eyes'! The last few shuttle missions were pregnant with occult ritual and meaning as a means to communicate to those in the know that the 'Arab Spring' movement would usher in the next era of the 'New World Order'. I can't wait to read the next chapter! God Bless!
Dear Joseph, I am the unofficial designated "black-sheep" of my family. One of the many reasons my family has rejected me over the years is because I am one of those "tin-foil hat" wearing, "conspiracy kooks" and very proud of it! As a teenager I read some of my grand-father's books like "None Dare Call It A Choice" (P. Schafly) and "None Dare Call It Conspiracy" (G. Allen) and my mind opened wide to the possibility that I was being lied to on a very regular basis. The first conspiracy I first began to openly talk about as a young adult was that of the FEDERAL RESERVE BANK and the direct income tax hoax. After that the flood gates just opened wide. One of the very first revelations I received at an early age was the simple maxim, "Follow the money and you will soon find the truth." Whether, the moon-landing hoax, the JFK assassination, the Reagan assassination attempt (allegedly by the son of George H.W. Bush's best friend - while in Yale - as well as long-time business partner and major campaign contributor throughout his career), 9-11-2001, Sandy Hook, etc. ad nauseum - there is always a money trail that cannot be erased! However, the greatest conspiracy of all is the unseen one that has been going on for around six thousand years. Our enemy is made up of one third of the fallen host - who do not need to sleep or eat as far as we know - and they have been conspiring against man-kind - to destroy it. From the time of Cain, Nimrod and Esau to Mussolini, Hitler, Stalin to the Bushes, the Clintons and Obama - the devilish fallen host have always found willing pawns to exercise their evil schemes against humanity. However, all of these conspiracies to destroy man-kind will soon be defeated at the coming of our wonderful Savior and King. The enemy knows their time is short and they also know they were defeated at the cross. Their only hope is to try to thwart the rapture and the victorious return of the King by exterminating all born again believers and Jews and / or to destroy all humanity before hand. By the prophetic word of Yahweh we know that will NEVER happen! Thank you for writing this... Hopefully, a few more "good-hearted", "well-intentioned" believers will awaken and stop wasting there time, energy and financial resources on a completely meaningless Presidential election and instead redirect them to that which has eternal value and reward. Shabbat shalom! Your Friend, Robert McDuffie
Post a Comment
|
<urn:uuid:10a51c25-205d-4a5b-a07b-80f57675864d>
|
CC-MAIN-2023-14
|
https://parablesblog.blogspot.com/2016/01/smoke-and-mirrors.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00559.warc.gz
|
en
| 0.958273
| 6,811
| 2.875
| 3
|
Common diseases - Otitis
External otitis is a frequent disease of the ear in small animals. It consists of an acute or chronic inflammation of the ear canal and sometimes of the ear pinna.
If your dog or cat shakes its head frequently, scratches its ears or rubs them on the ground, if its ears are red, dirty and smell bad, they are perhaps the center of a problem called otitis. This disease can imply one or both ears simultaneously. Sometimes liquid discharges can be noticed. In severe cases, the animal can lean its head towards the side that is infected.
Some breeds are predisposed. Indeed, dogs with dropping ears (Cockers, Setters, Labradors), those that have a lot of hairs in the ear canal (Poodles for example), or those that produce a lot of sebum (Cockers) are more subject to develop otitis. Shar-Peis are also predisposed because of their narrow ear canal.
Factors responsible for external otitis are numerous and varied; foreign substances such as shampoo, inadequate medications, water entering the canal during swimming and foreign objects predispose to the occurrence of inflammation. Some parasites can also colonize the ear (ear mites). Allergy problems (food and others), hormonal imbalance and auto-immune diseases can still induce the occurrence of otitis. Finally, the presence of tumors in the ear canal can also cause this type of inflammation.
An otitis that is not treated can lead to severe complications. Bacteria and/or yeast multiplication can be seen with the occurrence of infection; proliferation of these microorganisms aggravates the inflammation of the affected ear. To cure otitis, it is necessary to treat the underlying causes and complications. Your veterinarian will do a cytology by taking a sample of the secretions to examine them under a microscope. When there is a bacterial infection, a culture with an antibiogram may be necessary. After having determined the otitis cause, your veterinarian will prescribe the appropriate treatment. He/she can show you how to clean the ears and how to apply the chosen ear medicine. If the bacterial otitis is severe and/or chronic, and/or if the presence of an otitis media is detected, systemic antibiotics may be indicated. It is also good to know that when the external ear is affected and it is not treated correctly, this can spread to the middle ear and to the internal ear; dogs and cats can then have loss of balance, and become deaf.
If you have doubts concerning the health of your pet's ears, consult your veterinarian!
|
<urn:uuid:c003cfb1-3f1f-49c8-95fb-fbab0095b9cd>
|
CC-MAIN-2023-14
|
https://www.cvrivesud.com/en/cat/common-disease/otitis.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00559.warc.gz
|
en
| 0.941542
| 529
| 3.46875
| 3
|
How many vitamins in Pumpkin Pie
People with low levels of vitamin in diet can suffer deficiency diseases.
Vitamins are really important substances for the body's health. For this reason we recommend you maintain a balanced vitamins intake.
Some of the vitamins found in Pumpkin Pie are: Vitamin A (3,434 IU), Vitamin B-9 (26 mg) and Vitamin K (13.2 µg).
Vitamin A is required for several vital functions in the body, functioning as an antioxidant and favors skin health, bone metabolism, embryonic development, immune health, good vision, and gene transcription and reproduction.
In 100 grams of Pumpkin Pie, you can find 3,434 IU of Vitamin A. It provides the 114% of the daily recommended value for the average adult.
Vitamin B12 (cyanocobalamin) belongs to the family of water-soluble vitamins that keeps your nerves and red blood cells healthy. However, the vitamin B12 deficiency is usually reported with symptoms of fatigue.
In 100 grams of Pumpkin Pie, you can find 0.35 micrograms of Vitamin B12. It provides the 6% of the daily recommended value for the average adult.
Vitamin C, also known as Cholecalciferol and labeled as calcitriol when intended for topical use on the skin. The Cholecalciferol is an important source in the prevention of bone loss. It also helps to strengthen the immune system.
In 100 grams of Pumpkin Pie, you can find 0.1 micrograms of Vitamin D. It provides the 1% of the daily recommended value for the average adult.
Vitamin B7, more commonly known as alpha-tocopherol, is a popular antioxidant used to prevent or treat various diseases such as diabetes, cataracts, cancer, and heart disease. This vitamin is the key for strong immunity and healthy skin and eyes.
0.76 milligrams of Vitamin E can be found on every 100 grams of Pumpkin Pie, the 5% of the total daily recommended Vitamin E intake.
Vitamin K, also called Phylloquinone, offer protection against health problems like Osteoporosis, Brain health problems, Arterial calcification, varicose veins, and specifics cancer diseases -Prostate cancer, lung cancer, liver cancer, and leukemia.
13.2 micrograms of Vitamin K can be found on every 100 grams of Pumpkin Pie, the 17% of the total daily recommended Vitamin K intake.
Vitamin B1 is one of the eight water-soluble B vitamins. it plays an essential role in the production of energy from food, the conduction of nerve impulses and synthesis of nucleic acids.
100 grams of Pumpkin Pie contains 0.17 milligrams of Vitamin B-1, that’s the 11% of the daily recommended value for an adult.
The main functions of vitamin B2 (riboflavin) are connected to its role as a helper the body to convert vitamin B6 and vitamin B9 into active forms, neutralize ‘free radicals’ that can damage cells and produce energy converting food into glucose.
In 100 grams of Pumpkin Pie, you can find 0.12 milligrams of Vitamin B-2. It provides the 7% of the daily recommended value for the average adult.
Vitamin B3 is one of the water-soluble B vitamins. It is also known as niacin (nicotinic acid) and plays an important role in the disease risk reduction of diseases like Cancer and Diabetes.
In 100 grams of Pumpkin Pie, you can find 1.1 milligrams of Vitamin B-3. It provides the 6% of the daily recommended value for the average adult.
Health Benefits of Vitamin B5 include cholesterol and triglycerides reduction in the blood, the acceleration of wound healing -especially following surgery- and help with symptoms of rheumatoid arthritis.
0.45 milligrams of Vitamin B5 can be found on every 100 grams of Pumpkin Pie, the 5% of the total daily recommended Vitamin B-5 intake.
Folic acid (Vitamin B9) is essential for the proper functioning of the body and healthy living. It plays an important role in maintaining healthy digestive system, hair, skin, kidneys and eyes.
100 grams of Pumpkin Pie contains 26 micrograms of Vitamin B-9, that’s the 7% of the daily recommended value for an adult.
Minerals in Pumpkin Pie
There are 2 kinds of minerals your body needs: macrominerals and microminerals. Your body needs larger amounts of macrominerals than trace minerals. Prominent Macrominerals or major minerals are Sodium, Potassium, Calcium or Magnesium. The trace or Micromineral group is made up of iron, manganese, copper, iodine, zinc, cobalt, fluoride, and selenium.
Some of the minerals found in Pumpkin Pie are: Sodium (239 mg), Potassium (167 mg) and Phosphorus (81 mg).
Calcium not only is known for Strengthen bones, teeth, the heart. It is also considered a very important mineral in human metabolism, making up about 2% of an adult human’s body weight.
64 milligrams of calcium can be found on every 100 grams of Pumpkin Pie, the 6% of the total daily recommended calcium intake.
Iron is an abundant element on earth and is a biologically essential component of every living organism which play an important role in processes that continuously take place on a molecular level, especially in the hemoglobin creation, a part of blood cells.
In 100 grams of Pumpkin Pie, you can find 0.9 milligrams of iron. It provides the 5% of the daily recommended value for the average adult.
The Potassium plays roles at both the cellular and electrical level. This Mineral is an essential element for the activation of an important enzyme in carbohydrate metabolism.
In 100 grams of Pumpkin Pie, you can find 167 milligrams of potassium. It provides the 4% of the daily recommended value for the average adult.
Magnesium is a vital mineral that has been shown to positively impact in energy production, healthy immune system regulation, and muscle function. It also helps in the production of protein and blood glucose levels regulation.
100 grams of Pumpkin Pie contains 14 milligrams of magnesium, that’s the 4% of the daily recommended value for one person.
Phosphorus have good relationship with calcium in bones building process -providing strength to bones and teeth-. Your body needs the right amount of both to be strongest. However the most important thing is balance between the two elements.
100 grams of Pumpkin Pie contains 81 milligrams of phosphorus, that’s the 8% of the daily recommended value for one person.
Sodium works in close association with chlorine and potassium to ensure a proper fluid and electrolyte or pH balance in our body. Sodium also plays a special role helping in the nerve transmissions, muscle contractions and hydration.
In 100 grams of Pumpkin Pie, you can find 239 milligrams of sodium. It provides the 16% of the daily recommended value for the average adult.
Zinc is involved in the production of at least 300 enzymes which provides a host of benefits. Low levels of zinc in the body can induce measureable reductions in the activity of the immune system.
0.39 milligrams of zinc can be found on every 100 grams of Pumpkin Pie, the 3% of the total daily recommended zinc intake.
Copper is required to manufacture collagen, a major structural protein in the body. It is central to building strong tissue, maintaining blood volume, and producing energy in your cells.
In 100 grams of Pumpkin Pie, you can find 0.14 milligrams of copper. It provides the 7% of the daily recommended value for the average adult.
Some of the health benefits of Manganese mineral include the formation of connective tissues, proper functioning of the thyroid gland and sex hormones, regulation of blood sugar level, absorption of calcium, and assistance in fats and carbohydrates metabolic activities.
100 grams of Pumpkin Pie contains 0.22 milligrams of manganese, that’s the 11% of the daily recommended value for an adult.
Selenium is found naturally in many foods. According to studies, these enzymes play a key role in the thyroid and immune functions. It also helps to regulate female fertility and protect from antiviral effects.
100 grams of Pumpkin Pie contains 5.4 micrograms of selenium, that’s the 8% of the daily recommended value for an adult.
Calories in Pumpkin Pie
We need an average of 2,000 calories per day to maintain body functions. 100 grams of Pumpkin Pie have 243 calories, the 12% of your total daily calorie needs.
There are three different levels of physical activity to calculate the average Kcal intake per day.
A Moderately Active women aged 12 to 25 years needs between 2,000 and 2,200 calories daily, while women aged 26 to 50 need 2,000 calories and aged 51 to 76+ need between 1,600 and 1,800.
Fats and Cholesterol
100 grams of Pumpkin Pie contain the 15% of your total daily needs: 9.75 grams of total fat.
An average adult needs 65 grams of total fat per day. 65 grams fat equals to the 30% of calories consumed by humans and represents the estimated daily needed for a 133-lb. person to maintain her or his weight. For a 167-lb. person the estimated daily needed are 80 grams fat.
The AHA (American Heart Association) recommends limiting your daily cholesterol intake to less than 300 milligrams. Less than 200 if you are at a high risk of heart disease.
The AHA (American Heart Association) recommends limiting your daily saturated fat intake to less than 130 milligrams.
100 grams of Pumpkin Pie contain 1.98 grams of saturated fat, the 10% of your total daily needs.
Monounsaturated fatty acids
Polyunsaturated fatty acids
Data Facts Table of Pumpkin Pie
|
<urn:uuid:98054364-35e0-4ff0-8ffb-612d17f360e4>
|
CC-MAIN-2023-14
|
http://www.freefoodfacts.com/pumpkin-pie/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00559.warc.gz
|
en
| 0.864416
| 2,638
| 2.890625
| 3
|
Strategies for the Control and Investigation of Varicella Outbreaks Manual, 2008
Printer-friendly version of this page/manual [37 pages]
Authors: Adriana S Lopez, MHS and Mona Marin, MD
Following implementation of the one-dose varicella vaccination program in the United States in 1995, varicella vaccination coverage has steadily increased and the number of varicella cases has decreased. However, despite the increasing use of varicella vaccine, outbreaks of varicella have continued to occur, even in settings with high vaccination coverage. Thus, in June 2006, a second dose of varicella vaccine was added to the routine childhood vaccination program to assist, in part, with outbreak prevention and control.
To improve existing knowledge about the epidemiology of varicella and to have a basis for refining varicella vaccination policy, it is important to monitor and investigate varicella outbreaks. These guidelines for the control and investigation of such outbreaks were developed by the Centers for Disease Control and Prevention’s (CDC’s) National Center for Immunization and Respiratory Diseases (NCIRD) with input from state and local public health departments. Public health officials should implement appropriate responses to reports of varicella cases to determine if an outbreak exists and, if so, to evaluate its scope and implement control measures appropriate to the outbreak setting.
Before licensure of the varicella vaccine, varicella was a common childhood disease, causing about 4 million cases, including an average of 10,500 hospitalizations and 105 deaths, each year [1-3]. The varicella vaccine was licensed for use in the United States in 1995 and was recommended by the Advisory Committee on Immunization Practices (ACIP) and the American Academy of Pediatrics (AAP) for routine use in healthy children 12–18 months of age and for older susceptible children and adults [4-5]. In 2006, national 1-dose varicella vaccination coverage among children 19–35 months of age was 89% and varicella-related morbidity and mortality had declined significantly following implementation of the 1-dose varicella vaccination program. The incidence of disease decreased 90% between 1995 and 2005, with the greatest decline in children and adolescents . National varicella hospitalizations declined 88% during 1994–2002 , and age-adjusted mortality rates decreased 66% from 1990–1994 to 1999–2001, with the greatest decline (92%) in children 1–4 years of age .
Recommendations for the prevention of varicella were updated in 2006 to include a routine two-dose schedule for children; the first dose is recommended at 12–15 months of age and the second dose at 4–6 years of age, with catch-up vaccination for all persons without evidence of immunity to varicella and for one-dose vaccine recipients . One of the rationales for the second-dose recommendation was to reduce the number of varicella outbreaks because of the burden they caused on public health personnel, schools, and families. Therefore, tracking outbreaks through existing case-based surveillance will help states and CDC monitor the impact of this new recommendation.
As overall disease incidence declines, the risk for exposure to varicella-zoster virus (VZV) decreases, leading to susceptible (unvaccinated and vaccinated) children aging into adolescence and adulthood. Although the total number of varicella cases is declining, a shift of the remaining varicella disease burden to middle school years is being observed. In 1995, the median age of varicella infection ranged from 3-5 years in vaccinated persons and from 5-6 years in unvaccinated persons. By 2005, the median age increased to 6–8 years in vaccinated persons and 13–19 years in unvaccinated persons .
As the age of infection increases, varicella outbreaks may occur more frequently in middle schools, high schools, and colleges. Implementation of recommended catch-up vaccination for older children and adolescents and varicella vaccination requirements for day care, elementary, middle, and high school, and college entry will prevent increasing susceptibility and subsequent outbreaks in these age groups . Achieving high immunization levels in day care centers, schools, and colleges is important because transmission of infectious diseases like varicella is facilitated by the increased contact rates among students . In the United States, school requirements have proven to be an extremely effective strategy for achieving high vaccination coverage among school-aged children . As of September 2007, 48 states and the District of Columbia had implemented requirements that children entering day care or school must have received either one dose of varicella vaccine or have other evidence of immunity to varicella. Twenty-six states have requirements for entry to middle or high school [CDC unpublished data, 12]. States are in the process of transitioning to the two-dose varicella vaccination school entry requirements for elementary schools; the number of states with college entry requirements is not known.
Investigations of varicella outbreaks in schools and other settings in the vaccine era will improve our knowledge of the epidemiology of varicella, assess virus transmission patterns, describe disease burden and risk factors for severe varicella, provide estimates of varicella vaccine effectiveness for two versus one dose of vaccine, and identify risk factors for vaccine failure. In addition, monitoring the number and size of varicella outbreaks will help to assess impact of the second-dose recommendation. These data will facilitate the development and refinement of appropriate public health interventions to control and prevent future varicella outbreaks and further reduce varicella morbidity and mortality.
Varicella (chickenpox) is the disease that results from primary infection with the varicella-zoster virus (VZV). It is a highly contagious rash illness that is transmitted from person to person by direct contact with patients with either varicella or herpes zoster (HZ) or by airborne spread (from respiratory secretions or aerosolized vesicular fluid from skin lesions). Secondary attack rates among susceptible household contacts occur in 65% to 86% of cases [13-15]. The average incubation period is 14–16 days (range, 10–21 days). Persons with varicella are considered infectious from 1 to 2 days before the rash appears and until all lesions are crusted over (average range, 4–7 days after rash onset). Infants, adolescents, adults, and immunocompromised persons are at higher risk for complications. Persons with underlying immunocompromising medical conditions (e.g., cancer, HIV/AIDS) are especially likely to have more severe disease and a longer time to crusting of lesions; thus, they may shed virus from skin lesions for a prolonged period . Severe complications of varicella include secondary bacterial infections, dehydration, pneumonia, encephalitis, and cerebellar ataxia, all of which may result in death.
Varicella in vaccinated persons (i.e., breakthrough disease) is a varicella-like rash that occurs more than 42 days after vaccination. The disease is usually mild with a shorter duration of illness, less constitutional symptoms, and fewer than 50 skin lesions (sometimes even <10; compared with approximately 250–500 lesions in unvaccinated healthy persons). Rash is atypical, often maculopapular, with few or no vesicles. However, breakthrough varicella disease in vaccinated persons has been shown to be contagious. Seward et al. demonstrated that vaccinated persons with <50 lesions were one-third as contagious as unvaccinated persons, but vaccinated persons with ≥50 lesions were just as contagious as unvaccinated persons. Varicella outbreaks have been documented in highly vaccinated populations [17-20] and vaccinated case-patients acted as index cases in several outbreaks. Although breakthrough varicella is generally mild, approximately 25% of case-patients may have >50 lesions and clinical features similar to those among unvaccinated persons. However, serious complications have been reported among persons who developed <50 lesions .
Pre-and post-licensure studies have demonstrated vaccine effectiveness of one dose of the varicella vaccine to be about 80–85%, on average, for prevention of disease of any severity and >95% for prevention of severe disease [17-19, 22-35]. In a clinical trial comparing one versus two doses of varicella vaccine, for disease of any severity, the risk for developing breakthrough varicella was >3-fold lower among two-dose vaccinees compared with one-dose vaccinees . Vaccine efficacy of two doses was significantly higher compared with that of one dose (98% vs 94%; p<0.001) . Studies are needed to assess the field effectiveness of two doses; however, on the basis of results from the clinical trial, it is expected to be higher than the effectiveness of one dose.
After primary infection as varicella, VZV resides in the cell bodies associated with spinal nerves. Reactivation of latent VZV results in HZ (shingles). Clinical features of HZ include a localized pruritic, often painful, vesicular rash that generally appears unilaterally in one or more dermatomes . Persons with HZ are infectious during the vesicular stages of rash; the rash typically crusts over within 7–10 days but may take from 2 to 6 weeks to heal completely [36,37]. Immunocompromised persons are at increased risk of disseminated or more severe disease. Localized HZ is approximately one-fifth as infectious as varicella or disseminated HZ , but transmission of VZV has been reported. Reports indicated the rare occurrence of airborne transmission of VZV from HZ case-patients in healthcare settings [39-41]. HZ case-patients have also been identified as the index case in outbreaks of varicella .
At the beginning of the varicella vaccination program in 1995, active surveillance sites were established to assist with monitoring. However, to fully assess the impact of the varicella vaccination program, national surveillance is needed.
As a first step in establishing national varicella surveillance, varicella deaths became nationally notifiable in 1999 . In 2002, the Council of State and Territorial Epidemiologists (CSTE) recommended that states begin reporting individual cases of varicella by 2003 and implement state-wide case-based reporting by 2005 . The three initial core variables recommended by CDC for case-based reporting included age, vaccination status, and severity of disease (based on number of lesions). However, states conducting case-based surveillance should now be collecting standard demographic, clinical, and epidemiologic data on each case. States unable to collect these data should collect, at a minimum, the three key variables mentioned above. It is also important to collect information on the case outcome (i.e., whether the patient was hospitalized or died). Probable and confirmed cases of varicella should be reported to CDC. In 2007, 34 states reported varicella cases to the National Notifiable Diseases Surveillance System (NNDSS). To report varicella-specific data, a varicella messaging guide has been created to inform states on how to develop a message to extract the varicella variables from their surveillance system and send to CDC. For guidance, see the NNDSS Varicella Message Mapping Guide. State and local health departments rely on healthcare providers, public health workers, and school nurses to report varicella cases and related deaths. For information on the specific varicella reporting requirements for a particular state, contact the local or state health department.
Tracking the number and size of varicella outbreaks through existing varicella case-based surveillance is another varicella surveillance strategy that can be used to monitor the impact of the two-dose recommendation. For states that have not yet established varicella case-based reporting, tracking only the number and size of varicella outbreaks may be a feasible alternative until case-based reporting is established. Reporting of varicella outbreaks can be facilitated in states with mandatory reporting of outbreaks of all reportable diseases in the state. Nineteen states are currently conducting varicella outbreak surveillance which includes collecting case-based data on cases associated with varicella outbreaks. A sample worksheet for monitoring varicella outbreaks is available in Appendix A.
Case Definitions and Classifications
The following case definitions were approved by CSTE for varicella disease in 1999 and for varicella-related deaths in 1998 [43,45].
Varicella clinical case definition. An illness with acute onset of diffuse (generalized) maculopapulovesicular rash without other apparent cause. In vaccinated persons who develop varicella more than 42 days after vaccination (i.e., breakthrough disease), the rash may by atypical in appearance (maculopapular with few or no vesicles).
Varicella clinical case definition
An illness with acute onset of diffuse (generalized) maculopapulovesicular rash without other apparent cause. In vaccinated persons who develop varicella more than 42 days after vaccination (i.e., breakthrough disease), the rash may by atypical in appearance (maculopapular with few or no vesicles).
Varicella case classification
- Probable. A case that meets the clinical case definition, is not laboratory confirmed, and is not epidemiologically linked to another probable or confirmed case.
- Confirmed. A case that is laboratory confirmed or a case that meets the clinical case definition and is epidemiologically linked to a confirmed or a probable case. Note: Two probable cases that are epidemiologically linked are considered confirmed, even in the absence of laboratory confirmation.
Varicella deaths classification
- Probable. A probable case of varicella that contributes directly or indirectly to acute medical complications that result in death.
- Confirmed. A confirmed case of varicella that contributes directly or indirectly to acute medical complications that result in death.
Laboratory Criteria for Diagnosis
- Direct detection—the demonstration of VZV antigen by polymerase chain reaction (PCR) tests, by direct fluorescent antibody (DFA), or by isolation of VZV through viral culture from a clinical specimen. These viral detection methods are the laboratory methods of choice for confirmation of varicella disease.
- Four-fold or greater rise in serum varicella immunoglobulin G (IgG) antibody level between acute and convalescent serum by a quantitative serologic assay. A four-fold rise in IgG antibodies might not occur in vaccinated persons .
- Serologic test results that are positive for varicella-zoster immunoglobulin M (IgM) antibody by IgM capture assay. However, there is not much experience with IgM antibody testing and the IgM response in unvaccinated persons. Even less information is available for vaccinated persons.
Laboratory Diagnosis of Varicella
The mild or atypical presentation of breakthrough varicella coupled with the rarity of cases in unvaccinated persons (due to the continued decline of varicella incidence in the vaccination era) creates challenges for clinical diagnosis and emphasizes a need for laboratory confirmation of cases. It is important for healthcare providers to consider varicella as a possible diagnosis for case-patients who have atypical presentation (e.g., <50 lesions that are mainly macular) because suspicion of varicella disease (e.g., link to case in school) is needed before laboratory diagnosis is considered. All state public health laboratories now have the capacity to diagnose VZV disease by PCR.
Genotyping of VZV is also important for certain situations. In addition, it helps with the understanding of transmission of endemic disease. Genotyping will identify the strain as vaccine or wild-type and will provide details for further characterization of the virus. Specimens for confirmation and genotyping can be sent to the National VZV Laboratory; this website includes a link to the VZV Specimen Collection Form, which must be included with each sample that is sent, and it includes a video demonstrating the techniques for collecting different specimens for varicella confirmation. Additional information about laboratory testing for varicella diagnosis, including virus identification and isolation, serologic testing, and specimen collection, can be found in the Varicella chapter of the Vaccine Preventable Diseases Surveillance Manual.
- Airborne transmission. Dissemination of airborne VZV-containing droplet nuclei or particles in the respirable size range that remain infective over time and distance. VZV carried in this manner may be dispersed by air currents and may be inhaled by susceptible persons who have not had face-to-face contact with or been in the same room with an infectious person .
- Direct contact transmission. Transfer of VZV from one infected person to another person without a contaminated intermediate object or person .
- Droplet transmission. Also considered a form of contact transmission. Conjunctival, nasal, or oral mucosa contact with VZV-containing droplets (size >5 mm) generated from an infected person (by coughing, sneezing, and talking or during certain medical procedures, such as suctioning or bronchoscopy) and propelled a short distance (e.g., ≤3 feet) .
- Exposure. Close contact with an infectious person, such as close indoor contact (e.g., in the same room) or face-to-face contact. Experts differ in their opinion about the duration of contact; some suggest 5 minutes and others up to 1 hour, but do agree that it does not include transitory contact .
- Evidence of immunity to varicella includes
- Documentation of age-appropriate vaccination
- Preschool-aged children aged ≥12 months: 1 dose
- School-aged children, adolescents, and adults: 2 doses (for children who received their first dose at age <13 years and for whom the interval between the 2 doses was ≥28 days, the second dose is considered valid)
- Laboratory evidence of immunity
- Laboratory confirmation of disease.
- Serologic confirmation of immunity. Commercial assays (IgG) can be used to assess disease-induced immunity, but they lack sensitivity to always detect vaccine-induced immunity (i.e., they might yield false-negative results).
- Birth in the United States before 1980. For healthcare personnel, pregnant women, and immunocompromised persons, birth before 1980 should not be considered evidence of immunity; in such cases, the other criteria of evidence of immunity should be sought.
- Diagnosis or verification of a history of varicella disease by a healthcare provider. For typical disease, diagnosis or verification of history of disease can be provided by any healthcare provider (e.g., school or occupational clinic nurse, nurse practitioner, physician assistant, or physician). For persons reporting a history of, or reporting with, atypical or mild cases, assessment by a physician or their designee is recommended, and one of the following should be sought: 1) an epidemiologic link to a typical varicella case or laboratory-confirmed case or 2) evidence of laboratory confirmation (if laboratory testing was performed at the time of acute disease). When such documentation is lacking, persons should not be considered as having a valid history of disease because other diseases can mimic mild atypical varicella.
- Diagnosis or verification of a history of herpes zoster by a healthcare provider.
- Documentation of age-appropriate vaccination
- High risk person/contact. Someone at increased risk for complications from varicella disease because of their age or an underlying condition (e.g., immunocompromised persons, cancer patients, pregnant women, neonates whose mothers are not immune).
- Incubation period. The period between exposure to VZV and onset of rash. The average incubation period for varicella is 14–16 days, with a range of 10–21 days.
- Index case. The first person with varicella identified in a chain of transmission.
- Infectious period. The period during which an infected person sheds VZV, beginning 2 days before rash onset until all lesions are crusted over or until no new lesions appear within a 24-hour period (average range, 4-7 days).
- Outbreak. The occurrence of ≥5 varicella cases that are related in place and epidemiologically linked.
- Residential institution settings. May include settings like long-term care facilities, nursing homes, and group homes.
- School settings. May include child care centers, elementary, middle, and/or high schools, or colleges/universities.
As varicella outbreaks continue to occur in the United States, states will need to prioritize investigations of outbreaks. State or local health departments should decide on the level of action required. Box 1 lists outbreaks that are considered high priority for control and investigation because they present the greatest risk of severe morbidity from varicella or may impact the community. box2 outlines strategies for the control and investigation of varicella outbreaks. These strategies are based on experience with varicella outbreaks in the United States and are presented for outbreaks in school, residential institution, and healthcare settings but can be applied to other setting.
Identification of a single case of varicella should trigger appropriate intervention measures as such cases can be sources for potential outbreaks. Different settings may have specific internal guidelines for managing a single case of varicella (e.g., prisons ) and these guidelines should be observed to help prevent outbreaks in the particular settings. These present guidelines provide an overall approach to the control and investigation of varicella outbreaks among children in school settings and among adults in closed settings. Many circumstances surrounding outbreaks will vary and require modified approaches to meet practical limitations of the outbreak site.
- Outbreaks involving patients and staff in healthcare settings.
- Outbreaks involving patients with complications (e.g., pneumonia, encephalitis, invasive Group A streptococcal infection, or hemorrhagic complications) and/or hospitalizations ( ≥1 case).
- Outbreaks involving persons at risk for severe varicella because of their age or an underlying condition (e.g., immunocompromised persons, cancer patients, pregnant women, neonates whose mothers are not immune).
- Outbreaks involving cases among persons vaccinated with two doses of varicella vaccine.
- A single varicella case as a potential source for an outbreak
- Confirm the outbreak
- Identify cases
- Implement varicella control measures
- Conduct case investigations
- Establish surveillance for additional cases
- Analyze and interpret the data
- Develop a plan for preventing future varicella outbreak
- A single varicella case as a potential source for an outbreakThe identification of a single case of varicella should trigger intervention measures because this case could lead to an outbreak. The first step is to exclude or isolate the case from the setting (e.g., school) immediately. Next, a notification letter can be sent to those that may have been exposed to the case (e.g., in a school setting, the letter could be sent home with the children in the same classroom as the case). However, how broadly to distribute the notification letter for a single case will be up to the discretion of the health department or setting. The notification letter should alert the person to the possibility of exposure to varicella, describe the disease, recommend vaccination if the person is not already considered immune, and recommend exclusion if disease develops. Examples of exposure letters are available in Appendix B, [Box 2].
- Confirm the OutbreakThe first step in the control and investigation of a suspected varicella outbreak is to confirm that it is an outbreak. Physicians and public health professionals should make every effort to establish epidemiologic links for cases and obtain clinical specimens for laboratory testing. During an outbreak, laboratory confirmation of varicella is recommended for at least three to five cases (irrespective of the patients’ vaccination status), especially at the beginning of the outbreak. Laboratory confirmation of cases at the end of the outbreak is helpful to document the end of the outbreak [Box 2].
- Identify CasesOnce an outbreak of varicella is confirmed, the affected population should be surveyed to identify all cases. Case finding is an important step for outbreak control and can be done concurrently with implementing control measures. Key information that should be collected from case-patients includes age, vaccination status, disease history, and underlying medical conditions. For outbreaks that are fully investigated, the same information should also be collected from persons without varicella. An example of a survey is available in Appendix C, [Box 2].
- Implement Varicella Control MeasuresImplementing outbreak control measures requires various activities, including notification of the outbreak, exclusion or isolation of varicella case-patients and, if appropriate, HZ case-patients, and management of persons without evidence of immunity [Box 2]. D.1 Notification of the Outbreak
Notification of an outbreak of varicella and increasing awareness in the affected setting or community is an important step for controlling the outbreak. For outbreaks in school settings, all parents of children attending day care centers or schools where an outbreak occurs should be sent a letter that notifies them about the outbreak and provides recommendations on intervention measures (e.g., vaccination, exclusion). In the letter, parents of children without evidence of varicella immunity should be advised to have their child vaccinated with the appropriate dose or, if vaccination is contraindicated or refused, exclude the child from school up to 21 days after the last case is identified. During an outbreak, a second dose of varicella vaccine is also recommended for children 1–4 years of age to assist with outbreak control. Parents should contact their regular healthcare provider or local health department to vaccinate their child or any other household member who needs vaccination. Active identification of persons with immunocompromising conditions who do not have evidence of immunity to varicella is also recommended so that appropriate control measures can be implemented (e.g., exclude up to 21 days after the last identified case, provide varicella-zoster immune globulin [VZIG] if indicated). Examples of letters notifying parents of a varicella outbreak in a school are available in Appendix D.
Local or state health departments should be notified by schools or healthcare providers when cases of varicella are identified. Other healthcare providers in the community should also be notified of the outbreak by the local or state health departments through a health alert, asked to report varicella case-patients they consult with in the office or by phone, and collect clinical specimens to confirm the disease. Notification of varicella outbreaks is also needed for residential institution and healthcare settings because of the higher risk for severe disease in the populations they serve. Residents, staff, patients, and the local or state health department should be notified of outbreaks in such settings.
As part of the notification, a fact sheet with information about the signs and symptoms of varicella, complications from the disease, and basic facts about the vaccine can be provided to both parents and healthcare providers. A fact sheet about varicella disease is available at CDC’s Vaccines and Preventable Diseases: Varicella (Chickenpox) Vaccination Website, along with the varicella vaccine information statement, Chickenpox Vaccine: What You Need to Know [2 pages] [Box 2].
D.2 Exclusion or Isolation of Case-patients
Depending on the setting, isolation of persons with active disease consists of excluding, furloughing, or grouping together (cohorting) persons who are ill and are likely to transmit varicella until their rash has crusted over. Vaccinated persons with varicella may develop lesions that do not crust (macules and papules only). Isolation guidance for these persons is to exclude until no new lesions appear within a 24-hour period [Box 2].
D.2.a Management of herpes zoster case-patients as potential sources for varicella outbreaks
School settings. Immunocompetent persons with HZ can remain at school as long as the lesions can be completely covered. Persons with HZ should be careful about personal hygiene, wash their hands after touching their lesions and also avoid close contact with others. If the lesions cannot be completely covered and close contact avoided, children and staff should be excluded from the school setting until lesions have crusted over. If a person has disseminated HZ, he or she should be excluded from school until lesions have crusted over (similar to the management of varicella case-patients).
Residential institution and healthcare settings. For immunocompetent residents or patients with localized HZ, lesions should be completely covered and contact precautions should be followed. For immunocompromised persons with HZ or persons with disseminated HZ, the management is similar to that of varicella case-patients.
For healthcare personnel who develop HZ, lesions should be completely covered with a taped dressing and, in addition to standard contact precautions, the healthcare worker should be removed from direct care of patients at high risk of severe complications from varicella. A healthcare worker with disseminated HZ should be excluded from work until lesions have crusted over .
D.2.b Isolation precautions
In residential and healthcare settings, airborne infection isolation (i.e., negative air-flow rooms) and contact precautions should be followed for varicella, disseminated HZ, or localized HZ in an immunocompromised person; standard precautions should be followed for localized HZ in an immunocompetent person . If negative air-flow rooms are not available, varicella case-patients should be isolated in closed rooms with no contact with persons without evidence of immunity. Isolated case-patients should be cared for by staff with evidence of immunity to varicella (to determine immune status see section D.3 Management of Persons without Evidence of Immunity).
D.3 Management of Persons without Evidence of Immunity [Box 2]
D.3.a Identification of persons without evidence of immunity
Identifying persons without evidence of varicella immunity during an outbreak is important for preventing the spread of disease and for protecting those at high risk for severe disease.
Information about a history of varicella disease and vaccination should be collected from all persons in the outbreak setting. Healthcare provider diagnosis or verification of history of disease is needed for valid evidence of immunity. Immunization records, data from an immunization registry, and records obtained by contacting healthcare providers can be used to verify vaccination history.
Birth in the United States before 1980 is considered evidence of immunity in most cases; however, it is not considered as evidence of immunity for healthcare personnel, pregnant women, and immunocompromised persons. Epidemiologic and serologic studies have indicated that >95% of American adults aged ≥20 years are immune to varicella [CDC unpublished data,50]. In addition, 71–93% of adults with no history or an uncertain history of disease will have VZV antibodies when tested [51-55]. Therefore, in healthcare institutions, serologic screening before vaccination of personnel who have no history or an uncertain history of varicella and who are unvaccinated is likely to be cost effective. State health laboratories offer VZV IgG testing.
D.3.b Vaccination of persons without evidence of immunity
Persons without evidence of immunity to varicella and who do not have a contraindication to vaccination should be vaccinated. Studies conducted among children showed that vaccine administered within 3 days of exposure to rash is most effective in preventing disease (≥90%); however, vaccine administered within 5 days of exposure to rash is about 70% effective in preventing disease and 100% effective in modifying disease [22,56,57]. In a varicella outbreak setting, ongoing exposures are likely and may continue for weeks and even months . Thus, to limit disease transmission during an outbreak and to provide protection against subsequent exposures, ACIP recommends that all persons without evidence of immunity to varicella be offered vaccine even if more than 5 days have passed since first exposure to the disease .
School settings. One dose of the varicella vaccine has been used successfully for outbreak prevention and control in school settings . A second dose is now recommended for outbreak control . Children who are vaccinated with a first or second dose during an outbreak may immediately return to school after vaccination. For outbreaks among preschool–aged children in particular, a second dose of varicella vaccine is recommended to provide optimal protection for children 1-4 years of age .
Residential institutions and healthcare settings. These institutions are environments in which transmission of VZV is likely to occur, and residents and staff are at high risk for exposure. Also, risk of severe disease and complications may be higher among persons without evidence of immunity because of age or immune status. Outbreaks in residential institutions can be reduced or prevented if new residents and staff who do not have evidence of immunity are vaccinated before moving in or beginning their employment at the institution.
If exposure occurs in high-risk settings, such as healthcare and certain residential institutions, persons without evidence of immunity should be offered varicella vaccine within 3–5 days of exposure to varicella rash to provide the greatest protection against developing disease. Unvaccinated healthcare workers and staff without evidence of immunity to varicella who are exposed to varicella should be furloughed from days 8 to 21 after exposure because they are potentially infectious during this period. Postexposure vaccination should be given as soon as possible after exposure but vaccination is still indicated >5 days postexposure because it induces protection against subsequent exposures. Healthcare workers and staff who have previously received one dose of varicella vaccine and have been exposed to varicella should receive the second dose within 3–5 days after exposure to rash if more than 4 weeks have elapsed since receipt of the first dose. After vaccination, management is similar to that of two-dose vaccine recipients. Healthcare workers and staff who have received two doses of varicella vaccine and are exposed to varicella should be monitored daily from day 8 to 21 after exposure through the employee health program or infection control nurse to determine clinical status (screen for fever, skin lesions, and systemic symptoms). Exposed healthcare workers and staff should be instructed to immediately report fever, headache, or other constitutional symptoms and any skin lesions and should be immediately placed on sick leave if any of these symptoms occur .
D.3.c Management of persons who refuse vaccination
Children who lack evidence of immunity and whose parents refuse vaccination should be excluded from school from the start of the outbreak through 21 days after rash onset of the last identified case. Exclusion of persons vaccinated with one dose is difficult to enforce unless existing school regulations are in place for a second dose. For example, if a state has a law requiring a second dose of varicella vaccine for entry to grades K-3, during an outbreak the health department can choose to recommend exclusion of children in grades K-3 with one dose who refuse to get vaccinated with the second dose. The second dose can also be recommended for children in grades 4 and above but exclusion of one dose recipients would be difficult to enforce without the school entry law for those grades. The degree of response with regard to exclusion can vary by state and/or jurisdiction.
D.3.d Management of persons with contraindications to the varicella vaccine
Persons without evidence of immunity who have contraindications to vaccination (e.g., immunocompromised persons, pregnant women) should be excluded from an outbreak setting through 21 days after rash onset of the last identified case-patient because of the risk of severe disease in these groups. If these persons are exposed to a case of varicella or HZ, VZIG should be administered as soon as possible and within 96 hours of exposure .
D.3.e Management of persons with rash developing within 42 days after vaccination
These persons should be considered as having wild-type VZV unless otherwise demonstrated. Rashes occurring within 42 days of vaccination can be due to either incubating wild-type VZV or the vaccine strain . Transmission of varicella vaccine virus from a healthy person to a susceptible contact is very rare, particularly in the absence of rash in the vaccine recipient. Higher risk for transmission of vaccine virus has been documented among children who have both rash following vaccination and an immunocompromising condition . Transmission has also been documented among children who are immunocompetent but have rash following vaccination . If vaccine-associated rash is suspected, every effort should be made to determine if the rash is due to vaccine virus or wild-type VZV. The National VZV Laboratory at CDC has the capacity to distinguish between wild-type VZV and the vaccine (Oka/Merck) strain. For further information, contact CDC laboratory staff at 404-639-0066 or 404-639-2192 or email email@example.com or firstname.lastname@example.org. A Specimen Collection Form [113 KB, 2 pages] must accompany specimens submitted to the National VZV Laboratory.
If rash following vaccination occurs in a healthcare worker or contact of an immunocompromised person, contact with persons without evidence of immunity who are at risk for severe disease and complications should be avoided until all lesions have crusted over or no new lesions appear within a 24-hour period.
- Conduct Case InvestigationsAfter finding all cases and implementing control measures, the next step would be to collect information about the case-patients to characterize the illness and outbreak.E.1 Information to Obtain from Persons with Varicella (sample case investigation form is available in Appendix E)
- Name, address, and telephone number(s) to reach the person after the initial interview, if necessary.
- Demographic information, including country of birth.
- Clinical details, including the following:
- Date of rash onset, duration, and severity of rash. Severity can be measured by the number of skin lesions (e.g., < 50 [can be counted in 30 seconds], 50–249, 250–499, and ≥500 [confluence of lesions in many skin areas]).
- Presence of other symptoms (e.g., fever).
- Complications and/or hospitalizations and death.
- Treatment, if any (e.g., acyclovir).
- History of varicella disease.
- Pre-existing long-term medical conditions (e.g., asthma, cystic fibrosis, cancer, HIV/AIDS).
- Medications (e.g., immunosuppressive drugs, aspirin).
- Vaccination status, including the following:
- Number of doses.
- Date(s) of varicella vaccination.
- Provider names and contact information.
- If not vaccinated, describe reason.
- Source of infection, including the following:
- Contact with a probable or confirmed case or a person with a rash illness suspected of being varicella or HZ and date of exposure.
- Transmission setting (e.g., home, day care center, school, institution).
- Laboratory information, if clinical specimens are collected, including
- Date and source (e.g., crusts, vesicular fluid) of specimen for viral isolation, PCR, and/or DFA.
- Results of PCR, DFA, or viral isolation (positive or negative for VZV).
- Serologic test dates and results.
If the source of infection is HZ, information about the HZ case-patient should also be collected (e.g., onset date of HZ case-patient, age, site of lesions and evolution, underlying medical conditions, contact with varicella case-patients). In residential institution settings, such as correctional or training facilities, medical records of case-patients are likely to be available and should be used as additional sources of information on illness, treatment during illness, pre-existing conditions, and prior medications [Box 2].
- Establish Surveillance for Additional Case-patientsConcomitantly with implementing control measures (i.e., exclusion of case-patients, vaccination of persons without evidence of immunity) and collecting data related to the outbreak, active surveillance to identify additional case-patients should be established. Cases should be considered part of an outbreak if they occur within at least one incubation period (21 days) of the previous case-patient, and surveillance should continue through two full incubation periods (42 days) after the rash onset of the last identified case-patient to ensure that the outbreak has ended.F.1 Components of Varicella Surveillance in an Outbreak Setting
- Reporting should be encouraged from healthcare providers, day cares, schools, colleges, and other settings as appropriate, where varicella cases might occur.
- Establish regular reporting mechanisms (e.g., daily or weekly) using standard varicella case investigation forms with hospitals, physicians’ offices, clinics, and/or schools to obtain reports of persons with rash illness suspected of being varicella.
- Distribute guidelines instructing healthcare providers to obtain appropriate clinical specimens for laboratory diagnosis [Box 2].
- Analyze and Interpret the DataData analyses should be aimed at understanding why the outbreak occurred and at providing guidance for control and prevention of future outbreaks. For outbreaks of varicella that are investigated, detailed information (e.g., demographics, underlying medical conditions, vaccination information) should be collected from both case-patients and persons without varicella. As cases of varicella are identified, an epidemic curve illustrating the number of cases by date of rash onset will provide a useful picture of the outbreak. Analyses of the data may consist of calculations of varicella vaccination coverage rates based on the number of doses (if applicable), attack rates by age and other variables of interest (e.g., vaccination status, grade), descriptions of the pattern of disease transmission, severity of disease, and the occurrence of complications [17,19,34,35,63]. Data should be analyzed throughout the investigation. Vaccine effectiveness can also be calculated to determine how well the vaccine is preventing varicella in a specific population [see Appendix F for formulas]. For outbreaks involving adolescents or adults, describing the impact of the outbreak, including the costs incurred for missed work or training, case-patient treatment, and outbreak control, might also be useful for the investigation.G.1 Components of Varicella Surveillance in an Outbreak Setting
A high proportion of unvaccinated case-patients is suggestive of low vaccination coverage as a cause of the outbreak; a high proportion of vaccinated case-patients is suggestive of vaccine failure as a cause of the outbreak. Higher attack rates in one group versus another group (e.g., different grades in a school) could suggest different intensities of exposure or differences in vaccine coverage. Understanding interactions between case-patients and persons without varicella is important for determining risk of exposure. For example, if second and third graders were the only grades in a school that had cases of varicella and they have little to no interaction with the other grades in the school, it might be most appropriate to concentrate on these two grades for the analysis.
Vaccine effectiveness calculations from outbreak investigations should be interpreted carefully. Vaccine effectiveness calculations should focus on vaccinated and unvaccinated persons with comparable exposures so that vaccine effectiveness will not be under- or overestimated. The varicella vaccine does not provide 100% protection; it is expected that cases will occur among vaccinated persons, although disease is generally milder than that in unvaccinated persons.
The following risk factors have been identified in various outbreak investigations and studies for one dose, but findings are not consistent: age at vaccination, time since vaccination, history of asthma, eczema, or steroid treatment, and < 28 day interval between varicella and MMR vaccine [19,25,29,31,34,64]. It is difficult to control for the effect of multiple risk factors (e.g., age at vaccination and time since vaccination or asthma/eczema and steroid treatment) in outbreak investigations because of the small number of case-patients.
None of the varicella outbreak investigations to date have identified vaccine source, storage, or handling as a risk factor for vaccine failure. However, deficiencies in storage and handling practices could also result in low vaccine effectiveness in the field. Varicella vaccine, either as Varivax or ProQuad (MMRV), has specific storage and administration requirements (must be stored at ≤ −15ºC and used within 30 minutes of reconstitution), which could affect the effectiveness of the vaccine under field conditions [9,65]. The source of the vaccine and determination of whether clustering of cases by provider or clinic has occurred, should be examined [Box2].
- Develop a plan for preventing future varicella outbreaksFuture varicella outbreaks can be prevented by ensuring high levels of varicella immunity, vaccinating persons without evidence of immunity, establishing and maintaining varicella surveillance and reporting, and preparing an appropriate response when a case of varicella is identified in a particular setting.
- High levels of varicella immunity can be ensured by
- Implementing day care, school, and college entry requirements to increase vaccination coverage among children, adolescents, and young adults.
- Requiring varicella evidence of immunity in healthcare workers.
- Vaccinating residents of residential institutions who do not have evidence of immunity or contraindications to vaccination.
- Vaccinating healthcare, residential institution, and school staff who do not have evidence of immunity (or a contraindication to vaccination) before or shortly after beginning their employment.
- Management of single case-patients includes
- Confirming the diagnosis.
- Exclusion or isolation of the case-patient.
- Notification to contacts of possible exposure to varicella case-patient.
- Identifying contacts without evidence of immunity and providing appropriate prophylaxis as indicated.
- Conducting surveillance for additional case-patients.
- Establishing and maintaining varicella surveillance will ensure that varicella cases are identified in a timely manner so that control measures can be implemented for preventing further transmission. The recommendation by CSTE to begin case-based reporting of varicella cases as of 2005 will help improve the timely identification of outbreaks of varicella. As of September 2007, 35 states report conducting varicella case–based surveillance. An example of a varicella surveillance worksheet is available in Appendix G, [Box 2].
- High levels of varicella immunity can be ensured by
For detailed information about varicella vaccination and recommendations for use, see “Prevention of varicella: recommendations of the Advisory Committee on Immunization Practices (ACIP)” [48 pages]
Reporting of Adverse Events
The National Vaccine Injury Act of 1986 requires that all physicians and other healthcare providers who administer vaccines maintain permanent immunization records and report occurrences of adverse events for selected vaccines. Serious adverse events (i.e., all events requiring medical attention) should be reported to VAERS. Forms and instructions are available at https://vaers.hhs.gov/esub/step1, in the FDA Drug Bulletin at https://www.fda.gov/safety/medwatch-fda-safety-information-and-adverse-event-reporting-program, or by calling (800) 822-7967.
The control and investigation of outbreaks of varicella are important for preventing further spread of varicella disease. Strategies for controlling varicella outbreaks include confirming the outbreak, identifying cases, implementing varicella control measures, conducting case investigations, and establishing surveillance for additional cases. Achieving and maintaining high varicella vaccination coverage rates in preschool children with one dose and in school and college populations and healthcare workers with two doses will be important to prevent varicella outbreaks. Varicella case-based surveillance, including detection of varicella outbreaks, is important for documenting the impact of the two-dose varicella vaccination policy and changes to varicella epidemiology. Case-based surveillance with collection of additional details of source cases, including laboratory confirmation and viral genotyping, will increasingly be needed to characterize endemic disease transmission. Investigations of varicella outbreaks will also help to
- understand why outbreaks continue to occur,
- develop and refine appropriate public health interventions to control varicella outbreaks and prevent future outbreaks, and
- provide the basis for refinements to the varicella vaccination policy.
- Wharton M. The epidemiology of varicella-zoster virus infections. Infect Dis Clin North Am. 1996;10:571-81.
- Galil K, Brown C, Lin F, Seward J. Hospitalizations for varicella in the United States, 1988 to 1994. Pediatr Infect Dis J. 2002;21:931-4.
- Nguyen HQ, Jumaan AO, Seward JF. Decline in mortality due to varicella after implementation of varicella vaccination in the United States. N Engl J Med. 2005;352:450-8.
- CDC. Prevention of varicella: recommendations of the Advisory Committee on Immunization Practices (ACIP). MMWR Recomm Rep 1996;45(RR-11).
- Committee on Infectious Diseases, American Academy of Pediatrics. Recommendations for the use of live attenuated varicella vaccine. Pediatrics 1995;95:791-6.
- CDC. National, state, and urban area vaccination coverage among children aged 19-35 months – United States, 2006. MMWR 2007;56:880-5.
- Guris D, Jumaan AO, Mascola L, et al. Changing varicella epidemiology in active surveillance sites – United States, 1995-2005. J Infect Dis. 2008; 197(Suppl 2):S71-5.
- Zhou F, Harpaz R, Jumaan AO, Winston CA, Shefer A. Impact of varicella vaccination on health care utilization. JAMA. 2005;294:797-802.
- CDC. Prevention of varicella: recommendations of the Advisory Committee on Immunization Practices (ACIP). MMWR Recomm Rep 2007;56(RR-4).
- Orenstein WA, Hinman AR. The immunization system in the United States – the role of school immunization laws. Vaccine. 1999;17 Suppl 3:S19-24.
- Kolasa MS, Klemperer-Johnson S, Papania MJ. Progress toward implementation of a second-dose measles immunization requirement for all schoolchildren in the United States. J Infect Dis 2004;189(Suppl 1):S98-S103.
- Lopez AS, Kolasa MS, Seward JF. Status of varicella vaccination school entry requirements and vaccination coverage eleven years after implementation of the varicella vaccination program. J Infect Dis. 2008;197(Suppl 2):S76-81.
- Hope-Simpson RE. Infectiousness of communicable diseases in the household (measles, chickenpox, and mumps). Lancet. 1952;263:549-54.
- Ross AH. Modification of chicken pox in family contacts by administration of gamma globulin. N Engl J Med. 1962;267:369-76.
- Seward JF, Zhang JX, Maupin TJ, Mascola L, Jumaan AO. Contagiousness of varicella in vaccinated cases: a household contact study. JAMA. 2004;292:704-8.
- Balfour HH. Varicella zoster virus infections in immunocompromised hosts. A review of the natural history and management. Am J Med 1988;85:68-73.
- Lopez AS, Guris D, Zimmerman L, et al. One dose of varicella vaccine does not prevent school outbreaks: is it time for a second dose? Pediatrics. 2006;117:e1070-7.
- CDC. Outbreak of varicella among vaccinated children–Michigan, 2003. MMWR 2004;53:389-92.
- Tugwell BD, Lee LE, Gillette H, Lorber EM, Hedberg K, Cieslak PR. Chickenpox outbreak in a highly vaccinated school population. Pediatrics 2004;113:455-59.
- Parker AA, Reynolds MA, Leung J, et al. Challenges to implementing second dose varicella vaccination during an outbreak in the absence of a routine two-dose vaccination requirement— Maine, 2006. J infect Dis. 2008:197(Suppl 2);S101-7.
- Chaves SS, Zhang J, Civen R, et al. Varicella disease in vaccinated persons: clinical and epidemiologic characteristics, 1997-2005. J Infect Dis. 2008:197(Suppl 2);S127-31.
- Arbeter AM, Starr SE, Plotkin SA. Varicella vaccine studies in healthy children and adults. Pediatrics 1986;78(suppl):748-56.
- White CJ, Kuter BJ, Hildebrand CS, et al. Varicella vaccine (VARIVAX) in healthy children and adolescents: results from clinical trials, 1987 to 1989. Pediatrics. 1991;87:604-10.
- Krause PR, Klinman DM. Efficacy, immunogenicity, safety, and use of live attenuated chickenpox vaccine. J Pediatr. 1995;127:518-25.
- Izurieta HS, Strebel PM, Blake PA. Postlicensure study of varicella vaccine during an outbreak in a child care center. JAMA 1997;278:1495-9.
- Buchholz U, Moolenaar R, Peterson C, Mascola L. Varicella outbreaks after vaccine licensure: should they make you chicken? Pediatrics 1999;104(3 Pt 1):561-3.
- Clements DA, Moreira SP, Coplan PM, Bland CL, Walter EB. Postlicensure study of varicella vaccine effectiveness in a day-care setting. Pediatr Infect Dis J 1999;18:1047-50.
- Vazquez M, LaRussa PS, Gershon AA, Steinberg SP, Freudigman K, Shapiro ED. The effectiveness of the varicella vaccine in clinical practice. N Engl J Med 2001; 344:955-60.
- Dworkin MS, Jennings CE, Roth-Thomas J, Lang JE, Stukenberg C, Lumpkin JR. An outbreak of varicella among children attending preschool and elementary school in Illinois. Clin Infect Dis 2002;35:102-4.
- Galil K, Fair E, Mountcastle N, Britz P, Seward J. Younger age at vaccination may increase risk of varicella vaccine failure. J Infect Dis 2002;186:102-5.
- Vazquez M, LaRussa PS, Gershon AA, et al. Effectivenss over time of varicella vaccine. JAMA 2004;291:851-55.
- Kuter B, Matthews H, Shinefield H, et al. Ten year follow-up of healthy children who received one or two injections of varicella vaccine. Pediatr Infect Dis J. 2004;23:132-37.
- Marin M, Nguyen HO, Keen J, et al. Importance of catch-up vaccination: experience from a varicella outbreak, Maine, 2002-2003. Pediatrics. 2005;115:900-5.
- Galil K, Lee B, Strine T, et al. Outbreak of varicella at a day-care center despite vaccination. N Engl J Med 2002;347:1909-15.
- Lee BR, Feaver SL, Miller CA, Hedberg CW, Ehresmann KR. An elementary school outbreak of varicella attributed to vaccine failure: policy implications. J Infect Dis. 2004;190:477-83.
- Arvin AM. Varicella-zoster virus. Clin Microbiol Rev. 1996;9:361-81.
- Schmader K. Herpes zoster in older adults. Clin Infect Dis. 2001;15:1481-86.
- Seiler HE. A study of herpes zoster particularly in relation to chickenpox. J Hyg 1949;47:253–62.
- Josephson A, Gombert ME. Airborne transmission of nosocomial varicella from localized zoster. J Infect Dis. 1988;158:238-41.
- Asano Y, Iwayama S, Miyata T, et al. Spread of varicella in hospitalized children having no direct contact with an indicator zoster case and its prevention by a live vaccine. Biken J. 1980;23:157-61.
- Hyams PJ, Stuewe MC, Heitzer V. Herpes zoster causing varicella (chickenpox) in hospital employees: cost of a casual attitude. Am J Infect Control. 1984;12:2-5.
- Lopez AS, Burnett-Hartman A, Nambiar R, et al. Transmission of a newly characterized strain of the varicella-zoster virus from a herpes zoster patient in a long term care facility, West Virginia, 2004. J Infect Dis. 2008;197:646-53.
- Council of State and Territorial Epidemiologists (CSTE). 1999 Position Statements. CSTE Annual Meeting, Madison, WI. Position Statements ID-9. 1999. Available at: www.cste.org/dnn/AnnualConference/PositionStatementTemplates/ PositionStatements/tabid/191/Default.aspx
- Council of State and Territorial Epidemiologists (CSTE). 2002 Position Statements. CSTE Annual Meeting, Kansas City, Missouri. Position Statement ID-6. Available at: www.cste.org/dnn/AnnualConference/PositionStatementTemplates/ PositionStatements/tabid/191/Default.aspx
- Council of State and Territorial Epidemiologists (CSTE). 1998 Position Statements. CSTE Annual Meeting, Des Moines, Iowa. Position Statement ID-10. 1998. Available at: www.cste.org/dnn/AnnualConference/PositionStatementTemplates/ PositionStatements/tabid/191/Default.aspx
- Weinmann S, Chun C, Mullooly JP, et al. Laboratory diagnosis and characteristics of breakthrough varicella in children. J Infect Dis. 2008:197(Suppl 2);S132-8.
- Siegel JD, Rhinehart E, Jackson M, Chiarello L, and the Healthcare Infection Control Practices Advisory Committee. 2007 Guideline for isolation precautions: preventing transmission of infectious agents in healthcare settings, June 2007.
- American Academy of Pediatrics. Varicella-zoster infections. In: Pickering LK, ed. Red book: 2006 report of the Committee on Infectious Diseases. 27 th ed. Elk Grove Village, IL: American Academy of Pediatrics; 2006:711-25.
- Federal Bureau of Prisons. Clinical practice guidelines: management of varicella zoster virus infections. October 2002.
- Kilgore PE, Kruszon-Moran D, Seward JF, et al. Varicella in Americans from NHANES III: implications for control through routine immunization. J Med Virol 2003;70:S111-8.
- Alter SJ, Hammond JA, McVey CJ, Meyers MG. Susceptibility to varicella-zoster virus among adults at high risk for exposure. Infect Control 1986;7:448-51.
- Kelley PW, Petruccelli BP, Stehr-Green P, Erickson RL, Mason CJ. The susceptibility of young adult Americans to vaccine-preventable infections: a national serosurvey of US Army recruits. JAMA 1991;266:2724-9.
- Ferson MJ, Bell SM, Robertson PW. Determination and importance of varicella immune status of nursing staff in a children’s hospital. J Hosp Infect 1990;15:347-51.
- Struewing JF, Hyams KC, Tueller JE, Gray GC. The risk of measles, mumps, and varicella among young adults: a serosurvey of US Navy and Marine Corps recruits. Am J Public Health 1993;83:1717-20.
- McKinney WP, Horowitz MM, Battiola RJ. Susceptibility of hospital-based health care personnel to varicella-zoster virus infections. Am J Infect Control 1989; 17:26-30.
- Asano Y, Nakayama H, Yazaki T, Kato R, Hirose S. Protection against varicella in family contacts by immediate inoculation with live varicella vaccine. Pediatrics 1977;59:3-7.
- Salzman MB, Garcia C. Postexposure varicella vaccination in siblings of children with active varicella. Pediatr Infect Dis J 1998;17:256-7.
- Hall S, Galil K, Watson B, et al. The use of school-base vaccination clinics to control varicella outbreaks in two schools. Pediatrics 2000;105:e17.
- CDC. A new product (VariZIG™) for postexposure prophylaxis of varicella available under an investigational new drug application expanded access protocol. MMWR 2006;55:209-10.
- Sharrar RG, LaRussa P, Galea SA, et al. The postmarketing safety profile of varicella vaccine. Vaccine. 2001;19:916-23.
- Tsolia M, Gershon AA, Steinberg SP, Gelb L. Live attenuated varicella vaccine: evidence that the virus is attenuated and the importance of skin lesions in transmission of varicella-zoster virus. National Institute of Allergy and Infectious Diseases Varicella Vaccine Collaborative Study Group. J Pediatr. 1990;116:184-89.
- Grossberg R, Harpaz R, Rubtcova E, Loparev V, Seward JF, Schmid DS. Secondary transmission of varicella vaccine virus in a chronic care facility for children. J Pediatr. 2006 Jun;148:842-4.
- Haddad MB, Hill MB, Pavia AT, et al. Vaccine effectiveness during a varicella outbreak among schoolchildren: Utah, 2002-2003. Pediatrics. 2005;115:1488-93.
- Verstraeten T, Jumaan AO, Mullooly JP, et al. A retrospective cohort study of the association of varicella vaccine failure with asthma, steroid use, age at vaccination, and measles-mumps-rubella vaccination. Pediatrics 2003;112:e98-e103.
- CDC. Notice to readers: licensure of a combined live attenuated measles, mumps, rubella, and varicella vaccine. MMWR 2005;54:1212-14.
|
<urn:uuid:b8142dd9-d5ac-4a99-ac0c-1065ffa53c94>
|
CC-MAIN-2023-14
|
https://www.cdc.gov/chickenpox/outbreaks/manual.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00559.warc.gz
|
en
| 0.894888
| 13,287
| 3.296875
| 3
|
Speak up for animals suffering on factory farms
More than 92.2 billion land animals are raised and slaughtered for food each year, causing immense animal suffering and releasing greenhouse gas emissions at levels on par with all cars, planes, trains and boats around the world combined.
Methane is one of the most powerful climate pollutants, yet also one of the most short-lived, staying in the atmosphere for only 12 years. This means that focusing on methane can significantly slow the effects of climate change. With more than one-third of all human-caused methane emissions coming from the livestock sector, we can make a huge impact by reducing the number of animals farmed globally.
Reducing our consumption of animal products is one of the best ways we, as individuals, can help animals and reduce our climate footprint. We need world leaders to take responsibility to drive this shift further and faster. By making this shift, we can prevent the suffering of animals on factory farms and protect the world around them.
Show world leaders there is support for a transition toward a more resilient plant-centric food system.
|
<urn:uuid:1f8673de-fdee-4945-8bb4-9ad60f8a87cd>
|
CC-MAIN-2023-14
|
https://action.hsi.org/page/114448/petition/1?ea.tracking.id=website
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00559.warc.gz
|
en
| 0.931008
| 222
| 3.078125
| 3
|
How to Learn About Cancer in a Classroom: Shaping Compassionate Doctors
The patients and caregivers we serve here at Cancer Commons rely on their doctors to provide expert, compassionate care. Building the skills to give such care can begin early in a doctor’s education. Here, for a change of pace, our Curious Dr. George asks a future doctor about a unique experience that helped her learn how to connect with cancer patients. Marin Langlieb is a Clinical Research Coordinator at Massachusetts General Hospital in Boston, Massachusetts.
Curious Dr. George: As a recent college graduate in pre-med now working in Boston in research, and as a student interacting with cancer patients, how would you rate your educational experience in preparation for medical school and for a lifetime of work as a physician?
Marin Langlieb: The answer to this question lies in a seminar I took as an undergrad that exemplifies why teaching both the sciences and the humanities to pre-meds is so critical.
After losing my pediatrician to cancer during college, I knew that I wanted to understand more about the disease. From a scientific perspective, my pre-med classes prepared me very well. In biology, it seemed like every semester I had a lecture about p53, a protein that regulates the cell cycle to prevent unregulated cell division. Yet, although I knew all this information about cancer at the micro-scale, I still wanted to understand cancer in the context of real human experiences. In other words, what was it like to actually live with cancer?
At most universities this is a topic that is probably not taught in a classroom. But my junior year, I enrolled in a seminar course called “Community Based Cancer Research Presentations and Discussions” that was part of a broader partnership between cancer researchers at my university and the local cancer resource center. Each class we would have lectures from people with a wide variety of science and humanities backgrounds—such as communication professors, physicians, ethicists, and community participants who were cancer patients themselves—all on cancer-related topics.
The lectures were extremely interesting (for example, one was on the importance of patient advocacy from “Congress to the Bedside”), but the primary goal of this unique program was the connections it fostered. For the scientists, who were researching cancer with cells or mice, it helped connect them to those who would be most affected by their work. For the community participants, they told me they joined the class because they wanted to better understand and communicate the science behind their disease. For example, many of the people I talked to wanted to be able to read complex scientific literature and understand some of the treatments they were receiving. Even more so, they stated that understanding the mechanisms and pathways behind their disease helped give them a sense of reassurance—people actually understood some of what was happening inside their body.
I think my pre-med classes did prepare me for a future career in medicine, although opportunities that connect students and members of the community are critical. For example, this class taught me how to actually apply what I was learning in my science classes to scenarios I might experience as a physician. That is, speaking with the community members taught me that being a good physician goes beyond using science solely to treat patients, but also to help patients clearly understand their diagnosis, their treatment, and their disease. In addition, learning how to communicate science effectively has been crucial to my current work in clinical research, from conducting informed consents to helping write grants.
However, the most important thing the class did was introduce me to some of the kindest people I have ever met. Even now, they push me to study harder, think bigger, and realize just how much of an incredible privilege a career in medicine is.
Marin Langlieb can be reached at firstname.lastname@example.org.
|
<urn:uuid:bf24b791-fbf6-4837-af1e-21e1bf53cfb1>
|
CC-MAIN-2023-14
|
https://lundberginstitute.org/tag/doctor-patient-communication/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00559.warc.gz
|
en
| 0.97689
| 787
| 2.828125
| 3
|
What is the structure of 1-Bromobutane?
What intermolecular forces are in 1-Bromobutane?
In 1-chloropropane these are van der Waals dispersion forces and dipole-dipole attractions. In water, you also have to break hydrogen bonds. Breaking attractions costs energy. When the molecules mix, the forces of attraction between the 1-chloropropane and water are only dispersion forces and dipole-dipole attractions.
What is the functional group of 1-Bromobutane?
1-Bromobutane is the organobromine compound with the formula CH3(CH2)3Br. It is a colorless liquid, although impure samples appear yellowish. It is insoluble in water, but soluble in organic solvents. It is a primarily used as a source of the butyl group in organic synthesis.
Is 1-bromobutane optically active?
2-Bromobutane is optically active but 1-Bromobutane is optically inactive.
Does 1-bromobutane have dipole-dipole?
Dipole-Dipole Interactions While KOH is very soluble in water, 1-bromobutane is not.
What is the name of CH3CH2CH2CH2Br?
CH3CH2CH2CH2Br 1-bromobutane Butyl bromide Pentyl bromide Propyl bromide.
What experimental evidence proves your product is 1-bromobutane?
What experimental evidence proves your product is 1 Bromobutane? The experimental evidence that you could provide that the product isolated is 1-bromobutane would be the changes that happens that are observable by the naked eye.
Is 1 Bromo butane chiral?
Is 1-bromobutane chiral? According to the article of bromobutane in this website, bromobutane is a chiral compound.
How does silver ethanoate react with bromine to make ester?
You get these gems as you gain rep from other members for making good contributions and giving helpful advice. silver ethanoate reacts with 1-bromobutane to give an ester. when this reacts with 1-bromobutane, the Ag+ and bromine atom break off to make AgBr, and the ethanoate ion bonds to the bromine.
Where does bromobutane come from in drinking water?
DRINKING WATER: 1-Bromobutane has been qualitatively identified in drinking waters in the U.S. as of November 25, 1974 by the U.S. Environmental Protection Agency of Cincinnati, OH(1). It may be formed from the chlorination of finished water, not during prior purification steps (1).
What is the Koc of 1-bromobutane?
Using a structure estimation method based on molecular connectivity indices(1), the Koc of 1-bromobutane can be estimated to be 80(SRC). According to a classification scheme(2), this estimated Koc value suggests that 1-bromobutane is expected to have high mobility in soil.
What is the flash point of bromobutane vapors?
1-bromobutane appears as a clear colorless liquid. Flash point 65°F. Denser than water and insoluble in water. Vapors heavier than air. Computed by LexiChem 2.6.6 (PubChem release 2019.06.18) InChI=1S/C4H9Br/c1-2-3-4-5/h2-4H2,1H3
|
<urn:uuid:4e75f27b-9812-4d8a-aa83-a0320815095a>
|
CC-MAIN-2023-14
|
https://www.cravencountryjamboree.com/other/what-is-the-structure-of-1-bromobutane/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00559.warc.gz
|
en
| 0.899938
| 826
| 2.6875
| 3
|
With studies confirming that some two-thirds of the U.S. population classifies as overweight and/or obese — possessing a body mass index, or BMI, of 25 or greater — the negative impact of this excess body weight on Americans’ health has been well-documented.
“There are over 200 medical conditions/diseases linked to and/or exacerbated by excess body fat in the human body and it represents the fundamental basis of multiple physical and emotional problems — from heart disease, stroke, high blood pressure, high cholesterol, and diabetes to sleep apnea, kidney disorders, infertility, orthopedic/joint problems, poor self-esteem, and many more,” shared Vivek Bansal, MD, endocrinologist, MD, FACE at the Hunterdon Healthcare Center for Healthy Weight in Clinton. “However, evidence has shown that losing even 7% to 10% of your body weight can help improve many of these conditions by 50% or more, either by medical weight loss strategies and/or bariatric surgery, both of which offer safe and effective ways to achieve that goal.”
A Range of Benefits
Following, Dr. Bansal and other experts from the Center for Healthy Weight discuss the impact that weight loss can have on a range of health conditions as well as some of the many benefits individuals gain when they lose their excess weight through medical weight loss strategies or bariatric surgery:
Hypertension – “Excess weight strains the heart muscle and increases one’s risk of heart attack and stroke,” Dr. Bansal said. “However, almost half of individuals with hypertension could reduce their systolic blood pressure by 10 to 15 points and get off of their blood pressure medicine just by losing 7% to 10% of their body weight.”
Diabetes – “Diabetes, pre-diabetes, and insulin resistance are all on the same spectrum and are primarily driven by changes in lifestyle – e.g., how active we are and how we process food,” Dr. Bansal said. “Studies show that reducing your weight by 10% or more gives you an over 50% chance of putting your diabetes or pre-diabetes in remission and/or reducing your need for medications in future.”
Sleep Apnea – “Obstructive sleep apnea increases one’s risk of heart attacks, hypertension, and strokes,” Dr. Bansal confirmed. “However, losing 20% of your body weight can not only help you breathe better, sleep better, and wake up with more energy, but it gives you a 50% chance of resolving your sleep apnea and getting rid of assistive devices like CPAP machines.”
Orthopedic Problems – “Losing extra pounds takes significant strain off joints, reduces back pain, enhances the longevity of a joint replacement, and might avoid the need for a knee or hip replacement altogether,” said Dr. Bansal, who noted that nearly one in four individuals who seeks a total hip or knee replacement has to undergo weight loss for successful long-term success. “For those with osteoarthritis of weight-bearing joints, a 15% to 20% weight loss can deliver 30% to 50% improvement in mobility and functionality of joints.”
Fertility/Pregnancy Issues – According to Dr. Bansal, “science shows that losing 10% to 20% of body weight enhances a woman’s ability to conceive, maintain the pregnancy, and have a safe delivery and decreases the risk of conditions such as gestational diabetes, preeclampsia, and subsequent maternal and fetal complications.”
Energy Level – “People find that they have so much more energy after medical weight loss or bariatric surgery and are then able to make better food, activity, and lifestyle choices and maintain their weight loss,” Dr. Bansal said.
Mental/Emotional Health – According to Barbara Jo (“BJ”) Jacobson, RN, program coordinator/office manager/lead nurse at the Center for Healthy Weight, the emotional boost driven by weight loss can be transformative. “Following bariatric surgery, our patients become different people – they’re so much more confident, experience greater self-esteem, make eye contact, and want to participate in or be the center of conversations and activities,” she said. “Weight loss positively impacts every aspect of their life – from their relationships with partners, friends, and family members to those with neighbors, colleagues, and community members. At the Center for Healthy Weight, we address the emotional aspects of weight loss by having dedicated psychologists on our team, offering peer counseling, and running monthly in-person and/or virtual support groups where patients decide on the topics to be covered.”
A Happier and Healthier Path
“Obesity can negatively impact every part of an individual’s life and health, but losing weight through medical weight loss strategies or bariatric surgery will reduce that risk and significantly improve one’s length and quality of life,” said Naveen Ballem, MD, director of bariatric surgery at Hunterdon Medical Center in Flemington, and a surgeon at the Center for Healthy Weight. “We see incredible transformations every day and I’m not sure that there’s another surgery that’s as impactful on so many different fronts.”
“The Center for Healthy Weight provides comprehensive surgical and non-surgical options for patients interested in losing weight and individuals dealing with obesity could enjoy so many benefits by utilizing our weight loss services,” said Dr. Bansal of the Center’s proactive three- to six-month program. “We have nurses, surgeons, dietitians, psychologists, and other experienced specialists ready to help patients through their journey and provide the help they need; people just need to understand the importance of getting started.”
“Obesity is considered a disease, but the good news is that it’s a largely reversible condition,” Dr. Bansal said. “We encourage people to take control of their weight today by reaching out to our center so that we can help put them on a path toward a happier, healthier, and more prosperous life.”
The Hunterdon Healthcare Center for Healthy Weight is located at 1738 Route 31 North, Suite 214 in Clinton. For more information, call 908-735-3912 or visit www.hunterdonhealthcare.org/service/weight-management/center-for-healthy-weight/.
|
<urn:uuid:4f97a068-a215-43f0-ac3b-718fa63ec311>
|
CC-MAIN-2023-14
|
https://www.jerseysbest.com/sponsored/those-who-lose-weight-through-bariatric-surgery-gain-numerous-health-benefits/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00559.warc.gz
|
en
| 0.946433
| 1,365
| 2.640625
| 3
|
From north to south
Marco de Canavezes:
- New church by Portugese architect Alvaro Siza: "One of Siza's masterpieces is undeniably the church in Marco de Canavezes, a space where he assigns a sacred dimension, as it were, to the light".
Braga: - In the 12th century this town became the seat of the archbishops of Portugal and the religious capital of the country.
- The Baroque cathedral Sé is very richly decorated. Special walls of tiles (azulejos) with biblical scenes. The church houses a museum with church treasures, gifts by believers, golden crosses etc.
- Bom Jesus do Monte is a Portuguese sanctuary in the surroundings of the city of Braga, in northern Portugal. Its name means Good Jesus of the mountain. The Sanctuary is a notable example of pilgrimage site with a monumental, Baroque stairway that climbs 116 metres (381 feet).
- Romanesque cathedral.
- Monastery of Santa Maria da Vitória, on the Unesco list of world heritage, late Gothic intermingled with the Manueline style. It amazes the onlooker with its profusion of gables, spires, pinnacles and buttresses. It has become a symbol of national pride.
- Capela da Conceição: beautiful Renaissance church.
- Christ monastery with highly decorated windows in Manueline style.
- 12th-century monastery, one of the first Gothic monuments in Portugal. The façade was renewed in Baroque style.
- Monastery in Baroque style.
- Medieval cathedral.
- São Vicente de Fora: manieristic church.
- Monastery Mosteiro dos Jerónimos in Manueline style (late Gothic).
- National tile museum, in the cloisters of the Madre de Deus church.
- 14th-century cathedral. Beautiful sculptures.
- São Lourenço church, 18th-century, with beautiful azulejo (tile) dome.
- Museu de Arte Sacra: The Museum of Sacred Art occupies an old bishop's house in the center of town. Many of its exhibitions came from island churches, some of which are no longer standing. Its most interesting collections are a series of paintings from the Portuguese and Flemish schools of the 15th and 16th centuries. The paintings are on wood (often oak); an outstanding example is the 1518 Adoration of the Magi. A rich merchant commissioned it and paid for it with sugar. A triptych depicts St. Philip and St. James, and there's an exceptional painting called Descent from the Cross. Ivory sculpture, gold and silver plate, and gilded wood ornamentations round out the collection.
|
<urn:uuid:84b1e178-2f81-450a-abac-f85da5ed5bf8>
|
CC-MAIN-2023-14
|
https://artway.eu/content.php?id=404&lang=en&action=show
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00559.warc.gz
|
en
| 0.911973
| 641
| 2.53125
| 3
|
Electric vehicles, powered by renewable energy instead of finite fossil fuels, are the best green choice—but they could be more sustainable. As the most common power source in electric vehicles and portable electronics, lithium-ion batteries rely on an expensive and scarce metal to work. To spur more research into a more abundant and much cheaper alternative, magnesium, researchers in China assessed the current state of this research and offered potential paths forward to achieve more sustainable batteries.
They published their work on October 6 in Energy Material Advances.
“The development of cost effective and high performance batteries is in favor with the general public,” said paper author Xiu Song Zhao, professor at Institute of Materials for Energy and Environment, College of Materials Science and Engineering in Qingdao University. “With the rapid promotion of new energy vehicles, the demand for lithium-ion batteries is increasing, however, the resources of lithium on earth are scarce, and it is of great practical importance to develop and explore new energy storage technologies that can replace lithium-ion batteries.”
Lin explained that sodium-ion batteries for large-scale energy storage applications attract increasing attention, which would be a powerful candidate to substitute lithium-ion batteries.
“Sodium is much more abundant in the earth’s crust than lithium, making it more suitable for large-scale electrochemical energy storage. The potential of sodium-ion half batteries is 0.3 V higher than that of lithium-ion batteries, leading to a wider choice of electrolytes. And aluminum collectors can be used for the anode, which will again reduce the cost. However, the larger radius and heavier molar weight of sodium ion than lithium ion lead to fundamentally different requirements for electrode materials. Therefore, the development of high performance anode materials is one of the keys to realizing the sodium-ion batteries technology,” Zhao said.
“Titanium dioxide is a promising anode material for sodium-ion batteries owing to its non-toxicity, low cost, and the abundance of titanium in nature. Anatase is more conductive in storing sodium ions due to its special stacking of TiO6 octahedra with two-dimensional channels for Na+ transport.”
However, some obstacles hinder the research progress of anatase. According to Zhao, the key challenges for anatase include poor electron conductivity and ion diffusion that significantly limits rate capability and long-term cycling performance. The poor rate capability limits applications in high-power electronic devices, and poor cycling performance significantly hinders the practical realizations of sodium-ion batteries.
To overcome these challenges, Zhao said many studies focus on coating conductive materials, nano-structuring and constructing porous structures. Zhao and his team demonstrated a sol-gel method to synthesize a spongy, thermally stable anatase covered with carbon. The special structure creates channels for electrolyte ion transport and increases the interfacial area for charge storage.
When the synthesized anatase was tested in a half battery, the researchers found that the battery exhibited a reversible specific capacity of 228 mAh g-1 at a current density of 0.05 A g-1 with 100% capacity retention after 2,000 cycles at 1 A g-1. Both in-situ X-ray diffraction and Raman spectroscopy resulted reveal a nearly zero-strain characteristic of anatase during charge/discharge processes.
In-situ transmission electron microscopy, ex-situ X-ray photoelectron spectroscopy and scanning electron microscopy resulted suggest an irreversible sodiation-activation process to form a sodiated-TiO2 phase during the initial discharge process. A full coin cell assembled with anatase as the anode and Na3V2(PO4)3 as the cathode delivered an energy density of 220 Wh kg-1.
“This work prepared anatase with a special structure to improve the electron conductivity and ion diffusion kinetics, resulting in good rate performance and excellent cycling stability for sodium-ion storage,” Zhao said. “In-situ and ex-situ characterization reveals the sodium storage mechanism, indicating that a sodium activation process occurs during the initial sodiation resulting in a low initial coulombic efficiency. This work provides a method for synthesizing high performance titanium dioxide-based anode materials and ideas for studying the storage mechanism of the anatase.”
|
<urn:uuid:2710aac8-ab81-42a8-bafc-c23c21e6f199>
|
CC-MAIN-2023-14
|
https://aods.info/the-search-for-a-thermally-stable-anatase-for-sodium-ion-batteries/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949689.58/warc/CC-MAIN-20230331210803-20230401000803-00559.warc.gz
|
en
| 0.907122
| 899
| 3.703125
| 4
|
How You Can Gamify Your STEM/STEAM Lab1. Make challenge cards.
I looked online for ready-made challenges and used the instruction booklets that came with our kits to create challenge cards for our students. As we add to our STEM lab and work toward making our lab a true STEAM lab we will continue to add challenge cards and create badges to match. You can view our challenge cards and challenge card template here. Feel free to make a copy to use and/or start creating your own.
2. Create your own or find ready-made digital badges.
I used Google Draw to create our badges. After following this tutorial Creating a Badge with Google Draw by Alice Keeler it was easy to create our own template and make our own badges. You can upload all of our STEM Lab badges for ideas and inspiration or use them in your own lab.
littleBits Art Bot Badge
Looking to find more badge resources? Cate Tolnai is who inspired me to explore badges, she shares lots of resources on Twitter and on her blog. Also check out 5 Awesome Resources for Badges in the Classroom by Kasey Bell.
3. Identify a way to keep track of earnings.
In our lab we go pretty low tech with a simple STEM Lab Student Check Off Sheet. Each student has their own check off sheet which is kept in a file under their teacher's name. While in the lab the students let us know when they have earned a badge and they get it initialed by me or their teacher.
If you want to go totally digital check out Creating Badges with Google Sheets by Alice Keeler. This awesome post shows you how to create (in draw), then organize and assign digital badges with Google Sheets.
4. Display those shiny new badges!
Now that our students have started earning their badges they need a place to display them. The fourth and fifth graders are creating a Google Site as their digital portfolio so one page is dedicated to displaying their badges. The 2nd and 3rd graders will use this My Badges Google Doc assigned through Google Classroom to display their badges.
Example of "My Badges" page on a Google Site
What our Gamification & Badge System is NOT
So far our badge system has worked out really well in our STEM Lab. Our kids are excited about the badges and look forward to displaying them on their Google site or badge page. We are still working out the kinks and will continue to create challenges and badges as we grow our STEM Lab. However, it is important to note what our challenges and badges are NOT.
- It is NOT a competition. There is no public display of which badges are earned by whom. The Google Sites and Docs can be shared of course but only if the students share them. Students who work together on projects all earn the badge. We go over this together and teamwork is encouraged.
- It is NOT a requirement. Students do not have to earn badges. It is completely optional for students to work towards badges. I will be creating "inventor" badges soon for students who just want to create something new but also would like a badge (check the badges folder and challenge cards for updates).
- It is NOT used for assessment. Our challenges and badges are a fun way to encourage students to create and discover in the lab. The badges give students something to "take" with them after their time in the lab. It can be tough for a kid to work hard on an awesome marble run then have to dismantle it when it's time to clean up!
- Our Makerspace is NOT gamified. When the kids are just making and creating there are no directions or badges to earn (other than an "I am A Maker" badge) just tools, resources, and their own imagination.
Gamification is definitely on the rise and badges are just one way to bring it into your classroom. There are tons of resources out there to help you get started with gamification. Here are a few I've found. Please share more in the comments!
- Explore Like A Pirate: Engage, Enrich, and Elevate Your Learners with Gamification and Game-inspired Course Design by Michael Matera is the newest book from Dave Burgess. Explore Like A Pirate is all about bringing elements of gameplay into your class.
- Brian Aspinall has created Edmettle a gamified way to provide feedback and positive reinforcement for Learning Skills and Work Habits. Check out his blog post to learn more about Edmettle.
- Steven Isaacs is a Video Game Design and Development teacher and shares tons of resources on Twitter and his blog. He is a fantastic resource and one to follow for sure!
- Jerry Blumengarten has a page on almost everything so it's no surprise that he has one on Games in Education. This page includes a list of "Game Mavens" to follow on Twitter, links to A Must Have Guide to Gaming In The Classroom, Gamification Guide, The 20 Best Blogs about Game Based Learning and MUCH more.
Also check out this crowdsourced padlet FULL of Gamification resources!
I had trouble with the Makey Makey simple circuit. We couldn't figure out how out how to get the bulb to light up. Is it possibly to post a picture so we can see how you did it? email@example.com
sphero nice device for childrenReplyDelete
watch & subscribe
Hi! I just stumbled across your blog today and it's awesome! I am building the STEM lab at my school from the ground up (this is our first year), and I would love to know more about how you structure student time in the lab-- do you have a set time each week, like with special area (art, music, PE, etc) classes? Or is it varied based on grade level need? Thanks in advance for your help-- feel free to DM me on Twitter (@megan_mehta) or email: firstname.lastname@example.org. :)ReplyDelete
thanks all together for sharing this blog..ReplyDelete
|
<urn:uuid:457a1695-ed46-4e53-9546-5b3089f8af7d>
|
CC-MAIN-2023-14
|
https://karlymoura.blogspot.com/2016/01/gamifying-our-stem-lab-challenges.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00559.warc.gz
|
en
| 0.946478
| 1,301
| 3.109375
| 3
|
Generally, a degree is offered by an independent college or university which lasts about three to four years, while a diploma is awarded by educational institutions and even by colleges, which requires about one to two years for completion.
Diploma and degree programs are not just linked with bachelor’s programs, but also with postgraduate, master’s, and associate programs. Hence, before choosing between a degree and a diploma course, you need to know what the differences are.
In this article, I will explain what degree and diploma programs are, their differences, and other important information about these two degrees for you to make the right choice.
What is a Degree?
A degree is a certificate awarded to students by an independent and recognized university or college after the completion of a certain field of study.
Thus, after passing the higher secondary exam, students can go on to the degree courses, which take about 3 to 4 years to complete.
Generally, there are four main types of degrees, which are:
- Associate Degree
- Bachelor Degree
- Master Degree
- Doctorate Degree
The student learns everything about the field they are in, and participates in a three-to-six-month-long internship/practicum, in addition to classroom activities.
The main advantage of a degree is to make students get jobs immediately after graduation Examples of degree programs include B.Com, B.Sc., MBA, B.E., B. Tech, B.A., M.E., M. Tech, etc.
What is a Diploma?
A diploma is a certificate awarded to students who finish a course of study at a recognized university or educational institution, which lasts about 1 to 2 years.
After graduating from high school, you can sign up for a diploma course and choose a field of your choice. The main advantage of a diploma is that it costs less time and money, unlike a degree.
There are two types of diplomas, which are:
- Graduate Diploma
- Postgraduate Diploma
The curriculum for every diploma course makes students learn more about the subject in the real world. Hence, learning transferable skills. Diploma courses include DCA, PGDCA, PGUDPL, PDGM, etc.
Differences Between Degrees and Diplomas
|A degree is a certification issued by the university to a student who has completed a specific field of study||A diploma is a certificate awarded by an educational institution to a student for completing a specific course|
|Admissions to degree programs are made every year||Diploma programs admissions are made either annually or biannually, depending on the policies of the university|
|Degree courses are expensive||Diploma courses are cheap|
|Degree courses take more time to complete||Diploma courses do not take a lot of time|
|Some degree programs are flexible, permitting students to switch their major within a few months of enrolment||Diploma programs are not flexible enough to let students switch majors|
|Degree holders often earn more money than diploma holders||Diploma holders often earn less when compared to degree holders|
|Bachelor’s, master’s, associate, and doctoral degrees are types of degrees||Types of diplomas are graduate and postgraduate|
|For a degree program, the minimum requirement is 10+2||For a diploma program, it is only 10th|
What are the Pros and Cons of a Degree?
One of the advantages of a degree is that most employers request one, even if your major does not necessarily correlate with the job.
Furthermore, pursuing and completing a degree can show commitment and determination, which can be useful in the job market.
Other advantages of earning a degree include:
- Possibility of earning bigger pay
- More marketable and attractive for jobs above entry level
- Learning new skills such as critical thinking and analysis
- Networking opportunities for future career choices
- Better job advantages such as insurance, pensions, and sometimes vacation
- It requires completing a degree program. Although most universities offer some type of financial aid, degrees are still the most expensive form of graduate education
- Degrees take a very long time to complete, (typically three to four years), hence, require a huge time investment
What are the Pros and Cons of a Diploma?
A diploma is advantageous if you want to make a career switch in a short time and the field you wish to transition to does not require a degree.
Diploma programs are practical and offer specialized education for selected diploma programs.
Other advantages of a Diploma include:
- They can be completed in a short time
- They are economical and cost less than a degree
- You do not have to worry about complicated application requirements
- As most of the students are employed professionals, classes are often flexible
- The curriculum focuses on the precise skills needed in the profession
- Diploma programs offer some internship opportunities to students to gain practical experience and networking opportunities
- Employers often give preference to degree holders
- The choice of jobs available to diploma graduates is small
- Diploma holders may be required to work longer and harder to attain the same level of seniority as those with a degree.
- In the future, diploma holders may be barred from consideration for senior management positions
What is the better program for you?
The better program for you is highly subjective and depends on your professional objectives and factors such as:
- how available you are
- how much money or financial aid do you require
- your desired field of study
- your skills
What are some career paths for diploma graduates?
Career options for diploma graduates often include gym instructors, electricians, dental assistants, vocational nurses, metro conductors, etc.
What are the disadvantages of getting a degree?
Getting a degree requires time, can lead to debt (except if you get financial aid), and does not guarantee immediate employment after graduation.
Finally, there is no definitive right or wrong answer to whether you should go for a diploma or a degree. So, it all boils down to your personal career goals, and the type of future you want for yourself.
Nowadays, most people have developed an interest in higher education. And choosing between a degree and a diploma can be a very tough decision because both have their advantages and disadvantages.
Hence, it is advisable to focus on your strength, your skills, and the career you want for yourself to go for the right program.
I hope you found this article interesting. You can also read to know if a university can revoke a degree.
Thanks for reading.
|
<urn:uuid:e9b63bc2-46f7-452d-91e1-9ec8c9473924>
|
CC-MAIN-2023-14
|
https://lmshero.com/difference-between-degree-and-diploma/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00559.warc.gz
|
en
| 0.955545
| 1,388
| 2.65625
| 3
|
What happens when babies are exposed to violence?
When babies have been exposed to violence they show changes in sleeping and eating patterns, become clingy, and have difficulty separating from adults (especially parents). Sometimes babies become fearful of new things, easily startled and display inconsolable crying, a lack of curiosity and a sober mood.
Do newborns remember abuse?
Research shows that even infants are affected by and can remember events that threaten their sense of safety. A response such as PTSD following a traumatic event is not about the event itself, it is a result of the perception of powerlessness that was sensed by the infant.
How does domestic violence affect a child?
They may complain of physical symptoms such as tummy aches and may start to wet their bed. They may have temper tantrums and problems with school. They may behave as though they are much younger than they are. They may become aggressive or they may internalise their distress and withdraw from other people.
Can babies understand violence?
Research shows that most children are aware of the abuse or violence even if they were not in the same room as the abuse and they can be affected by it. Early attachments to caregivers and feelings of security contribute to your baby’s future development and their sense of self and self worth as they grow.
How does domestic violence affect children 0 7?
Recent research indicates that children who witness domestic violence show more anxiety, low self esteem, depression, anger and temperament problems than children who do not witness violence in the home.
How does domestic violence affect children’s mental health?
Children who witness or are victims of emotional, physical, or sexual abuse are at higher risk for health problems as adults. These can include mental health conditions, such as depression and anxiety. They may also include diabetes, obesity, heart disease, poor self-esteem, and other problems.
Can babies be born traumatized?
Sometimes the effects of birth trauma can emerge and continue for some time after you’ve given birth. At the time of birth, you may have felt fearful, helpless or unheard. After the birth, it’s possible to feel shocked, guilty or numb and even experience panic attacks or anxiety.
Can babies suffer from trauma?
Babies and toddlers are directly affected by trauma. They are also affected if their mother, father or main caregiver is suffering consequences of the trauma. If their home and routine becomes unsettled or disrupted as a result of the trauma, babies and toddlers are also vulnerable.
How does violence affect children’s mental health?
Grief, anger, self-blame, disbelief, depression, and anxiety have all been well-documented in children who have experienced explosive violence. These effects are likely to persist into adulthood — long after the violence has stopped.
How does domestic violence affect children’s education?
Findings shows that domestic violence inflicts harm to children such as emotional harm, psychological harm, physical pain and low self-esteem which impact the child learning systems thereby influencing a child to lose interest in education, arrive late at school, being absent from school, dropout of school and even …
What violence does to children?
Some findings from the study: Children exposed to violence are more likely to abuse drugs and alcohol; suffer from depression, anxiety, and post-traumatic disorders; fail or have difficulty in school; and become delinquent and engage in criminal behavior.
How does domestic violence affect children?
Domestic violence affects every member of the family, including the children. Family violence creates a home environment where children live in constant fear. Children who witness family violence are affected in ways similar to children who are physically abused. They are often unable to establish nurturing bonds with either parent.
What happens to children who witness family violence?
Children who witness family violence are affected in ways similar to children who are physically abused. They are often unable to establish nurturing bonds with either parent. Children are at greater risk for abuse and neglect if they live in a violent home. Statistics show that over 3 million children witness violence in their home each year.
How does violence during pregnancy affect the baby?
According to Science Daily, violence can directly impact a growing fetus through physical or sexual trauma, but also an indirect effect may take place as a result of increased maternal stress, inadequate nutrition, and poor prenatal care.
What are the dynamics of domestic violence?
Dynamics of domestic violence are unhealthy for children: Control of family by one dominant member. Abuse of a parent. Protecting the “family secret”. Children react to their environment in different ways, and reactions can vary depending on the child’s gender and age.
|
<urn:uuid:11a57dd3-9975-438a-9d43-c0d351271f85>
|
CC-MAIN-2023-14
|
https://www.shakuhachi.net/what-happens-when-babies-are-exposed-to-violence/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00559.warc.gz
|
en
| 0.96483
| 959
| 3.203125
| 3
|
Chemicals industry accounts for around four per cent of global greenhouse gas emissions and must embrace a more circular, low emissions operating model.
That’s according to a major new report that suggests without urgent action the chemicals industry faces reputational and regulatory risk and may lose its social license to operate.
The report by Systemiq and the Center for Global Commons at the University of Tokyo sets out credible pathways for the industry to become an enabler of a sustainable global economy, to double in size and create 29 million new jobs.
It also suggests the industry can reinvent itself as a climate solution, becoming carbon negative by early 2040s and acting as a carbon sink by 2050. But without dramatic and urgent change, the industry aligns with four degrees of global warming by 2050 with catastrophic consequences for the planet. Building a circular, net zero chemical system will require capital expenditure of over $3 trillion by 2050.
The Planet Positive Chemicals report provides an unprecedented blueprint for the future of the chemicals industry, which is worth $4.7 trillion dollars in annual revenues and provides the chemicals that are essential to all sectors of the economy from packaging and consumer goods to construction and fertilisers. It says the industry currently has multiple harmful impacts on our planet, including high carbon emissions and pollution, and its action on climate is currently lagging behind other sectors.
The report identifies the need for radical interventions on both supply and demand sides for the chemicals industry to operate within planetary boundaries. Its findings include:
Chemical products are used across all downstream industries – other sectors of the economy cannot reach net zero without mitigating the climate impacts of the chemicals value chain; chemical production would need to double by 2050 to enable a sustainable global economy, with rapid growth in ammonia (around 440%) mainly for use as a sustainable shipping fuel and methanol (330%) to create plastic without using fossil sources.
Expected growth means net zero will be dependent on the maximum scaling of a few key abatement technologies like carbon capture and storage (CCS) – without which the chemicals industry becomes a major climate risk. Up to 640 million tonnes of CCS capacity will be needed every year by 2050 if the chemicals industry does not move away from fossil feedstocks.
Circular approaches can reduce total demand for chemicals by up to 31% by 2050 – with industry reusing and recycling chemicals, or switching certain chemicals for lower-emissions alternatives. Supply transition requires a shift away from fossil fuels and feedstocks and scaling of CCS to capture residual emission from production processes and end of life chemicals.
Replacing fossil feedstocks will make the chemicals industry the largest global consumer of green hydrogen (up to half of all demand by 2050), driving scale-up of this critical enabler of the energy transition. This creates economic opportunities as the site of primary chemical production for developing countries that have abundant, affordable renewable energy sources to make low-cost green hydrogen.
The industry could become carbon negative by the early 2040s and a carbon sink by 2050, using CO2 from the air and biomass to make plastic and storing carbon underground at end-of-life.
The transition can create 29 million jobs in chemicals industry upstream production, circular chemicals and waste management – but the chemical industry needs to reposition itself in order to attract highly-skilled workers who often seek environmental and social purpose.
Retrofitting of legacy production and new greenfield chemical production infrastructure will require capex expenditure of over $3 trillion, the report says.
Chad Holliday, former CEO of the global chemical company DuPont and former Chairman of Shell, said: “We need realistic and immediate action from industry on the climate goals agreed at an international level. We want to see ambitious companies grabbing the opportunities represented by the global net zero transition, and as the former CEO of a chemicals company, I firmly believe a planet positive chemicals industry IS possible and this is a pivotal moment for the industry to redefine its future.”
|
<urn:uuid:e0307e95-3533-4600-9cd8-98840fe483f3>
|
CC-MAIN-2023-14
|
https://netzeroprofessional.com/chemicals-industry-must-transform-to-avoid-4%E2%81%B0c-global-warming/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943695.23/warc/CC-MAIN-20230321095704-20230321125704-00759.warc.gz
|
en
| 0.930339
| 805
| 2.953125
| 3
|
TAKE HEART on THE BLUE ROOM
Take Heart of Rheumatic Heart Disease
By Dr Rob Grenfell
You may not have heard of Rheumatic Heart Disease (RHD), but it is a killer in this country, particularly among Indigenous Australians living in the Northern territory. In fact, Australia has one of the highest rates of RHD in the world. And the worst thing? Almost every case of RHD is preventable if caught and treated early.
What is rheumatic heart disease?
RHD can develop when there is damage to the heart muscle or valves caused by acute rheumatic fever (ARF), an illness that causes inflammation of the heart and other parts of the body.
This damage can permanently stretch and/or scar the heart valves, which then affects the normal flow of blood through the heart and out to the rest of the body.
If left untreated, people with RHD can develop complications including an irregular heartbeat (arrhythmia), inflammation of the inner layer of the heart (endocarditis) and heart failure, have a stroke, and also experience complications during pregnancy. These conditions can lead to reduced quality of life, disability and premature death in young adults.
Heart surgery can help treat some of these issues, but it is not a cure.
What causes acute rheumatic fever?
Acute Rheumatic Fever (ARF) is an illness caused by your body’s response to an infection caused by group A streptococcus bacteria (commonly known as ‘strep’ bacteria). The strep bacteria usually cause throat infections (‘strep’ throat) and skin sores.
When the body fights the infection, the immune system can sometimes over-react, by also attacking and causing inflammation in other uninfected parts of the body. This condition is called acute rheumatic fever, or ARF.
What are the symptoms of Acute Rheumatic Fever?
Symptoms of ARF include:
Heart problems including inflammation, chest pain, heart failure.
Joint pain and swelling.
A bout of AFR can last several weeks and usually doesn’t cause lasting damage to the body, except for the heart valves. Repeated strep infections causing ARF can have a cumulative effect on the heart, causing more damage with each infection.
Who is at risk of developing RHD?
Aboriginal and Torres Strait Islander people are at high risk of developing RHD, particularly those living in rural and remote areas in central and northern parts of Australia, but Aboriginal and Torres Strait Islander people living in some urban areas may also be at risk.
How can we help?
Today marks the launch of Take Heart, a documentary on RHD narrated by Walkley Award winning journalist Stan Grant. Please, take some time to watch it today. With awareness, we can help catch rheumatic fever in its early stages and treat it, and help prevent unnecessary disease and death in Australia.
Take Heart on The Blue Room
Link to original story on Bupa’s Website.
|
<urn:uuid:4e17d72b-6d82-4221-960b-5060071c2166>
|
CC-MAIN-2023-14
|
https://takeheart.tv/media/take-heart-on-the-blue-room/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943695.23/warc/CC-MAIN-20230321095704-20230321125704-00759.warc.gz
|
en
| 0.923456
| 647
| 3.4375
| 3
|
The affordable and trendy clothing in your closet that from fast fashion retailers that is hurting the environment.
Fast fashion’s effects on the environment
Fast fashion is one of the main contributors of waste, and about 8.9 million tons of clothing and footwear ended up in landfill in 2017, according to the EPA. Most clothing from these retailers goes unworn in people’s closets, but the amount to make, wash and to buy these clothing items damages the environment and takes away many natural resources. When considering to buy from fast fashion retailers consider will it go to good use and be worn well.
|
<urn:uuid:4b2a7f7d-2a39-433f-acc6-6bae37a7225e>
|
CC-MAIN-2023-14
|
https://planetforward.org/story/fast-fashion-environment-effects/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.74/warc/CC-MAIN-20230322180852-20230322210852-00759.warc.gz
|
en
| 0.956717
| 123
| 2.796875
| 3
|
Über die vom Relativitätsprinzip geforderte Trägheit der Energie [On the Inertia of Energy Required by the Relativity Principle]
In “On the inertia of energy required by the relativity principle” (May 1907), “Using μ rather than m, V rather than c, and ε0 rather than E0, Einstein wrote his famous equation for the first time as μV2=ε0, and he did it in a footnote. At the end of that paper, he introduced the symbol E0 to denote energy in the rest frame, and wrote the famous expression again, this time as μ=E0/V2.” -Eugene Hecht, How Einstein confirmed E0=mc2
FIRST PRINTING IN EXTREMELY RARE ORIGINAL WRAPPERS of Einstein’s important paper on the mass-energy equivalence, a crucial paper in the development of his most famous equation, with his first use of E=mc2 (although with different symbols).
In “On the Inertia of Energy Required by the Relativity Principle,” “Einstein discussed the relationship between inertial mass and energy, arguing for their complete equivalence, namely, that every mass has an equivalent energy just as every form of energy has an equivalent mass. This relation says that a photon can convert into matter with the appropriate mass, and vice versa. He deduced the exact expression for the equivalence of mass and energy, his celebrated equation E = mc2” (Calaprice, The Einstein Almanac).
“In the last section of this May 1907 paper, Einstein, seeking ‘the simplest expression for E,’ the total energy, set E0=mc2 for the very first time. Here, E0 is the energy ‘for the stationary mass-point;’ the term rest-energy was still not part of his lexicon” (Hecht).
IN: Annalen der Physik, Vol 23, No. 7, pp. 371-384. Leipzig: Barth, 1907. Octavo, original wrappers; custom box. Embossed institutional stamp on cover. Repaired closed tear to rear wrapper. An exceptional copy in the extremely rare and fragile original wrappers.
|
<urn:uuid:43d9fcfa-fc71-4211-ac31-add7159fa813>
|
CC-MAIN-2023-14
|
https://einstein.manhattanrarebooks.com/pages/books/26/albert-einstein/uber-die-vom-relativitatsprinzip-geforderte-tragheit-der-energie-on-the-inertia-of-energy
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945323.37/warc/CC-MAIN-20230325095252-20230325125252-00759.warc.gz
|
en
| 0.912264
| 513
| 3.140625
| 3
|
The history of tea spreads across multiple cultures over the span of thousands of years, with the tea plant Camellia Sinensis native to the southern Himalayan region of north-east India & Burma, flourished in China, and was introduced into Indian subcontinent by the British who acquired this habit from the Dutch. The earliest tea drinking is thought to date back to China’s Shang dynasty, in which tea was consumed as a medicinal drink. An early credible record of tea drinking dates to the third century AD in a medical text written by Chinese physician Hua Tuo, but it first became known to the Western world through Portuguese priests and merchants in China during the early sixteenth century. Drinking tea became popular in Britain during the seventeenth century and the British introduced commercial tea production to India, in order to compete with the Chinese monopoly on tea.
Camellia sinensis is a species of evergreen shrub or small tree in the flowering plant family ‘Theaceae’ and its leaves and leaf buds are used to produce the popular beverage of tea. Common names include tea plant, tea shrub and tea tree. White tea, yellow tea, green tea, oolong, dark tea and black tea are all harvested from one of two major varieties grown today, however Camellia sinensis and Camellia assamica are processed differently to attain varying levels of oxidation, with black tea being the most oxidised and green being the least. Kukicha (twig) tea is also harvested from Camellia sinensis, but uses twigs and stems rather than leaves. It seems that Camellia sinensis originated around the intersection of latitude 29°N and longitude 98°E, the point of confluence of the lands of South-west China, Tibet, North Burma, and North-east India. The plant was introduced to more than 52 countries from this centre of origin. There are some myths associated with tea, as in one popular Chinese legend the Emperor Shennong was drinking a bowl of just boiled water because of a decree that his subjects must boil water before drinking it. Some time around 2737 BC, a few leaves were blown from a nearby tree into his water, changing the colour and taste. The emperor took a sip of the brew and was pleasantly surprised by its flavour and restorative properties. A variant of the legend tells that the emperor tested the medical properties of various herbs on himself, some of them poisonous, and found tea to work as an antidote. A similar Chinese legend states that Shennong would chew the leaves, stems, and roots of various plants to discover medicinal herbs. If he consumed a poisonous plant, he would chew tea leaves to counteract the poison. The earliest physical evidence known of tea comes from the mausoleum of Emperor Jing of Han, indicating that tea was drunk by Emperors of the Han dynasty as early as the second century BC. China is therefore considered to have the earliest records of tea consumption, with possible records dating back to the tenth century BC. It should be noted however that the current word for tea in Chinese only came into use in the eighth century AD, there are uncertainties as to whether the older words used are the same as tea. The first record of cultivation of tea also dates it to the Han dynasty when tea was cultivated on Meng Mountain, near Chengdu. From the Tang to the Qing dynasties, the first 360 leaves of tea grown here were picked each spring and presented to the emperor. Even today its green and yellow teas are still sought after. Teas produced in this period were mainly tea bricks which were often used as currency, especially further from the centre of the empire where coins lost their value. In this period, tea leaves were steamed, then pounded and shaped into cake or brick forms. Then the production and preparation of all tea changed during the Song dynasty. The tea included many loose-leaf styles, to preserve the delicate character which was favoured by court society and it is the origin of today’s loose teas and the practice of brewed tea. A powdered form of tea also emerged. Steaming tea leaves was the primary process used for centuries in the preparation of tea.
The Chinese learned to process tea in a different way in the mid-thirteenth century. Tea leaves were roasted and then crumbled rather than steamed. By the Yuan and Ming dynasties, unfermented tea leaves were first pan-fried, then rolled and dried. This stopped the oxidation process which turned the leaves dark and allowed tea to remain green. In the fifteenth century oolong tea, where the tea leaves were allowed to partially ferment before pan-frying, was developed. But Western taste preferred the fully oxidised black tea and the leaves were allowed to ferment further. Yellow tea was an accidental discovery in the production of green tea during the Ming dynasty, when apparently sloppy practices allowed the leaves to turn yellow, which yielded a different flavour as a result. Tea production in China was a laborious process, conducted in distant and often poorly accessible regions and this led to the rise of many stories and legends surrounding the harvesting process. For example, one story that has been told for many years is that of a village where monkeys would pick tea. According to this legend, the villagers stand below the monkeys and taunt them. The monkeys, in turn, become angry, and grab handfuls of tea leaves and throw them at the villagers. There are products sold today that claim to be harvested in this manner, however no reliable commentators have observed this first-hand, and most doubt that it happened at all. For many hundreds of years the commercially used tea tree has been, in shape, more of a bush than a tree. ‘Monkey picked tea’ is more likely a name of certain varieties than a description of how it was obtained. In 1391, the Hongwu emperor issued a decree that only loose tea would be accepted as a ‘tribute’, and as a result, tea production shifted from cake tea to loose-leaf tea and processing techniques advanced, giving rise to the more energy efficient methods of pan-firing and sun-drying. The last group to adopt loose-leaf tea were the scholar officials, also known as literati who were government officials and prestigious scholars in Chinese society, forming a distinct social class and who were reluctant to abandon their refined culture of whisking tea until the invention of oolong tea. But by the end of the 16th century, loose-leaf tea had entirely replaced the earlier tradition of cake and powdered tea.
In China, during the Sui dynasty (581 AD to 618 AD), tea was introduced to Japan by Buddhist monks and the use of it then spread. Tea later became a drink of the religious classes in Japan and it became a drink of the royal classes when the Emperor Saga encouraged the growth of tea plants. Seeds were imported from China, and cultivation in Japan began. Then in 1191 a Zen priest named Eisai introduced tea seeds to Kyoto and some of the tea seeds were given to the priest Myoe Shonin, which became the basis for Uji tea. Green tea became a staple drink amongst cultured people in Japan, a brew for both gentry and the Buddhist priesthood alike. Production grew and tea became more and more accessible, though still a privilege enjoyed mostly by the upper classes. The tea ceremony of Japan was introduced from China in the 15th century by Buddhists as a semi-religious social custom and the modern tea ceremony developed over several centuries by Zen Buddhist monks. Both the beverage and the ceremony surrounding it played a prominent role in feudal diplomacy. In 1738, Soen Nagatani developed Japanese sencha, literally ‘simmered tea’ which is an unfermented form of green tea. By the twentieth century, machine manufacturing of green tea was introduced and began replacing handmade tea. Later, tea was introduced by Buddhist monks to Korea, where the ‘Day Tea Rite’ was a common daytime ceremony, whereas the ‘Special Tea Rite’ was reserved for specific occasions.
The earliest record of tea in Western world is said to be found in the statement of an Arabian traveller, that after 879 the main sources of revenue in Canton were the duties on salt and tea. Marco Polo records the deposition of a Chinese minister of finance in 1285 for his arbitrary augmentation of the tea taxes. In 1557, Portugal established a trading port in Macau and word of the Chinese drink “chá” spread quickly, but there is no mention of them bringing any samples home. In the early seventeenth century, a ship of the Dutch East India Company brought the first green tea leaves to Amsterdam from China. Tea was known in France by 1636 and it enjoyed a brief period of popularity in Paris around 1648. The history of tea in Russia can also be traced back to the same century. Tea was first offered by China as a gift to Czar Michael I in 1618. The Russian ambassador tried the drink but he did not care for it and rejected the offer, delaying tea’s Russian introduction by fifty years. By 1689, tea was regularly imported from China to Russia via a caravan of hundreds of camels travelling the year-long journey, making it a precious commodity at the time. Tea was appearing in German apothecaries by 1657 but never gained much esteem except in some coastal areas. Tea first appeared publicly in England during the 1650s, where it was introduced through coffee houses and from there it was introduced to British colonies in both America and elsewhere. Tea was first introduced to Europe by an Italian traveller, who in 1555 published ‘Voyages and Travels’, containing the first European reference to tea, which he calls “Chai Catai”. Meanwhile Portuguese priests and merchants in the sixteenth century made their first contact with tea in China, at which time it was termed “chá”. The first Portuguese ships reached China in 1516, and in 1560 Portuguese missionary Gaspar da Cruz published the first Portuguese account of Chinese tea, then in 1565 Portuguese missionary Louis Almeida published the first European account of tea in Japan.
Commercial production of tea was first introduced into India by the British, in an attempt to break the Chinese monopoly on tea and the British, using Chinese seeds, plus Chinese planting and cultivating techniques, launched a tea industry by offering land in Assam to any European who agreed to cultivate tea for export. Tea was originally only consumed by Anglicised Indians, it was not until the 1950s that tea grew widely popular in India through a successful advertising campaign by the India Tea Board. Prior to the British, the plant may have been used for medicinal purposes as some cite the Sanjeevani plant as the first recorded reference of tea use in India. However, scientific studies have shown that this plant is in fact a different plant and is not related to tea. Commercial production of tea in India did not begin until the arrival of the British East India Company, at which point large tracts of land were converted for mass tea production. The Chinese variety is used for Sikkim, Darjeeling and Kangra tea, whilst the Assam variety, clonal to the native to Assam, was used everywhere else. The British started commercial tea plantations in India and in Ceylon, only black tea was produced until recent decades mostly in India, except in Kangra (present-day Himachal Pradesh) which produced green tea for exporting to central Asia, Afghanistan and neighbouring countries.
In fact, India was the top producer of tea for nearly a century but was then displaced by China as the top tea producer in the 21st century. It also seems that Indian tea companies have acquired a number of iconic foreign tea enterprises including British brands Lipton, Tetley, Twinings and Typhoo. Most of the Indian tea garden owners have focused on exports to markets like Europe and Russia, whilst very few have focused on building their own brands such as Makaibari, Dharmsala Tea Company, and a few others. Even so, India is the largest consumer of tea worldwide but the consumption of tea in India remains a modest 750 grams per person annually. Recently consumption of green tea has seen a great upsurge across the cities, and regions such as Kangra, which were known for their green tea production historically, have seen a resurgence of their green teas in the domestic market. Other countries also produce tea, such as Iran, Malaysia, Sri Lanka, Australia and Africa. Taiwan is famous for the making of oolong tea and green tea, as well as many western-styled teas. Bubble tea or ‘Zhen Zhu Nai Cha’ is black tea mixed with sweetened condensed milk and tapioca. Since the island was known to Westerners for many centuries as Formosa, short for the Portuguese Ilha Formosa, or ‘beautiful island’, tea grown in Taiwan is often identified by that name. The drinking of tea in the United States was largely influenced by the passage of the Tea Act and its subsequent protest during the American Revolution. Tea consumption sharply decreased in America during and after the Revolution, when many Americans switched from drinking tea to drinking coffee, considering tea drinking to be unpatriotic. It seems Canadians were big tea drinkers from the days of British colonisation until the Second World War, when they began drinking more coffee like their American neighbours to the south. During the 1990s, Canadians begun to purchase more speciality teas instead of coffee. In South America, the tea production in Brazil has strong roots because of the country’s origins in Portugal, the strong presence of Japanese immigrants, and because of the influences of Argentina’s culture. Brazil had a big tea production until the 1980s, but it has weakened in the past decades. The first record of tea in English came from a letter written in 1615 by Richard Wickham, who ran an East India Company office in Japan, writing to a merchant in Macao requesting ‘the best sort of chaw’. But a traveller and merchant who came across tea in Fuji in 1637, wrote, “chaa – only water with a kind of herb boiled in it’. In 1657, Thomas Garway, a tobacconist and coffee-man was the first to sell tea in London at his house in Exchange Alley, charging between 16 and 50 shillings per pound. The same year, tea was listed as an item in the price list in a London coffee house and the first advertisement for tea appeared in 1658. In 1660, Samuel Pepys recorded in his diary: “I did send for a cup of tee (a China drink) of which I never had drank before.” It is probable that early imports were smuggled via Amsterdam or through sailors arriving on eastern boats. The marriage of King Charles II in 1662 to Portuguese princess Catherine of Braganza brought the tea drinking habit to court. Official trade of tea began in 1664 with an import of only two pound two ounces for presentation to the king, which grew to 24 million pounds per year by 1801. Tea was traded in significant amounts by the 18th century, when tea was being sold by grocers and tea shops in London. By the 1720s black tea overtook green tea in popularity as the price dropped, and early on British drinkers began adding sugar and milk to tea, a practice that was not done in China. By the 1720s European maritime trade with China was dominated by exchange of silver for tea. As prices continued to drop, tea became increasingly popular and by 1750 had become the British national drink. A fungus reduced coffee production in Ceylon by 95% in the nineteenth century, thus cementing tea’s popularity. The escalation of tea importation and sales over the period 1690 to 1750 is mirrored closely by the increase in importation and sales of cane sugar, as the British were not drinking just tea but ‘sweet’ tea. As a result, two of Britain’s trading triangles converged, the sugar sourced from Britain’s trading triangle encompassing Britain, Africa and the West Indies and the tea from the triangle encompassing Britain, India and China. In China, the Qing dynasty Qianlong Emperor wrote to King George III in response to the MaCartney Mission’s request for trade in 1793, saying “Our Celestial Empire possesses all things in prolific abundance and lacks no product within its borders. There is therefore no need to import the manufactures of outside barbarians in exchange for our own produce.” Tea had to be paid in silver bullion, and critics of the tea trade at this time would point to the damage caused to Britain’s wealth by this loss of bullion. As a way to generate the silver needed as payment for tea, Britain began exporting opium from the traditional growing regions of British India (in present-day Pakistan and Afghanistan) into China. Although opium use in China had a long history, the British importation of opium increased fivefold between 1821 and 1837, and usage of the drug became more widespread across Chinese society. The Qing government attitude towards opium, which was often ambivalent, hardened because of the social problems created by drug use and took serious measures to curtail importation of opium during 1838 and 1839. Tea had therefore become an important source of tax revenue for the British Empire, and the banning of the opium trade and thus the creation of funding issues for tea importers was one of the main causes of the ‘First Opium War’ a series of military engagements fought between Britain and the Qing dynasty of China between 1839 and 1842. The immediate issue was the Chinese enforcement of their ban on the opium trade by seizing private opium stocks from merchants at Canton and threatening to impose the death penalty for future offenders. Despite the opium ban, the British government supported the merchants’ demand for compensation for seized goods, and insisted on the principles of free trade and equal diplomatic recognition with China. Opium was Britain’s single most profitable commodity trade of the 19th century. After months of tensions between the two nations, the British navy launched an expedition in June 1840 and by August 1842 had defeated the Chinese using modern and technologically superior ships and weapons. The British then imposed the Treaty of Nanking, which forced China to increase foreign trade, give compensation, and cede Hong Kong to the British. Consequently the opium trade continued in China. Twentieth century nationalists consider 1839 the start of a century of humiliation and many historians consider it the beginning of modern Chinese history. But, whilst waging war on China was one of Britain’s tactics, it also began to use India for growing tea. After tea plants were smuggled out of China, plantations were established in areas such as Darjeeling, Assam, and Ceylon. As an attempt to circumvent its dependence on Chinese tea, the East India Company sent a Scottish botanist to China to purchase and bring out of China tea plants, which were then taken to India, although it was the discovery of native varieties of tea plant in India which proved more important for the development of production there. Tea remained a very important item in Britain’s global trade, contributing in part to Britain’s global dominance by the end of the 18th century. To this day, tea is seen worldwide as a symbol of ‘Britishness’, but also, to some, as a symbol of good old British colonialism.
If you ever think mythology is boring…
Just remember that Cerberus, the hellhound and guard dog of the Underworld, comes from the root Indo-European word Ḱerberos, which evolved into the Greek word Kerberos, which got changed to Cerberus when it went from Greek to Latin. Ḱerberos means ‘spotted’.
So Hades, Lord of the dead, literally named his pet dog ‘Spot’.
Click: Return to top of page or Index page
One thought on “The History Of Tea”
Nowadays they are growing tea in Cornwall. I don’t know if it is being commercially marketed yet.
|
<urn:uuid:816101f1-0cdc-4b14-a001-ee88d9f1bf6a>
|
CC-MAIN-2023-14
|
https://welcometothecruise.com/2023/02/17/the-history-of-tea/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945323.37/warc/CC-MAIN-20230325095252-20230325125252-00759.warc.gz
|
en
| 0.977586
| 4,152
| 3.203125
| 3
|
We all are familiar with the latest development in the technological world, but there is still more to know. The global world is at its peak of progress and coming with innovative solutions to fulfill technological desires. Every day we come about something new with fresh concepts and desires. The passing decade explored more advanced things to know, such as automation. Although automation has been serving the technical world for past decades, it is going the extra mile of services in modern times. These practices make them capable of utilizing artificial intelligence consulting services in the vertical direction.
In comparison, it has a broader domain of services with types in all aspects of life. However, it is education, business, a software firm, and the automotive industry; in fact, all kinds of firms use it. Among them, the automotive sector is highly using an automated approach to serve the transportation industry. So then, we have an intelligent driving assistant in vehicles and mobile phones to control and direct actions.
In the automotive industry, mechanical and software engineers are doing practices to come with a new invention. Therefore, they also apply AI and machine learning algorithms to replicate human decision ability in machines. As a result, advanced automobiles will maintain a balance in driving and traffic control. Thereby, this idea leads to producing more autonomous vehicles, transforming it into a smart city. Let’s see how automation types work for the automotive industry.
Types Of Robotic Development In The Automotive Industry
Some interesting robotic development types showcase a bright future of motorization. In the meantime, the automotive industry is doing practices to modify existing services to the new ones. Furthermore, it will give a new thought to explore existing services with a new angle and direct a new path. Let’s see the iconic types of robotic development for intelligent automobiles. They are:
- Augmented Reality
- Energetic propagation
- Wireless systems in cars
- Implanting perception sensors
- Voice engine optimization
- Automotive retailing
Let’s discuss them thoroughly and see what we will get while utilizing these advanced types of robotic expansions.
Before automobiles, augmented reality bounded to the gaming industry. Later on, its increasing importance grew in variety. In the meantime, the automotive industry adopts this advanced approach in vehicles for better integration. The role of augmented reality in cars is to assist and suggest traffic solutions and give direction to drivers. Furthermore, with this virtual assistance, monitoring, tracking, and locating vehicles is easy. For instance, there are embedded cameras that work as surveillance, efficient function assistance. For example, warning any traffic threat, showcasing video ads as assessment, estimates safety to ensure safe and secure driving.
Automation in the automotive industry leads to conquering the balance in the vehicle to prevent motion sickness. Before, robotic development motion sickness in the car resulted in accidental conditions such as loss of control. Consequently, it rises to major injurious issues, so to reduce it, energetic propagation becomes constant. In the first place, embedded sensors for vehicles direct drivers in real-time. As a result, it allows vehicles to function according to roads. Hence, we can say that it will be a choice to go for artificial intelligence consulting services to ensure intelligent vehicle surveillance.
Wireless Systems in Cars
Since modern time comes with new inventions to track and control cars, a new approach is known as 5G technology penetrating the technological world. Its advanced infrastructure helps and supports safe and secure transportation. In simple terms, it is the fifth generation of the internet with automatic features. In the automotive industry, it ensures seamless and continuous connectivity between driver and environment. Consequently, it keeps track of environmental conditions such as weather, traffic status, and road conditions, ensuring a smooth journey.
Implanting Perception Sensors
Implanting perception sensors exhibit a radar tracking system, just like in airplanes. Likewise, an embedded magnetic radar system works to direct and track the plane’s location in the aircraft. Similarly, in autonomous cars, embedded perception sensors function for the same purpose. In addition, GPS is installed in them to map the location or suggest directions. For example, sensors keep all the records and transmit signals to the car to react accordingly. Autonomous vehicles now have cameras, ultrasonic radars, and other intelligent sensors to provide accurate and fast results.
Voice Engine Optimization
Voice engine optimization is another advanced feature in autonomous vehicles. This feature plays a ground role in improving traffic conditions. In this case, modern cars now are smarter with AI assistant applications in demand. The disclosure of this technology explores resolving issues by speaking. For this purpose, sensors or cameras are in connection to record voice and act accordingly. This feature is an autonomous vehicle that is immersive as it recognizes voice patterns with a 5G connection. Hence, it provides better opportunities and increases the value of the automotive industry.
Retailing with an autonomous vehicle is also a new invention for both the retail industry and the automobile. In this case, retail apps are in connection with cars to direct them about their orders. For instance, most vehicles have GPS systems. The addition of 5G technology made it more interesting. In the meantime, the retail app sends a notification to the car whether your order is ready or not. So then, you can estimate the time when to reach the store to pick up your order. This smart utilization of artificial intelligence consulting services is more appreciable.
In conclusion, the automotive industry is highly focusing on advanced automated approaches to come across autonomous vehicles. The addition of artificial intelligence consulting services makes it more valuable to tackle transportation problems. In this case, software and mechanical engineers have joined hands to produce valuable automobile services in simulation. They are doing practices to develop applications, and hardware tools are applicable to fulfill automated requirements. Besides this, the origin of robotics was given since the 19th century but is undergoing a revolution in each step. As a result, we can now update or modify existing technologies to mold them into a new shape. Furthermore, the advent of 5G technology also lighted robotic engineering to produce more autonomous cars. We are expecting more innovations in robotics that will drive us into a new sphere of intelligence in the future.
|
<urn:uuid:a44c9f24-80bb-400e-95d7-8d68cb6213c8>
|
CC-MAIN-2023-14
|
https://techupdatescorner.com/a-spin-to-automotive-industry-with-artificial-intelligence/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00759.warc.gz
|
en
| 0.936356
| 1,261
| 2.671875
| 3
|
Ticks And Rodents: Three Perspectives On The Illnesses They Transmit
Tick-related illnesses are primarily transmitted through tick bites. Sounds obvious, right? However, not all tick bites are dangerous, as far as disease transmission is concerned. It takes an infected tick to transmit these illnesses. Some of the tick-related illnesses include Lyme disease, Anaplasmosis, Babesiosis, Ehrlichiosis, and Powassan Virus Disease, among others. On the other hand, rodents also pose a risk to humans. They transmit many diseases too. These include Hantavirus, Lymphocytic choriomeningitis (LCMV), Salmonella, Rat Bite Fever, and Plague, among others.
The interesting thing about tick-borne illnesses is that they have some kind of association with rodents and vice versa. Wondering how these two are related? Read on to find out more.
Rodent-borne illnesses and ticks
There are many different species of rodents. Some are out in the wild, while others are primarily in residential areas. The first thing to note is that both ticks and rodents can transmit diseases to humans. Secondly, ticks can also transmit some rodent-borne diseases! Find out how:
There are many species of rodents, including squirrels, chipmunks, beavers, prairie dogs, rats and mice. Rodents native to the United States play an important role in the health of grasslands and forest, and are a major source of food for many predators and scavengers, including hawks, fox, bobcats, and even wolves. However, some types of rodents, especially non-native species including the Norway rat, the roof rat and house mice are pests when they infest houses, threaten public health, and destroy property…
In addition to damaging property, rodents may also spread diseases, posing a serious risk to public health. Rodent-borne diseases can be transferred directly to humans through:
Consumption of food and/or water or breathing dust contaminated by rodent droppings and other waste products.
Indirectly by way of ticks, mites, and fleas that transmit the infection to humans after feeding on infected rodents. Read more at EPA
Tick-borne illnesses and rodents
Apart from ticks feeding on infested rodents and transmitting the disease to humans, there’s another association between ticks and rodents. If you know that ticks only survive by sucking blood from a host, then you know where this is going. If the rodent population in or around your home is high, there’s a likelihood you’ll have more ticks as well. And that’s bad news for you.
Did you know that the acorns we see in our yards could be connected to Lyme disease? It might sound like a stretch, but the amount of acorns in the late fall and early winter could predict the tick population for the next spring.
What do acorns and Lyme disease have in common?
Mice, specifically, dine on acorns to help them survive the winter hibernation. While this is happening, ticks happily attach to these mice for all of their meals.
You may not know that a tick’s palette goes beyond deer and humans. Just about any vertebrate host will do; making the mouse a top choice for ticks, who rely heavily on the mouse population in the winter months to stay alive. Read more at JP Pest Services
Ticks and rodent pets
Another twist to the association between rodents and ticks is where pets are concerned- rodent pets, that is. Did you know that your rodent pets are at risk of infection if they experience tick exposure? This is enough reason to invest in tick control around your home premises, in spite of studies showing that reduced tick populations may not reduce incidences of tick-related diseases in humans. Find out more in the following post:
Tickborne diseases (TBDs) such as Lyme disease result in ≈500,000 diagnoses annually in the United States. Various methods can reduce the abundance of ticks at small spatial scales, but whether these methods lower incidence of TBDs is poorly understood. We conducted a randomized, replicated, fully crossed, placebo-controlled, masked experiment to test whether 2 environmentally safe interventions, the Tick Control System (TCS) and Met52 fungal spray, used separately or together, affected risk for and incidence of TBDs in humans and pets in 24 residential neighborhoods. All participating properties in a neighborhood received the same treatment. TCS was associated with fewer questing ticks and fewer ticks feeding on rodents. The interventions did not result in a significant difference in incidence of human TBDs but did significantly reduce incidence in pets. Our study is consistent with previous evidence suggesting that reducing tick abundance in residential areas might not reduce incidence of TBDs in humans. Read more at Pub Med
Now, if you had a choice between having ticks around your home or eliminating them, what would you choose? If you’ve followed through this post, you know there’s nothing good about having pests of whatever kind within your vicinity. At Backyard Bug Patrol, we passionately hate pests of all kinds and that is why we exist. We offer you efficient and effective pest control measures that are sure to give you the peace of mind you deserve. Our barrier spray programs for tick control and perimeter rodent control packages are worth every dime. Get in touch with us to pest-proof your home today!
- Do Mosquitoes Really Have Preferences? Read On To Learn More - March 17, 2023
- Are House Spiders Poisonous? - March 8, 2023
- Little-Known Facts About Mice, And Why You Should Never Allow Them In Your Home - February 13, 2023
|
<urn:uuid:5974570b-0f84-4883-9208-563332e91de4>
|
CC-MAIN-2023-14
|
https://backyardbugpatrol.com/pest-control/ticks-rodents-associated-illnesses/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.947813
| 1,184
| 3.234375
| 3
|
The chartpack for this report is available to download as an additional file
Explore this research further by joining our free webinar 5G’s role in reducing carbon emissions on Tuesday November 10th. View the webinar here.
Transitioning towards a carbon-neutral world
Carbon reduction targets have been set at global, regional, and many national levels to tackle climate change. The Paris Agreement was the first universal, legally binding global climate change agreement. Adopted in December 2015, close to 190 countries agreed the long-term target to limit the increase in global average temperatures to 2 degrees Celsius above pre-industrial levels. The EU also has a binding target to cut emissions to at least 40% below 1990 levels by 2030, as well as achieving at least a 32% share for renewable energy and at least a 32.5% improvement in energy efficiency.
This report will focus on the way in which technology, in particular 5G, can enable individuals, businesses, the energy industry and governments to accelerate the transition to zero carbon emissions.
This analysis is based on desk research, an interview programme and survey with industry leaders, as well as detailed economic modelling to quantify the benefits that 5G can bring, and the contribution it can make to achieving carbon emissions targets.
A framework for thinking through the carbon emissions challenge
The main mechanisms through which technology (including 5G) can reduce carbon emissions arising from our consumption of energy, fall under one of three categories:
- Green electricity generation: increasing the proportion of electricity generated from renewable energy sources
- Transition to electricity: as electricity becomes greener, moving away from energy that is directly delivered through combustion of fossil fuels towards delivery through electricity
- Energy efficient consumption: reducing the amount of energy required to achieve the same outcomes – either by not consuming energy when it is not needed or doing so more efficiently
A framework for outlining the key mechanisms for reducing carbon emissions
Source: STL Partners
Enter your details below to request an extract of the report
Greener electricity generation
Generating ‘greener’ electricity is a fundamental part of any carbon emissions reduction strategy. Energy analysts forecast that it will still take decades for a substantial amount of the grid to be powered by renewable energy sources. The chart below demonstrates the current prevalence of coal and gas in our electricity networks, with some contribution from nuclear and hydropower. By 2030, we will need rapid growth of wind and solar, but it only becomes a significant proportion of world supply by 2040.
Forecasts predict that future electricity generation will come from growth in solar and wind
Renewable energy generation must grow enough to meet three challenges:
- Replace current electricity generation from fossil fuels
- Provide electricity to power directly supplied by fossil fuels as these transition to electric power (see transition discussion below)
- Meet future demand arising from economic growth.
Moving from fossil fuels to wind and solar energy presents new challenges for balancing the electricity supply system. Due to the variable nature of these renewables (it’s not always sunny or windy) and our limited ability to store energy (with current battery technologies), the growing dependence on renewables means that supply cannot be controlled to meet demand. New business models enabled by millions of connected devices (washing machines, electric vehicle chargers) will allow us to reverse the market model such that demand meets supply.
Further in this report we describe in more detail how 5G networks will enable the acceleration of greener energy supply by:
- Improving the cost competitiveness of renewables (in particular, by reducing operating costs).
- Ensuring that renewables can contribute to the bulk of our energy needs, by supporting new business models ensuring energy demand across millions of appliances is managed in response to the fluctuating nature of renewables supply.
Transition to electricity
The second major mechanism to reduce carbon emissions is transitioning to using electricity as the primary source of energy for applications that currently rely on fossil fuel combustion. The two big transitions are the move from:
- fossil-fuelled cars and trucks to electric vehicles
- gas boilers to electric heat pumps.
Using electricity to power these appliances and processes is more energy efficient than burning fossil fuels and can therefore deliver an overall reduction in energy use and carbon emissions even if the grid is only partly ‘decarbonised’.
However, this will create a seismic change in energy consumption. Taking the UK as an example, the energy used for heating space and water is almost double that used for total electricity consumption in the country. Space and water heating is largely fuelled by gas today. Meanwhile, transport used over two exajoules of energy in 2018. Shifting these to electricity will put unprecedented burden on our electricity networks.
Comparing UK energy consumption for space heating, water heating and transport to total electricity consumption (2018)
Source: UK National Statistics
As well as the need to meet demand with supply discussed above, the other consequence of moving away from fossil fuels is that it may be more difficult to keep the electricity grid stable. Historically, turbines from traditional power generation stations have provided inertia, which has helped to maintain a buffer when demand for power changes over a short time. Power station turbines’ rotational inertia effectively absorbs and releases energy in response to fluctuating demand, resulting in grid frequency variations. To keep the grid stable and mitigate blackouts, frequency needs to avoid deviating by more than 1-2% from the target of 50 or 60 Hertz. Removing traditional thermal turbine generation means that solutions must be developed to provide highly-reliable sub-second responses – precisely the type of requirements for which 5G was developed.
5G networks can enable the acceleration of this transition from direct fossil fuels to increasingly renewable electricity by:
- Improving the performance and cost-effectiveness of electric-powered alternatives (for example, by making electric vehicles much cheaper to buy and as convenient to refuel as fossil fuel vehicles through optimised battery lease-and-swap networks)
- Providing high-reliability, low latency connectivity to the energy suppliers and users committed to maintaining stable frequency across the electricity grid
- Ensuring that renewables can contribute to the bulk of our energy needs, by supporting new business models ensuring energy demand across millions of appliances is managed in response to the fluctuating nature of renewables supply (for example, by charging electric vehicles or heating domestic hot water when renewable supply is at its peak).
This report is part of a series of research on the role of 5G in accelerating digital transformation. Other reports within the portfolio include:
- 5G regulation: Ensuring successful industrial transformation
- $1.4tn of benefits in 2030: 5G’s impact on industry verticals
- Curtailing carbon emissions – Can 5G help?
- Recovering from COVID: 5G to stimulate growth and drive productivity
- 5G’s impact on manufacturing: $740Bn of benefits in 2030
- 5G’s healthcare impact: 1 billion patients with improved access in 2030
- How mobile operators can build winning 5G business models
Enter your details below to request an extract of the report
|
<urn:uuid:0badd258-8cea-4ff1-af05-b5f3df39dcae>
|
CC-MAIN-2023-14
|
https://stlpartners.com/tag/green/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.928329
| 1,462
| 3.15625
| 3
|
1) Locate bird feeders at different levels
Sparrows, juncos, and towhees usually feed on the ground, while finches and cardinals feed in shrubs, and chickadees, titmice, and woodpeckers feed in trees. To avoid crowding and to attract the greatest variety of species, provide table-like feeders for ground-feeding birds, hopper or tube feeders for shrub and treetop feeders, and suet feeders well off the ground for woodpeckers, nuthatches, and chickadees.
2) Offer a variety of seeds in separate feeders
A diverse mix of seeds will attract the greatest variety of birds. To avoid waste, offer different seeds in different feeders. Black oil sunflower seed appeals to the greatest number of birds. Offer sunflower seeds, nyjer (thistle) seeds, and peanuts in separate feeders. When using blends, choose mixtures containing sunflower seeds, millet, and cracked corn—the three most popular types of birdseed. Birds that are sunflower specialists will readily eat the sunflower seed and toss the millet and corn to the ground, to be eaten by ground-feeding birds such as sparrows and juncos. Mixtures of peanuts, nuts, and dried fruit attract woodpeckers, nuthatches, and titmice. A relatively few species prefer milo, wheat, and oats, which are featured in less expensive blends.
3) Provide suet during cool weather only
Suet (beef fat) attracts insect-eating birds such as woodpeckers, wrens, chickadees, nuthatches, and titmice. Place the suet in special feeders or net onion bags at least five feet from the ground to keep it out of the reach of dogs. Do not put out suet during hot weather as it can turn rancid; also, dripping fat can damage natural waterproofing on bird feathers.
4) Mix peanut butter and corn meal
Peanut butter is a good substitute for suet in the summer. Mix one part peanut butter with five parts corn meal and stuff the mixture into holes drilled in a hanging log or into the crevices of a large pinecone. This all-season mixture attracts woodpeckers, chickadees, titmice, and occasionally warblers.
5) Provide fruit for berry-eating birds
Fruit specialists such as robins, waxwings, bluebirds, and mockingbirds rarely eat birdseed. To attract these birds, soak raisins and currants in water overnight, then place them on a table feeder, or purchase blends with a dried fruit mixture. To attract orioles and tanagers, skewer halved oranges onto a spike near other feeders, or supply nectar feeders.
6) Provide nectar for hummingbirds
Make a sugar solution of one part white sugar to four parts water. Boil briefly to sterilize and dissolve sugar crystals; no need to add red food coloring. Feeders must be washed every few days with very hot water and kept scrupulously clean to prevent the growth of mold.
7) Store seed in secure metal containers
Store seed in metal garbage cans with secure lids to protect it from squirrels and mice. Keep the cans in a cool, dry location; avoid storing in the heat. Damp seeds may grow mold that can be fatal to birds. Overheating can destroy the nutrition and taste of sunflower seeds. For these reasons, it’s best not to keep seed from one winter to the next.
8) Discourage squirrels from consuming feeder foods
Squirrels are best excluded by placing feeders on a pole in an open area. Pole-mounted feeders should be about five feet off the ground and protected by a cone-shaped baffle (at least 17 inches diameter) or similar obstacle below the feeder. Locate pole-mounted feeders at least 10 feet from the nearest shrub, tree, or other tall structure. Squirrel feeders stocked with blends that are especially attractive to squirrels and chipmunks can reduce competition for high-priced foods offered at bird feeders. Place squirrel feeders far from bird feeders to further reduce competition.
9) Locate feeders to reduce window collisions
In the United States, approximately one billion birds die each year from flying into windows. Protect birds from collisions by placing feeders within three feet of windows, if possible. Mobiles and opaque decorations hanging outside windows also help to prevent bird strikes. Or attach fruit tree netting outside windows to deflect birds from the glass.
10) Keep cats indoors
Cats kill hundreds of millions of birds annually in the United States, often pouncing on ground-feeding birds and those dazed by window collisions. Responsible and caring cat owners keep their cats indoors, where they are also safer from traffic, disease, and fights with other animals. Outdoor cats are especially dangerous to birds in the spring when fledglings are on the ground. Bells on cat collars are usually ineffective for deterring predation.
11) Clean feeders and rake up spilled grain and hulls
Uneaten seed can become soggy and grow deadly mold. Empty and clean feeders twice a year (spring and fall), or more often if feeders are used during humid summers. Using a long-handled bottlebrush, scrub with dish detergent and rinse with a powerful hose; then soak in a bucket of 10 percent non-chlorine bleach solution, rinse well, and dry in the sun. In early spring, rake up spilled grain and sunflower hulls.
|
<urn:uuid:d3d40bf5-1185-4b54-bda5-9d01e57bbda3>
|
CC-MAIN-2023-14
|
https://www.audubon.org/news/11-tips-feeding-backyard-birds
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.925163
| 1,174
| 2.953125
| 3
|
How Child Abuse Affects the Brain
April is Child Abuse Prevention Month. Unfortunately, child abuse remains a common problem in our society. The Oklahoma State Department of Health reported that 15,289 children were victims of abuse and neglect in 2017. 1 This number is double the amount of cases since 2010. It also represents approximately 16% of children in our state. The Oklahoma State Department of Health labels the majority of abuse cases in Oklahoma as “neglect.”
It is difficult to determine if the number of cases are increasing or people are more likely to report abuse than in recent years. However, if you suspect a child is being abused, you are legally obligated to report it in Oklahoma.
There are more than physical problems that can result from abuse. Emotional effects can be long lasting, affecting someone throughout their lifetime. This also sometimes leads to generational patterns of abuse. Putting an end to a cycle of abuse can save more than one child from these negative consequences. It may also save generations to come.
Although some children heroically overcome abuse to lead normal, successful lives, others do not. Abused children are more likely to suffer from substance abuse, post-traumatic stress disorder, depression, and also anxiety. 2
Researchers focus on the changes that take place in the brain as a result of abuse as well. Sadly, adults who experienced severe abuse as children show critically impaired neural connections in the brain. Parts of the brain associated with the regulation of attention, emotion, and other cognitive processes suffer.
Effects on white matter
White matter is made up of myelinated axons. Axons are the projections of nerve cells that allow electrical impulses to carry information. Myelin is the “coating” that sheaths these tracts. Myelin helps information travel faster, increasing the efficiency of the brain.
So, to put it simply, white matter in the brain works as the brain’s subway system. Therefore, just as missing railway can cause serious problems in the ability of a subway car to travel, missing white matter affects the brain’s ability to process information.
The structure and amount of white matter correlate with an individual’s ability to learn. The white matter continues to develop throughout early adulthood.
Myelination of axons decreased
Researchers conducted a fascinating study in Canada examining the brains of those lost to suicide. The researchers created three groups: those who experienced severe abuse as children, those with a depression diagnosis and no known history of abuse, and those with no known history of abuse or mental illness.
The results shows that those who experienced abuse as children had thinner myelin coating in a larger amount of nerve fibers. Consequently, this was not true for the other two groups. 2
The researchers also noted abnormal molecular level development which impacted the cells maintenance and production of myelin.
Connectivity issues in the brain
The research team also discovered that some of the largest axons affected were unusually thick. Furthermore, they concluded that these differences may all negatively affect the connectivity between the anterior cingulate cortex. This is a region of the brain which processes cognitive functioning and emotions.
The affected region also includes the nucleus accumbens. The nucleus accumbens is involved with the brain’s reward system. It helps us know when to anticipate pleasure. This may explain why people who underwent child abuse process emotions differently. They were more exposed to substance abuse and negative mental health outcomes.
The researchers’ conclusion is that experiencing abuse in early life could cause lasting connectivity issues between important parts of the brain involved in processing our emotions. However, further research could more clearly define the full effect of childhood trauma on the brain.
Nevertheless, never underestimate the effect you can have on a child’s life. Meeting a child’s basic needs, and loving and caring for him can put him on a path to a successful life!
If you expect someone you know is abusing a child, reach out to the Oklahoma Child Abuse Hotline at 1-800-522-3511.
1 Meg Winterger. The Oklahoman. Oklahoma has new plan to bring down high rates of child abuse, neglect. 2 Dec. 2018.
2 Pierre-Eric Lutz , M.D., Ph.D., Arnaud Tanti , Ph.D., Alicja Gasecka , Ph.D., et al. The American Journal of Psychiatry. Association of a History of Child Abuse With Impaired Myelination in the Anterior Cingulate Cortex: Convergent Epigenetic, Transcriptional, and Morphological Evidence. 28 Jul. 2017.
The Comanche County Memorial Hospital website does not provide specific medical advice for individual cases. Comanche County Memorial Hospital does not endorse any medical or professional services obtained through information provided on this site, articles on the site or any links on this site.
Use of the information obtained by the Comanche County Memorial Hospital website does not replace medical advice given by a qualified medical provider to meet the medical needs of our readers or others.
While content is frequently updated, medical information changes quickly. Information may be out of date, and/or contain inaccuracies or typographical errors. For questions or concerns, please contact us at email@example.com.
|
<urn:uuid:237db2e1-a8c8-41b8-9114-5a52866eb467>
|
CC-MAIN-2023-14
|
https://www.ccmhhealth.com/how-child-abuse-affects-the-brain/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.946822
| 1,080
| 3.03125
| 3
|
Lauren Hall is a student at York St John University
Tutoring in Higher Education: How to better support students with learning disabilities
When we think of tutoring, we often imagine the use base as a combination of students at the top of the class striving to break new barriers and struggling students in need of supplemental help to keep up with faster learning classmates. Who we sometimes neglect to consider are those students who learn differently as a result of a learning disability. Students with learning disabilities sometimes face very difficult barriers, and tutoring at higher education could prove to be a viable way to help those students meet their learning goals.
Firstly I would like to clarify what I mean by ‘learning disability’. According to Mencap (2021) a learning disability is ‘a reduced intellectual ability and difficulty with everyday activities…People with a learning disability tend to take longer to learn and may need support to develop new skills, understand complicated information and interact with other people.’ This is not to be confused with types of learning difficulty such as dyslexia, ADHD, dyspraxia and dyscalculia which do not affect intellect. The UK Parliament report Support for disabled students in higher education in England (2021) does not report on % of students in England with a learning disability, however of all disabilities 4% are people with social communication / Autism spectrum disorder.
I recently attended the UKAT Annual Conference. The online conference focused on developing students as independent self-regulating learners, and considered how personal tutoring enables the addressing of disparities in engagement, progression and degree outcomes by students from groups under-represented in Higher Education. The conference was full of insightful conversation on how personal tutoring could combine with peer learning, academic study skills development, and mentoring and coaching to build confidence and resilience, and enhance student success academically and professionally. However one presentation stood out in how we could potentially better support students with learning disabilities in higher education.
University Centre South Devon has 700 higher education students on a range of Foundation and Bachelors degrees, HE Certificates and Diplomas, and Higher and Degree-level Apprenticeships. UCSD’s student profile reflects the national profile of college HE students observed by Thomas (2015) with many students: out of formal education for ten or twenty years, the first in their family to undertake tertiary education and/or needing considerable study or mental health support to enrol and remain on programme. Therefore UCSD have an Access and Participation Plan to identify key success objectives to close the gap in attainment between disabled students and their peers, and between student from different areas of deprivation, and tutors are a central role in their integrated tutorial model which is divided into four areas which follow a student’s personal journey from pre-entry to graduation.
Pre-Entry: Personal tutors are applicants contact person as soon as they apply, and give students access to ‘Step Up to HE’ online and in-person workshops to build confidence, make connections with peers and develop study and IT skills.
Induction and Orientation: Students complete a ‘Students Profile’ survey which Tutors receive in induction week. The survey asks about prior learning, work/caring commitments, difficulties/disabilities, study skills confidence, career aspirations and home-life. It is an access document which is given to all students, not just those expected to have access needs with impairments. This information helps tutors to guide students to induction activities which can be completed online and in-person during the first few weeks. Disability and Wellbeing teams also meet ALL students during induction week, and ALL student have access to Macmillan Skills for Study and UCSD online resources.
Tutorial Curriculum: All programmes have a weekly timetabled group tutorial session, by providing support through the course rather than something extra, it normalises it. Each week Tutors receive an update email with reminders of what us happening across the University which they send to students – tis promotes consistency in messaging to students, academic expectations and tutorial practice.
Professional Services: Tutors normalise help-seeking for study skills, disability, wellbeing and employability, and the disability team aim to coordinate all the support disabled students receive including working with the teaching team to embed Universal Design for Learning and inclusive pedagogy and assessment.
What struck me most about this model from UCSD was the normalisation of tutoring. As discussed above, tutoring can sometimes be presumed for higher achieving students or those needing more help, and the middle group often are missed (those achieving 50s/60s). By embedding tutoring within a subject, within a school, within a department and across the University each student gets the one-to-one support they might want and need without it feeling like ‘an extra’. It is also important to acknowledge that tutoring isn’t all about the academic subject the student is studying. It is about building a trusting relationship, giving information to students and referring them to useful support, ensuring the wellbeing of individual students and most importantly being an advocate for the individual you are tutoring. This is especially important when tutoring students with learning disabilities. Students with learning disabilities have the academic ability to be within higher education, however their journey to graduation may be different from the standard model we see. As tutors we should be advocates, and we should confidently support students on their journeys, this may include:
- Assessment adjustments
- Become familiar with assistive technology and embed it within the department
- Ensure all lectures and resources are accessible
- All staff to be trained in access and inclusivity within departments
- Listen to students with learning disabilities, and use lived experience to enhance the inclusive learning environment
Since the introduction of the integrated tutorial model at UCSD, the Student Profile at pre-entry helped 92% of Tutors to get to know their students and priorities their support needs, and following the introduction of Disability Support Workers in 2016/17 at UCSD they saw an improvement in disabled students’ continuation. Sometimes being a tutor is about having a cup of tea with your student and having a casual chat, but from Hallam & Perkins’ presentation at the UKAT Conference 2021 it is clear that Personal Tutors can be central to the success of disabled students; coordinating, cajoling, nurturing and motivating students to engage with the available support and liaising with teaching teams.
Good tutoring takes time and commitment from the Tutors and the provider, however UCSD have deployed an evidence-informed strategy, as part of their Access and Participation Plan. I believe we could attract more students with learning disabilities, and successfully support them on a higher education journey at York St John University through interventions from personal tutors, professional service teams, and the use of a tutorial curriculum through the student journey to develop study skills and independent learning, foster belonging and relationships and raise the aspiration of learning disabled students.
Gazeley, L., & Aynsley, S. (2012). The contribution of pre-entry interventions to student retention and success A literature synthesis of the Widening Access, Student Retention and Success National Programmes Archive. Higher Education Academy.
Hallam, I. and Perkins, K., 2021. The central role of personal tutors in closing the attainment gap between students with disabilities and their peers. UKAT.
Hubble, S. and Bolton, P., 2021. Support for disabled students in higher education in England. House of Commons Library, pp.3, 6.
Thomas, L. (2015). Access and widening participation in college HE Briefing Paper 2: Student retention. Attainment and experience in college-based higher education. Association of Colleges.
|
<urn:uuid:e47cc0cb-ee46-4e1f-96f6-660820c03bfb>
|
CC-MAIN-2023-14
|
https://www.ukat.ac.uk/community/blog/posts/2021/april/tutoring-in-higher-education-how-to-better-support-students-with-learning-disabilities/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.95411
| 1,575
| 2.625
| 3
|
Whey Allergy IgE Blood Test
The Whey Allergy IgE Blood Test measures the IgE antibody levels in the blood to help detect an allergy to the milk protein whey.
What is the purpose of this test?
Order this Whey Allergy IgE Blood Test to measure the IgE antibody levels in the blood to help detect an allergy to the milk protein whey. Whey is the liquid remaining after milk has been curdled and strained. It is one of two main proteins in milk, making up 20% of the protein in cow's milk.
Whey is the cloudy yellowish liquid expelled from cheese curds during the cheese-making process, and the liquid is strained from fresh yogurt. Acidic whey, also known as sour whey, comes from yogurt and soft cheeses such as cottage or mozzarella. Sweet whey comes from harder cheeses produced with rennet, such as cheddar and swiss.
What causes an allergy to whey?
An allergy to whey triggers a reaction in an individual's immune system. The body views certain substances as toxic and produces IgE antibodies to these contaminants. These antibodies cause histamine to be released, which will cause the symptoms of an allergic reaction.
What foods or products should I avoid if I am allergic to whey?
Individuals allergic to whey should steer clear of dairy products, food, and whey-based ingredients to prevent an allergic reaction. Whey is present in many foods it can be challenging to avoid. Individuals needing to remove whey from their diet should pay close attention to the ingredients in the following common products:
- Whey and Whey products
- Protein shakes
- Dairy products (cheeses, butter, margarine, and all forms of dairy milk)
- Ice cream and Sherbet
- Custards, yogurt, and pudding
- Sauces that contain dairy
- Au gratin dishes
- Baked goods (cookies, bread, crackers, and cakes)
- Chocolate, nougat, and cream candy
- Coffee creamers
- Malted milk
- Creamed or scalloped foods
- Mashed potatoes
- Salad dressings
- Canned and processed meats, including cold cuts and deli meats
- Casein and caseinates
- Lactalbumin, lactalbumin phosphate
- Lactose, lactoglobulin, lactoferrin, and lactulose
When should I order a Whey Allergy IgE Blood Test?
Allergy symptoms vary from one individual to the next ranging from mild to severe reactions, which can occur within minutes to hours after exposure. Common symptoms of a whey allergy may include one or more of the following symptoms:
- Runny nose
- Red eyes
- Watery eyes
- Stomach pain
Trusted, Secure, & Confidential
Shop All Tests
|
<urn:uuid:b47a7a61-fa5b-472c-b969-995aa6c4a422>
|
CC-MAIN-2023-14
|
https://www.walkinlab.com/products/view/whey-allergy-blood-test
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00759.warc.gz
|
en
| 0.923511
| 649
| 3.5
| 4
|
Hurricanes have devastated communities in Florida, leaving a legacy of destruction. Getting help after a disaster is a process.
The Federal Emergency Management Agency (FEMA) offers several programs to assist individuals and businesses affected by a disaster. The agency also provides resources and information to residents. Visit FEMA’s website for more information on local Disaster Recovery in Miami FL centers and flood maps, fact sheets, and FEMA contacts.
Recovering from a disaster is a process.
Whether natural or man-made, disasters often occur with little warning and can change people’s lives forever. While many survivors return home and resume their normal lives, others remain impacted by the disaster.
Recovering from a disaster is a process, and it may last for months or years. Regardless of the length of time, communities must face the challenge of rebuilding their lives, livelihoods and infrastructures.
In many ways, recovery is an opportunity to “build back better” – to replace damaged or destroyed buildings, schools, roads and health facilities with new ones that meet higher safety standards. These improvements can reduce future disaster risk and help survivors cope with the trauma of the event.
However, recovery does not completely recover what was lost and can often create new inequalities among groups that were formerly privileged or dominant. For example, rural women and sharecroppers may lose their homes and livelihoods to resettlement plans that do not recognize their customary land rights.
In the aftermath of a disaster, it’s important to seek out and maintain connections with friends and family. Having these connections can make the healing process easier and more efficient. It’s also a good idea to consult with a licensed mental health professional who can help you understand and deal with your emotional reactions and behaviors.
Getting help after a disaster is a process.
Getting help after a disaster can be a stressful time, and it can also be confusing. However, there are many resources that can help you get back on your feet faster and better than before the disaster occurred.
The first step is to figure out what you need and find out if you qualify for assistance. The Federal Emergency Management Agency (FEMA) offers financial assistance for certain items, including temporary housing and clean-up, home repairs and replacements, and increased child care costs.
A good place to start is by asking family and friends for advice on how to best help you in your time of need. They can provide insight on how to prepare and what to expect in the future, and will know the best local resources.
Finally, consider consulting with a licensed mental health professional to get some of the more complicated thoughts and emotions out of your head. Psychologists have been trained to help people navigate the disaster-related emotions and make a plan to move forward after the chaos has passed.
Getting the right sort of help after a disaster can make all the difference in your recovery. 211 is here to help you find the most relevant information and services in your area.
Getting help before a disaster is a process.
A disaster is a serious disruption of the functioning of a community or society that interacts with conditions of exposure, vulnerability and capacity. The effect can be immediate or long-lasting and may test or exceed the capacity of a community to cope using its own resources, requiring assistance from external sources.
A disaster can be a natural or man-made event that produces great loss of life, property, or economic, social and environmental damage. Examples of disasters include avalanches, floods, droughts, earthquakes, hurricanes, tsunamis, volcanic eruptions, fires, epidemics and other events.
Recovering from a disaster is a process that can take several months. During this time people are often impacted by emotional distress and strained interpersonal relationships.
Mental health services can be a valuable resource for people who are experiencing disaster-related stress. It is important to identify symptoms early and seek treatment as soon as possible, if needed.
If you or someone you know is experiencing distress related to a recent disaster, contact the Disaster Distress Helpline at 800-984-HOPE or visit the American Red Cross website. There are also community support groups and other resources available for those who need them.
It is important to understand that disaster recovery is a process and not a quick fix. The decisions that local officials make before a disaster can have a big impact on the speed and effectiveness of recovery in your area.
|
<urn:uuid:8c449f9d-1f72-47d1-9e92-c8202f9a1a2f>
|
CC-MAIN-2023-14
|
http://www.snprestacaodeservicos.com/disaster-recovery-in-miami-fl/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00759.warc.gz
|
en
| 0.956542
| 906
| 3
| 3
|
Hearing Aids And Dementia – How Hearings Aids Can Help Patients
Hearing aids might help increase memory, reduce anxiety and increase social interaction among dementia patients, local health experts say.
“Whether you have dementia or not, you need to hear,” said Ronna Fisher, audiologist and founder and president of Hearing Health Center in Chicago and three suburbs. “It’s not normal not to hear. Hearing is what makes us happy in our relationships. If you can’t hear, you stop talking.”
Improved sensory perception won’t stop the progression of dementia caused by Alzheimer’s disease, experts said, but increasing the ability to hear will help reduce a patient’s loneliness and confusion.
The staff at Smith Village, a continuing-care retirement community in Chicago’s Beverly neighborhood, said it has noticed increased participation among residents who address their hearing problems.
“Getting hearing aids does help them,” said Diane Morgan, memory support coordinator. “When their hearing is down, they experience paranoia or anxiety because they can’t hear what’s being said to them.”
Fisher, whose father suffered hearing loss at an early age, said she began noticing in 2008 that when her dementia patients were fitted with hearing aids –– especially deep-insert hearing devices that remain in the ear for three months at a time –– they socialized more and their memories improved.
In a study released this year, researchers at Johns Hopkins Medicine and the National Institute on Aging found that seniors suffering from hearing loss were more likely to develop dementia over time than those who retain their hearing. Among other things, the research suggests that hearing loss could lead to social isolation, a risk factor for dementia.
The research should offer hope to physicians treating dementia patients, said Dr. Marsel Mesulam, director of the Cognitive Neurology and Alzheimer’s Disease Center at Northwestern Memorial Hospital and Northwestern’s medical school. “Doctors and health care providers treating elderly patients should not throw up their hands treating dementia,” Mesulam said. “They can look at other factors that are treatable, like hearing loss or vision.”
Alzheimer’s is the most common form of dementia, a term used to describe the common symptoms of memory loss and declining cognitive abilities that interfere with daily life, according to the Alzheimer’s Association. The disease accounts for 50 to 80 percent of dementia cases. Other causes of dementia include brain injuries, infections and tumors, and vascular, Parkinson’s and other diseases that affect neurological function.
Nancy Rainwater, a spokeswoman for the Greater Illinois Chapter of the Alzheimer’s Association, said that at the very least, a person’s hearing loss might cause caregivers to assume there is dementia when there is not.
“Each patient is different,” Rainwater said. “Get a formal diagnosis.” Naperville resident Debby Berger began taking her 86-year-old mother to Hearing Health Center last year. At the time, her mother’s memory had declined. Since she has been fitted with deep-insert hearing devices, her memory has improved. “Now that she can hear, if you tell her something, she remembers it,” Berger said.
For more information, please visit ChicagoTribune.com.
|
<urn:uuid:4c545afc-6b1c-408b-8b35-ddf37a44851e>
|
CC-MAIN-2023-14
|
https://www.sonusofharrisburg.com/post/hearing-aids-and-dementia-how-hearings-aids-can-help-patients
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00759.warc.gz
|
en
| 0.948374
| 706
| 2.671875
| 3
|
Co-authors of the study Prof Keith Martin and Dr Barbara Lorber, from the John van Geest Centre for Brain Repair at the University of Cambridge say they have been able to successfully print new eye cells that could be used to treat sight loss.
Their research has been carried out so far only with animal cells, but the team says that this paves the way for ‘grow your own’ therapies for people with damage to the retina. What’s even more fascinating is that they basically printed the cells – using an inkjet printer, they printed two types of cells from the retina of adult rats―ganglion cells and glial cells.
A retinal ganglion cell (RGC) is a type of neuron located near the inner surface of the retina. They receive visual information from photoreceptors. Glial cells are non-neuronal cells that maintain homeostasis, form myelin, and provide support and protection for neurons in the brain and peripheral nervous system. Basically, these two types of cells transmit information from the eye to the brain and provide support and protection for the neurons. The printed cells not only functionally worked just as the original cells, but they also maintained their ability to survive and grow in culture.
“The loss of nerve cells in the retina is a feature of many blinding eye diseases. The retina is an exquisitely organised structure where the precise arrangement of cells in relation to one another is critical for effective visual function. Our study has shown, for the first time, that cells derived from the mature central nervous system, the eye, can be printed using a piezoelectric inkjet printer. Although our results are preliminary and much more work is still required, the aim is to develop this technology for use in retinal repair in the future.”, the authors explain.
They now plan to move on into even more sensitive cells – the rods and cones, the essential light-sensitive photoreceptors. Still, this research is in its infancy, and still has a lot of work to go before it can actually be considered in humans. Clara Eaglen, of the RNIB, said:
“Clearly it’s still at a very early stage and further research is needed to develop this technology for use in repairing the retina in humans. The key to this research, once the technology has moved on, will be how much useful vision is restored. Even a small bit of sight can make a real difference, for some people it could be the difference between leaving the house on their own or not. It could help boost people’s confidence and in turn their independence.”
Barbara Lorber1, Wen-Kai Hsiao, Ian M Hutchings and Keith R Martin. Adult rat retinal ganglion cells and glia can be printed by piezoelectric inkjet printing. Biofabrication Journal. doi:10.1088/1758-5082/6/1/015001
|
<urn:uuid:4bcd57db-6ef3-4624-b239-4469cb3e880c>
|
CC-MAIN-2023-14
|
https://www.zmescience.com/medicine/researchers-new-eye-cells-20122013/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949355.52/warc/CC-MAIN-20230330163823-20230330193823-00759.warc.gz
|
en
| 0.944849
| 622
| 3.90625
| 4
|
Two years of fighting in Ethiopia is estimated to have resulted in the deaths of between 383,000 and 600,000 civilians and between 250,000 and 600,000 troops. A process of disengagement is currently underway but is far from complete. Nor is it clear that the ceasefire will hold since Eritrean troops continue to loot Tigrayan homes and businesses while killing local residents.
This war, unlike many in Africa, does not have its roots in religion or ethnicity. It was the product of tensions, which can be traced back to the nineteenth century and the imperial expansion known as the “scramble for Africa.” The Ethiopian emperor, Menelik II (who ruled from 1889 to 1913) joined European nations in vastly expanding his territory. Ethiopia was transformed from a mainly Christian kingdom into an empire encapsulating more than 80 ethnic groups, many of whom were Muslim.
This produced tensions between the center and the periphery and these consequences are still being played out. Since then, Ethiopia has been plagued by conflicts over whether power should lie with the central government, or with the regions and ethnic groups.
Eritrea , an area of roughly 117,600 square kilometers north of Ethiopia and bordering the Red Sea, broke away following a 30-year war of independence (1961-1991) and became a fully recognized nation in 1993. The neighboring region of Tigray in northern Ethiopia fought alongside the Eritreans, capturing the Ethiopian capital, Addis Ababa, with Eritrean assistance in 1991. The Tigrayans became the ruling party in Ethiopia, and transformed Ethiopia into a strong federal state, based on ethnicity. Differences with the Eritreans over ideology, strategy, and tactics festered and from 1998 to 2000 they fought a bitter border war. A peace agreement was finally signed and an international commission ruled on where the border lay, but the Ethiopian government, then controlled by the Tigrayans, refused to accept the adjudication.
This remained unresolved, with tragic consequences, as highlighted by the 2022 Bertelsmann Transformation Index report . “The border between the two countries was not demarcated due to the opposition of the Tigray regional government. Instead of demobilizing its forcibly recruited army, the Eritrean government has been engaged in an undeclared war against the Tigray People’s Liberation Front (TPLF) in Tigray alongside Ethiopian federal forces since November 2020, which has resulted in a humanitarian catastrophe.”
An international conflict ignites
In 2018, the Tigrayans lost power in Ethiopia and Prime Minister Abiy Ahmed made peace with the Eritrean leader, President Isaias Afwerki. The two men shared a common loathing of the Tigrayans and plotted to destroy them as a serious force.
The war that erupted on Nov. 4, 2020 unleashed killings and sexual abuse on an appalling scale. “The Tigray conflict has been marked by extreme brutality. The gravity and seriousness of the violations and abuses we have documented underscore the need to hold perpetrators accountable on all sides,” said Michelle Bachelet, UN High Commissioner for Human Rights.
On Nov. 4, 2020, the armies of Eritrea and Ethiopia, supported by Somali conscripts and ethnic militia from several of Ethiopia’s regions, invaded Tigray. The war was, from the start, an international conflict. The Ethiopians had signed a tripartite security agreement with Eritrea and Somalia in September 2018, which underpinned their relationship. Eritrean and Somali troops were thrown into the fray. By far the most significant number were Eritrean, many of them young recruits caught up in the system of indefinite conscription that is known as “National Service.”
Despite this, the Tigrayans held out and by late 2021 advanced so far south that the international community began to fly their staff out of Addis Ababa. By the end of last year, the conflict came to an uneasy halt and was only re-ignited with increased ferocity in August this year, with renewed attacks on the region from all sides.
What next for Eritrea?
Assuming that the war is now over – and this cannot be taken for granted – what plans does Eritrea’s leader, President Isaias Afwerki have up his sleeve? As the national leader who led the country’s 30-year fight for independence from Ethiopia (which ended in 1993) the president has simply hung onto power. He has never stood for election and has no functioning constitution or National Assembly, he is answerable to no one.
Eritrea has the worst global score on the BTI Governance Index, scoring just 1.12 out of a possible 10 points, earning it a “failed” ranking. The president only trusts his closest associates in the ruling party – the People's Front for Democracy and Justice (PFDJ) – and the military, and even these are regularly changed so that they have next to no authority.
Despite ruling over a tiny, impoverished population of around 3.5 million (approximately, since there has been no recent census), the Eritrean leader regards himself as a directing force in the Horn of Africa. As such, he has intervened in all his neighbors, from Somalia to Sudan , as well as Ethiopia.
His relationship with Ethiopian Prime Minister Abiy Ahmed formally dates from 2018, when the two signed a peace deal in Saudi Arabia. Since then, their forces have fought side by side in Tigray. Yet the relationship is not without tension. The Eritrean President has resisted requests for Eritrean troops to leave Ethiopia, something which was called for in the recent Nairobi cessation of hostilities , which said that disarmament would take place “concurrently with the withdrawal of foreign…forces from the region.”
Instead, Eritrea has begun training militia from the Amhara ethnic group in a northern region of Ethiopia that borders Tigray – the Fano – who are generally hostile to the Ethiopian leader. President Isaias previously used foreign forces to threaten neighboring leaders with the use of force. In 2011, for example, the United Nations reported that Eritrea was behind a planned “massive” attack on an African Union summit in Addis Ababa, using Ethiopian rebels. It would be wrong to assume that a similar attack is now on the cards, but the Fano could be used to pressure Prime Minister Abiy.
Other scenarios include re-igniting conflicts with neighboring Djibouti or intervening in Sudan. This leaves the Horn of Africa in a precarious position, with an unfinished war in Tigray and conflicts in several other Ethiopian regions, while Somalia continues to fight Islamic militants and Sudan is in a precarious position following the recent peace deal between the military and the civilians. Predicting what President Isaias might do next is impossible, but on past performance one can be certain that he will wish to extend his influence beyond his borders, preying on the conflicts that continue to plague the region.
Martin Plaut is a freelance journalist and a senior research fellow at the Institute of Commonwealth Studies focusing on the Horn of Africa and Southern Africa. He is the former Africa editor of BBC World Service News.
|
<urn:uuid:b80ce7ad-41e8-4033-a2de-5c5aaef8c658>
|
CC-MAIN-2023-14
|
https://globalvoices.org/2023/01/02/whats-eritrean-president-isaias-afwerkis-next-move-after-a-dubious-truce/print/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949694.55/warc/CC-MAIN-20230401001704-20230401031704-00759.warc.gz
|
en
| 0.964053
| 1,520
| 2.921875
| 3
|
What is the average salary of a petroleum geologist? What are the factors that determine a petroleum geologist’s salary? Scroll down to find out more about a petroleum geologist’s job description and salary.
Geology refers to the scientific study of the dynamics and physical history of the earth. The work of a geologist involves the study of processes that affect the composition or structure of the materials that make up the earth. A petroleum geologist is a petroleum, mineral and natural gas expert who is involved in the discovery of oil, mineral and gas and its eventual extraction.
Petroleum is a finite resource and the discovery of potential sites and analysis of the accompanying geological complexities makes it a challenging as well as an exciting career choice. If you are wondering what does a petroleum geologist do and what are the factors that affect their salary range, scroll down to get a basic idea on the petroleum geologist job description along with the average salary.
Educational Requirements and Job Description of a Petroleum Geologist
A geologist is expected to have in-depth knowledge of the composition, structure and history of the earth’s crust. They must also have a good understanding of geophysical techniques. Their work involves looking for possible locations or drill sites on land and sea, wherein petroleum, oil or natural gas may be present. Petroleum geologists and petroleum engineers work together so as to locate the petroleum reserves and extract them. The work of a petroleum geologist involves the identification of sites, while the petroleum engineers develop effective and economical ways to extract the petroleum, oil or natural gas.
Petroleum geologists also have to document their findings and prepare charts, maps and make presentations to the higher authorities for their approval. They must, therefore, be able to work as a part of a team, and have the ability to communicate well. Those who wish to work in the capacity of a petroleum geologist, must have a bachelor’s degree in geology or applied geology with a specialization in petroleum geology. A master’s degree in geology, with a specialization in petroleum exploration, would naturally be preferred.
Salary Range of a Petroleum Geologist
The job of a petroleum geologist is financially rewarding on account of the high technical competence and skills needed to analyze geological formations and sensitivities. The demand for petroleum geologist jobs has certainly been growing primarily due to petroleum being a non-renewable natural resource. With the growing demand for petrol and gas, and the rising crude prices, the market has seen a rise in a petroleum geologist’s average salary.
Since the skills and expertise of petroleum geologists are required for discovering new sites, well-established oil companies have been known to shell out good pay packages to those with the right qualification and experience. The salary can also go up significantly in the realm of consultancy. The salary range is often affected by the existing prices of the natural finite energy sources. A petroleum geologist’s salary is linked to several variables.
The college one has graduated from, along with the educational qualification of the individual in question, are some of the factors that would affect the pay package. A person with a master’s degree or doctorate in geology, would naturally be paid more. The condition of the oil economy is another big factor that will determine the salary range.
The knowledge or expertise the individual possesses in the realm of geophysics, structural geology, geochemistry, basin modeling, sedimentology and stratigraphy, the ability to use scientific equipment or advanced technology in exploration, and appropriate geological modeling and mapping techniques on computers, will also affect the salary. While an individual with a bachelor’s degree, and a minimum experience of 2 years, can command a salary of around $74,000 annually, an individual with a master’s degree and prior experience of a couple of years, could draw around $95,000 annually.
An individual with a doctorate in geology, with an experience of 1-2 years, could easily get a remuneration of $100,000 annually. These are base salary figures, and bonuses and shares in the company’s profits have not been included. Such bonuses and shares in profits are known to run into thousands of dollars on an average, but may also vary from employer to employer and even location to location.
The average salaries in an oil producing state would be higher than the minimal oil producing parts of the country. At the higher end, with respect to a combination of qualifications and work experience, salary range could go way higher than $100,000. The nature of the employer would also have an impact on the salary one may receive. Studies have revealed that the salary range is higher for petroleum geologists who are working for the Federal government than the state governments. The private sector pays more than the government and environmental research institutes.
Aspiring petroleum geologists must be ready to work hard as petroleum exploration is a challenging task. There is no dearth of career opportunities, and for those who have in-depth knowledge and experience, this can be a financially rewarding career.
|
<urn:uuid:b568244c-111d-4354-9849-d3a2db40bed0>
|
CC-MAIN-2023-14
|
https://ibuzzle.com/petroleum-geologist-salary
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949694.55/warc/CC-MAIN-20230401001704-20230401031704-00759.warc.gz
|
en
| 0.95594
| 1,042
| 2.921875
| 3
|
Ultimately stress-related health problems account for 60 to 80% of physician visits in the United States (link to a national study that analyzed over 100,000 physician visits), and accounts for the third largest health care expenditure after heart disease and cancer. But only 3% of doctors actually talk to patients about how to reduce stress. Psychological practices such as yoga and meditation reduce the body’s response to stress by enhancing the relaxation response and lowering levels of stress hormones such as cortisol. Yoga has been shown to provide many health benefits, including improving heart health and helping relieve depression and anxiety. But until now, the cost-effectiveness of these treatments has not been properly studied.
The researchers found that relaxation program participants used 43% fewer medical services than last year, saving an average of $ 2,360 per person on emergency room visits alone. This means that such yoga and meditation programs can result in health care savings of $ 640 to $ 25,500 per patient per year.
Another recent article in the Harvard Business Review recommends that health insurance companies cover wellness and preventative treatments such as yoga and meditation. This article discusses a study of Aetna employees who participated in a mindfulness program and enjoyed 28% less stress, 20% better sleep and 19% less pain, and about $ 3,000 in productivity gains per employee per employee. person per year. The company offers its employees free yoga and meditation programs.
You can open the original article here.
Share this article:
|
<urn:uuid:1e4bb476-c419-401a-8187-a3795a43f357>
|
CC-MAIN-2023-14
|
https://www.romanamelchenko.com/en/how-to-save-several-thousand-dollars-a-year-on-doctor-visits/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949694.55/warc/CC-MAIN-20230401001704-20230401031704-00759.warc.gz
|
en
| 0.950572
| 298
| 2.5625
| 3
|
Culvert Designs for Terrestrial Wildlife Passage Hydraulic Function
Wildlife & Ecosystems
Research Idea Scope
Culvert and bridge design involve safely passing floods and debris while minimizing instability and maintenance requirements. Culverts and bridges also have the potential to reduce wildlife-vehicle conflicts (WVC) by facilitating safe passage of wildlife beneath roadways. Although WVC are widespread and pose serious risks to motorists, current culvert and bridge design methods do not include guidance on incorporating elements that simultaneously reduce the likelihood of WVC and improve hydraulic performance (flood conveyance without overtopping, debris accumulation, and/or erosion) to achieve a higher level of public safety. Further, permitting of stream crossings / culverts by environmental agencies can be delayed by concerns about wildlife passage. Therefore, there is an opportunity to address these concerns while enhancing public safety and general infrastructure resiliency.
Urgency and Payoff
Wildlife-vehicle conflicts are a national issue and much has been done at great cost to study migration patterns for individual project considerations. Wildlife-specific passages have been utilized in WVC hot spots, but typically at significant cost. Culverts and bridges can be utilized for wildlife passage, but there has not been a comprehensive study that analyzes various methods with considerations for hydraulic efficiency. Culverts and bridges typically have a long lifespan and every new structure that does not accommodate terrestrial wildlife is a missed opportunity. Developing effective methodologies for designing and adapting these structures to accommodate terrestrial wildlife can begin a comprehensive approach to reducing WVC.
Chris Goodson Georgia Department of Transportation 4046311850
|
<urn:uuid:5f574d66-1948-4ae5-8b33-ca8b53ed2eea>
|
CC-MAIN-2023-14
|
https://environment.transportation.org/teri-idea/culvert-designs-for-terrestrial-wildlife-passage-hydraulic-function/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943471.24/warc/CC-MAIN-20230320083513-20230320113513-00160.warc.gz
|
en
| 0.917333
| 367
| 3.140625
| 3
|
Earlier this year, there was an intermediate depth earthquake along the Mariana Trench with a magnitude of M 7.7. I was traveling and did not have the opportunity to prepare a report at the time. While getting together my annual summary I noticed this omission and prepared this report to compliment the remaining reports. Here is the USGS website for this earthquake. Intermediate depth earthquakes happen at hypocentral depths between 70 and 300 km and represent deformation within the downgoing lithosphere. The earthquake has an hypocentral depth of almost 200 km, so is unlikely to generate major ground motions at the surface (see the #EarthquakeReport interpretive poster below). After publishing (on 2016.12.28), I will change the publication date to 2016.07.29.
Below is my interpretive poster for this earthquake.
I plot the seismicity from the past year, with color representing depth and diameter representing magnitude (see legend). I also include a blue line (labeled E-E’) that aligns with the cross section shown on one of the inset figures below.
- I placed a moment tensor / focal mechanism legend on the poster. There is more material from the USGS web sites about moment tensors and focal mechanisms (the beach ball symbols). Both moment tensors and focal mechanisms are solutions to seismologic data that reveal two possible interpretations for fault orientation and sense of motion. One must use other information, like the regional tectonics, to interpret which of the two possibilities is more likely. The moment tensor shows northeast-southwest compression, perpendicular to the convergence at this plate boundary. Most of the recent seismicity in this region is associated with convergence along the New Britain trench or the South Solomon trench.
- I also include the shaking intensity contours on the map. These use the Modified Mercalli Intensity Scale (MMI; see the legend on the map). This is based upon a computer model estimate of ground motions, different from the “Did You Feel It?” estimate of ground motions that is actually based on real observations. The MMI is a qualitative measure of shaking intensity. More on the MMI scale can be found here and here. This is based upon a computer model estimate of ground motions, different from the “Did You Feel It?” estimate of ground motions that is actually based on real observations.
- I did not include the slab contours (Hayes et al., 2012), which are contours that represent the depth to the subduction zone fault. These are mostly based upon seismicity. The depths of the earthquakes have considerable error and do not all occur along the subduction zone faults, so these slab contours are simply the best estimate for the location of the fault. The hypocentral depth plots this close to the location of the fault as mapped by Hayes et al. (2012). These slab contours would have been difficult to see in the second map below, so I decided to leave them off of both maps. Instead, there is sufficient seismicity at sufficient depths with which to visualize the dipping megathrust faults (colors from shallow to deep: orange, yellow, green, blue, purple, and red).
- In the upper left corner I include a general plate tectonic map showing the plate boundary faults, oceanic ridges, and oceanic plateaus (Seno and Maruyama, 1984).
- In the center on the top I include a figure presented by Uyeda and Kanamori (1979) where they propose two end members for subduction zone geometry: (1) shallow dipping megathrusts, the “Chile type” and (2) deeply dipping megathrusts, the “Marianas type.”
- In the lower left corner I include two figures. On the left is a regional tectonic map that shows how back arc spreading and arc volcanism have interacted to create the region. On the right is a cross-section at about 20 degrees North latitude. The cross-section shows how these elements interacted through time to result in the current configuration/geometry.
- In the lower right corner is a low-angle oblique view of the bathymetry of the Mariana Trench, volcanic arc, and back arc (Susan Merle).
- Above that is a cross section showing some specific components of the Mariana Trench region (Hussong et al., 1982).
- In the upper right corner is a plot of seismicity from Matt Fouch (using data from Engdahl et al., 1998 ). On the left is a map showing the epicenters colored for depth. On the right are hypocenters plotted along cross-sections for different locations as designated on the map. Cross section E-E; is just north of the M 7.7 earthquake. I show the M 7.7 earthquake on the map and the cross-section as a large blue dot. Note how the M 7.7 earthquake happened along a very steeply dipping part of the megathrust. I include this figure with more a detailed description below.
I include some inset figures in the poster.
- This map shows earthquakes from 1900-2016 with magnitudes M ≥ 5.5.
- Here is the tectonic map of the region. Seno and Maruyama (1984) muse paleomagnetic data from sediment cores to reconstruct the plate tectonic geometry since the Eocene. I include their figure captions as a blockquote.
Tectonic elements in the Philippine Sea, Deep Sea Drilling Project sites are indicated by solid squares with site numbers. I, B and G denote Izu Peninsula, Benin Islands and Guam, respectively. Volcanic ridges are spotted and remnant arcs are hatchured. Arrows indicate declination of paleomagnetism of two seamounts in the Sbikoku Basin (Vaccquier and Uyeda. 1957).
- Here is a video showing a flyover of the backarc region of the Mariana subduction zone as recorded by Bill Chadwick from Oregon State University. This is a link to the video embedded below (9 MB mp4). Here is a link to the YT version of this video. This is from the project at the Schmidt Ocean Institute. Here is another project along the Mariana backarc.
- From the video page: “Fly-through movie along the Mariana Back-arc, showing what the seafloor looks like, colored depending on depth (purple is deepest, red is shallowest, green are islands above sea-level). The data are five times vertically exaggerated.”
- This is an updated cross-section of the Uyeda and Maruyama (1984) end member types of subduction zones from Stern et al. (2002). There are many variables that might control earthquakes along subduction zones that are also not represented by this model. These other variables might include at least: thickness of sediment on incoming oceanic crust, roughness of incoming oceanic crust (possibly affected by the overlying sediment), convergence rate, hydrogeologic processes (in crust or sediment), etc.
End-member types of subduction zones, based on the age of lithosphere being subducted (modified after Uyeda and Kanamori ).
- This shows the arc and backarc tectonic elements in this region (Stern et al., 2003).
Generalized locality map for the Izu-Bonin-Mariana Arc system. Dashed line labeled STL = Sofugan Tectonic Line.
- This shows, in cross-section form, the magmatic evolution of the Back-Arc along the Mariana Trench (Stern et al., 2003).
Simplified history of the IBM arc system. Shaded areas are magmatically inactive, cross-hatched areas are magmatically active.
- This is the cross section from Hussong and Fryer (1982) showing the crustal structure in the region of Deep Sea Drilling Project Site 60. More about this site is available online here. The upper panel is the original figure (showing the drill sites) and the lower panel is an updated version. These figures also show the velocity model in km/second (this shows how the seismic velocity varies through different materials). Note the rough incoming oceanic crust (see the Magellan Seamounts on the Pacific plate). The rough plate is also visible in the main poster above.
Physiographic diagram and crustal structure across the Mariana Trench and arc and the Mariana Trough, with Leg 60 site location shown. Crustal structure generalized from IODP site survey data by D. Hussong. Physiography drawn from IPOD site survey data by W. Coulbourn. This diagram summarizes the data and structural interpretations available prior to drilling.
- Here Stern (2010) updates the cross section of Uyeda and Kanamori (1979) even further.
Comparison of Andean-type arc (a) and intra-oceanic arc system (b), greatly simplified.
- Here is the seismicity cross section prepared by Fouch also an inset in the poster above.
- This is a great synthesis figure showing the tectonics of the central Mariana Trench (Oakley et al., 2008 ). This shows the bathymetry of the central Mariana Trench, along with Multi Channel Seismic lines used to characterize the lithospheric structure and seismic velocity profiles.
- This is a larger scale map showing the active bending moment normal faults in the subducting Pacific plate (mapped as black lines in the map on the left). Cross-section profiles are shown in the center. Note how the roughness of the Pacific plate may impart some topography to the upper plate (Oakley et al., 2008 ).
- This is a cross section showing the plate and mantle geometry, the sediment thickness, and the structures in this region. There is a comparison between what is on the incoming (subducting) plate with what is found along the outer Mariana Forearc. This figure brings together many of the details that may control both intraplate (crustal) and interplate (megathrust) seismicity (Oakey et al., 2008 ).
Map view of bathymetry and seismicity in the IBM subduction zone using the earthquake catalog of Engdahl, van der Hilst & Buland 1998. Circles denote epicentral locations; lighter circles represent shallower events, darker circles represent deeper events. Black lines denote cross sectional areas depicted in 6 profiles on right, organized from N to S. Black circles represent hypocentral locations in volume ~60 km to each side of the lines shown on the map at left. Large variations in slab dip and maximum depth of seismicity are apparent. Distance along each section is measured from the magmatic arc. A) Northern Izu-Bonin region. Slab dip is ~45°; seismicity tapers off from ~175 km to ~300 km depth but increases around 400 km, and terminates at ~475 km. B) Central Izu Bonin region. Slab dip is nearly vertical; seismicity tapers off from ~100 km to ~325 km but increases in rate and extends horizontally around 500 km, and terminates at ~550 km. C) Southern Izu Bonin region. Slab dip is ~50°; seismicity is continuous to ~200 km, but a very few anomalous events are evident down to ~600 km. D) Northern Mariana region. Slab dip is ~60°; seismicity is continuous to ~375 km and terminates at ~400 km, but a very few anomalous events are evident down to ~600 km. E) Central Mariana region. Slab dip is vertical; seismicity tapers off slightly between ~275 km and ~575 km, but is essentially continuous. A pocket of deep events around 600 km exists, as well as 1 deep event at 680 km. F) Southern Mariana region. Slab dip is ~55°; seismicity is continuous to ~225 km, with an anomalous event at 375 km.
Regional location map. PSP, Philippine Sea Plate; PP, Pacific Plate; IBM, Izu-Bonin-Mariana Trenches; MT, Mariana Trough; WMR, West Mariana Ridge; PVB, Parece Vela Basin; PKR, Palau-Kushu Ridge; WPB, West Philippine Basin. Bathymetry of the central Mariana arc-trench system from combined surveys, sunlit from the east, showing EW0202 seismic lines. Interpreted lines are shown in red. Pacific Plate magnetic lineations from Nakanishi et al. [1992a] are drawn in white.
Bathymetry along MCS tracks and generated profiles across the central Mariana Trench plotted from west to east. Flexure-related faults are outlined in black. The dashed line on the bathymetric map outlines the lower slope terrace in Region D. VE = 14x. Depth versus latitude along the Central Mariana Trench axis (orange) and outer fore
Enlarged cross section along MCS Line 53–54 of the outer fore arc and subducting plate with numerically annotated features. To illustrate the deeper morphology in Region D, dotted lines show the bathymetry and subducted plate along MCS Line 79–80.
- This map shows some moment tensors as calculated by Emry et al. (2014). The authors evaluate the cause for the faulting in this region and associate seismicity plotted in this map as due to the extension in the outer rise.
Relocated GCMT earthquakes in map view. Lower hemisphere stereographic projections for earthquakes are shown with compressional P wave quadrants (containing the T axis in black) and dilatational P wave quadrants (containing the P axis in white). The event numbers next to each focal mechanism correspond to Tables 2 and 4. The red arrow shows the angle of convergence of the Pacific plate relative to the Mariana fore arc as determined by Kato et al. . High-resolution bathymetry data in Northern and Central Mariana are from 2010 Mariana Law of the Sea Cruise [Gardner, 2010] and high-resolution bathymetry data in Southern Mariana are courtesy of F.Martinez. The color scale for bathymetry is positioned below and is the same for all bathymetric maps in the paper. (inset) Tectonic setting of the Philippine Sea. Bathymetry contours are shown by thin black lines. Subduction trenches are shown in blue; spreading centers are shown in red; transforms are shown in green.
- Here is a larger scale view of the bathymetry and moment tensors (Emry et al., 2014). The normal faults are easy to see in the bathymetry (e.g. the white lines on the right side of the map). Note how the moment tensors are aligned subparallel to the faults.
- (top) Relocated GCMT earthquake locations in map view. Lower hemisphere stereographic projections for earthquakes are shown with compressional quadrants (in black) and dilatational quadrants (in white). The red arrow shows the angle and rate of Pacific plate convergence relative to the fore arc as determined by Kato et al. . High-resolution bathymetry data are from Gardner . The bathymetry scale is the same as in [the figure above]. Inset shows the tectonic setting of the Mariana Islands. Bathymetry contours are shown by thin black lines. The trench axis is shown in blue; back-arc spreading center is in red; transform is in green.
- (bottom) Trench perpendicular cross section with the location of the subduction trench at 0 km; negative distances indicate the distance landward (or west of the trench) and positive distances indicate seaward distances (or east of the trench). Thick black lines show the bathymetry along (17.25°N, 147.3577°E) to (17.2752°N, 148.9311°E). Thick red lines show depth to the Moho used in our waveform inversion. Black squares show the depth to the plate interface at ~17°N from Oakley et al. ; red squares indicate the continuation of the Moho landward from the trench. Focal mechanisms for the region are rotated 90° into cross section. Dilatational quadrants are indicated by white while compressional quadrants are indicated by red. Vertical exaggeration (VE) is 1.5.
- These are model results that show an estimate for the changes in stresses in the crust due to flexure of the outer rise along the Mariana Trench (Emry et al., 2014). Seismicity is plotted along these cross sections. Note how the shallow region that experiences flexure also experiences extension up to more than 100 MPa. Note how the earthquakes in Central Mariana all occur in this region (in contrast to Southern Mariana).
(top) The best fit flexure model for the Central Mariana outer rise using bathymetry seaward (east) of the trench axis. (bottom) The best fit flexure model for the Southern Mariana outer rise using bathymetry seaward (southeast) of the trench axis. Tensional deviatoric stresses correspond to blue regions and positive values (MPa); compression corresponds to red regions and negative values, and black regions indicate highly compressional stresses where the color scale has saturated. Extensional earthquakes plotted as white diamonds; strike-slip earthquakes are black crosses; compressional earthquakes are gray circles.
- Emry, E. L., Wiens, D. A., and Garcia-Castellanos, D., 2014. Faulting within the Pacific plate at the Mariana Trench: Implications for plate interface coupling and subduction of hydrous minerals, J. Geophys. Res. Solid Earth, 119, 3076–3095, doi:10.1002/2013JB010718.
- Engdahl, E.R>, van der Hilst, R., and Buland, R., 1998. Global Teleseismic Earthquake Relocation with Improved Travel Times and Procedures for Depth Determination in BSSSA v. 88, no. 3, p. 722-743.
- Hayes, G.P., Wald, D.J., and Johnson, R.L., 2012. Slab1.0: A three-dimensional model of global subduction zone geometries in, J. Geophys. Res., 117, B01302, doi:10.1029/2011JB008524
- Hussong, D.M., Uyeda, S., Knapp, R., Ellis, H., Kling, S., and Natland, J., 1982. Deep Sea Drilling Project Leg 60: Cruise Objectives, Principal Results, and Explanatory Notes In Hussong, D. M., Uyeda, S., et al., Init. Repts. DSDP, 60: Washington (U.S. Govt. Printing Office), 33-44 doi:10.2973/dsdp.proc.60.101.1982
- Oakley, A.J.; Taylor, B.; Moore, G.F., 2008. Pacific Plate subduction beneath the central Mariana and Izu-Bonin fore-arcs: New insights from an old margin in Geochemistry, Geophysics, Geosystems. v. 9. doi:10.1029/2007gc001820.
- Seno, T. and Maruyama, S., 1984. Paleogeographic recontraction and origin of the Philippine Sea in Tectonophysics, v. 102, p. 53-84. DOI: 10.1016/0040-1951(84)90008-8
- Stern, R. J. 2002. Subduction zones. Reviews of Geophysics, v. 40, doi:10.1029/2001RG000108.
- Stern, R. J., Fouch, M. J. & Klemperer, S. 2003. An overview of the Izu–Bonin–Mariana subduction factory. In: Eiler, J. (ed.) Inside the Subduction Factory. American Geophysical Union, Geophysical Monograph, 138, 175–222.
- Stern, R.J., 2010. The anatomy and ontogeny of modern intra-oceanic arc systems in Kusky, T. M., Zhai, M.-G. & Xiao, W. (eds) The Evolving Continents: Understanding Processes of Continental Growth. Geological Society, London, Special Publications, 338, 7–34.
- Uyeda and Kanamori, 1979. Back-Arc Opening and the Mode of Subduction in JGR, v. 84, no. B3, p. 1049-1061.
|
<urn:uuid:d1872d84-ee47-4566-a92a-e1d8a16155af>
|
CC-MAIN-2023-14
|
https://earthjay.com/?p=4716
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943704.21/warc/CC-MAIN-20230321162614-20230321192614-00160.warc.gz
|
en
| 0.872473
| 4,385
| 2.8125
| 3
|
Before we dive into the secrets of Cyber Threat Intelligence, let’s try to look at different threats that might affect our personal and business life. We are talking about many different attacks, such as ransomware, phishing, and denial-of-service attacks. Whether they are internal or external, we always have to treat them with the utmost importance, because they can not just impact our personal and business life, but even cause substantial financial losses, trust issues, and data leaks. Let’s try to have a look at some of the already mentioned cyber threats and how Cyber Threat Intelligence (CTI) is supposed to mitigate their effects on us.
Ransom, blackmailing, never-ending external attacks, and internal threats
So what are we talking about when we mention Cyber Threat Intelligence?
It is the process of collecting, analyzing, and disseminating information about potential or actual cyber threats that could pose a risk to an organization’s information technology infrastructure, networks, systems, or data.
Its primary purpose is to analyze the current ‘trends’, techniques, and patterns in cyber security. By analyzing what is happening we can use a proactive approach to be one step ahead of all the factors that might cause us huge headaches in the long run. Cyber Threat Intelligence also helps organizations to develop effective security strategies and measures to prevent, detect, and respond to cyber-attacks.
We’ve mentioned some rather well-known expressions and types of usual attacks, so let’s try to delve into them. First, the most common suspects and then some more specific, rather niche ones too. Malware is a computer program created to damage, interfere with, or allow unauthorized entry into a computer network or computer system.. Examples of malware include viruses, worms, Trojans, and ransomware. Phishing is a form of social engineering assault that entails sending emails or messages that seem to be from a trustworthy source but are actually intended to fool the receiver into giving sensitive information or clicking on a dangerous link. Nowadays we tend to hear a lot more about distributed denial of service (DDoS). These kinds of attacks aim to overload a network or website with traffic, making it unavailable to users.
Internal risks and the Man-in-the-Middle
When we think about Cyber Threat Intelligence and being protected in online and cyberspace, we usually imagine hardcore hackers targeting our companies, but usually, the reality is a lot less exciting. One of the biggest threats to a company is still its employees. Insider threats are threats posed by employees or contractors who have authorized access to an organization’s systems or data but misuse that access for malicious purposes. People tend to forget passwords, write them down, then lose the little sticky notes… ‘Man-in-the-middle’ attacks involve intercepting and manipulating communications between two parties to steal information or gain access to a network. Sometimes attacks are deliberately targeted during a longer period of time, pretty much like trying all the windows and doors on a building in order to gain entry. These are called Advanced Persistent Threats (ATPs) are targeted attacks that are designed to gain access to a specific organization’s network or data over an extended period of time. Cyber Threat Intelligence is supposed to rule these out, by analyzing the above-mentioned patterns and techniques and preparing us for being protected all the time.
Leave a Reply
|
<urn:uuid:9ce65506-1b1b-4205-b13f-05d857d43191>
|
CC-MAIN-2023-14
|
https://getblogo.com/what-is-cyber-threat-intelligence/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943704.21/warc/CC-MAIN-20230321162614-20230321192614-00160.warc.gz
|
en
| 0.945351
| 693
| 2.828125
| 3
|
Haworthiopsis ×pseudorigida, formerly known as Haworthia tortuosa var. pseudorigida, is a small succulent with dull green to brownish…
Meaning: False rigid, derives from the Greek "pseudes," meaning "lying or false" and the Latin "rigidus," meaning "stiff or rigid"
There are often several genera that have the same specific epithet. The same epithet can also be used within a species, for subspecies, varieties, and forms.
Click on the photo or the name of the succulent for which you wish to see further information.
Back to Dictionary of Succulent Plant Names.
|
<urn:uuid:55061822-7fbd-4bb6-a7de-ee84cd7ab5de>
|
CC-MAIN-2023-14
|
https://worldofsucculents.com/epithets/pseudorigida/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943704.21/warc/CC-MAIN-20230321162614-20230321192614-00160.warc.gz
|
en
| 0.897143
| 166
| 2.734375
| 3
|
Most kids who experience the separation and divorce of their parents may struggle in the immediate aftermath, but the impact of divorce on children is generally modest unless there is a high level of parental conflict. According to one respected medical journal, many children adapt to their parent’s divorce within two years of the separation and no longer display symptoms after this time period.
This also aligns with the time it takes most parents to get back on their feet and establish a workable co-parenting relationship with their former spouse, including polite, effective communication.
Of course, some kids do not bounce back as fast or as fully, but there may be steps you can take to help give your child the best chance at adapting quickly. If your child continues to struggle or experiences significant problems, your pediatrician may be able to recommend a therapist or other options.
Research Shows Parental Conflict Is Harmful to Children
When children see, hear, or otherwise know their parents do not get along, it is harmful. This includes parental conflict that occurs before the separation, during the divorce, and after the divorce is final. It is not unusual for children to exhibit physical, behavioral, and emotional symptoms of this stress.
Experts say that children’s symptoms of this emotional stress can vary widely by age and developmental level. For example, young children may regress, acting like babies instead of preschoolers. Children in elementary school may develop anxiety or
depression, be more demanding, and not listen as well. Older children and teens could be irritable, noncompliant, and their grades could drop.
It is important to address these changes with your child but remember that it is likely only temporary. Focus on ensuring your child has a positive relationship with both parents and that the two of you reduce conflict as much as possible for your child’s sake.
Parents Must Reduce Their Conflict for the Health of Their Child
Children have needs that must be met beyond food, clothing, and shelter. To ensure your divorce does not leave your children with any long-term effects, it is imperative that you reassure them:
- They are not responsible for the divorce, parenting plan, or any other change caused by your separation
- They are deeply loved and cared about by both parents
- Their needs will be met at both homes, by both parents
Researchers advise that divorcing parents fight the negative feelings they developed about their former spouse for the sake of their children. While you do not have to be friends, it is important to have a cooperative and collaborative co-parenting relationship if at all possible. This is often described as “business-like,” with communication and transactions being somewhat formal and polite.
Some experts also recommend taking steps to avoid ever becoming adversarial in the first place. If you and your former spouse can reach an out-of-court agreement about shared parenting, custody, property division, and more, it may help lay the groundwork for stronger co-parenting and a better outcome for your children.
Building a Team of Experts to Help Before, During, and After Divorce
Having the right team in place before, during, and after your divorce can help to alleviate the stress on your children and limit the impact the separation and divorce have on them. As an added bonus, it may help you reduce your own stress and develop a better co-parenting relationship with your former spouse. This includes:
- Your Child’s Pediatrician: Your child’s doctor can participate in assessing your child’s behaviors, helping you understand why they are acting the way they are, and teaching you how to support them during this time.
- Mental Health Professionals: Marriage counseling may end before the separation and divorce, but continuing to see a therapist or other professional could play an important role in developing your co-parent relationship. This is true whether you see a therapist on your own or with your former spouse. In some cases, such as displaying signs of depression or anxiety, your child may also benefit from counseling.
- Co-Parenting Classes: There are classes that can assist in developing better less hostile communication patterns.
- Co-Parenting Experts: There are many resources available for parents hoping to limit the effect their divorce has on their children. This includes books, seminars, and other tools from organizations such as Co-Parenting International.
- Your Legal Team: Your legal team may be able to help you avoid an extremely adversarial divorce by taking steps to avoid going to trial. There are alternatives to the adversarial legal system, including reaching an agreement through mediation.
Shapiro Family Law Can Help You Through This Tough Time
At Shapiro Family Law, we understand the potential for impact of divorce on children. We provide not only legal support but compassionate understanding to you and your children. You can expect our team to offer individual attention, compassionate counsel, and vigorous advocacy. If you want to discuss alternatives to taking your case to trial–or if you need a litigation-ready attorney because court is unavoidable—in Denver or elsewhere in Colorado, our team is here for you. Call (303) 695-0200 now to get started.
|
<urn:uuid:d3bc2816-121b-4079-89f2-3261b2fcb3a7>
|
CC-MAIN-2023-14
|
https://www.shapirofamilylaw.com/the-impact-of-divorce-on-children-and-experts-to-consult/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943704.21/warc/CC-MAIN-20230321162614-20230321192614-00160.warc.gz
|
en
| 0.959846
| 1,054
| 2.875
| 3
|
Important Facts That You Should Know About Coronavirus. A Strong Immune System Can Save Your Life.
The immune system is the body’s multi-level defense network against potentially harmful bacteria, viruses, and other organisms. A healthy lifestyle helps one's immune system to be in the best shape possible to tackle pathogens, but it’s better to stop them from entering the body in the first place.
Everything you need to know about Dr. Sebi's diet and healing techniques.
Dr. Sebi's research reveals that all manifestation of disease finds its genesis when and where the mucous membrane was compromised. For example, if there is excess mucous in the bronchial tubes, the condition is Bronchitis; if it is in the lungs, the disease is Pneumonia; in the pancreatic duct, it is Diabetes; in the joints Arthritis. All of the African Bio-mineral Balance compounds are comprised of natural plants, which means its constitution is alkaline nature in nature.
FruitMoss - 92 minerals plus vitamins, it's like a brand new body in a bottle.
The human body made up of 102 minerals, Irish Moss contains a mind-blowing 92 of them (think about that the next time you drink a bottle of fruit moss). The properties of Irish moss include vitamins A, E, F and K, calcium, potassium, and sulfur. It is also a natural source of iodine, which can be challenging to include in one's diet through food alone, and is especially important for supporting healthy thyroid functioning.
Let's eat and live well, share love, laughs, and repeat. - The birth of a brand.
John ditched his suit for a pair of cargo pants, gave his penny loafers to some poor kid with no shoes, stuck his feet into some flip flops, and donned his "I heart Jam Rock" t-shirt. John let his hair grew into a dreadlock and developed the most extreme unbothered attitude. He became the most beloved icon in this small seaside village and was forever known as the "Krazee Rasta."
|
<urn:uuid:214fcc18-38cb-4169-bb77-865cd752c090>
|
CC-MAIN-2023-14
|
https://krazeerasta.com/en-fr/blogs/krazee-rasta-blogs
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944606.5/warc/CC-MAIN-20230323003026-20230323033026-00160.warc.gz
|
en
| 0.948991
| 464
| 2.53125
| 3
|
On 14 April 1938, a Cavalry Regiment of the British Indian Army named the Scinde Horse, led by its Commandant, Colonel Malcomson, went on parade at Rawalpindi on their horses. This was the last mounted parade of the regiment as it had been selected to be the first cavalry unit to be “mechanised.” The regiment shed its horses and was equipped with armoured carriers and later tanks. The Armoured Corps Day is celebrated each year on 1 May to mark this transition.
The Last Mounted Parade of The Scinde Horse
The Armoured Corp, as a part of the British Indian Army came into existence on 1 May 1941 to administer the existing Armoured units. Its headquarters was located at Ferozepore. With the outbreak of World War II and as a result of the mechanisation of all Indian cavalry regiments, a necessity was felt for a training establishment for All Ranks of the Corps. Consequently, the Fighting Vehicles School was established in the historical town of Ahmednagar, Maharashtra where it continues to function and thrive under the name of Armoured Corps Centre and School (ACCS).
Upon partition in 1947, the assets and personnel of the British Indian Armoured Corps were split between the Indian Army and the Pakistan Army, with two-thirds (including all the training establishments) becoming the Indian Army Armoured Corps and one third becoming the Pakistan Army Armoured Corps. Today the Indian Armoured Corps boasts upwards of 60 Armoured Regiments, including the President’s Bodyguards.
On mechanisation the Scinde Horse and subsequent regiments were equipped with Vickers light tanks and Chevrolet armoured cars. As World War II commenced there was a very fast change of equipment as the US started equipping the allies with their tanks. The M3 Stuart, was an American light tank whose improved version was inducted for service with the British Army as the M5 in 1942. Though called a light tank the Stuart was fairly heavily armoured with a 37 mm M5 gun and five .30-06 Browning M1919A4 machine guns. The next lot of tanks to enter service were the US made M3 Lee medium tanks called the “Grant.’ This tank, however, did not give satisfactory service and was soon replaced by the M4 Sherman.
The M-4 Sherman was a medium tank with a 75mm gun, a fully traversing central turret and a one-axis gyro-stabilizer. The tank could not fire accurately while on the move but its gun did stay stabilised in the given direction. This tank proved to be reliable and relatively cheap to produce, and was as such available in great numbers. The Indian Armoured Corps Regiments were predominantly equipped with the Sherman tanks at the time of Independence and it gave an excellent display of its capability during the Indo-Pakistan War of 1965 before being phased out.
The Shermans were joined by the British made Centurions. Weighing around 50 tonnes and armed with a 17-pounder main gun, the Centurion accommodated a four-man crew. The tank played a crucial role in the Indo-Pakistan War, 1965 as well as Indo-Pakistan War, 1971.
The Sherman and the Centurion Tanks
During the Indo-Pakistan War 1947-48, the Indian Armoured Corps achieved a historical feat. Pakistan had managed to capture the crucial Zojila Pass and Leh had been isolated from the Srinagar land route. The Army decided to transport tanks to Zojila to change the course of the battle.
The 7 Light Cavalry, equipped with Stuart Tanks, was ordered to move to Srinagar and onwards to Zojila in utmost secrecy, for which reason, the turret of the tanks was removed and carried in vehicles while that tanks, now considerably lighter, moved up by road but heavily camouflaged and under cover of darkness. The tanks had to be winched across many bridges.
After nearly a month, the tanks finally arrived at Zojila and were reassembled. Then began the assault with Gen Thimayya travelling in the leading tank and Infantry following with bared bayonets. The appearance of tanks came as a bolt from the blue for the enemy. Surprised, highly demoralised and blinded by snow, the enemy ran for their lives, Thus, Zojila Pass, Kargil and Dras were saved from Pakistan and the road to Leh was opened. Pakistan again tried to dominate the same road at Kargil in 1999 which led to the Kargil War.
By transporting the Stuart tanks, with utmost secrecy, to Zojila the Armoured Corps changed the fortune of the war in India’s favour. Nowhere in the world had tanks operated at such heights ever before, now of course they operate in Ladakh too.
In 1965, the Armoured Regiments of Pakistan had been equipped with the sophisticated US made Patton tanks while the Indian Armoured Corps had only 186 – Centurions; 346 – Shermans; 13 – 90 AMX; and 90 PT-76. These Tanks were technically quite inferior to the Pattons.
The Pakistani commanders were aware that India was in the process of acquiring the sophisticated T- 54/55 tanks from Russia and once they were inducted it would be impossible to engage the country in a conventional war. They therefore decided to launch a pre-emptive strike and wrest Kashmir and considerable territory on the Punjab border from India. It was for this reason that Pakistan launched Operation Gibraltar in Kashmir and followed it up by attacking India, leading to the Indo-Pakistan War 1965.
The war witnessed a series of tank battles of a volume and intensity not witnessed since World War II. The Battle of Asal Uttar was fought in the Khem Karan area of Punjab. It involved a huge invasion by the Pakistani forces with a considerable force comprising their 1 Armoured Division and 11 Infantry Division. It is notable here that both countries had only one Armoured Division each in their orbat and both were called 1 Armoured Division. The Indian forces made a tactical retreat and took up a horse-shoe shaped defensive posture with Asal Uttar as its pivot. The area had a standing sugarcane crop and was inundated by the Indian forces at night.
The next morning, when the Pakistani Armoured columns resumed their advance they got swamped. The full grown sugarcane inhibited their line of sight. They became sitting ducks and were destroyed by the Shermans and some other tanks that the Indians had in that area.
The second big engagement was the Battle of Chawinda and the Battle of Phillora which was the Indian riposte to the Pakistani invasion. The battles were conducted by the newly formed 1 Corps of the Indian army under Lt. General Pat Dunn. He had under his command the Indian 1 Armoured Division; 6 Mountain Division; 14 Infantry Division and 26 Infantry Division. I Corps was given the responsibility of capturing the Sialkot sector. The spearhead of the offensive was by I Armoured Division.
Lt. Col. AB Tarapore, PVC (Posthumous)
The high point was an extraordinary feat by an Armoured Regiment, the Poona Horse (17 Horse), equipped with Centurion tanks, under I Armoured Division and commanded by Lt. Colonel AB Tarapore. On being tasked to isolate Sialkot from Lahore, the Regiment, on 11 September 1965 launched an attack on Phillora from the rear. While advancing, it encountered a sudden Pakistani thrust from a place called Wazirwali. Lt. Colonel AB Tarapore, at the head of his regiment, defied the enemy’s charge and continued with his attack on Phillora with one squadron supported by an infantry battalion. The ensuing tank battle witnessed the destruction of approximately 60 enemy tanks, with the Poona Horse losing nine tanks. Lt Colonel AB Tarapore made the supreme sacrifice while fighting fiercely despite being wounded multiple times. For this gallant action Lt. Colonel AB Tarapore was awarded the Param Vir Chakra (PVC), the highest gallantry award in the country. Pakistan suffered unsustainable attrition to its military might due to the serious reverses in the Battles of Asal Uttar, Chawinda and Phillora, which made way for its acceptance of the Tashkent talks. The Indian armoured forces conclusively defeated the better equipped Pakistan armoured forces due to their better training and leadership of the officers. The humiliating defeat faced by Pakistan gave a military lesson that it is not the machine but the man behind the machine that helps win battles.
The T-54 and T-55 tanks are a series of Soviet main battle tanks introduced in the years following World War II. The T-55 was of superior quality due top fitment of a night vision equipment for the driver and a NBC (nuclear, biological, and chemical) protection system. These tanks were fitted with a 100 mm main Gun. After the 1965 war, the Indian Armoured Corps set course for being equipped by these Russian T-54/55 tanks and the gradual phasing out of the US and UK equipment.
During the Indo-Pakistan War-1971 the Indian Armoured Corps had many regiments equipped with the T-series tanks, however, the defining movement of the war, so far as the Armoured Corps was concerned, was the Battle of Basantar that was fought in the Shakargarh Bulge. In this battle once again the Poona Horse, equipped with Centurion tanks, excelled.
The Poona Horse had been tasked to support the build-up of a Bridgehead across the River Basantar. The Engineers were clearing the extensive mine field when the infantry on the enemy side of the mines reported intensive activity of enemy armour and requested for immediate armour support. 17 Poona Horse, most courageously, crossed the partially cleared minefield and linked-up with the infantry at the bridge-head.
2/Lt Arun Khetarpal, PVC (Posthumous)
On 9 December, Pakistan launched a series of counter attacks that were repelled by the regiment with heavy losses to the enemy armour. In one of these counter attacks the Tank Troop of Second Lieutenant Arun Khetarpal got into a fire fight with the technologically superior enemy Patton tanks against his Centurion. The tank of Arun Kheterpal was hit but he continued fighting since his Gun was in working condition and destroyed many enemy tanks. The last tank that he destroyed was barely 100 metres from his position. His tank was then hit for the second time and the grievously injured officer succumbed to his injuries while denying to the enemy the desired breakthrough which built for India a strong position in the Shakargarh Bulge.
For his conspicuous bravery Second Lieutenant Arun Khetarpal was awarded the Param Vir Chakra, posthumously. Interestingly, both PVC’s for the Armoured Corps have been won while fighting on the sturdy Centurion tank.
In the eastern sector, the aged but sturdy PT-76 convincingly neutralised Pakistan’s M24 light Chafee tanks and helped dominate the pitched battles of Boyra, Hilli and Rangpur (now in Bangladesh).
The Battle of Longewala, fought by a company of 23 Punjab (120 Indian soldiers) against 2,000–3,000 Pakistani soldiers accompanied by 30–40 tanks showcased the ineptitude of the Pakistani Armoured Corps that could not even manoeuvre tactically throughout the night and became sitting targets for the Indian Air Force the next day. The complete armoured element of the enemy was destroyed along with the loss of a few hundred lives and some vehicles.
The next tank to join the arsenal of the Indian Armoured Corps was the indigenously built Vijayanta. It was built on a licensed design of the UK made Vickers Mk.1 and was equipped with a state-of-the -art 100 mm gun whose accuracy was legendary in armoured circles. The prototype was completed in 1963 and the tank entered service on December 29, 1965. The first 90 vehicles were built by Vickers. In all more than 2000 Vijayanta Tanks have been built by the Heavy Vehicles Factory in Avadi. The Vijayanta was mostly utilised for equipping Armoured Regiments operationally integral to Infantry Divisions in a defensive role. It was phased out by 2008.
The Vijayanta – The first indigenous Tank of India
In the beginning of the 1980’s the next phase of modernisation of the Armoured Corps began with the induction of T-72 tanks. The first three regiments equipped with this tank underwent conversion training in Babina and then became a part of 1 Armoured Division. In Russia, the T-72 had entered production in 1969. They were used by the Warsaw Pact countries from the 1970s until the collapse of the Soviet Union in 1991.
The tank is equipped with a 125 mm smoothbore main gun, a 1A45T fire-control system and a turbo-charged engine. It has all other facilities like thermal imaging, a navigation system and NBC protection etc. India has taken a license from Russia for production of its own version of the T-72 tank through transfer of technology. The Indian version is called ‘Ajeya’ and is being produced with Indian sub-systems. The tank greatly enhanced the strike capability of the Indian Armoured Corps.
The Arjun Main Battle Tank (MBT) is a third generation indigenous tank produced by the Combat Vehicles Research and Development Establishment (CVRDE) of the Defence Research and Development Organisation (DRDO), for the Indian Army. It entered service in 2004. it is powered by a single MTU multi-fuel diesel engine and loaded with a 120 mm rifled main gun. It has a very sophisticated indigenously produced fire control system which has been incorporated in the Indian version of the T-90 also.
The latest addition in the tank arsenal of India is the T-90 also of Russian origin. The first 42 tanks were delivered in 2001 and were designated T-90 S. The tank scores over the T-72 with an upgraded engine even as the main armament continues to remais the 125 mm smoothbore gun. It also has an infrared anti-tank guided missile jamming system.
A follow-on contract with Russia was signed in October 2006, for the Indian version of the T-90 named Bhishma to be manufactured in India by the Heavy Vehicles Factory at Avadi. Bhishma is tailored for Indian service and has been developed with assistance from Russia and France.
Thus, the Armoured Corps of the Indian Army is currently equipped with the T-72 – M1 variant with Indian upgrades in Ajeya MK1/MK2; T-90 – M and S variants with DRDO made upgrades and the Arjun MBT.
Today, the Indian Army has Armoured Regiments and Mechanised Infantry units operating in Ladakh much to the consternation of the Chinese People’s Liberation Army. The armoured profile along the conventional border is dynamic and vibrant with use of the best equipment. The Government of India is leaving no stone unturned in ensuring that the cutting edge of the Indian Army is maintained at peak efficiency with the best equipment and trained manpower.
(Jaibans Singh is a defense and security expert)
Leave a Reply
|
<urn:uuid:2a114770-f861-4ec7-ba1a-414b07aec23d>
|
CC-MAIN-2023-14
|
https://defenceinfo.com/evolution-of-the-indian-armoured-corps/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945279.63/warc/CC-MAIN-20230324082226-20230324112226-00160.warc.gz
|
en
| 0.978435
| 3,155
| 3.1875
| 3
|
Introduction to State and Local Coverage
This course provides a historical account of events leading up to Section 218, and identifies various critical occurrences and changes that have since affected the Act.
Please click here for a Printable Version of this course >>
- What is the Social Security Act of 1935?
- How did the Social Security Act of 1935 affect State and local government employees?
- What is Section 218 of the Act?
- What is a 218 Agreement?
- What happens to State and local government employees who do not participate in Social Security?
- Who is the State Administrator?
- Is there a difference in Social Security taxes for government employees and private employees?
- What additional changes have been made to Section 218 coverage since it began?
- How have government employers been affected by the changes occurring since 1950?
- What is the OIG report and how did it affect the Social Security coverage for public employees?
1. What is the Social Security Act of 1935?
On August 14, 1935, Congress voted into legislation the Social Security Act of 1935. This legislation established a permanent old-age pension system in the United States through employer and employee contributions. These contributions are collected through the Social Security payroll tax. The original legislation did not cover State and local government employees due to constitutional questions regarding the authority to impose taxes on the States.
2. How did the Social Security Act of 1935 affect State and local government employees?
The Social Security Act of 1935 did not cover State and local government employees. This caused a problem because many public employees did not participate in public retirement systems equivalent to Social Security. An amendment of the Act was enacted in 1950, Section 218, extending coverage to State and local employees.
3. What is Section 218 of the Act?
In 1950, Congress enacted Section 218 of the Social Security Act. This allowed Social Security coverage to be extended to the State and local government employees who were not covered by an alternative retirement system. The coverage was available at the request of the State, through an agreement signed by the State and SSA. These agreements are referred to as 218 Agreements, Federal-State agreements, modifications, or voluntary agreements (because the coverage is voluntarily requested by the State). Later, in 1954, Amendments were made to the Act allowing State and local workers who were members of a retirement system (except police officers or fire fighters) to also be covered under section 218 Agreements, provided coverage was authorized by the State and approved through a voluntary coverage referendum.
A Section 218 Agreement is a document signed by the State and SSA extending Social Security and Medicare or Medicare-only coverage on a voluntary basis to the State and local employees of that State. Each State has an agreement with SSA and most originated in the early 1950’s. When States want to cover additional State or local government employees they do so by means of a “modification” to the original agreement. Almost all States continue, to this day, to extend coverage through modifications.
The Commonwealths of Puerto Rico and the Virgin Islands also have 218 Agreements with SSA. Additionally, interstate instrumentalities can enter into 218 Agreements.
5. What happens to State and local government employees who do not participate in Social Security?
State and local government employees who do not participate in Social Security, either through voluntary or mandatory coverage, do not have Social Security taxes removed from their paychecks. Therefore, they are not eligible to receive Social Security benefits based on that employment. If such employees later contribute to Social Security via a subsequent coverage agreement or mandatory coverage, their eligibility to benefits, and the amount of those benefits, would reflect only the time that they were properly covered.
6. Who is the State Administrator?
In order to effectively implement coverage at the State level, SSA, through regulation 20 C.F.R. §404.1204, requires that each State designate a State Social Security Administrator. The state administrator is responsible for administering all aspects of Section 218 coverage, including interpreting its provisions, and insuring proper application of Social Security coverage to all State and political subdivision employees.
7. Is there a difference in Social Security taxes for government employees and private employees?
When the Social Security Act was modified by Section 218, there were two separate tax processes for private and government employees. Private employee contributing to the Social Security tax paid “FICA” taxes; whereas government, i.e., State and local government, employees did not pay FICA taxes, but submitted “contributions” to the Social Security program.
When Section 218 was added to the Act in 1951, SSA was designated to administer its tax collection provisions much in the same manner that IRS administered FICA tax provisions. However, SSA considered each State liable for payment of the Social Security contributions on all covered employees, including local governments, because the Section 218 Agreement for Social Security coverage was between the State and SSA, not SSA and the employer. Therefore, while each private employer sent FICA taxes directly to the IRS, government employers with employees covered under a Section 218 Agreement sent Social Security “contributions” directly to the state administrator. The state Administrator then paid the Social Security contributions directly to an SSA account at the Federal Reserve Bank. The separate Social Security tax process for private and public employers existed for almost 40 years.
Then, in 1987, the Act and the Code were changed and taxes due pursuant to Section 218 Agreements were designated as FICA taxes. Public employers became responsible for withholding and remitting FICA taxes in the same manner as private employers and IRS assumed oversight authority.
8. What additional changes have been made to Section 218 coverage since it began?
Significant legislative changes have been made affecting State and local coverage since it began in 1951. Some changes include:
- The 1954 Social Security Amendments expanded the Act to allow States to extend Social Security coverage to State and local government employees who were members of public retirement system (except police officers and firefighters); provided coverage was authorized by the State and approved through a voluntary referendum of all eligible retirement system members.
- In 1956, the Act was amended to authorize certain States to divide retirement systems into two separate groups—those who desired coverage and those who did not. The 1956 Act also authorized certain States to extend Social Security coverage to police officers and firefighters covered by a retirement system.
- Beginning July 1, 1966, employees covered for Social Security under a Section 218 Agreement are automatically covered for Medicare.
- The 1983 Amendments included provisions preventing States from terminating Social Security coverage obtained under an agreement, effective April 20, 1983. Therefore, even though Social Security coverage is voluntarily obtained, it is permanent once in place.
- The Consolidated Omnibus Budget Reconciliation Act of 1985 (COBRA) imposed mandatory Medicare-only coverage on State and Local employees. All employees, with certain exceptions, hired after March 31 1986, are covered for Medicare under section 210(p) of the Act (Medicare Qualified Government Employment). Employees covered for Social Security under a Section 218 Agreement have Medicare coverage as a part of Social Security, therefore they are excluded from mandatory Medicare. However, COBRA 85 also contained a provision allowing States to obtain Medicare-only coverage for employees hired before April 1, 1986 who are not covered under an Agreement. Authority for Medicare-only tax administration was placed in the Code [26 U.S.C. 3121(u)(2)(C)] as the responsibility of IRS.
- The Omnibus Budget Reconciliation Act of 1986 (OBRA 86) made dramatic changes to Section 218 of the Act. All responsibilities related to tax administration and oversight were removed from the section and from SSA’s authority for the years after 1986. SSA retained tax responsibility for all years prior to 1987. OBRA 86, at the same time, amended the Code to designate Social Security taxes due pursuant to section 218 agreements as FICA taxes, thereby transferring tax authority to IRS. Public employers became responsible for withholding and remitting these taxes in the same manner as private employers.
- The Omnibus Budget Reconciliation Act of 1989 (OBRA 89) amended the Act to allow SSA to correct an individual’s earnings record at any time when the employer has reported less than the correct amount.
- The Omnibus Budget Reconciliation Act of 1990 (OBRA 90) imposed mandatory Social Security coverage on State and local government employees beginning July 2, 1991 who are not (1) already covered for Social Security under an agreement, or (2) members of a retirement system which meets certain Treasury regulations or requirements. This provision is intended to ensure that all public employees have some type of retirement protection, either obtained as part of Social Security or through a plan offered by the employer. OBRA 90 also amended the Code to apply FICA taxes to mandatorily covered employment. An important difference between mandatory Social Security coverage and voluntary Social Security coverage obtained through a Section 218 agreement is that mandatory Social Security coverage for employees terminates when they become members of a retirement system meeting Treasury regulation requirements. Social Security coverage obtained under a Section 218 agreement cannot be terminated, regardless of retirement system membership status.
- The Social Security Independence and Program Improvements Act of 1994 established the SSA as an independent agency, effective March 31, 1995. This Act also increased the FICA exclusion amount for election workers from $100 to any amount less than the threshold amount mandated by law in a calendar year. (To verify the current year amount, see the SSA website.) States were authorized to amend their Section 218 Agreements to increase the FICA exclusion amount for election workers to a statutorily mandated threshold. The Act also amended Section 218 of the Act to allow all States the option to extend Social Security and Medicare coverage to police officers and firefighters who participate in a public retirement system. (Under previous law, only 23 States were specifically authorized to do so.)
- Public Law 105-277 provided a 3-month period for States to modify their Section 218 Agreements to exclude from coverage services performed by students. This provision was effective July 1, 2000, for States that exercised the option to take this exclusion.
9. How have government employers been affected by the changes occurring since 1950?
Due to the changes in coverage, some public employers may be unaware of their employees’ coverage status. The following factors have contributed to this dilemma:
- For over 30 years, from 1951 to 1982, it was possible for States to terminate coverage previously obtained under an agreement; terminating coverage was not allowed after 1982. This led to a belief, still existing among some government employers, that Social Security coverage for government employees is optional. However, Social Security coverage is required, absent a qualified retirement system.
- There is a unique relationship between Social Security coverage and retirement system coverage. Through Section 218 Agreements, retirement system groups can be covered for Social Security (e.g., all positions in a State Teachers’ Retirement System or all positions under a county pension plan). In situations were coverage is obtained for retirement system coverage groups, employers may not always be aware of their employees eligibility in that system, which could lead to reporting errors.
- Unlike Social Security coverage for private industry employees, there are circumstances under which coverage for government employees discontinues. These circumstances depend on how the coverage was originally obtained. Coverage obtained pursuant to a Section 218 Agreement (regardless of retirement system membership) cannot be terminated as of 1983. However, mandatory Social Security coverage stops when the employee becomes a member of a qualifying retirement system meeting. Conversely, mandatory Medicare-only coverage cannot be terminated.
- Many small government employers do not have personnel or payroll staffs. In this situation, wage reporting functions may be performed by individuals with little or no knowledge of SSA or IRS requirements. Even experienced personnel or payroll staffs make mistakes due to the complexity of the coverage issue. When government employers began to pay FICA taxes directly to IRS in 1987, many States reduced the role of the State Administrator. In some States, despite SSA regulations, State Administrator functions were completely abolished. During the years that SSA had oversight authority for correct reporting of Social Security contributions; both SSA and State Administrators audited the correctness of employer reports. IRS did not place special emphasis on auditing government employers until recently.
10. What is the OIG report and how did it affect the Social Security coverage for public employees?
In December 1996, the Office of the Inspector General (OIG) issued audit report #A-04-95-06013, “Social Security Coverage of State and Local Government Employees.” SSA requested the audit to determine if serious reporting problems existed, and, if so, the extent—as earnings that are not properly reported by employers can lead to inaccurate employee earnings records, which can affect Social Security benefit entitlement and payment.
The report concluded that there is a significant risk of noncompliance by government employers with the State and local coverage provisions. OIG noted the following problems: No systematic compliance reviews by either IRS or SSA; Insufficient data collection and exchange between IRS and SSA, and widespread confusion as to the responsibilities of SSA, IRS and the States. In response to the problems, OIG made the following recommendations: That SSA fund an ongoing compliance program for public employers; pursue a memorandum of understanding (MOU) with IRS outlining the respective roles and responsibilities of each agency, and, as a possible long-term solution, study the feasibility of universal coverage of all public employees.
Note: The MOU was completed and signed by both the Social Security and IRS Commissioners in the spring 2002.
|
<urn:uuid:95fc8d6f-2353-4a82-a5c6-e96b0f2fa405>
|
CC-MAIN-2023-14
|
https://www.ssa.gov/section218training/basic_course_4.htm
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945279.63/warc/CC-MAIN-20230324082226-20230324112226-00160.warc.gz
|
en
| 0.959463
| 2,786
| 2.71875
| 3
|
The concept of what is considered normal versus abnormal throughout time is ever changing. Provide examples of behavior in our society that was once considered abnormal and is now seen as normal.
Consider some of the main areas that have once been the topic of scrutiny and viewed as abnormal but have evolved considerably over time. Some examples include race, culture, sexuality, gender, appearance, and child rearing.
Pick one topic area from the examples listed above and illustrate how prior views regarding abnormal behavior have evolved to what is now considered normal. Provide specific information regarding the process of that change and its effects on modern day society.
Create your response into a word document using APA format with a minimum of 750-word count (not including the Cover page and Reference page). Include in text citations which will connect to the factual points from your sources, and include the reference citations at the end of the document.
|
<urn:uuid:055983a5-7ec3-4457-b0d6-576c4b0a2b9f>
|
CC-MAIN-2023-14
|
https://gishomework.com/consider-some-of-the-main-areas-that-have-once-been-the-topic-of-scrutiny-and-viewed-as-abnormal-but/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945368.6/warc/CC-MAIN-20230325161021-20230325191021-00160.warc.gz
|
en
| 0.959362
| 179
| 3.578125
| 4
|
6 Health Benefit of Cherries, One of the Summer Delights
Table of content:
There are various health benefits of cherries that you can get if you consume it regularly. Its nutritional content is very good to support the immune system and reduce the risk of cancer.
Cherries are classified into two types, the sweet and the sour cherries. Sour cherries contain lower calories than sweet ones, but they contain higher levels of vitamin C and beta-carotene. The benefit of cherries is closely related to the nutritional content in them, like antioxidants, potassium, vitamin C, phytochemicals, and fiber.
Protecting the Body from Free Radicals and Serious Diseases
Did you know that the red color of cherries comes from anthocyanin content? This powerful antioxidant helps protect body cells from free radicals that can trigger cancer and other serious diseases, such as cardiovascular disease, blood vessel blockage or atherosclerosis, arthritis, and Alzheimer’s disease.
The other two powerful antioxidants that this fruit has are hydroxycinnamic acid and perillyl alcohol. Not only that, antioxidants in cherries can reduce pain and swell in osteoarthritis.
Increase your immune system
The flavonoid content found in cherries also functions as an antioxidant that can improve the function of the immune system. Meanwhile, the vitamin C that the fruit has can also maintain the immune system and prevent cardiovascular disease, various health problems during pregnancy, eye diseases, and also wrinkles on the skin.
Maintain Weight and Reduce the Risk of Diabetes and Cancer
With a rich fiber content in it, the benefits of cherries are also to lose weight, reduce the risk of diabetes, and heart disease. Fiber is also very useful to reduce cholesterol levels, maintain intestinal health, prevent colorectal cancer and to control blood sugar.
With its phytochemical content, cherries can help protect your body against certain enzymes that cause inflammation, as well as to reduce pain caused by arthritis. Besides, reducing the risk of cardiovascular disease also becomes another health benefit of cherries. The risk of cancer can be reduced by 40% thanks to Phytochemicals, which works by preventing the cell damage due to cancer-causing substances (carcinogens).
Prevent Hypertension and stroke
Cherries are a good source of vitamin C and potassium. It makes the fruit become the natural medicine to reduce the risk of hypertension and stroke. This mineral also helps maintain blood pressure, the number of body fluids, muscle recovery, digestion, heart rate, and the balance of the body pH.
Natural sleeping pills
Cherries contain melatonin, a hormone that regulates the body’s sleep cycle. Therefore, eating cherries can improve a good sleep. As a result, the body becomes fitter and healthier. So, if you have a sleeping problem, try not to consume too many chemical drugs. Instead, you can try to regularly consume this delicious red fruit to help you have a good rest.
Do you have a problem with your memory? If you do, this fruit is quite powerful to overcome the problem. Cherries contain anthocyanins which are very good for the brain and can significantly improve your memory.
Those are some health benefits of cherries that makes many people love to consume them despite its relatively expensive price. Well, even though they are quite pricey, cherries are still worthy to purchase in order to maintain your healthy body.
|
<urn:uuid:c1caa36d-239b-4148-958e-e95daddde93d>
|
CC-MAIN-2023-14
|
https://merakyat.org/6-health-benefit-of-cherries-one-of-the-summer-delights
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945368.6/warc/CC-MAIN-20230325161021-20230325191021-00160.warc.gz
|
en
| 0.941101
| 713
| 2.90625
| 3
|
BENEFITS AND DRAWBACKS OF COLLEGES
It is generally assumed that going to college is the best pathway to a lucrative and rewarding career—and there is no doubt that a college education is at beneficial in most cases. At the same time, while we wouldn’t want to discourage anyone from getting an education, the actual benefit derived from going to college differs from person to person, depending on both the school and the career choice. Here are some of the benefits of colleges, and some of the drawbacks.
- Colleges, and more specifically the degrees they award for completion, represent a standard of achievement. Earning a degree certifies you have a certain level of knowledge, which for many careers (like medicine and law) is still mandatory.
- College usually gives students a more well-rounded education. Degree requirements usually include general subject matter not related to one’s chosen major, which may give more latitude when deciding on (or changing) careers.
- College offers a social climate in between teen years and “the real world”, a transition many young people find helpful.
- College offers a clear set of challenges to overcome. Even if you don’t wind up with a career within your major, holding a college degree makes a statement that you started and completed a major challenge, something that many employers still take seriously.
- College uses a fairly standard academic structure for education that not every student thrives in. Dyslexics, for example, often struggle with traditional educational methods, where they thrive in alternative environments.
- Not every career choice is best learned in an academic environment. The traditional lecture/homework/testing system doesn’t always do justice to careers that are best learned by hands-on, real-life experience. Even when those career paths are offered in colleges, the program often leaves educational holes that must be filled by internship afterwards.
- The “well-rounded” approach of colleges can be counter-productive with certain technical careers. In other words, a more general education may sometimes mean a “less specific” one, again leaving educational gaps.
- College is expensive. Let’s face it; with all the benefits colleges can provide, tuition is very costly. It is not unusual for students to enter “real life” with many thousands of dollars worth of debt, only to find their degree offers no guarantees of a lucrative career.
Do the drawbacks of colleges outweigh the benefits? Not necessarily; it depends on the context and situation. For some career choices, college is not an option, and chances are very good that the income generated will cover the costs. For others, though—careers like film, radio, the recording industry and others—colleges might not be as cost-effective and beneficial as smaller, more focused schooling, or alternative forms of education such as mentoring and externship. The important thing is to determine if college is right for your particular way of learning and your chosen career.
|
<urn:uuid:c836e7e6-2d3c-4fb9-b0b7-7a4d9ebb4275>
|
CC-MAIN-2023-14
|
https://www.filmconnection.com/reference-library/benefits-and-drawbacks-of-colleges/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945368.6/warc/CC-MAIN-20230325161021-20230325191021-00160.warc.gz
|
en
| 0.963332
| 629
| 2.859375
| 3
|
Turmeric is a rhizomatous herbaceous perennial plant of the ginger family, Zingiberaceae. It is native to southwest India, requiring temperatures between 20 and 30 °C and a considerable amount of annual rainfall to thrive. Plants are gathered annually for their rhizomes and propagated from some of those rhizomes in the following season.
When not used fresh, the rhizomes are boiled for about 30–45 minutes then dried in hot ovens, after which they are ground into a deep-orange-yellow powder commonly used as a spice in Bangladeshi cuisine, Indian cuisine, Pakistani cuisine and curries, for dyeing, and to impart color to mustard condiments.
One active ingredient is curcumin, which has a distinctly earthy, slightly bitter, slightly hot peppery flavor and a mustardy smell.
|
<urn:uuid:ce880d6a-d010-4787-92ee-ab571322dc73>
|
CC-MAIN-2023-14
|
https://www.shayonaexporters.com/project/turmeric-item/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945368.6/warc/CC-MAIN-20230325161021-20230325191021-00160.warc.gz
|
en
| 0.953974
| 173
| 3.125
| 3
|
Chinese scientists have discovered the remains of warriors and horses in an ancient tomb
(ORDO NEWS) — In the Chinese province of Henan, archaeologists have found a large group of tombs dating back to the ancient royal Shang Dynasty (1600-1046 BC).
The tombs also found the remains of warriors and war horses, which may have been buried alive. The complex of tombs belonged to an influential clan that lived 3,000 years ago.
The tomb was found just 2.4 kilometers from the ancient capital of Yinxu, where the ruins of a palace and an ancestral temple are located. During excavations, archaeologists discovered a whole complex consisting of 24 tombs.
This complex also included several graves with war chariots, the remains of horses and warriors. According to the Xinhua government news agency, some of the warriors wore hats with shell ties, and horse heads were decorated with gold.
“This is a very rare occurrence among Anyang’s ancient discoveries, reflecting the exclusive status and power of the crew owner, ” said Kong Deming, head of the city’s Institute of Cultural Relics and Archaeology.
Researchers suggest that the tomb belonged to the large Tse clan. At the very least, archaeologists have found the Chinese character “Tse”, indicating belonging to a clan, on bronze ware from the excavation site.
A Pennsylvania State University study notes that the practice of “ritual suicide” by servants or “volunteers” who agree to be buried alive during the funerals of high-ranking masters was common in Shang Dynasty China.
Contact us: [email protected]
|
<urn:uuid:510176ce-5f40-4dfb-a29f-ec1519b0f623>
|
CC-MAIN-2023-14
|
https://ordonews.com/chinese-scientists-have-discovered-the-remains-of-warriors-and-horses-in-an-ancient-tomb/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00160.warc.gz
|
en
| 0.950044
| 359
| 2.953125
| 3
|
The Office of Naval Research (ONR) is looking to the sun for energy in an effort to help Marines do away with diesel-guzzling generators now used in combat outposts, officials announced late last week.
The Renewable Sustainable Expeditionary Power (RSEP) program seeks to create a transportable renewable hybrid system that can provide Marines with electricity for a 15-day mission without relying on fuel resupply convoys that often become targets for adversaries.
“This program takes on a number of power-related challenges and ultimately will allow the Marine Corps to take a big step toward its goal of using fuel only for mobility purposes by 2025,” said H. Scott Coombe, product manager for RSEP, a collaboration between ONR’s Expeditionary Maneuver Warfare and Combating Terrorism and Sea Warfare and Weapons departments.
“This is a very interesting multidisciplinary problem we’re trying to solve,” Coombe said. “There are multiple heat transfer issues as well as optical, electrical and control/optimization challenges.”
ONR has enlisted the help of three industry teams—led by Raytheon, Battelle and Emcore—that have developed concepts for hybrid systems that use sunlight, heat and fuel to create electricity. One option is to combine a Stirling engine with a solar concentrator resembling a satellite dish that can harness the power of 1,000 suns. Another is to use powerful solar cells to collect sunlight in conjunction with an efficient solid oxide fuel cell.
These systems must be smart enough to independently switch back and forth from solar when the sun is out to fuel at night or when there is heavy cloud cover. They also have to be compact enough to fit on a small trailer towed by a Humvee so they can be hauled to forward positions. So far, solar concentrators have been too large to carry around the battlefield.
“These systems will be used in forward-deployed locations where we don’t want to have to go to resupply.” Coombe said.
Researchers expect a successful product will reduce fuel needs by 40 percent for expeditionary power systems, with a continual output of 3 kilowatts. It also will be much quieter than current systems and have the potential to use biofuels.
“The RSEP program is a key initiative in the Marine Corps’ expeditionary power systems portfolio for advanced power sources that embrace renewable energy systems as a means to reduce fossil fuel requirements,” said Mike Gallagher, program manager for expeditionary power systems at Marine Corps Systems Command, which will work with ONR to transition the technology to the field. “This directly supports the commandant of the Marine Corps’ Expeditionary Energy Strategy and vision for highly lethal, agile and efficient combat forces.”
RSEP is a five-year Future Naval Capabilities program. ONR will evaluate the industry teams each year and could keep working with one or more of the industry products or continue to explore other options for renewable power sources.
“We’re going to learn a lot from all the different approaches and make sure we capitalize on all the successes and lessons learned going forward,” Coombe said.
A video on ONR’s YouTube channel provides more information from Coombe, Marine Corps officials and the industry teams.
Source: Office of Naval Research
|
<urn:uuid:0293802f-6ecc-48f9-964b-1b2fda14b978>
|
CC-MAIN-2023-14
|
https://www.advancedsciencenews.com/onr-considers-solar-energy-for-marines/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00160.warc.gz
|
en
| 0.93243
| 706
| 2.78125
| 3
|
Diverticulitis is a condition where parts of the bowel get inflamed or infected. The bowel is a muscular tube with a smooth wall that stool can pass easily along, helped by muscle contractions. As we age, our bowels can develop small outpouchings, which are known as diverticula. -
If these pockets get inflamed or infected, this is known as diverticulitis. You can become quite ill. People with a sudden diverticulitis flare will suffer from tummy pain, usually in the left lower side, that comes and goes but is usually worse after eating and gets better after passing gas or stool. Other symptoms include constipation, diarrhea, mucus or blood in the stool, and a fever.
Your doctor diagnoses diverticulitis after examining you or seen on either a CT scan or a colonoscopy (camera in the rectum).
Occasionally, if you have no relevant symptoms or only mild tummy pain and occasional bleeding from the rectum, diverticulitis may be seen if you have a scan for another reason and is of little significance.
A high-fiber diet can help reduce the possibility of developing diverticula in the first place. If you do develop diverticula, fiber can help to bulk up your stool to keep it moving along, reducing the chance of diverticulitis developing.
A high-fiber diet can often ease symptoms. Some high-fiber supplements, such as Fybogel, are available at pharmacies, which can help increase the amount of soluble fiber in the diet, in addition to a well-balanced diet.
For pain relief, acetaminophen can help. It’s less likely to cause stomach upset than anti-inflammatories such as aspirin or ibuprofen.
If you have symptoms of diverticulitis, you should urgently see your doctor. Symptoms can include abdominal pain, especially pain in the left lower side, fever, change in bowel habits with either constipation or diarrhea, and mucus or blood in the stool.
All blood and mucus in your stool should be discussed with your doctor.
Diverticulitis will usually leave you feeling too unwell for work.
Was this helpful?
Was this helpful?
|
<urn:uuid:074aaaaf-0087-43c2-bb68-2772dd0f66b9>
|
CC-MAIN-2023-14
|
https://www.caidr.com/condition/diverticulitis!7cb31e37-4faf-4f48-955c-3c0d9f9d1abe
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00160.warc.gz
|
en
| 0.928987
| 467
| 3.15625
| 3
|
November is Diabetes Awareness Month. Thank you to everyone who has spent time spreading awareness and educating others on diabetes treatment so far this month.
In an effort to keep spreading awareness ourselves, this is a quick article that answers a common diabetes-related question:
Is the insulin shot the only way to treat it or are there other options?
The answer is yes, there are other ways to treat it. We’ll explain it in a little more detail.
But first, it’s important to know how diabetes is diagnosed. It sheds a lot of light on why the treatments are what they are.
There are four main tests that are used to confirm diabetes.
With a blood test called the glycated hemoglobin test. It’s also called the A1C test. The test is designed to reveal the last 2-3 months of your sugar levels.
There are some areas where the glycated hemoglobin test isn’t available. Also, a person can have a hemoglobin variant that causes interference with the A1C test making it obsolete.
If you find yourself in this situation, the alternate test is a random blood sugar test.
This test doesn’t require eating or not eating for a certain amount of time beforehand. It works regardless. If your test shows a blood sugar level higher than 199 mg/dl (milligrams per deciliter), you likely have diabetes. It’s not a guarantee, but it’s very likely.
Particularly if you have some of the other symptoms like perpetual thirst or constant urination.
If results are not satisfactorily confirmed after a random blood sugar test, then a fasting blood sugar test is done.
For this test, you skip dinner and breakfast the next morning before having the test done. Then a blood sample is taken. A normal reading is anything lower than 100 mg/dL.
Anything between 100-125 mg/dL is what’s called prediabetes. Results higher than 125 mg/dL is diabetes. You have to test higher than 125 on two consecutive tests to officially confirm.
The oral glucose tolerance test isn’t used very often. When pregnant women are being tested for diabetes, that’s pretty much the only time this test is used.
For this test, you fast just as you would for the fasting blood sugar test. When you arrive, the doctor will have you drink a sugary drink. For the next two hours, your blood sugar levels are tested.
Normal levels are anything under 140 mg/dL after two hours. 140-199 mg/dL after two hours is prediabetes. 200 mg/dL or higher after two hours is diabetes.
Because Type 2 Diabetes represents 95% of all diagnoses, the information here is about treating Type 2 specifically.
Now that we’ve discussed how diabetes is diagnosed, let’s talk about how it’s treated. Unfortunately, diabetes cannot be cured. Only managed. There are 6 primary forms of diabetes treatment for Type 2:
If you have diabetes, it’s more than likely you’ll need to check and record your blood sugar level often. Especially if you’re on insulin. Depending on how severe your case is, you may need to check 2-3 times a day.
Your doctor will recommend the right course of action for your particular case. Proper blood sugar monitoring is imperative to making sure your levels stay in the safe range.
Regular exercise is a diabetes treatment that lowers blood sugar levels. This is why physical exercise is so important for people with diabetes.
Make sure to talk to your doctor about this before initiating a workout schedule or something like that. And do things you like doing. Biking, swimming, running, walking, sports, whatever. Just make sure that you exercise every day, at least 30-60 min.
Studies show that aerobic exercise is the most beneficial if you have diabetes. Your routine doesn’t have to be all aerobic but mix it in with other things. Those other things can be yoga or weightlifting or other kinds of resistance training.
Before exercising, check your blood sugar and eat at least a snack. This is especially important for people who take meds for their diabetes.
There’s no particular diet that people with diabetes should follow. But if you have diabetes, eating healthy needs to be a priority. Eating healthy in general is what we mean here. If you have diabetes, try to:
The best thing to do is get with a dietitian and have her put a personalized meal plan together. That’s the best way to implement this diabetes treatment.
Obesity is a significantly more harmful condition for people with diabetes. It’s much harder to maintain a healthy blood sugar level when you’re overweight.
Even just losing 5-10% of your body weight does wonders for your overall health while living with diabetes. Obviously, the closer you can get to optimal weight is better. But even just slow and steady weight loss, if needed, is ideal.
For some people, eating healthy and exercising regularly, unfortunately, isn’t enough to maintain a safe blood sugar level. In this case, a diabetes treatment that includes medication or insulin therapy may be necessary.
Not every person with diabetes needs insulin, but many do. In the early days of diabetes treatment, insulin was thought to be dangerous and used only as a last resort.
Now, it’s benefits are more fully understood and it’s often used as the first line of attack.
The only possible side effect of diabetes treatment is hypoglycemia (low blood sugar).
The only way to administer this medication is via injection. This is because digestion interferes too much with it. There are multiple kinds of insulin. A doctor may even prescribe different types to the same person. In these situations, they’re instructed to take them at different times of the day.
It’s very common for doctors to prescribe other medicines to be taken regularly alongside insulin. These usually include:
Bariatric surgery is the formal name of all weight-loss surgeries. If your BMI (body mass index) is over 35, your doctor will likely discuss this diabetes treatment with you.
Bariatric surgery can lead to improved blood sugar levels and a more comfortable existence in general.
These surgeries are usually costly and present more risks than most medications. Some side effects, though uncommon, include osteoporosis, and various nutritional deficiencies.
There are many different diabetes treatment meds available. Your doctor will know which one is right for you. Sometimes more than one medication is necessary. The one prescribed for you depends on a few things, but mainly:
Here’s a brief explanation of the 8 most common diabetes medications other than insulin:
If you have Type 2 diabetes, this is almost always the first medication prescribed. It’s designed to heighten your body’s sensitivity to insulin. The result is that your liver doesn’t produce as much glucose.
Your body is much more effective at using the insulin you put into it when taking metformin. There are two side effects. Nausea and diarrhea.
Not everyone who takes it experiences these, but some do. When you take it with a meal, the possibility of a side effect goes down. Metformin also comes in injection and oral forms.
This medication promotes insulin secretion. For some people, weight gain and low blood sugar are side effects.
Promotes insulin just like sulfonylureas but does it faster. However, the effect doesn’t last as long. Weight gain and low blood sugar are possible side effects.
Like metformin, it heightens your body’s sensitivity to insulin. However, thiazolidinediones have more severe side effects in comparison. So they aren’t prescribed as often.
These keep your blood sugar levels down, but they aren’t quite as effective as other drugs. A good thing about this medication is that weight gain is not a side effect. A small number of people who take this experience joint pain.
GLP-1 Receptor Agonists
These are designed to bring your blood sugar levels down and slow down your digestion. Diabetes patients who have a great need to lose weight are often prescribed these. The only way to administer this medication is via injection.
Sometimes diabetes increases the risk of strokes and heart attacks. Particularly in those that have already experienced them or have family members who have. Exenatide is designed to lower those risks.
SGLT2 inhibitors prevent the kidneys from reabsorbing sugar into the bloodstream. This medication promotes the excretion of sugar through the urine instead.
Side effects sometimes include low blood pressure, urinary tract infections, and vaginal yeast infection.
As mentioned previously, diabetes treatment is different for pregnant women. Insulin therapy is very common, even for women who didn’t need it before they got pregnant. Medications that are usually taken in conjunction with insulin cannot be taken during pregnancy.
Pregnancy sometimes causes diabetic retinopathy to worsen. If you have this condition, consult your doctor within the first 1-2 months of becoming pregnant.
Diabetics are used to being alert pretty much all the time. They need to be cognizant of their health status at all times. Your blood sugar can be affected by so many different things, so being on alert is necessary.
Sometimes, immediate care is needed to fix certain problems, even when proper precautions were taken. Here are some of those circumstances.
There are so many things that can cause an increase in blood sugar. The most common ones are:
Watch out for these signs of high blood sugar:
If you’re experiencing any of these, check your blood sugar or contact a specialist.
HHNS is a life-threatening condition that stands for hyperglycemic hyperosmolar nonketotic syndrome.
Blood sugar levels coming in higher than 600 mg/dL is this condition’s main sign. Other symptoms include:
When blood sugar gets that high, the blood becomes syrupy and thick. Elderly people with diabetes are at a higher risk for this condition. An infection or illness almost always precedes HHNS.
It goes without saying that if you experience the signs of HHNS, you need to contact your doctor right away.
Your body starts to break down fat cells if other cells are starved for energy. When your body has to do this, ketones are produced. Ketones are toxic acids that show up in your urine.
A urine test will determine if you have this. Signs of ketone-rich urine include:
People with Type 1 diabetes are more likely to develop this condition.
This is called hypoglycemia. Common things that cause this are lack of regular exercise, taking too much medication, and not eating enough. Signs include:
Pretty much anyone with diabetes knows what it feels like for them when their blood sugar gets too low. To counteract this, you need to eat foods like soda, hard candy, glucose tablets, or fruit juice. Anything that will get your blood sugar level up fast.
|
<urn:uuid:fbde83fd-0741-452d-9723-66446e2f3852>
|
CC-MAIN-2023-14
|
https://www.lakeviewdoctors.com/blog/how-is-diabetes-treated-diabetes-awareness-month
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00160.warc.gz
|
en
| 0.937949
| 2,366
| 2.59375
| 3
|
NASA hasn’t sent humans into space on its own spacecraft since the Space Shuttle orbiters retired, so they really want to be sure things are working properly before astronauts climb aboard the next-generation Orion capsule. Earlier today, NASA simulated a “Minimum System Test” in which some of Orion’s parachutes were disabled on purpose.
The Orion capsule was hauled to 35,000 feet aboard a USAF C-17 Globemaster III strategic heavy cargo jet for today’s parachute test. While Orion will normally land on water, today’s drop was made over the U.S. Army’s Yuma Proving Ground in Arizona. The exercise allowed NASA engineers to validate Orion’s ability to decelerate from orbital speeds under less-than-ideal conditions, such as when (or if) some of the capsule’s parachutes fail to deploy.
Unlike the space shuttle orbiters, which landed on runways after gliding back to Earth from space, Orion has no aircraft-like glide capability to produce drag and slow itself down on descent. One of the best ways to make a safe landings is through the use of multiple parachutes, intended to bring the craft’s speed down to about 17 miles per hour at splashdown. At this speed, NASA estimates astronauts and cargo will be able to make a comfortable landing in the ocean.
Dewalt 20V Max Cordless Drill & Driver Kit
Comes equipped with an LED which goes on when the trigger is pulled. You’ll a clear view of whatever you are drilling or screwing with minimal shadows.
Orion’s parachute system is designed to return the capsule safely even if a failure occurs with one of the two drogue parachutes and one of the three main parachutes simultaneously. That capability was effectively demonstrated this morning, which is another positive sign in the capsule’s development.
Orion’s next flight is scheduled to occur in 2018, which will be the first time it is launched on top of the new Space Launch System. This flight will be uncrewed, but will carry several CubeSat satellites into orbit. Astronauts aren’t expected to ride aboard Orion until 2021 (at the earliest) when they will rehearse for an encounter with a captured asteroid that will be parked in lunar orbit ahead of their launch.
A Delta 4-Heavy rocket carrying carrying NASA’s Orion capsule lifts off on the spacecraft’s first unmanned orbital test flight from the Cape Canaveral Air Force Station in December 2014.
Photo credit: Top shot - Craig Fritz/AP, Delta 4-Heavy liftoff with Orion - Chris O’Meara/AP
Follow the author on Twitter: @collinkrum
|
<urn:uuid:184e33de-2527-47d4-b164-36593589fb96>
|
CC-MAIN-2023-14
|
https://jalopnik.com/nasas-orion-capsule-makes-perfect-test-landing-minus-a-1726659366
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00160.warc.gz
|
en
| 0.923108
| 574
| 3.25
| 3
|
Plan B – A Blueprint to Better Protect Children
This October schools will be decorating bulletin boards, hanging posters, and having assemblies, but not for Fall and Halloween. Many schools will be preparing for National Bullying Prevention Month!
“Why do we need a month devoted to preventing bullying?” Many adults still believe that bullying is a normal childhood phenomenon, a rite of passage. But it is so much more than that. According to national surveys, 1 in 4 children will be bullied and 1 in 5 will be cyberbullied. Therefore, in an average classroom of 25 students, 11, or almost half of them, will suffer at the hands of their peers. What’s worse, some of them will end their own lives to escape the relentless torment.
By definition, bullying is any repeated act of hostility or aggression where there is a real or perceived imbalance of power, and the victim cannot defend himself or herself.
Sadly, bullying is now recognized as a significant contributor to youth violence, including homicide, suicide, and “bullycide,” the label now applied to children who commit suicide to escape being bullied. While there is no formal system for tracking suicides related to bullying, suicide is the 4th leading cause of death in adolescents.
There are many other consequences of bullying that make adult intervention essential:
• Depression and anxiety
• Low self-esteem
• Social isolation
• Physical illness such as headaches, stomach aches
• School absenteeism and subsequently poor academic performance
Intervention is important, but prevention is essential. We are a reactive society, usually waiting until something negative occurs to try to fix it. By that time, the damage is done. We need to be proactive, we need a Plan B, a blueprint for protecting children.
We need to teach children and adults about Behavior, Balance, and Boundaries, not to stop bullying once it happens, but to prevent it from happening in the first place.
Behavior – Teaching children to manage their behavior is key. Children need to follow rules, treat others with respect and empathy, and be kind and accepting of others. And adults need to be good role models. Many believe bullying is a learned behavior and starts at home. Adults need to model empathy, acceptance, and kindness, or we will never see these things in children.
Boundaries – Personal, organizational, and societal boundaries are also key. Children need to understand and respect personal boundaries, and organizations need policies in place to enforce boundaries.
Balance – We need a balance between adults and children being responsible for preventing bullying. Children need to be taught safety and prevention strategies, but adults also need to be responsible for creating and enforcing rules to protect children, and for teaching children how to prevent bullying and other types of peer abuse.
MBF Child Safety Matters is a comprehensive, research-based program that teaches children and adults to prevent, recognize, and respond to bullying and cyberbullying, and also to child abuse, digital abuse, and other digital dangers. Learn more at www.mbfchildsafetymatters.org.
|
<urn:uuid:ecdac3af-4c4b-4ac4-b87d-3ad7c3fbeeae>
|
CC-MAIN-2023-14
|
http://americaseducationguide.net/articles/10-A-Blueprint-To-Better-Protect-Children
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949009.11/warc/CC-MAIN-20230329151629-20230329181629-00160.warc.gz
|
en
| 0.951075
| 630
| 3.96875
| 4
|
Climate change could disrupt Maine's coastal economy and culture
Climate change threatens to disrupt coastal life in Maine. Rising seas and extreme storms will cause increased flooding, erosion, and land loss. And rapidly warming ocean waters are shifting where different species of fish can thrive.
Read the Full Article on yaleclimateconnections.org
|
<urn:uuid:aefbce8c-c19f-4326-9383-b5d2145b1c19>
|
CC-MAIN-2023-14
|
https://www.ehn.org/tag/fishing
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949009.11/warc/CC-MAIN-20230329151629-20230329181629-00160.warc.gz
|
en
| 0.853201
| 68
| 2.75
| 3
|
Sand Sieve Analysis Introduction
The biosand filter requires a certain range of sand grain sizes to effectively treat drinking water.
Note: The content on this page has been adapted from publications of the Center for Affordable Water and Sanitation Technology (CAWST).
As mentioned in “Sand Media Prep”, crushed rock sand grains, when packed together, fit like puzzle pieces.
Their varied sizes and jagged edges produce tiny pores small enough to filter out pathogens found in water.
Please remember that the “sand” in a biosand filter:
1. originates as crushed rock,
2. is angular in structure, and
3. has grains of various sizes.
Any sand filter media that does not meet these parameters will not work effectively in a biosand filter.
The Center for Affordable Water and Sanitation Technology (CAWST) has conducted much research on biosand filters and, among other things, has determined that there is an optimum distribution of sand grain sizes that make a biosand filter the most effective.
Some sand grains are small and others are larger, and there is a range of sizes that are desirable for making a filter that works best.
It is possible and advisable to conduct a sand sieve analysis of the sand media that is to be used in a biosand filter.
This sand sieve analysis, although a bit technical and meticulous, will provide information needed to determine grain size distribution of the sand to be used in a filter and its potential for providing optimum filter effectiveness.
Before studying the information below, it is advisable to print out the sand sieve analysis blank form and the sand sieve analysis example form PDF files below.
This will give you valuable visual information that will be helpful in understanding the sand sieve analysis process.
Purposes of a Sand Sieve Analysis
The information from a sand sieve analysis has various uses.
It can be used to:
1. Determine if the prepared sand (sand that has been initially sieved and washed) that is to be installed in a biosand filter is within the Effective Size (ES) and Uniformity Coefficient (UC) ranges recommended for the filtration sand in the biosand filter.
Prepared Sand – This is sand that has been initially sifted to eliminate the largest rock pieces (grains that will not pass through a #24 sieve) and washed to remove the smallest sand particles that will pass through the #150 sieve.
Effective Size (ES) – This is defined as the size of screen opening that will pass 10% of the sand sample (see more explanation below)
Uniformity Coefficient (UC) – This is defined as a ratio and is calculated as the size opening that will just pass 60% of the sand (d60 value) divided by the size opening that will just pass 10% of the sand sample (d10 value).
ES is basically a value describing the average size of sand grains in a sand sample.
UC is basically a value describing the range of grain sizes present in a sample
2. Determine what useable sand will be produced from a sand source (e.g. a rock quarry or road cut) and how much sand will be rejected as too fine or too coarse.
Not all rock or sand from a crushed rock source will be used in the biosand filter. Some grains that are too large or two small will be rejected.
The sand sieve analysis can be used to determine how much sand will be rejected from a particular rock source.
The sand that is larger than the top sieve (0.7 mm opening size) is too coarse for filtration sand and needs to be removed (though this size may be used as aggregate in making concrete for the filter body).
Notes: If there is a large amount of coarse sand in the rock source, then the load that you will be transporting to the production site becomes unnecessarily heavy. There is no need to carry oversized sand if you cannot use it in the filters. The sand can be sieved at the quarry site to remove this coarse material before transporting it to your production site. This procedure is described in Instructions to Determine the Percent Rejected.
On the other hand, sand smaller than the finest sieve (0.1 mm opening size), which is collected in the catch pan at the bottom, is too fine for filtration sand. In that case, washing the sand in water will be required to remove this very fine sand (also known as rock flour).
If a sand sample that has been initially sieved and washed has too much of this very fine sand in it, then the sand to be used in the filter may need to be washed again to get rid of this rock dust.
3. Estimate if a sand source would be a good supply to produce filtration sand (once the sand had been prepared by sieving and washing).
This is done by determining the Effective Size (ES) and Uniformity Coefficient (UC) for the portion of the sand sample that would be useable.
This means performing the sand sieve analysis method described below, but only using the portion of sand that went through the largest sieve but did not go through the smallest sieve.
Most of the very fine sand that goes through the #150 sieve will be removed by washing, and so should not be included in the sample for this analysis.
Materials Required for a Sand Sieve Analysis
*Sand Sample: at least 100 ml of very dry sand for analysis that is representative of sand to be used in a filter
*Graduated cylinder: 100 ml size, with 1 ml markings, plastic is recommended
Note: experience has shown that it is preferable to use a graduated cylinder that has ml marks that begin at the bottom of the graduated cylinder.
Some graduated cylinders have marks that start at 10ml, so you cannot measure quantities of less than 10ml with such graduated cylinders.
*Set of screens: A set of sand sieves that stack one upon the other with a catch pan on the bottom and a lid on the top (see photo).
Screens are stacked together in order with largest openings (#24) at the top and smallest openings (#150) at the bottom, with a lid on top and a catch pan at the bottom.
- #24 sieve (opening size = 0.71 mm)
- #40 sieve (opening size = 0.38 mm)
- #60 sieve (opening size = 0.25 mm)
- #80 sieve (opening size = 0.18 mm)
- #150 sieve (opening size = 0.10 mm)
- Catch pan (to catch all sand that passes #150 sieve)
- Sieve set lid (placed on top of the #24 sieve to contain the sand while shaking)
*Semi-log graph paper (provided in the PDF files on this web page)
*Pencil (If the graph paper is laminated, then you can use an erasable pen so that the markings can be erased and the graph can be reused many times.)
General Method of Performing a Sand Sieve Analysis
Sand sieve analysis is performed by shaking a sample of sand through a series of five screens with a catch pan at the bottom.
Each sieve size is smaller than the one before so that, after 5 minutes of shaking the sieve set, the sand will either be retained on top of the sieves or passed through the sieves.
The sieve sizes used in these instructions were specifically selected for analyzing sand for the biosand filter and the sand to be analyzed should be initially prepared.
This means that the sand should have already been sieved through a #24 screen to remove the coarse sand before taking the sample. The sand should also be well washed to remove the smallest particles that would pass through the #150 screen.
After measuring the amount of sand retained on each of the sieves, we calculate the percent of sand that passed through each sieve.
A point is marked on a semi-log graph for the Percent Passed Through the Sieve for each sieve size.
A line is then drawn on the graph connecting the five points. Using this line we can find the size of screen that would allow 10% of the sand to pass through.
This value is denoted as d10 and is called the Effective Size (ES) of the sand.
Further up this same line we can find the size of screen that 60% of the sand would pass through. This value is denoted as d60.
By dividing the d60 value by the d10 value we can determine the Uniformity Coefficient (UC = d60/d10) for that sand sample.
These two values, the Effective Size (ES) and Uniformity Coefficient (UC), are then compared to CAWST'S recommended ranges for filtration sand.
The instructions below describe this procedure in detail.
Notes: Using volume measurements rather than weight minimizes the equipment required while still providing adequate results for purposes of analyzing sand for biosand filters.
The sand sieve analysis is not an approved standard procedure but rather a workable field method for rapid assessment.
It is very important that the sand sample is totally dry before it is placed in the sieve set.
Wet or damp sand often plugs the screens making it difficult to sieve and the results will be incorrect.
Try to select the sand sample for sieve analysis so that it is representative of the sand you will be using.
Detailed Instructions for Performing Sand Sieve Analysis,
1. Stack the sand sieves with the coarsest (#24) on top followed by the #40, #60, #80, #150, and finally, the catch pan on the bottom.
2. Fill the graduated cylinder to the 100 ml mark with a sample of the dry prepared sand. Use a piece of paper, rolled or folded, as a "funnel" to make it easier to fill the graduated cylinder.
3. Pour the entire 100 ml sample from the graduated cylinder onto the top sieve (#24) and place the lid on top of the sieve.
4. Shake the entire sieve set, including the bottom catch pan and top lid, for at least 5 minutes. Shake both sideways and up and down to ensure the sand falls through the various screens.
5. After 5 minutes, remove the top lid and pour the sand from the #24 sieve into the graduated cylinder. Use a piece of paper as a funnel to help pour the sand into the cylinder.
Read the amount of sand in the graduated cylinder. Do not pour out the sand from the cylinder afterwards.
There should be very little sand caught in the #24 screen if the larger particles have been removed during preparation at the rock source.
In the table on the semi-log graph paper provided, record the value in the column labeled "Cumulative ml Sand Retained" for the #24 sieve.
Note: There should be very little or no sand on the #24 sieve since your sample should have already been sieved through the #24 sieve size to remove the coarse sand.
6. Remove the next #40 sieve and pour the sand from it into the cylinder(on top of the sand from the #24 sieve), then read the total amount of sand in the cylinder.
Record the value in the column labeled "Cumulative ml Sand Retained" for the #40 sieve.
7. Repeat Step 6 for the #60 sieve, then the #80 sieve, the #150 mesh, and finally the catch pan. Once all of these sieves (and catch pan) have been poured into the graduated cylinder, it should read approximately 100 ml.
Some sand may have been lost in the shaking and the total may not add up to exactly 100 ml. Try to avoid any sand loss by emptying the sieves thoroughly and lightly tapping the cylinder after each sieve to help settling.
8. Calculate the "Percent Retained" on the sieve and the "Percent Passing Through the Sieve" for each sieve and record your results.
9. Plot the "Percent Passing Through the Sieve" value for each sieve size on the graph paper and then draw a line joining the 5 points as shown on the Example Worksheet.
(Line starts at #24 sieve size and ends at #150 sieve size)
10. Determine the Effective Size (ES).
This is defined as the screen size opening that will just pass 10% of the sand (d10 value). Read this value from the graph where the line crosses the "Passing Through the Sieve" line at 10%.
Recommended ES range = 0.15 mm to 0.20 mm (an ES within this range is likely to achieve 0.4 liters per minute flow rate in the biosand filter).
11. Determine the Uniformity Coefficient (UC).
This is defined as a ratio and calculated as the screen size opening that will just pass 60% of the sand (d60 value) divided by the screen size opening that will just pass 10% of the sand sample (the d10 value).
Recommended UC range = 1.5 to 2.5 (a UC within this range is likely to achieve 0.4 liters per minute flow rate in the biosand filter).
12. Determine the Percent Passing Through the #150 Sieve.
This is the measure of the very fine sand (also called rock flour) that can plug the filtration sand and cause turbid water to come out of the biosand filter.
CAWST recommends that the sand is washed sufficiently so that not more than 4% of the sand will pass through the #150 sieve.
(If you find that your sand sample contains more than 4% in the catch pan, you may have to wash and dry your sand sample again to remove rock dust that can cause clogging of a biosand filter).
Instructions to Determine Percent Rejected
To determine what percentage of a sand source will be too large to use as filtration sand:
1. Place only the #24 sieve on to the catch pan. Take a representative sample of your dry sand.
2. Fill the graduated cylinder with 100 ml of the dry sand sample.
3. Pour the entire 100 ml sample from the graduated cylinder onto #24 sieve and place the lid on top of the sieve.
4. Shake the #24 sieve, including the bottom catch pan and top lid, for about 20 seconds. Shake both sideways and up and down to ensure the sand falls through the screen.
Remove the top lid and pour the sand from the #24 sand sieve into the graduated cylinder. Use a piece of paper as a funnel to help pour the sand into the cylinder. Read the amount of sand in the graduated cylinder.
This value is the Percent Rejected as Too Coarse.
Remember, your initial preparation of the rock source material should get rid of most, if not all, of any material that would be caught in the #24 screen. You may want to sift your rock source a second time if the amount of sand that is too coarse would make the load to be transported unnecessarily heavy.
To determine what percentage of a sand source will be too fine to use as filtration sand:
1. Place only the #150 sieve on to the catch pan. Take a representative sample of your dry sand.
2. Fill the graduated cylinder with 100 ml of the dry sand sample.
3. Pour the entire 100 ml sample from the graduated cylinder onto #150 sieve and place the lid on top of the sieve.
4. Shake the #150 sieve, including the bottom catch pan and top lid, for about 20 seconds. Shake both sideways and up and down to ensure the sand falls through the screen.
Remove the top lid and pour the sand from the #150 sand sieve into the graduated cylinder. Use a piece of paper as a funnel to help pour the sand into the cylinder. Read the amount of sand in the graduated cylinder.
This is approximately the Percent Rejected as Too Fine for use in the biosand filter.
This extra fine material will need to be removed by washing sand again if the percent captured in the catch pan is more than 4%.
Instructions for Constructing Your Own Set of Sand Sieves
Return to "Introduction to Biosand Filters" from "Sand Sieve Analysis"
|
<urn:uuid:4607d434-69e3-4f33-ab35-33d02fb7e4e6>
|
CC-MAIN-2023-14
|
http://www.clean-water-for-laymen.com/sand-sieve.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00160.warc.gz
|
en
| 0.915559
| 3,438
| 3.25
| 3
|
User Comments - georglefkidis
Posted on: So Many Sayings!March 18, 2017, 08:04 AM
Quick question: My dictionary writes 黄莲 instead of 黄连 for lotus. However it gives both 哑巴吃黄连 and 哑巴吃黄莲。Can it be that the wrong homophone simply became common?
Posted on: Christmas PlansFebruary 11, 2015, 10:29 AM
Nice lesson. Question: what's the difference between 破 , 坏, and 破坏?
Posted on: School DaysApril 27, 2013, 12:49 PM
Not quite I'm afraid. Actually this is linguistically called overcorrection. It should be than me, but English having no real inflections people started using I even when they shouldn't and now in many cases I is considered a more elevated version of me.
Posted on: Addition and SubtractionApril 20, 2013, 07:26 PM
There are many scientific studies that suggest that this is the case. In fact the method to determine someone's primary language is this (psychology shows that even total bilinguals have a more primary language). It is extremely rare that someone feels comfortable counting in a second language, even if one is so fluent in that one that others take him for a native speaker. This is personal experience talking.
The association to numbers and items seem to work differently.
Posted on: Long Distance RelationshipsJanuary 22, 2018, 06:08 AM
a great lesson, both literally and metaphorically (I've had this situation more than once myself...). Although a bit belated, I have a spelling question
Why is it 你说得我都害怕起来 and not 你说的我都害怕起来。I thought that the secondary clause "what you say..." would become "你说的。。。" making it behave like a noun.
Thanks in advance for the anser
|
<urn:uuid:13e6d331-5e5c-4066-8e45-4246df5a4d0f>
|
CC-MAIN-2023-14
|
https://www.chinesepod.com/community/profile/georglefkidis
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00160.warc.gz
|
en
| 0.946646
| 462
| 2.8125
| 3
|
Forget the 1619 Project or the 1776 Project. Let’s take a broader, longer look at who we are and where we came from. My proposition is that there are only 4 types of people in the Americas today. This might not sit well with folks who are so caught up in identity politics.
First, the natives. Now commonly referred to as indigenous, these people lived from what is now Canada down to the bottom tip of South America. There were some sophisticated civilizations, some agrarian and some hunter-gatherers. These groups often had religions attuned to natural features and occurrences. They warred over territory, but the idea of “owning” land was not common.
Second, the Conquerors. These people came from European countries such as England, France, Spain, Portugal, and the Netherlands in search of trading routes, natural resources and wealth. They sailed from the East and encountered the indigenous dwellers of this new land, and they eventually drove them further west and decimated their numbers through violence and through sickness they brought from their homeland. If the boats first finding the American continents first came to the western side of the continent, we might all be speaking Chinese, Japanese and Korean.
Third, the indentured and the enslaved. The distinction is one of duration and treatment in the New World. Many white men and their families indentured themselves to conqueror landowners in return for passage from their local famine-hit miserable lives. They often were contracted for a set period of time, after which they would be free to live and work. Black men, women and children were captured and sold (sometimes by other tribes) and shipped over to the new land in order to be sold as a permanent work force. They were seldom freed and their progeny were in turn sold and traded as commodities for generations until slavery was outlawed. Nearly 3 million Asians were imported to the western lands from the mid-1800s through the early 1920s to work as short or long-term laborers.
Fourth, the immigrants. Everyone else who does not fit into one of the other groups will find their place here. Either coming because of religious persecution or for other motives, people from around the globe have settled in the Americas. In many locations where the Conquerors created settlements, additional people from the homelands came over to support the activities of the conquerors and to create new versions of the lands from which they migrated. They brought language, building styles, agriculture from their homes. They renamed rivers, mountains, and other natural sites, echoing their homeland. Their languages became the predominant ones in the area. Thus, Spanish is the most spoken language in the Americas, followed by English and Portuguese. Other common languages in the Americas include: Haitian Creole, French, German, and two indigenous languages: Quechua and Guarani.
Why is this viewpoint important? It better informs us of how the Americas have evolved through time. While some groups are hyper-focused on the history of slavery in the United States, it is important to acknowledge that over one-third of the slaves imported landed in Brazil and most were working the sugar colonies of the Caribbean. Thus, although the United States is admonished regarding the “original sin” of slavery, it was practiced by a number of countries, notably the Portuguese.
So, for instance, when our government grants special status to “Hispanics” they are talking about people sharing a language who came from any of the four groups listed above. Indeed, the term refers to those whose language is derived from Spain, the conquerors. This is not an ethnic group nor a single language speaking people; it contains indigenous who still speak their ancient language, Spanish and Portuguese conquerors, the formerly enslaved, and immigrants to the central and south Americas.
I hope this gives you food for thought as we navigate the current sensitivities to race, color, language, culture and the like. It is never as simple as oppressor/oppressed.
|
<urn:uuid:0c59bbd9-27c1-4173-8e0f-e6b9864dbfda>
|
CC-MAIN-2023-14
|
https://vatp.org/2021/05/18/people-of-the-americas/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00360.warc.gz
|
en
| 0.979575
| 817
| 3.109375
| 3
|
This post will explain how to create tables, calculate proportions, find the mode, and make plots for categorical variables in R. Before providing examples below is the script needed to setup the data that we are using
cars <- mtcars[c(1,2,9,10)] cars$am <- factor(cars$am, labels=c('auto', 'manual')) cars$gear <- ordered(cars$gear)
Frequency tables are useful for summarizing data that has a limited number of values. It represents how often a particular value appears in a dataset. For example, in our cars dataset, we may want to know how many different kinds of transmission we have. To determine this, use the code below.
> transmission_table <- table(cars$am) > transmission_table auto manual 19 13
Here is what we did.
- We created the variable ‘transmission_table’
- In this variable, we used the ‘table’ function which took information from the ‘am’ variable from the ‘cars’ dataset.
- Final we displayed the information by typing ‘transmission_table’ and pressing enter
Proportions can also be calculated. A proportion will tell you what percentage of the data belongs to a particular category. Below are the proportions of automatic and manual transmissions in the ‘cats’ dataset.
> transmission_table/sum(transmission_table) auto manual 0.59375 0.40625
The table above indicates that about 59% of the sample consists of automatic transmissions while about 40% are manual transmissions
When dealing with categorical variables there is not mean or median. However, it is still possible to calculate the mode, which is the most common value found. Below is the code.
> mode_transmission <-transmission_table ==max(transmission_table) > names(transmission_table) [mode_transmission] "auto"
Here is what we did.
- We created the variable ‘mode_transmission’ and use the ‘max’ function to calculate the max number of counts in the transmission_table.
- Next we calculated the names found in the ‘transmission_table’ but we subsetted the ‘modes_transmission variable
- The most common value was ‘auto’ or automatic tradition,
Plots are one of the funniest capabilities in R. For now, we will only show you how to plot the data that we have been using. What is seen here is only the simplest and basic use of plots in R and there is a much more to it than this. Below is the code for plotting the number of transmission by type in R.
If you did this correctly you should see the following.
All we did was have R create a visual of the number of auto and manual transmissions.Naturally, you can make plots with continuous variables as well.
This post provided some basic information on various task can be accomplished in R for assessing categorical data. These skills will help researchers to take a sea of data and find simple ways to summarize all of the information.
Pingback: Basics of Histograms and Plots in R | educationalresearchtechniques
Pingback: Describing Categorical Data in R | educationalr...
|
<urn:uuid:92274edb-cbed-49d8-91a0-fa379aaf4b2a>
|
CC-MAIN-2023-14
|
https://educationalresearchtechniques.com/2015/10/05/describing-categorical-data-in-r/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945282.33/warc/CC-MAIN-20230324113500-20230324143500-00360.warc.gz
|
en
| 0.883784
| 717
| 3.78125
| 4
|
¡SkyCaramba! Weekly astronomy blog for the week ending May 16, 2015
For the second time in about a year, the bright star Regulus will momentarily vanish from the sky because an asteroid will pass in front of it. The event is called an occultation. You won’t be able to see this event from everywhere in the world—at least not in person. Maybe a well placed web cam feed will enable you.
Asteroids pass in front of stars—usually dim ones—all the time. An astronomer who’s interested in an occultation usually has to have a powerful telescope and a very dark sky to watch the star wink. Regulus happens to be a naked eye star.
The place to be to see Regulus vanish on May 24, 2015 will be in a 20 to 30 kilometer wide path across the Arabian peninsula. Areas just north of Jeddah and Mecca in Saudi Arabia are well situated. So is Nishtun, Yemen. The islands of Male in the Indian Ocean are also in the right place. The visibility path ends in South Sumatra.
For those who really like to know, a would-be visibility path starts in the Washington, DC area, crosses the Atlantic Ocean, and reaches across northern Africa before heading to Saudi Arabia. But the sun will also be above the horizon in those places. So you won’t be able to see Regulus there.
Regulus will vanish for only 2.4 seconds at most. So you have to look at the star at just the right time. Turning away to see one of the night sky’s other wonders could cause you to miss the occultation. The occultation time north of Jeddah is at or about 16:46:44 Universal Time. By 16:48:04, the occultation has crossed the peninsula to Yemen’s coastline. It reaches the islands of Male at 16:49:48. Finally, it’s in South Sumatra by 16:50:55.
Of course, most people who want to can’t travel to see the occultation. A few people will set up web cams so others around the world can see this event. Hope for better results than the last time an asteroid occulted Regulus. Weather spoiled the view for most places in the visibility path on March 20, 2014. For one well placed web cam, the view was great until clouds moved in just minutes before Regulus was to disappear!
The asteroid in the 2014 occultation was 163 Erigone, and the vanishing act was supposed to last up to 14 seconds. In the 2015 event, 1669 Dagmar is the object that will pass in front of Regulus. Its eclipsing of the star will last just 2.4 seconds because it’s a much smaller asteroid. Not much is known about Dagmar. It orbits the sun between Mars and Jupiter. It’s thought to be about 43 kilometers wide. Careful observers who can report to astronomical observatories exactly where they are, when the occultation begins, and when it ends can help scientists learn more about Dagmar’s shape and size.
With or without an occultation, you can see Regulus from almost anywhere in the world. It’s about halfway up the western side of the sky at sunset this time of year. It’s the blue star at the bottom of the sickle shaped arrangements of stars in Leo.
|
<urn:uuid:d29fc5e8-b099-4a53-80cd-a8d0b93fa1e0>
|
CC-MAIN-2023-14
|
http://www.skycaramba.com/blog/tag/asteroid/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00360.warc.gz
|
en
| 0.939835
| 717
| 2.765625
| 3
|
Heads up Cager
Directorate of Assessments and Prevention
U.S. Army Combat Readiness Center
Fort Rucker, Alabama
According to Urban Dictionary, “cager” is a term coined by motorcyclists for drivers of four-wheeled vehicles. It’s often used in a derogatory way because a cager isn’t willing to share the road with motorcyclists. However, as a motorcycle operator, sharing goes both ways. Bikers don’t own the road, cagers don’t own the road and truckers don’t own the road. It belongs to all of us, so we must learn to respect one another and get along for the safety of everyone on the road.
Stats from the National Highway Traffic Safety Administration (NHTSA) indicate the percentage of fatal crashes involving collisions with fixed objects is higher for motorcycles than for other vehicles. In 2017, 23% of the motorcycles involved in fatal crashes collided with fixed objects, compared to 16% for passenger cars, 13% for light trucks and 4% for large trucks. Single-vehicle motorcycle crashes could be indicative of rider error and thus may be more preventable than other crash types.
Based on the Hurt Report, in single-vehicle crashes, motorcycle rider error was present as the precipitating factor in about two-thirds of the mishaps, with the typical mistake being a slide-out and fall due to overbraking or running wide on a curve due to excess speed or undercornering. While many states may show a majority of single-vehicle fatal crashes, most show an even split between single- and multi-vehicle fatal mishaps. When combined with at-fault for multi-vehicle crashes, however, rider error may account for roughly two-thirds of all fatal motorcycle accidents. As you can see, it’s often a 50/50 split for who’s at fault for the crash.
As the temperatures warm up and we inch ever closer to summer, riders all over the country are dusting off their motorcycles and getting ready to hit the open road (if they haven’t already!). May is designated as Motorcycle Safety Awareness Month, a time when drivers and riders typically begin sharing the road during motorcycling season. Together, drivers and riders can make our roads safer for everyone by abiding by these motorcycle safety tips for car drivers and riders alike. When we share the road, we also share the responsibility to keep each other safe. After all, motorcycle awareness is important not only for riders, but also for drivers. Safety tips for vehicle drivers
What can drivers do to share the road more safely? They can start by reading the following safety tips:
Safety tips for riders
- Beware of your blind spots. Motorcycles are smaller than cars so they can be doubly as difficult to see when turning or switching lanes. Be sure to make a visual check as well as use your mirrors when turning or merging. Author’s note: I have a confession: During my initial driving test, I had a close call with a motorcycle. I was about to leave the DMV parking lot, making the first left turn into what has been an accident-free driving career (except for hitting that deer — knock on wood). A motorcyclist pulled parallel with the row of traffic and into my blind spot. I was so hyper-focused on keeping the licensing examiner from flunking me that I failed to notice the rider. Luckily for me, I wasn’t driving alone and the examiner did me a favor and refocused my attention on the rider. Since the rider didn’t indicate his move, the examiner took pity on me and didn’t fail me right out of the gate. It was a good lesson learned. Blind spots can truly be blind.
- Slow down when behind motorcycles. Motorcycles don’t handle the road the same way as cars and can be much more sensitive to changes to the driving surface. Motorcycles can also maneuver much faster than cars, so slow your roll to make sure you have time to react.
- Don’t tailgate. Leaving room between you and a motorcycle in front of you is essential to helping prevent accidents. Giving yourself room will give you time and space to react if the motorcyclist makes a quick, unexpected turn.
- Use your turn signals. Regardless of whether motorcycles are on the road, you should use your turn signals to help others anticipate your next move.
- Dim your headlights. High beams are more blinding for motorcyclists, so it is especially important to dim them when you pass riders on the roads at night.
- Be careful taking left turns. With any turn, be aware of motorcycles on the road and how fast they are traveling. Left turns can be particularly dangerous due to your blind spots.
- Don’t drink and drive. Drinking and driving, as well as distracted driving, make sharing the road more dangerous for everyone.
- Wear a helmet! Hopefully, you already have this one covered … no pun intended! A helmet is essential for safe riding and is your best defense against a serious brain injury should you get in a motorcycle accident. Not all states require that you wear a helmet, but you should. Make sure it fits securely and is up to the highest safety standards.
- Get comfortable with your motorcycle. Each motorcycle is unique, so if you’ve upgraded or gotten a new one, you should take some time to try it out and get familiar with its quirks in a controlled environment. Spend some time getting to know how your motorcycle handles turns and your weight. Also familiarize yourself with where all its bells and whistles are located so you won’t be fishing around during a ride!
- Check your bike before every ride. A quick check to ensure everything is in working order will save you from starting a doomed trip. Check your tires (their pressure and depth), turn signals, hand and foot brakes, and the bike’s fluid levels before departing from home. After that, take a quick look to ensure nothing is leaking. Now you’re ready to ride.
- Ride defensively. Do not assume you can be seen by drivers on the road. Motorcycles are smaller than cars and you can easily slip into a driver’s blind spot. Keep your lights on while riding and try to wear bright or reflective clothing. When riding, do so defensively. This means giving yourself plenty of room to make turns and change lanes, driving within the speed limit, and assuming drivers won’t be able to see what you’re doing. Recklessly cutting in front of cars could land you in the hospital or worse.
- Obey the rules of the road. The best way to stay safe is to ride as safely as possible! Follow all lane markings, posted signs and speed limits. Yield to those who have the right of way and avoid speeding and cutting off others. You never know when road conditions could change.
- Be aware of the weather. Changes in weather can be dangerous for motorcycles, as slippery roads can cause riders to lose control. Be aware of conditions for the day before you set out and have a plan for what to do if the weather worsens.
- Don’t drink and drive. Motorcyclists are more likely than drivers to die in a drunk driving crash. Don’t become a sad statistic. Be sure to avoid riding under the influence, when drowsy and while distracted.
Over the nearly 50 years I’ve spent driving, I’ve seen a lot on our highways. As I’ve grown older, I’ve learned there’s no need to be in a hurry if you aren’t going to arrive at your destination safely. Keep your eyes open for motorcyclists and those folks that seem to have their cellphone sewn to their hand or ear and give them plenty of leeway. It’s dangerous out there, so drive and ride safe for everyone’s sake.
Author’s note: Safety tips courtesy of NHTSA and the Insurance Institute for Highway Safety.
|
<urn:uuid:0d4dd182-eb7b-448d-9775-3d11cedfbe4d>
|
CC-MAIN-2023-14
|
https://safety.army.mil/MEDIA/Risk-Management-Magazine/ArtMID/7428/ArticleID/6935/Heads-up-Cager
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00360.warc.gz
|
en
| 0.955586
| 1,693
| 2.578125
| 3
|
Opera houses, which can be found in almost all cultural cities of the world, are key architectural structures of the city. Typically, opera houses can support large crowds depending on the time of the building of the Opera house, they can support up to 3,000 seats. The theatres tend to be built without the need for Acoustic enhancements as Opera singers are trained to project their voices and the buildings are structured in a way that sound is carried.
|Santiago Opera House, Build in 1857|
|Prague’s National Theater, Completed in 1881|
|Vienna Opera House, Completed in 1869.|
|Sydney Opera House, Completed in 1973|
Leave A Comment
|
<urn:uuid:655102eb-e3d6-4654-b39e-1be0b789e82f>
|
CC-MAIN-2023-14
|
https://www.arrivinginhighheels.com/opera-houses-around-the-world/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00360.warc.gz
|
en
| 0.960392
| 148
| 2.703125
| 3
|
Words related to *gwa-
c. 1300, covenaunt, "mutual compact to do or not do something, a contract," from Old French covenant, convenant "agreement, pact, promise" (12c.), originally present participle of covenir "agree, meet," from Latin convenire "come together, unite; be suitable, agree," from com- "together" (see com-) + venire "to come," from a suffixed form of PIE root *gwa- "to go, come."
In law, "a promise made by deed" (late 14c.). Applied in Scripture to God's arrangements with man as a translation of Latin testamentum, Greek diatheke, both rendering Hebrew berith (though testament also is used for the same word in different places). Meaning "solemn agreement between members of a church" is from 1630s; specifically those of the Scottish Presbyterians in 1638 and 1643 (see covenanter).
medical name of a set of affections characterized by abnormal discharge of urine, 1560s, from medical Latin diabetes, from late Greek diabetes "excessive discharge of urine" (so named by Aretaeus the Cappadocian, physician of Alexandria, 2c.), literally "a passer-through, siphon," from diabainein "to pass through," from dia "through" (see dia-) + bainein "to go, walk, step" (from PIE root *gwa- "to go, come").
Now usually restricted to diabetes mellitus, which is characterized by an excessive quantity of sugar in the urine. An old common native name for it was pissing evil. In classical Greek, diabainein meant "to stand or walk with the legs apart," and diabetes meant "a drafting compass," from the position of the legs.
1570s, "the consequence of anything" (as in in the event that); 1580s, "that which happens;" from French event, from Latin eventus "occurrence, accident, event, fortune, fate, lot, issue," from past participle stem of evenire "to come out, happen, result," from assimilated form of ex- "out" (see ex-) + venire "to come" (from a suffixed form of PIE root *gwa- "to go, come"). Meaning "a contest or single proceeding in a public sport" is from 1865. Events as "the course of events" is attested from 1842. Event horizon in astrophysics is from 1969.
1610s, "pertaining to events," from French éventuel, from Latin event-, stem of evenire "to come out, happen, result" (see event). Meaning "ultimately resulting" is by 1823.
"figure of speech by which what should have been first according to the natural and grammatical order is put last, especially for the sake of emphasis," 1570s, from Greek hyperbaton, literally "overstepping," from hyper "over" (see hyper-) + bainein "to go, walk, step," from PIE root *gwa- "to go, come." Classical grammarians distinguish as many as seven kinds of it: Anastrophe, hysteron proteron, hypallage, synchysis, tmesis, parenthesis, and hyperbaton, strictly so called.
1580s, "intercept" (obsolete), a back-formation from intervention, or else from Latin intervenire "to come between, intervene; interrupt; stand in the way, oppose, hinder," from inter "between" (see inter-) + venire "to come," from a suffixed form of PIE root *gwa- "to go, come." Sense of "come between, fall or happen between" (of events) is from c. 1600; that of "interfere, interpose oneself between, act mediatorially" is from 1640s. Related: Intervened; intervener; intervening.
early 15c., intervencioun, "intercession, intercessory prayer," Late Latin interventionem (nominative interventio) "an interposing, a giving security," literally "a coming between," noun of action from past-participle stem of Latin intervenire "to come between, interrupt," from inter "between" (see inter-) + venire "to come" (from a suffixed form of PIE root *gwa- "to go, come"). Later "act of intervening" in any way; in 19c.-20c. often of international relations; by 1983 of interpersonal intrusions by friends or family meant to reform a life felt to be going wrong.
|
<urn:uuid:8b836468-c2e6-401f-8a9b-269a97cddb27>
|
CC-MAIN-2023-14
|
https://www.etymonline.com/word/*gwa-/related?page=3
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00360.warc.gz
|
en
| 0.949963
| 996
| 2.53125
| 3
|
Next in the Alphabet Handprint Art Series is the letter M. This week we are sharing a M is for Mouse handprint craft by making and adorable little mouse handprint art! This craft is great for kindergartners as they learn the letter M. Don’t forget to print the free letter m worksheets to go along with it for more letter practice.
M is for Mouse Alphabet Craft
This craft uses some paint and simple supplies to make an cute M is for Mouse . It’s always a lot of fun to for the kids to see how their hand print can turn into something else. For this craft, we make a grey handprint for the mouse’s head, and then use a paintbrush with grey, black, and white paint to make the ears and face. It’s a simple and hands-on way to learn about the letter M!
- Letter “M” is for Mouse printable
- grey paint
- black paint
- white paint
- paint brush
- wipes to clean hands
First, print the printable to go along with this craft. We like to practice the letter on the first page before making our handprint, and we do the next page while the handprint is drying.
Start by painting the entire palm and fingers with grey paint. This will be the mouse’s head.
Now it’s time to make the M is for Mouse handprint. Place the hand in the center of the page, with fingertips pointing downwards. The easiest way to do this is by turning the page upside down and then making the handprint.
After the handprint dries, it’s time to make the rest of the mouse’s head and face. Start by making a two grey semi-circle ears with a white fingerprint in the bottom center of each one. Also make two white fingerprints for the eyes. Next, use black paint to make black dots in the center of each eye, one big black dot for the nose, and lines for the whiskers.
While your mouse is drying, complete the letter m worksheet for more letter M practice!
More Cut Alphabet Handprint Crafts
- E is for Elephant
- B is for Bee
- Q is for Queen
- C is for Carrot
- A is for Apple
- R is for Rabbit
- S is for Spider
- U is for Umbrella
- V is for Volcano
Download Letter M Worksheets
- You may print as many copies as you ‘d like to use in your classroom, home, or public library.
- Please share by linking to this page. This product may NOT be sold, hosted, reproduced, or stored on any other site (including blog, Facebook, Dropbox, 4sShared, Mediafire, email, etc.)
- I offer free printables to bless my readers AND to provide for my family. Your frequent visits to my blog & support purchasing through affiliates links and ads keep the lights on so to speak. Thanks you!
|
<urn:uuid:50095212-3409-46ed-b38d-a17ae9000adb>
|
CC-MAIN-2023-14
|
https://www.kindergartenworksheetsandgames.com/free-letter-m-worksheets-hand-art/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00360.warc.gz
|
en
| 0.916091
| 649
| 3.640625
| 4
|
A Lifestyle Epidemic: Ocular Surface Disease
Global Taskforce To Address Vision-Compromising Challenges
Dec 09, 2020, 04:00 ET
BOSTON, Dec. 9, 2020 /PRNewswire/ -- Today the Tear Film & Ocular Surface Society (TFOS), a world leader in eye health research and education, announced their next global Workshop, entitled "A Lifestyle Epidemic: Ocular Surface Disease."
The World Health Organization indicates that eye problems are increasingly linked to lifestyle choices. Lifestyle diseases are primarily caused by the everyday habits of individuals, where behaviors can cause a number of health issues that can lead to chronic non-communicable diseases with a diminishing quality of life and near life-threatening consequences.
"The world around us has changed unbelievably and our behaviors reflect that transformation. Today, for example, tens of millions of people are at home, managing excessive-screen-time due to virtual classrooms and teleworking, due to the COVID-19 school and office closures," stated Amy Gallant Sullivan, Executive Director, TFOS. "The new TFOS Workshop will focus on how eye problems are increasingly linked to our lifestyle choices, what we do to ourselves, from technology use, to our beauty routines, to what we eat, to where we live. It is our mission as a world-renowned global scientific society to advance our understanding and educate people about how our choices impact our eyes, our vision and our quality of life."
Subcommittees of this TFOS Workshop and the subsequent Report will focus on digital eye strain, cosmetics, nutrition, self 'iatrogenesis,' environment, lifestyle challenges, contact lenses, societal challenges and public awareness.
"The study of ocular surface disease has evolved dramatically in the last years and TFOS has played an instrumental role in this transformation," explained Dr. Jennifer Craig, Associate Professor and Head of the Ocular Surface Laboratory at the University of Auckland in New Zealand. "TFOS workshops play a critical role in consolidating and translating published science and literature while inspiring future research by identifying the gaps and unmet needs."
"The implications for compromising one's vision and overall quality of life are tremendous, and youth today are also at risk," commented Dr. Monica Alves, Professor, Department of Ophthalmology, University of Campinas, Brazil. "This could be far better managed with support from the scientific community and preventative measures."
Founded in 2000, the Tear Film & Ocular Surface Society is a world leader in eye health education headquartered in Boston, USA. A 501(c)3 non-profit foundation, TFOS is dedicated to advancing the research, literacy, and educational aspects of the scientific field of the eye's surface. More information about TFOS and the Workshop is available at: www.tearfilm.org.
Please view Workshop trailer at www.tearfilm.org .
1. World report on vision (2019) Retrieved from https://www.who.int/publications/i/item/world-report-on-vision
2. WHO (2017). Noncommunicable diseases. Fact Sheet. (Retrieved from: http://www.who.int/mediacentre/factsheets/fs355/en/ on: 2/05/2017)
3. UNESCO's regular updates on COVID-19's impact on education https://en.unesco.org/news/137-billion-students-now-home-covid-19-school-closures-expand-ministers-scale-multimedia
SOURCE TFOS - Tear Film & Ocular Surface Society
Share this article
|
<urn:uuid:07001159-ac5e-446c-9915-51223fe91919>
|
CC-MAIN-2023-14
|
https://www.prnewswire.com/news-releases/a-lifestyle-epidemic-ocular-surface-disease-301188762.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00360.warc.gz
|
en
| 0.897087
| 768
| 2.765625
| 3
|
According to recent findings, children with autism are 2.4 times more likely to enter into foster care than their peers. As April 2 is World Autism Day, SOS Illinois would like to highlight the many children with autism in foster care and unpack a few of the reasons why children with autism are more likely to enter into the foster care system. As SOS Illinois continues to provide specialized care and resources for children in foster care, we are proud that we are providing a safe and secure environment for those in our Villages with autism and other special needs.
Why Children With Autism Are More Likely To End Up In Foster Care
Approximately half of children in foster care homes have a diagnosed disability. As a result, foster parenting such children without adequate knowledge and resources to care for their disabilities is extremely challenges and exhausting. In fact, children with disabilities often enter the foster care system because they have medical, emotional, and behavioral needs that their biological family is unequipped to address.
When raising a child with autism, it takes comprehensive training, education, and a solid support system. Many parents are, unfortunately, not prepared for the unique challenges of raising a child diagnosed with such special considerations. As a result, this has the potential to lead to neglect or abuse and results in the children being removed form the home and placed into the foster care system.
Additionally, many children and families in low-income households are even less likely to have access to certain resources and can grow unable to care for the needs of a child with autism. At times, parents may decide to voluntarily surrender their child into foster care as a result of their inability to provided what the child needs.
What Autism Looks Like Within Traditional Foster Care
Children with autism, even more than their peers, depend on routine and familiarity. Being put into the foster care system means a certain lack of stability, such as from being placed in a new home and changing schools frequently. Even disruptions in daily routines, such as meal times, can create an environment that feels scary or unsafe for a child with autism. A long period of time with no true stability in traditional foster care can result in increased behavioral issues and decreased mental and physical health.
Unfortunately, there is an overall absence of data on the physical and mental health of children in foster care, often resulting in a lack of specialized care for children who need it most. Autism in foster care is often overlooked and means that children are less likely to receive special education or other necessary resources within care.
Because the special needs of children entering into foster care are so often overlooked, traditional foster parents also lack the resources needed to care for these children well. This can lead to foster parent burnout and result in a child needing to be placed into a new home once again.
The SOS Illinois Difference
SOS Illinois creates a more stable environment for children in foster care, including those with autism. In our Villages, there is a greater consistency in our Foster Parents who serve an average of 5.1 years while traditional foster parents serve an average of 1 year. This leads to far fewer foster placement transfers and much greater consistency of care. Additionally, SOS Illinois provides specialized Foster Parent training that helps address individual parenting and child needs, such as managing the needs of a child on the autism spectrum.
Additionally, further consistency and stability is provided by ensuring that children remain in placements with their siblings. By keeping brothers and sisters together in one Village home, a child with autism may feel comforted by a familiar presence and the siblings of the child can rest assured that their brother or sister with special needs is receiving loving care.
SOS Illinois also aims to maintain consistency in learning. As a result of our model of care, children do not change schools as frequently as if they are in traditional foster care. This allows children to maintain regimented schedules and consistent environments. For children with autism, this means having the comfort of consistent teachers, paraprofessionals, school advisors, peer groups, and friends, thus creating an environment in which they can thrive.
Supporting Our Model of Foster Care
SOS Illinois is dedicated to providing the stability and resources needed to cater to each individual in our care. For children with autism, this means ensuring that the Foster Parent responsible for providing their care has the latest training and tools in order to ensure the child feels safe, loved, and appropriately responded to in times of crisis and difficulty. With support from friends like you, we are able to keep these tools handy and provide the best possible outcomes for children and families in need. By making a gift online today, you help us to ensure that no child is left behind in foster care, regardless of ability and special needs. Together, we are able to build a future of foster care that can better serve all children.
Leave a Reply
|
<urn:uuid:87cbd4df-96bb-424f-817d-3c6f62d018e3>
|
CC-MAIN-2023-14
|
https://www.sosillinois.org/world-autism-day-autism-in-foster-care/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00360.warc.gz
|
en
| 0.967311
| 971
| 2.890625
| 3
|
HORACE MANN, “THE NECESSITY OF EDUCATION IN A REPUBLICAN GOVERNMENT” (FALL 1839)
- Today, the value of public education is almost taken for granted as a necessary fact of life. In 1839, however, education was not compulsory, and even in Massachusetts—by far the strongest state educationally—the school system was fairly lax and disjointed by today’s standards. To situate students in Mann’s rhetorical situation, begin by discussing how a society’s norms and expectations would differ in a society where education is not required.
- The founders of the United States were largely venerated in Mann’s time, as they are today. In his address, he makes a potentially controversial argument that separates the founders from the American system of government: he points out that they were “born and educated under other institutions” and therefore had a sense of respect that a generation raised in America did not possess (39). How would citizens of Massachusetts listening to Mann’s lecture respond to this argument? Would they be more or less inclined to support a system of public education based on this position?
- Massachusetts was heavily Whig, and much of the population—particularly those who would attend a speech by the Secretary of Education—likely shared many of Mann’s concerns about the perils of democracy. Nonetheless, Mann uses some downright fiery metaphors in his speech. For instance, he compares the risks of expanded democratic participation to arson (44). Rhetorical scholars have often written about the strengths and weaknesses of polemics and moralistic rhetoric for galvanizing a movement. Would Mann’s assertive appeals here turn off or strengthen his audience support?
- Mann’s speech raises significant questions about expertise. He was not an educator by training, and faced some challenges at first to garner support and recognition for his views on the subject. How does Mann take advantage of his unique background as a politician to enhance his credibility to speak about matters of education? Where in this speech can we recognize Mann trying to improve upon his own ethos to speak on educational topics? Today, many professionals from fields outside of education often comment on policies in that field—from politicians to actors, journalists, and business executives. To what extent does expertise from fields outside of education translate into authority within the field of education? What types of expertise would only teachers and educators possess?
- In Mann’s closing arguments, he uses a “method of residues” to sweep away other institutional solutions to the democratic problems he identifies and stress education as the best possible outcome. Discuss the short amount of time he spends on each of these institutions (law, the clergy, the press) and whether he is giving a fair assessment of their abilities. Then, develop a classroom debate over the following resolution: Resolved: A coordinated system of public education is the only institution that can ensure a stable republican government. Make sure that sides in the debate pay particular attention to the ambiguous terms within this resolution, particularly “coordinated,” “education,” and “republican.” Each of these terms have multiple possible meanings, both in Mann’s day and in our own, and will need to be carefully defined by the affirmative team.
- Many volumes of the Common School Journal are now published online. (For example, Google Books has posted volumes 1 and 2). While Mann’s speech did not discuss much of his pedagogy, the pages of the Journal developed many curricular suggestions for schoolteachers. To what extent does the pedagogy of classrooms in the 1830s and 1840s resemble the teaching style of classes today? What has changed and what is the same? How does this reflect changes in American beliefs about education since Mann’s time? Mann’s speech focuses heavily on the reasons why public education is important in a democracy, but does not say much about what that education should look like. In the Journal, the actual curriculum he proposes is developed in more detail. Consider the deep purposes that Mann ascribes to education in his speech. Would this curriculum live up to those lofty goals? For example, would these lessons succeed in building the type of republican virtue Mann calls for in his address? Why or why not?
- Though his powers and responsibilities are far expanded, the U.S. Secretary of Education enacts a role similar to Horace Mann’s by promoting the cause of public education largely through rhetoric and sponsorship. Analyze a recent speech by the Secretary of Education. To what extent do the themes in Mann’s speech regarding the necessity of education for the United States still make their way into those speeches? What reasons persist—and what has changed?
- Many contemporary public education reformers promote charter schools as a strong alternative to traditional public schools. In some places, such as New Orleans and Washington, D.C., charter schools have largely replaced public schools. Conduct research on charter schools, then compare and contrast them to the ideal of common schools discussed by Horace Mann. In what ways do charter schools differ from public schools.
- According to Mann’s speech, the public schools alone—more than any other institution—have the ability, and responsibility, to prepare students for their responsibilities of citizenship. Since Mann’s time as Secretary, we have been debating the best way to make sure schools meet this responsibility. Research some of the approaches that the federal and state governments have used over time to make sure schools have been held accountable, including the No Child Left Behind Act and the Obama administration’s Race to the Top. What controversies have been provoked by these policies? In what ways—if any—do they follow from some of Mann’s assumptions about the role of education?
- Conduct research on the development of Jacksonian era democracy and the rise of the two-party system between the Whigs and Democrats. To what extent were Mann’s fears of democracy justified, and to what extent does he exaggerate the threat? Did his concerns about the rise of democracy in America generally come to fruition? Why do you (or don’t you) think so?
- Mann uses the word “republic” or “republican” ten times in his speech. By definition, a “republican” government is one where representatives are elected to stand on behalf of the people. But the word has historically carried many connotations regarding virtue and civic duty, dating back to ancient societies in Europe. There was not a perfectly agreed-upon definition of “republican” in Mann’s day, and the term likely had multiple meanings for his audiences. Research five or six different meanings that the term “republican” has had over time, and compare these usages with Mann’s. Which definitions seem to work best for his arguments—and which seem to contradict them?
- Mann’s speech develops an account of the human mind that requires the cultivation of “higher” faculties to control “lower,” animal instincts and appetites. Psychological research into human behavior and cognitive development has changed a tremendous deal since Mann’s era. Research the developmental theories of Jean Piaget, John Dewey, and Abraham Maslow. How do their understandings of the mind differ from Mann’s, and how do their views on education reflect these different beliefs about psychology?
- The U.S. government obviously looks very different today than it did during Mann’s time. Voting rights have been dramatically expanded and both state and federal governments are far larger than they were in 1839, and our nation’s influence (for better or worse) is far greater in the world. If you had to reimagine an education system from the ground up to meet the needs of participation in today’s government, what would it look like? How would people be trained for proper participation in government?
- Brainstorm what problems in American society the schools are designed to repair and fix. (For example: the schools are often called upon to teach students proper sexual behavior to stop unwanted teenage pregnancies.) To what extent are the schools the best institutional solution to address these issues? Could other programs or policies be used to confront these problems more directly? Why or why not?
- Mann does not have particularly nice things to say about college alumni in his address; he argues that the highly educated have failed to spread their knowledge to the masses, instead focusing on lofty and abstract topics (54). Indeed, even today, the systems of K-12 and collegiate education are very separate from one another in the United States. What responsibilities do college students and alumni have to “give back” to people in lower grades by spreading knowledge and promoting education? What are the benefits—and weaknesses—of a system that largely separates K-12 from higher education?
- Mann spends much of his speech discussing the responsibilities and duties of proper citizenship. It has long been assumed in our country that democratic participation demands a certain degree of education. Some critics, such as Stanley Aronowitz, argue that this unfairly excludes a large number of citizens from participation in public life. Using Mann’s speech as a starting point, do you believe that education is a necessity for civic participation? What do we gain—and lose—by basing our ideals of citizenship on an individual’s education?
- People often debate the “culture wars” in the public schools. Debates often revolve around issues like school prayer, ethnic studies curricula, and whether problematic episodes in American history should be taught in the classroom (e.g., Native American removal policies). Is Mann’s dream of “apolitical” public education possible? Can the schools completely avoid dealing with controversial issues? If they can, is that a good thing, or should schools confront controversies directly?
Last updated May 6, 2016
|
<urn:uuid:30f35a9d-a6b4-4699-ac60-517503535363>
|
CC-MAIN-2023-14
|
http://voicesofdemocracy.umd.edu/horace-mann-the-necessity-of-education-in-a-republican-government-teaching-learning-materials/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00360.warc.gz
|
en
| 0.970377
| 2,068
| 3.375
| 3
|
Tis the season for back 2 school subjects, study skills and test taking. In believing that these academic achievements mean nothing without a love of learning, Mi Families went inside classrooms to ask students what makes them like school. The number one reason – being with friends. Some students stated they enjoyed gym or art or other passion areas, but most talked about their relationships (even those experiencing negative relationships wanted to discuss conflict before classes). Research tell us that we learn how to relate to others during the early years, even before we head off to school. We build social and emotional skills as babies, toddlers, preschoolers … and most of these skills are learned through experience, yet for some these developmental skills need to be taught.
This week Mi Families daycare, “Adventure Academy,” went back to the basics on forming friendships and expressing emotions. Social skills and emotional development are learned together. You have to know how to read your friends feelings, you have to express your emotions properly, you have to learn how to be empathetic and relate within relationships… When one learns how to regulate their own emotions they learn how to navigate others feelings, they learn how to help others and learn to express their own needs. Expressing ones needs and interests is a very important piece to surviving the back 2 school season – and life. It’s what helps one develop goals and begin to love learning. After the student loves learning you can start to worry about study skills and test taking techniques. (Pictured below – the subject of feelings and friendships are best taught through life experiences and not worksheets, but MGT add ons for More Literacy and Math workbooks are fun for extending the topic. Click for larger / clearer image *)
In the last article I rambled about learning about others, by learning about oneself, and that is especially important when we are surrounded by relationships at school, home and around the community. Our identity helps us connect with others and define ourselves. This can be tricky with kids who need more direct lessons on those social / emotional puzzle pieces. This can be tricky when kids have to share space at school and home … We recently decided to make our boys share space, because Adventure Academy took over my husbands office area. He edits movies and other videos from home so he needs space to focus. Luckily the boys were excited about having a big-boy office with dad (while I use a lap top at the kitchen counter!). Although it’s not Pinterest worthy I made a lil’ video attempting to show how we utilized the small areas to encourage individuality and kept things organized, so they don’t have to share everything. Some would argue that sharing everything is important at home, but I understand that some materialistic items are special to my boys and they shouldn’t have to share (although it is nice to) and the sibling should learn to respect that and ask for permission before using the others things. You can see our set up in the video below.
It’s important to encourage a child’s unique identity. Pay attention to items that are special to him or her. Why is that item important? What do their interests say about them? Why do they not like other things ~ are they too challenging? Consider needs and abilities and how you can encourage them to interact with other activities, which are different then their favorite items. What emotions do they express while interacting with different items? Help them define those emotions and discuss emotional reactions. Teach them it’s ok to feel the way they feel about different activities and events, and that it’s good to express themselves so you and others know how to respond. Teach them how to respond and acknowledge others feelings.
This week Mother Goose Time provided some great tools for teaching children about emotions and expressions in their “Friends and Feelings” unit. We made and read books about feelings, ate face bagels and face pizzas, made crafts, played games, sang songs and danced around expressing ourselves. I’d say emotions were full of happy energy during most activities and I’d say the kids loved learning this week. They even learned some of those back 2 school skills some think is the most important part of school! Our basic skills included discussions of how colors and even shapes represent emotion, we talked about shapes in relation to geometry … Zero is a circle, 1 is a line … all numbers and letters are made up of lines and curves … we worked on letters, reading and writing … Below are a couple reading and writing videos showcased by my boys.
One of the nice aspects of the Mother Goose Time curriculum is that it’s adaptable to use with my babies and big kids. I simplify the activities for the littles, use as intended for the middles and expand the activities for the big kids. Although it’s developed for preschoolers, all ages (and parents) seem to like the program. We’re able to use it in combination with other programs, and it’s flexible to use in multiple ways within our routine. Also, the students love coming up with creative ways to use the materials on their own! It’s adaptable for various needs, however sometimes I need to get creative because of allergies – for example we couldn’t make the science squeeze activity because of a corn allergy so we used playdoh, but most things are easily worked around for my kids and those I work with. At the end of the day the kids are proud to show off their work and parents are pleased with the take home materials that allows them to see what their children do each day and provides them with ideas for extending lessons at home. I send home a binder each day which is a growing portfolio filled with resources, photos and projects, although some projects they’d rather bring home on their heads!
However they bring home their lessons I know they are loving learning at Adventure Academy. If you’d like your child to love learning consider enrolling in our educational child care program by contacting firstname.lastname@example.org. If you’d like information about the Mother Goose Time curriculum contact my friends at www.MotherGooseTime.com. If you’d like to make friends with other parents and providers join our Facebook group. You can find more parents, providers and resources on our other social media pages (Twitter, LinkedIN, Pinterest…) and you can subscribe to our resourceful videos on our YouTube Channel. Here’s a resourceful video about how I prep for a busy day at Adventure Academy:
Leave a Reply
|
<urn:uuid:c3b77f49-c452-431c-93bf-c6c0d8b61172>
|
CC-MAIN-2023-14
|
http://www.mifamilies.com/me-my-friends-and-our-feelings
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00360.warc.gz
|
en
| 0.961646
| 1,352
| 2.75
| 3
|
Growing loofah from seeds can be a fun and rewarding experience. Loofah plants are great for adding a unique and tropical touch to your garden, and they also produce natural sponges that you can use for cleaning and exfoliating.
Here are 10 tips for growing loofah from seeds successfully:
- Choose a sunny location: Loofah plants require plenty of sunshine to thrive. Choose a location in your garden that receives at least 6–8 hours of direct sunlight each day.
- Prepare the soil: Loofah plants prefer well-draining soil that is rich in organic matter. Amend your soil with compost or other organic matter before planting.
- Soak the seeds: Loofah seeds are tough and hard, which can make germination difficult. To improve your chances of success, soak the seeds in warm water for 24 to 48 hours before planting.
- Plant the seeds: Plant the seeds ½ inch deep in the soil, and space them 2-3 feet apart. Water thoroughly after planting.
- Water regularly: Loofah plants need regular watering to grow healthy and strong. Water deeply once or twice a week, depending on the weather and soil conditions.
- Provide support: Loofah plants are climbers and need support to grow vertically. Install a trellis or other support structure near the plants to help them climb.
- Fertilize occasionally: Loofah plants benefit from occasional fertilization with a balanced fertilizer. Apply fertilizer every 4-6 weeks during the growing season.
- Watch for pests: Loofah plants are susceptible to aphids, spider mites, and other common garden pests. Keep an eye out for signs of infestation, and treat as needed with an insecticidal soap or other natural pest control method.
- Harvest the sponges: Loofah sponges are ready to harvest when the fruits turn brown and the skin begins to crack. Cut the fruits from the vine and remove the skin and seeds. Rinse the sponges thoroughly and let them dry in the sun.
- Enjoy your harvest: Loofah sponges are great for cleaning and exfoliating. Use them in the shower or bath, or for cleaning around the house.
By following these simple tips, you can successfully grow loofah from seeds and enjoy the unique beauty and utility of these tropical plants.
|
<urn:uuid:10f5866a-dc84-40fc-a09c-84e7b8983ccc>
|
CC-MAIN-2023-14
|
http://www.jcgardenseed.com/10-tips-for-growing-loofah-from-seeds-successfully/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00360.warc.gz
|
en
| 0.920448
| 488
| 2.96875
| 3
|
Control System for Heliostat Solar Power Plants
- E/14/233, NIROSHANA T.M.T., email@example.com
- E/14/314, SENANAYAKA S.M.M.K.S , firstname.lastname@example.org
- E/14/322, SENEVIRATHNE S.D., email@example.com
Table of Contents
This is a system which focus sunlight into a one point in a solar tower and heat up the salts in it upto higher temperatures and then use them to store heat energy and produce steam and generate electricity. These systems make it possible to supply power even when the sun is down because of the stored heat energy. In these power plants, array of flat movable mirrors called heliostats are used to focus sunlight into a collector tower to heat salts and generate electricity through steam turbines. This is seen as a viable solution for renewable energy.
Angle of heliostat is very critical in these solar power plants since the temperature of the tower will be significantly rely on the concentration of sunlight focused on it.
CO321 - The position of the sun is calculated by the local server in the solar tower and will be broadcast to the network via WiFi interface. Then the other nodes (heliostats) receives data and adjust them according to their relative position and give the control signals to the motors to rotate the heliostats. Initial inclination of the heliostats will be sensed through a gyroscope. So after a successful turn a feedback signal will be sent to the local server which could be used to sense malfunctions.
CO324 - Usually these farms has nearly 2000 heliostats pointing one point. So sending a feedback to local server could induce a network conjunction. Data from the local server will be sent to the centralized server in real time or in short intervals from many farms owned by the same company throughout the country. So the network traffic which could occur in the systems will be considered in the design and it will be designed to minimize the drawbacks and control the overall MO of the system. Also the monitoring system can be used for maintenance scheduling by getting status feedbacks from the equipments, which adds an important feature to the implementation from adding network aspect.
CO325 - The feedback data sent from local servers of the farms to the centralized server are sent as encrypted data as this implementation mainly focuses on R&D and the collected data is a valuable asset and they have a market value. Therefore, it needs to be encrypted and security becomes a key aspect in the implementation. Also the signals sent to each node is encrypted as outside parties can manipulate nodes to reduce the efficiency of the system by changing direction of the heliostats by giving wrong feedbacks.
|
<urn:uuid:ac589a1f-31fe-4f52-a432-8273e4bffb55>
|
CC-MAIN-2023-14
|
https://cepdnaclk.github.io/e14-3yp-Control-System-for-Heliostat-Solar-Power-Plants/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00360.warc.gz
|
en
| 0.918982
| 599
| 3.234375
| 3
|
According to Countryaah data, in the 5th-3rd, millennium BCE, the Balkan Peninsula was inhabited by sailors who came from Asia. central Greece and Crete. In the 2nd millennium BCE, Indo-European warriors began to extend their influence over the peninsula. They founded Mycenae, Tarant and Argos, conquered Athens, the eastern part of the Peloponnese, invaded Crete and plundered Troy. The economy was based on agriculture and cattle farming. The ruling class of society consisted of the kings, nobles, warriors, and owners of the best lands. They ruled over the peasants, craftsmen, and shepherds.
Around the year 1000 BCE, the Mycenaean civilization was under pressure from the Dorian invasion forces. They had weapons of iron – which the Aegean did not know – mixed with the population and thus providing a unified language for the whole region. The peninsula’s mountainous topography favored the development of city states, called police ruled by a king advised by a council of elders – both belonging to the military aristocracy. The peasants were forced to pay a natural tax. If they were not able to do so, they were made slaves, or sold with their families as slaves. (See Antiquity)
Despite the existence of the various social classes, the Greeks possessed an original conception of the human being. The previous civilizations had regarded man alone as an instrument of the will of the gods and rulers, but in Greek philosophy man assumed the character of individual. The perception of man as a citizen who was part of a police – regardless of property and class affiliation – was one of the most important contributions of Greek culture to history. The Greek city states alternately allied themselves and fought each other. Nevertheless, the Hellenic peoples were considered to have the same nationality because their common religion, language and sportsmanship in the Olympic Games.
In the 8th century BCE, most of the city states came into crisis. This was partly due to the dilution of the rulers’ power which was gradually replaced by magistrates appointed among the nobility, and partly to the lack of fertile land and the increase in population which caused great social tensions. The crisis pushed the Greeks outward, became the start of Greek colonization of the Mediterranean, led to a flourishing trade and the use of Greek as a trade language.
Around 760 BCE, the Greeks established colonies in southern Italy, the Gulf of Naples and in Sicily. They were slowed down in their expansion by the Phoenicians and Etruscans and therefore never fully dominated Sicily or southern Italy, but their cultural influence was of crucial importance for the subsequent cultural evolution of the people of the Italian peninsula.
From the beginning of the colonization, the social and political structure of the Greek police changed. The merchants had benefited from the expansion of the Mediterranean, and were therefore not very prepared to continue to allow the nobility to exercise government power. Together with the peasants, they pushed to be involved in the political decisions. Athens was at that time one of the peninsula’s most thriving cities, and it now embarked on a process that in it 7-6. century BCE led to a gradual democratization of its government structures. In 594, a reformer named Solon took a significant step in that direction by introducing a written law, a court of justice and an assembly of 400 members who were elected based on their wealth and tasked with legislating in the city’s affairs.
According to thesciencetutor, Sparta was the second major city state in the region, and at the same time, it achieved a completely different development. It consolidated an oligarchic state with a solid social and political structure. The Spartan community was militarized due to the military’s decisive importance for the expansion and annexation of the neighboring areas.
In 540, the Persians began their advance in Asia Minor and conquered some Greek cities. These cities carried out a series of rebellions, supported first by Athens and then by Sparta, which culminated in a series of wars – known as the medical wars – that only ended in 449 with the defeat of the Persians. The wars helped consolidate Athens’ power in the region. Through the Delos League, they exercised their economic and political power in the other city states.
- Visit abbreviationfinder.org for business, geography, history, politics, and society of Greece. Also find most commonly used abbreviations and acronyms about this country.
The Greek ships played a fundamental role in the wars against the Persians, making the helmsmen, otherwise belonging to the lowest strata of Athenian society, indispensable for the defense of Athens. They used it to demand improvements in their living conditions and greater political rights. After a period when the Athenian oligarchy had regained its political power, in 508 the reformer Kleistenes expanded the number of members of the town assembly to 500 and made it the city’s most important government body. Attendance at the assembly was made possible for all free citizens – men only – in the city. Democracy in Athens, however, could only be exploited by a small minority who had the opportunity to drastically increase their wealth through the use of the huge number of slaves. This is why historians often characterize it as a slave democracy.folk ; krati, gr. for board. See Democracy)
|
<urn:uuid:b54b2252-1600-4325-b0bd-6fec3b1432aa>
|
CC-MAIN-2023-14
|
https://www.thereligionfaqs.com/greece.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00360.warc.gz
|
en
| 0.974095
| 1,100
| 4
| 4
|
When Olivia and Hamish see a smoky haze coming from their local park, they’re ready to spring into action! But it’s not a fire – it’s a nest of Australian stingless bees that needs their help.
Join Olivia and Hamish as they learn about the bees in our backyards. From Blue-banded and Teddy Bear to Carpenter and Leaf-cutter bees, our two budding Bee Detectives discover how our native bees live, what they like to eat and the important work they do to pollinate plants.
Explore the wonders of Australia’s native bees – and be inspired to become a Bee Detective too. It’s a real buzz!
Published April 2021
Published by CSIRO
Hardback, 32 pages, full colour illustrations throughout.
About the Author
Vanessa Ryan-Rendell is an experienced primary school teacher, gifted education consultant and librarian. She has a keen interest in engaging students in literature while learning more about the natural world, and loves helping children build skills in investigating, problem-solving and creative thinking.
About the Artist
Brenna spent four years living at Melliodora, the permaculture demonstration site founded by David Holmgren and Su Dennett in Central Victoria. She is currently building a strawbale house and planting her own garden at a permaculture community in the Great Southern, WA.
Brenna has worked as an illustrator for several organisations including the Bob Brown Foundation, the Australian Food Sovereignty Alliance, and the Stephanie Alexander Kitchen Garden Program. She is also part of the Grow Do It permaculture teaching team, and regularly collaborates with Milkwood Permaculture and Melliodora Publishing on various projects and publications.
Support Brenna on Patreon and gain access to digital downloads of her work, as well as behind the scenes footage.
Sign up to her newsletter here, and follow her on Instagram.
There are no reviews yet.
|
<urn:uuid:14767857-e5a9-473d-84d3-094121dd5cb5>
|
CC-MAIN-2023-14
|
https://au.permacultureprinciples.com/product/bee-detectives/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949533.16/warc/CC-MAIN-20230331020535-20230331050535-00360.warc.gz
|
en
| 0.934526
| 422
| 2.71875
| 3
|
How To Learn Vocabulary for Modern Languages
How To Learn Vocabulary Effectively
For modern languages, you need vocabulary to communicate well. However, students often find it difficult to remember words and sentences they are taught in the classroom between lessons. Some learners equally struggle to know how to learn vocabulary outside of the classroom, which can therefore present a problem in the ability to communicate verbally or in written form, as well as understand information aurally or through reading. If students are unable to complete the tasks required of them in the MFL classroom, then they will feel demotivated which will lead to its own issues including de-motivation, and even a feeling of failure or frustration.
I started learning Gujarati when I was a young child, German when I was eleven years old, French at the age of twelve years old and Spanish at the age of seventeen, so I have first hand experience in knowing that in order to be able to communicate and comprehend a language, vocabulary is a vital element and how to learn vocabulary is often taken for granted.
Do Students Know How To Learn Vocabulary?
Firstly, students don’t really know how to learn vocabulary so that it is retained and for this reason I feel strongly that they should explicitly be taught:
a) how they should learn vocabulary phrases, sentences and structures regularly to improve comprehension and communication, i.e. by doing something meaningful with what they are learning so that it is retained in their memory ready to use in the future. For example, writing the words, saying the words, spelling them out or doing activities using them.
b) what does not class as learning vocabulary, i.e. simply looking through their vocabulary book or list before a test or assessment on the bus, since it won’t be retained in the brain for long.
What Vocabulary Learning Methods Do I Recommend?
My students often ask me how to learn vocabulary and over the last year, I have recommended the Look, Cover, Say, Write, Check method for learning words, questions, phrases and sentences. Many of my students have found this manner of learning vocabulary extremely beneficial and this has certainly been a factor in improved grades and confidence for a number of learners. In addition to this, I have also purchased an annual subscription to Quizlet.com, because I could see the benefits in students using technology for more ‘fun’ repetition of vocabulary acquisition and I wanted to track their progress. I have tested this with two groups of Year 10 German learners and there is a noticeable difference in the ability of those students who used Quizlet, to produce and comprehend more coherent German using the vocabulary they have learnt on Quizlet, compared to those who don’t use the website.
Considering the VARK (Visual, Aural, Read/Write and Kinaesthetic) learning styles model, not all learners learn best using the Look, Say, Cover, Write, Check vocabulary learning method, or by using Quizlet, so I have put together (what I feel!) is a useful list of How-To-Learn-Vocabulary-Effectively-for-French-German-Spanish.docx (3456 downloads) in handout form, which illustrates effective ways to learn vocabulary for modern languages, including French, German and Spanish. The list contains vocabulary learning ideas for visual learners, as well as read/write and kinaesthetic learners. Thank you to all those people who have shared vocab learning methods online to give me the ideas to create the handout.
I will be distributing the handout to my students at the beginning of the next academic year to get them into good habits and ensure that they understand the need for learning vocabulary regularly, as well as lots of options for how to learn vocabulary.
Let me know if you have any others that I am missing!
Download the A4 single page handout here: How-To-Learn-Vocabulary-Effectively-for-French-German-Spanish.docx (3456 downloads)
Other posts you might find useful as an MFL teacher:
Join TheIdealTeacher.com’s exclusive mailing list below to keep up-to-date with all of my latest content, including fab teaching ideas and activities!
I would like to add one more tool that we launched a few months ago. Worddio combines two of the most popular practices for memorize a new foreign words. Flashcards and listening to words spoken by native speakers. You could learn while doing something else. Please visit our site Worddio.com. Download the app and test it. If you like we will unlock a language that you like – just write us an email.
|
<urn:uuid:4c9ec73c-0582-4c44-ab86-bf7438c5e3c0>
|
CC-MAIN-2023-14
|
https://theidealteacher.com/how-to-learn-vocabulary-for-modern-languages
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949533.16/warc/CC-MAIN-20230331020535-20230331050535-00360.warc.gz
|
en
| 0.955309
| 975
| 3.8125
| 4
|
This work is essentially a republication of the wartime diary of a Confederate infantryman who served from the outbreak of the War Between the States until he was killed in one of the Seven Days’ Battles near Richmond in 1862. The diary has been illuminated with pertinent maps and illustrations, and its day-to-day immediacy has been embellished throughout with lively and colorful excerpts from D. Augustus Dickert’s History of Kershaw’s Brigade to put the diary into a broader context. The editor has broken down the text into chapters to further categorize the events as the war progressed. Chapters include South Carolina’s secession, the call to arms and the march to Virginia, the first Battle of Manassas, winter quarters in Northern Virginia, the Peninsula Campaign, and the Seven Days’ Battles around Richmond. Taken as a whole, this work gives the reader the stormy birth of General Lee’s legendary Army of Northern Virginia in the days before the stormy death of traditional agrarian civilization.
|
<urn:uuid:8f4cc8d7-b232-430b-9c92-8c83da026da5>
|
CC-MAIN-2023-14
|
https://confederateshop.com/shop/books/civil-war-history/southern-soldier-boy-diary-sergeant-beaufort-simpson-buzhardt
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949958.54/warc/CC-MAIN-20230401094611-20230401124611-00360.warc.gz
|
en
| 0.942694
| 210
| 2.875
| 3
|
In Wealth and Democracy: A Political History of the American Rich, Kevin Phillips looks at the biggest Federal income tax payers shortly after the income tax was introduced.
|Taxpayer||Taxes in 1924 Dollars||Taxes in 2012 Dollars|
|John D. Rockefeller (oil)||$6,278,000||$84,249,292|
|Henry Ford (autos)||$2,609,000||$35,012,170|
|Edsel Ford (autos)||$2,158,000||$28,959,856|
|Andrew Mellon (finance, oil)||$1,883,000||$25,269,420|
|Payne Whitney (oil)||$1,677,000||$22,504,948|
|Edward Harkness (oil)||$1,532,000||$20,559,082|
|Richard Mellon (finance, oil)||$1,181,000||$15,848,744|
|Anna Harkness (oil)||$1,062,000||$14,251,792|
|Mrs. Horace Dodge (autos)||$993,000||$13,325,828|
|Frederick Vanderbilt (land, railroads)||$793,000||$10,641,875|
|George F. Baker (finance)||$792,000||$10,628,455|
|Thomas Fortune Ruyan (urban transit)||$792,000||$10,628,455|
|Edward J. Berwind (coal)||$722,000||$9,689,071|
|Vincent Astor (lands, railroads)||$643,000||$8,628,910|
Three of the nation’s richest people, William Clark (mining, banking, and railroads), Cyrus Curtis (publishing magnate), and John T. Dorrance (Campbell Soup Founder) were not on the list because they had rearranged their entire financial life to avoid paying the new income tax.
To put this into perspective, the income tax brackets were as follows:
|Federal Income Tax||1924 Dollars||2012 Dollars|
There were no payroll taxes, because there was no Social Security or Medicare. Even adjusting for that, it is clear that the tax system in the United States over the past 80 years has become horribly regressive, crushing the middle and lower classes. That is because of a truth Americans do not want to confront: They demand more government than they are willing to pay for. They don’t want military basis in their town closed, they don’t want their Medicare cut, they don’t want their pet projects defunded. Thus, we now have a situation where the income tax brackets in 2012 are as follows:
|Federal Income Tax||2012 Threshold|
And that is after the payroll tax, which has grown monstrously from 2% in the 1950’s to 15.3% today and still can’t fund the Medicare and Social Security promises it has made!
Meanwhile, the rich (rightly, it should be admitted) point out that the United States government keeps growing as a larger and larger percentage of the national economy, failing at almost everything it does. Think about this: The $800 billion bank bailout was bigger than NASA’s entire research budget for the past 50 years. That tells you what you need to know about our priorities. I’d gladly pay more taxes if we were colonizing Mars or developing longevity projects. We’re not. The tax payers are used as geese to be plucked by a handful of military-industrial companies and pharmaceutical labs (in which, for better or worse, I own shares of stock).
Alexis de Tocqueville warned us in his classic 1835 novel, Democracy in America, when he came to the United States to study why rule-by-the-people worked in the United States but not in other nations, that it was because the American people were virtuous and hardworking. We expected to earn our keep, not to receive it through entitlements. Democracy collapses on itself when the people discover they can vote themselves benefits because, at some point, there are more benefits than cash and families can’t get ahead. You see that today with young college students, drowning in student loan debt because, as a society, we allocate our capital to bombs and missiles instead of books and space stations. Instead of cutting something to invest in youth, like a family does, we just want to tax people more. It’s just … more. More. More. More. Everywhere more. As Peter Drucker pointed out, the agriculture department is the same size as it was when it represented a vast majority of the entire American economy! This is not a rational way to run a civilization.
I worry that we are facing a lost generation; that the 18-to-22 year old crowd right now is getting the short-end of a generational theft that is so massive it is almost incomprehensible. At the same time, I know there will be exceptions (the fact you are reading blogs like this mean that you probably are one of them; it is a self-selected crowd). Still, that isn’t good for democracy to have so many people unable to form families and get ahead.
|
<urn:uuid:c5be3ab8-ad29-4b03-8ee7-670d1cca4f18>
|
CC-MAIN-2023-14
|
https://www.joshuakennon.com/the-top-14-federal-income-tax-payers-of-1924/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949958.54/warc/CC-MAIN-20230401094611-20230401124611-00360.warc.gz
|
en
| 0.943338
| 1,286
| 2.703125
| 3
|
From the ruins: how an industrial port became Japan’s sculpting centre
- (opens in new tab)
- (opens in new tab)
- (opens in new tab)
- Sign up to our newsletter Newsletter
Yayoi Kusama’s giant yellow pumpkin on the beach of Naoshima Island, the fluid abstractions of Henry Moore in the foothills of Mount Fuji and the slender figures of Anthony Gormley in the forests of Kirishima. Such creations, set amidst some of Japan’s most beautiful landscapes, have become touchstones for travellers the world over who come to witness such ethereal, nebulous works of monumental art.
But where did it all start? Ube, a small, industrial city in Yamaguchi Prefecture, is barely known in the West. Here, amidst the ruins of post-war Japan, a group of little-known Japanese artists created the precursor and template of public sculpture in Japan.
The city is now home to the Ube Biennale, the city’s bi-annual sculpture festival, which began almost 60 years ago in 1961, making it one of the world’s first contemporary sculpture festivals. Yet the belief in the value and purpose of public sculpture dates back even earlier, as the city rebuilt itself from the tragedies of the Second World War.
Throughout Japan’s Meiji Era of 1868 to 1912, Ube became a booming industrial city, built on coal, steel and heavy machinery. Even today, vapour billows from factories, tankers dock in the harbour and mine colliery dot the cityscape.
By the fated day of Pearl Harbor in December 1941, this peaceful city, with its bucolic, ancient landscapes, was one of Japan’s most prosperous economic powerhouses, a key infrastructure supplier to the rest of Japan.
The city is almost equidistant to Hiroshima in the east and Nagasaki to the west. It was an obvious strategic target for an American military looking to cripple Japan’s supply chain during the war. The city was extensively firebombed by American B-29s as part of a coordinated attack in the summer of 1945. ‘Two-thirds of the city was burnt to the ground,’ says Saito Ikuo, deputy director of Yamaguchi Prefectural Museum.
As Japan rebuilt, so Ube’s industry prospered again; but its citizens paid a price. Soot and dust rained down from the chimneys of the rebuilt factories. A record 56 tonnes of ash fell on Ube every day. It became known as Japan’s ‘polluted city.’
In the late 1950s, the city council launched a project titled ‘fill the city full of flowers.’ Flowers from across Japan were bought with the public purse. Sapling trees were planted in rows along Ube’s streets.
But then, in a moment of serendipity, a figure arrived from another era. In the mid-18th century, Étienne-Maurice Falconet, an impoverished sculptor from Paris, carved an egg-white marble sculpture of a young French woman, nude but for a bathing towel as she carefully dipped her toe into a pool of cool, dark water. The original, titled Bathing Girl, entered The Louvre in Paris in 1855. But a replica, cast in grey concrete, somehow found its way to post-war Ube. The concrete version of the sculpture was placed in the fountain by Ube’s central train station – known today as Ube-Shinkawa station.
‘This small sculpture caught our children’s attention,’ Rie Miura, the director of Ube Biennale, tells me. We’re standing before the concrete replica, now safely homed in Tokiwa Museum in Ube’s Towika Park. Rie Miura rests her hand on Bathing Girl’s head. The concrete sculpture is, at first glance, nothing much too look at. Her head is pockmarked and pitted with scratches and dents. Her grey skin has become discoloured by ash and decay. But she is historic and perhaps one of the most important sculptures in Japan. In her youth, she was a trailblazer.
‘The children would gather together before her, and then sketch her,’ Rie Miura says. The young concrete woman poised above the fountain became a meeting place for people across the city. It gave the city’s leaders an idea, one founded in the Japanese belief in Kyodo Gikai – ‘of joint work for the public good.’
The Bathing Girl became the first of many such visitors. Over the next 60 years, and continuing today, more than 400 contemporary sculptures from around the world populated the cityscape of Ube.
First among these is Ant Castle, a steel-based tribute to Ube’s history by founding father of the Biennale, Mukai Ryokichi. The sculpture stands at the centre of Tokiwa Park; each edition of the Biennale is orientated around it. The artist is barely known in the West. At age 22, he was conscripted by the Japanese army and sent to Papua New Guinea to fight in the Battle of Rabaul during the Pacific War. After the war’s end, he travelled to Europe to spend a year developing his practice in Paris and in 1960, developed a new technique of casting aluminium alloys made in paraffin. He used this new technique to make Ant Castle, a complex, insect-inspired sculpture created with steel smelted in Ube’s factories. ‘It has become the symbol of Ube,’ says Daisuke Kihara, a senior figure at Ube City Hall.
Alongside Mukai Ryokichi, artists Yoshitatsu Yanagihara, Churyo Sato and Yasutake Funakoshi began bringing sculpture to Ube. Yoshie Ueda, a central figure in the grassroots movement, remembers: ‘It was a pioneer spirit which brought citizens, artists and the city government together through social sculpture.’
In 1961, Ube held for the first time the City Outdoor Sculpture Exhibition. The Ube Biennale, as it became known, has been held every two years ever since. It has grown to become an international exhibition with entries from across Japan, the Far East and, indeed, the span of the world.
‘The competition is unique in that it isn't held to honour an artist nor is it to exhibit past works,’ Rie Miura says. ‘We are interested in what is new.’ The competition is a ‘level playing field’, which any artist, regardless of status or experience, can enter. ‘What we hope to honour is the skill and commitment to the work,’ Rie Miura says.
The sculpture islands of Naoshima, Teshima and Inujima in the Seto Inland Sea are now world-famous tourist destinations, instantly recognisable from omnipresence on Instagram. Also more famed is the Hakone Open Air Museum, which opened in 1969 close to Mount Fuji, the Noguchi-designed Moerenuma Park in Hokkaido, the northernmost island of the country, and the Kirishima Open Air Museum in Kagoshima, on the southern-most island of Kyushu. Ube was the inspiration for each.
Wandering through the city, it is possible to read in the many sculptures here more than half a century of turbulent post-war history, conjoined with the civic values and defiant character of the city, all expressed through abstract sculpture.
Like the humble concrete girl dipping her toe into unknown waters, each of Ube’s sculptures speaks of art’s ability to help us embrace the future, whatever might lie in wait.
Ube Biennale 2020, until 30 November. ubebiennale.com
S94 Design makes the most of its uptown location to blur the lines of art and design
S94 Design brings displays from Kwangho Lee, Donald Judd, Max Lamb and more to its Rafael Viñoly-designed location
By Julie Baumgardner • Published
Oasi Cashmere is taking Zegna back to its roots in the Italian Alps
Oasi Cashmere – an environmentally-conscious, all-embracing cashmere collection – is inspired by the Oasi Zegna nature park in the lush Biella Alps
By Jack Moss • Published
Lynda Benglis’ seductive hall of mirrors and juicy neon eggs in London
American artist Lynda Benglis subverts expectations with new bronze sculptures and otherworldly coloured eggs in a new solo show at Thomas Dane Gallery, London
By Harriet Lloyd-Smith • Published
|
<urn:uuid:84539e34-17ae-46e8-8147-d005082f4cb7>
|
CC-MAIN-2023-14
|
https://www.wallpaper.com/art/ube-biennale-japanese-sculpture
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943484.34/warc/CC-MAIN-20230320144934-20230320174934-00560.warc.gz
|
en
| 0.953598
| 1,865
| 2.515625
| 3
|
Problem drinking has multiple causes, with genetic, physiological, psychological,and social factors all playing a role. For some alcohol abusers, psychological traits such as impulsiveness, low self-esteem and a need for approval prompt inappropriate drinking. Some individuals drink to cope with or "medicate" emotional problems. Social and environmental factors such as peer pressure and the easy availability of alcohol can play key roles. Poverty and physical or sexual abuse also increase the odds of developing alcohol dependence.
As with similar substances with a sedative-hypnotic mechanism, such as barbiturates and benzodiazepines, withdrawal from alcohol dependence can be fatal if it is not properly managed. Alcohol's primary effect is the increase in stimulation of the GABAA receptor, promoting central nervous system depression. With repeated heavy consumption of alcohol, these receptors are desensitized and reduced in number, resulting in tolerance and physical dependence. When alcohol consumption is stopped too abruptly, the person's nervous system experiences uncontrolled synapse firing.
A man drinking from a bottle of liquor while sitting on a boardwalk, ca.
The Alcohol Use Disorders Identification Test , a screening questionnaire developed by the World Health Organization, is unique in that it has been validated in six countries and is used internationally. Like the CAGE questionnaire, it uses a simple set of questions – a high score earning a deeper investigation.
People who begin drinking — especially binge drinking — at an early age are at a higher risk of alcohol use disorder. Acamprosate may stabilise the brain chemistry that is altered due to alcohol dependence via antagonising the actions of glutamate, a neurotransmitter which is hyperactive in the post-withdrawal phase. By reducing excessive NMDA activity which occurs at the onset of alcohol withdrawal, acamprosate can reduce or prevent alcohol withdrawal related neurotoxicity.
Socially, alcoholism may be tied to family dysfunction or a culture of drinking. After the initial treatment program, the employee may be in follow-up counseling and treatment for an extended period of time, possibly up to a year. This will most likely consist of outpatient counseling, AA meetings, and follow-up sessions with the EAP counselor. Detoxification – Detoxification, also known as "detox," is a process whereby the alcoholic undergoes a supervised withdrawal. The body can begin to recover from the toxic effects of alcohol and the patient can become sober.
Some people may drink alcohol to the point that it causes problems, but they’re not physically dependent on alcohol. Societal factors include level of economic development, culture, social norms, availability of alcohol, and implementation and enforcement of alcohol policies. Adverse health impacts and social harm from a given level and pattern of drinking are greater for poorer societies. Alcohol is a psychoactive substance with dependence-producing properties that has been widely used in many cultures for centuries.
Watch CBS Evening News: Alcoholic liver diseases in young people ....
Posted: Tue, 17 Jan 2023 00:04:43 GMT [source]
For such reasons, the sociological definition regards alcoholism as merely one symptom of social deviance and believes its diagnosis often lies in the eyes and value system of the beholder. For example, periodic intoxication can cause sickness necessitating days of absence from work. In a modern industrial community, this makes alcoholism similar to a disease. In a rural Andean society, however, the periodic drunkenness that occurs at appointed communal fiestas and results in sickness and suspension of work for several days is normal behaviour. It should be noted that this drunkenness at fiestas is a choice and does not produce regret. If the sociological model were entirely correct, alcoholism should often be expected to disappear with maturation as is the case with many other symptoms of social deviance. A third definition, behavioral in nature, defines alcoholism as a disorder in which alcohol assumes marked salience in the individual’s life and in which the individual experiences a loss of control over its desired use.
|
<urn:uuid:391dcc73-6d8c-4f57-90b7-82483c56c10d>
|
CC-MAIN-2023-14
|
https://mcgarryhouse.com/category/sober-living/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945030.59/warc/CC-MAIN-20230323065609-20230323095609-00560.warc.gz
|
en
| 0.938707
| 811
| 3.640625
| 4
|
SKWID harnesses the power of both the wind and the tide
There are already a wide variety of renewable energy systems that harness the power of the wind, along with some that generate power via the flow of ocean currents. According to Japanese engineering firm MODEC (Mitsui Ocean Development & Engineering Co.), however, its soon-to-be-tested SKWID system will be the first one to do both.
SKWID stands for Savonius Keel and Wind Turbine Darrieus. This is appropriate, as it’s an anchored floating platform that contains both a Savonius tidal turbine below the waterline, and a Darrieus vertical-axis wind turbine up in the air. The two are connected by a central gearbox/generator, allowing the SKWID to generate power from the currents, the wind, or both. Additionally, the rotation of the tidal turbine can be used to help get the wind turbine spinning, when breezes are light and it needs a bit of extra inertia.
The design of the Darrieus turbine is such that it can spin to the left or to the right, so it works regardless of the wind direction. The tidal turbine spins in just one direction, but it does so irrespective of the direction of the current. It is reportedly able to harness even the weakest of currents, and is not affected by marine growth on its half-cyclinder-shaped buckets/blades. Additionally, because it spins no faster than the current, it is claimed to be safe for marine life.
The SKWID shouldn’t be too likely to tip over in rough seas, as the deck-level-mounted generator and below-deck-mounted tidal turbine help keep its center of gravity low. Additionally, the ring-shaped deck (which is the source of flotation) is joined to the central structure via flexible rubber mounts, allowing it to rock back and forth with the waves while the turbines and associated machinery remain stable and upright.
According to a report on Japan’s NHK News (relayed by America’s CBS News), one of the SKWIDs is due to be installed and tested off the coast of Japan, sometime this fall (Northern Hemisphere). The wind turbine should sit 47 meters (154 feet) above sea level, with the tidal turbine having a diameter of 15 meters (49 feet). Together, they may be able to generate enough power to provide for approximately 300 households.
Please keep comments to less than 150 words. No abusive material or spam will be published.
I would like to state my view here. Let the big things be installed on a larger scale but at micro or local level efficiencies and micro generation be the buzzword. Every country has an economy to run, industries to grow and life to be enjoyed by its citizens.
Here is my calculation. I have a 29" CRT TV which consumes 130W of power. In our home we have four FTL tubes which consume on an average 40W of power. I have a PC which consumes 110W of power. A refrigerator wattage of which I have not seen. Three cell phones. If I can reduce my usage with new LED Panel TV, LED light with addition of solar pv power to the mix, I will reduce the load on the grid. If most of families in my community first then in the city later would take us of the grid.
Municipal corporation in my city, has street lights with Sodium or Mercury vapour. Slowly they are replacing them with LED. They in turn are becoming efficient, their efficiency over time will reduce our taxes. If they install solar panels, then after the initial investment recurring costs are nil. Excess power generated can be channelled through F-I-T. Power generated by big units can be directly sent to big consumers i.e. industries, commercial complexes, railways. etc
I think you misunderstand. Vertical axis wind turbines are designed to rotate in one direction only. But the fact that the axis is vertical means that the wind direction is irrelevant. Seen from above, the turbine looks exactly the same in all directions.
It's unclear whether there's a gearbox for the Darrieus rotor since it's likely to rotate faster than the Savonius. At the very least, there should be some kind of clutch for both turbines. It's unwise to couple together two mismatched sources of power. You could end up wasting tidal power turning the wind turbine during times of still winds, or conversely, the tidal turbine could be a drag on the wind turbine during times of strong winds. Of course, the latter could be an advantage if it can act as an effective brake to slow down the wind turbine during high winds that would otherwise damage it.
So rationally considering the strengths and weaknesses of an alternative energy supply makes one addicted to addicted to cheap fuel. Interesting.
|
<urn:uuid:9fac15d7-ac62-4371-88e8-558a55109ce8>
|
CC-MAIN-2023-14
|
https://newatlas.com/skwid-wind-tidal-power-japan/27559/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945030.59/warc/CC-MAIN-20230323065609-20230323095609-00560.warc.gz
|
en
| 0.95101
| 1,002
| 3.359375
| 3
|
There is an interesting bit of etymological anxiety associated with the crisis in Ukraine and Crimea: are these places called Ukraine or the Ukraine, or Crimea or the Crimea? The question is whether we use a definite articles when referring to these places.
The justification given is that using “the” is offensive, or at least political. Adam Taylor reviews both the cases of Ukraine and Crimea to remind us that some Ukrainians will be upset if you refer to their country as the Ukraine. You can detect some distinct efforts by English speaking commentators not to offend anyone by carefully not using the definite article.
Unnoticed these discussions is the fact that lots of languages regularly use definite articles to describe countries: France in French is La France. We would expect to use a definite article when naming countries; it’s not optional, it’s obligatory. And in fact, you can check this out for yourself by going to the Wikipedia entry for Crimea and clicking on the other languages’ entries. In French, it’s La Crimée. In German, Die Krim. In Italian, La Crimea. In Dutch, de Krim. Same with Ukraine: L’Ukraine, Die Ukraine, L’Ucraina. (In Dutch, though, Oekraïne. No idea why.)
How about Ukrainian and Russian? Well, like most Slavic languages, Ukrainian does not have either definite or indefinite articles. So the Ukraine and Ukraine would both be translated as Україна. Same with Crimea = Крим in Ukrainian and Qιrιm in Crimean Tatar, which also does not have definite articles.
So really, this anxiety is something that is confined to speakers of English, one of the only languages in the world where we are not obligated to use definite articles but sometimes do. An example like the Netherlands doesn’t strike most people as political or offensive because it’s just a straightforward adoption of the Dutch phrase de Nederlanden, which means “the low countries” (and confusingly, is that the Dutch name for the Netherlands actually drops the “the”: it’s Nederland). An example like the Gambia is OK too, because the name just connotes the region surrounding the Gambia river.
So what’s going on? The reason usually given why Ukrainians don’t like the Ukraine is because it translates as something close to “the borderland.” That implies that the territory can only be understood with respect to somewhere else—in this case, Russia. But nothing about taking “the” away gets rid of the etymology of Ukraine! We are still left with a puzzle.
My guess is only tentative, but here we go. “The” reminds an educated speaker what Ukraine means. An analogy: if we called Pennsylvania the Pennsylvania you might think “hmm, I wonder what sylvania means”. For those who are anxious about Ukraine’s geopolitical situation and historical ties to Russia, objecting to “the” is less problematic than objecting to Ukraine, which would call into question what this former Soviet territory ought to be called. Which, when you think about it, might go a long way to helping us understand what’s going in Ukraine right now. As I say, it’s only a guess. The broader point is that however much we may want to respect Ukrainians’ wishes for how we translate their name, it’s not obvious why this is as big of a deal as it is made out to be.
As for Crimea, it’s murkier. Why we often use the Crimea is not clear. The Oxford English Dictionary Online does not provide an entry for Crimea, but it does provide one for Crimean. That definition refers to Crimea using the Crimea. There is some disagreement about the root etymology of Crimea, as coming from the Tatar word qιrιm [= hill] or from the ancient Cimmerians (in Greek: Κιμμέριοι, Kimmerioi) who lived to the north. Either way, I cannot find a good reason why it would be less offensive to say Crimea than the Crimea. And again, it’s not obvious why one is political and the other is not.
Vincent Tencate March 5, 2014
Hello, Tom. As a Dutch speaker, I can tell you that many Dutch news commentators similarly struggle with the use of a definite article in the case of Ukraine, although the large majority simply refers to the country as Ukraine. I have been told this is because saying ‘the Ukraine’ is no longer correct now that Ukraine is an autonomous nation state, and in Dutch it is only customary to refer to regions (e.g. de Dordogne) with definite articles, not countries. Saying ‘the Ukraine’ thus inherently negates the country’s independence, which is why I believe many people take offense to the term. People have the same problem with Congo here, and frequently erroneously refer to the country as ‘de Congo’, although this honestly sounds more antiquated than it does politically insensitive. This is likely also the reason that the Dutch say ‘de Krim’ rather than simply ‘Krim’, as Crimea is a geographical region and not a political entity. Hope this helps!
tompepinsky March 5, 2014
That is fantastically interesting, thanks for sharing. So it sounds here like Dutch actually parallels English here, but with a proper rule about regions versus countries (we have no such rule). Interestingly, my Wikipedia test tells me that you say “Gambia,” not “The Gambia.” So it’s a good rule, a consistent one.
Vincent Tencate March 5, 2014
I’ve just spent a good while googling the etymology of saying ‘the Ukraine’, and the region/country distinction seems to be a fairly common theory among native English speakers as well. As far as I can tell it is actually the most ubiquitous theory, although there are compelling other ones as well (e.g. Chronoscopist’s comment on this yahoo answers page: https://answers.yahoo.com/question/index?qid=20090404130157AArozvL). Wikipedia also has a section on the issue, which states the following:
In English, the definite article is used with geographical identifiers primarily in one of four situations: 1. if the name is plural (“the Philippines”, “the Netherlands”); 2. if a common noun is included (“the United States”, “the Central African Republic”); 3. if the region in question is a sub-region of another (“the Sudetenland”, “the Saar”); 4. if the country is essentially synonymous with a marked geographical feature (“the Republic of The Gambia [River]”, “the Ivory Coast”). Prior to its 1991 independence, the technical name of Ukraine as a constituent part of the Soviet Union was the Ukrainian Soviet Socialist Republic, and thus by reasons likely stemming from 2 and 3 above was often referred to in English as the Ukraine. As none of the four conditions now hold (and conditions 1 and 4 never applied), the use of the definite article is now obsolete. Since the Declaration of Independence of Ukraine the English-speaking world has largely stopped using the article. Since November 1991, several American journalists started to refer to Ukraine as Ukraine instead of the Ukraine. The Associated Press dropped the article ‘the’ on 3 December 1991. This approach has become established in journalism and diplomacy since (other examples are the style guides of The Guardian and The Times). In 1993 the Ukrainian government requested that the article be dropped.
tompepinsky March 6, 2014
Really excellent stuff. I suppose that this is all consistent with my observations: there is no doubt that Ukraine is originally a word to describe a region (“the borderland”). It’s fine to say that we shouldn’t use “the” now that it’s an independent country, but the essence of the objection is that the connotation of “the Ukraine” is that it is a region understood with reference to Russia, and that remains even if we take away “the” because that’s baked right into the name of “Ukraine.”
Vincent Tencate March 6, 2014
Sounds about right to me. Fascinating blog, I’ll definitely keep following!
Pingback: Friday’s Reading List | Smoke & Stir
|
<urn:uuid:ce917ed6-bcf7-4dc0-8528-0efc1333b9f9>
|
CC-MAIN-2023-14
|
https://tompepinsky.com/2014/03/03/the-politics-of-definite-articles/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945030.59/warc/CC-MAIN-20230323065609-20230323095609-00560.warc.gz
|
en
| 0.945217
| 1,860
| 2.703125
| 3
|
Paulo Freire's critical view of the traditional concept of education, often termed the 'banking' concept of education, has been highly influential in educational thought since the publication of his book Pedagogy of the Oppressed. The idea of the ‘banking’ concept of education was first introduced by Freire as a way to critique the traditional education system, which he saw as oppressive and dehumanizing.
At its core, the banking concept of education views students as empty vessels that must be filled with knowledge and understanding by an authoritative teacher. The teacher is seen as the knower and the students as the know-nots, with the emphasis placed on memorisation and the regurgitation of facts. Freire argues that this approach to education is oppressive, as it prevents students from being active participants in the learning process and fails to engage them in meaningful dialogue about the material being taught.
In contrast to the banking concept of education, Freire proposes that education should be a dialogical process, in which students and teachers work together to construct knowledge. Rather than viewing knowledge as something to be imparted from teacher to student, Freire argues that knowledge is something that is constructed by both teacher and student through a process of dialogue. In this way, Freire suggests that education should be seen as a process of liberating students from the oppressive nature of the banking concept of education.
The banking concept of education has had a major influence on educational thinking and has been widely debated and critiqued in the decades since Freire first wrote about it. It is an important concept to consider when evaluating the effectiveness of any educational system, and one that should not be overlooked.
Paulo Freire, a Brazilian educator and philosopher, wrote extensively about the banking concept of education and its implications for teaching and learning. The banking concept of education is a metaphor used by Freire to describe a traditional educational model in which knowledge is seen as a commodity to be deposited in the minds of students. This model places the teacher at the center of the classroom, as the authority who distributes knowledge to students. In this model, students are expected to passively receive and store knowledge, without question or critical thinking. Freire argued that this model of education perpetuates oppressive power structures and fails to foster critical thinking, creativity, and critical inquiry in students.
Freire's revolutionary ideas on education challenged traditional notions of teaching and learning. He argued that education should be a two-way process in which both the teacher and the student are engaged in a dialogue. This dialogic approach to education emphasizes the importance of listening and understanding the perspective of the student. It also allows for the exploration of ideas and encourages critical thinking and creativity. Freire's ideas have been influential in the development of progressive approaches to education, such as student-centered learning, constructivism, and inquiry-based learning.
The banking concept of education is an important concept to consider when thinking about the current state of education. While Freire's ideas may not be the only way to approach education, they provide an important perspective on how traditional educational models can be improved to better foster critical inquiry and creativity in students.
|
<urn:uuid:45b313d6-074f-4f0e-b2c9-52e22c83024f>
|
CC-MAIN-2023-14
|
https://educationbiz.in/what-does-freire-mean-by-the-banking-concept-of-education
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945287.43/warc/CC-MAIN-20230324144746-20230324174746-00560.warc.gz
|
en
| 0.975146
| 637
| 3.546875
| 4
|
The left image was found in the Tomb of Tutankhamun, who died about 1323 BC. The two images on the right are contemporary, which means these tops were manufactured about 3300 years apart.
For many, it is hard to imagine a world when simpler, non-electronic, toys were the primary options for fun. How quickly we seem to forget!
IT and C-Level executives might be surprised to discover there are three business lessons that can still be learned from a simple toy like a spinning top.
Here are three for consideration:
Simplicity Can Increase Durability
Sometimes, the simplest concept can stand the test of time. Archeologists have found spinning tops that date back over five thousand years. And, here’s the most amazing stat: they still function today exactly as they did then. What about your mobile app? How will it stand the test of time? Is anyone taking bets that a cell phone, or any of its apps, will still be working five thousand years from now? How about one year from now?
Without going into the physics of how a spinning top works, suffice it say that once a top is correctly spinning on a smooth surface, it will continue to do for as long as its’ spinning inertia can maintain a balance. Once inertia begins to slow, balance will falter, and the spinning top will revert back into being just an inert object. Eerily this description fits mobility software programs, too. Finding the right balance in software features and functions, without making it overloaded, may make the critical difference in the lifespan of the product. There are tipping points when all software programs stop being useful. And, an unused software app is another definition of an inert object. Have you identified your tipping points?
A complex concept implies complex user interfaces. Plus, a complex concept has more points of failure than a simpler concept. A spinning top is an intuitive product. The very design of a top invites the user to give it a spin with a flick of the wrist. When users look at your mobile app, what is appealing and inviting about it? Is it intuitive or intimidating? Are users ready to give it a flick or a swipe to get started?
What are your best case hopes and aspirations for the life of your mobile app? A year? More than two years? More than five years?? Perhaps emulating the lessons learned from a spinning top will help produce positive influences on your mobile application projects. Aim high!
|
<urn:uuid:052ecd8a-d80c-42d2-af7c-e3d7fdc64594>
|
CC-MAIN-2023-14
|
https://hornemobile.com/tag/enterprise-mobility-2/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945287.43/warc/CC-MAIN-20230324144746-20230324174746-00560.warc.gz
|
en
| 0.944108
| 516
| 2.78125
| 3
|
The film Gattaca explores the possibilities of future technology development, and the way in which these advances would affect society. For example, would a society composed of two distinct social classes, and the inequality between them really be an advance? Those who are not genetically manipulated to so –called perfection in a lab, but naturally conceived, are given the name ‘in-valid’ ‘god children’ or ‘de-gene-erates’ , and are treated as second class. Natural conception in the ‘not too distant future’ is rejected in the society of Gattaca, with genetic manipulation seen as “what has become the natural way”.
Due to the discrimination of in-valids, what would present day’s multiculturalism and racial diversity be in a time such as that of Gattaca? Would the importance of individuality or personal identity be discarded? As Vincent tells the viewer: “Today we have discrimination down to a science”. Gattaca’s plot and character portrayal asks the viewer this, showing us that unique genetic makeup wouldn’t matter- infact, personal qualities would be scrutinised, pushed aside and unwanted.
It is clear that director Andrew Niccol aims to inform the viewer of this through such examples as Irene’s heart defect which doesn’t allow her to pursue her dream, even though she is a valid. Another example is Vincent’s only way to be accepted into society is to lie and assume a valid’s identity. Technology enables Vincent to do so, but infact it is technology that first leads to Vincent’s rejection from his surrounding world, as he was naturally conceived, and therefore is constant suffering under the burden to somehow be equally accepted.
I believe Niccol’s message to the viewer is that in order to truly benefit from the power to change the environment, such as advances in technology giving us the ability to genetically manipulate, we first have to consider both the advantages and disadvantages of our actions to fully understand them. For instance, we must ask ourselves should equality, ambition and individuality be traded for catergorisation in an institutional system with distinction. If we were to live in a future such as that of Gattaca, wouldn’t we lose more than we would gain?
Explain the meaning of the quotes in the pre-exposition sequence. Which of these quotes is best supported by the film text? “Consider God’s handiwork: who can straighten what he hath made crooked? ” – Ecclesiastes 7:11 I feel this quote is the moral to be learnt within the film’s plot, as it asks the viewer ‘why fix what isn’t broken? ’ In the society of Gattaca, wealth determines fate; what parents can afford decides how ‘perfect’ their child will be.
This raises the issue of in-valids’ separation from valids (and the whole surrounding society), and the suffocation of in-valids’ desires. This can be referred to with Vincent, as his longing to journey to space. The social hierarchy and racial differences in Gattaca therefore leave in-valids ultimately no reason to live. For instance, Vincent didn’t have high expectations set on him by his parents as he was an in-valid, but still managed to pursue his dreams- only by following society’s mould (appearing as a valid).
This quote represents the idea that imperfections should be appreciated rather than dismissed, and that nature, despite its flaws is preferable to a genetically engineered existence due to its consequences. The viewer is shown that the importance of individualism in nature is too valuable and complex to be overridden by genetics. I therefore feel that this quote more strongly supports the film’s plot and character portrayal. “I not only think that we will tamper with Mother Nature. I think Mother wants us to. ” – William Gaylin
This quote, contradicting the previous, represents the opposing opinion that perhaps God himself is not perfect, as He created a flawed world, and that having the ability to change it means we should change it. The need to perfect Mother Nature is a temptation, which increases whilst technology continues to make this ability even more obtainable. By showing the viewer what the future may bring, Niccol is hinting that society is being constantly challenged whether to interfere with what has been provided for us even today, and that these early signs may lead to such manipulating in Gattaca along with its consequences.
Surely we should take advantage of technological advances, but will correcting God’s mistakes really result in a more beneficial outcome? This quote is representing what is presented to the viewer directly through the film’s plot and character portrayal, asking the advantages of humans adopting a God-like power to be considered. But due to the “blurred line between health and enhancement” that Niccol informs us of, a constant need to perfect will always be present.
|
<urn:uuid:5296ba08-505a-4953-9024-637674be6091>
|
CC-MAIN-2023-14
|
https://happyessays.com/technology-in-the-movie-gattaca-essay/
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00560.warc.gz
|
en
| 0.96627
| 1,045
| 2.890625
| 3
|
Theodore Roosevelt National Park Quarter
- Year of Issue: 2016
- Authorizing Legislation: Public Law 110-456
- Shop Now
The colorful Little Missouri River Badlands provides the dramatic scenic backdrop to the Theodore Roosevelt National Park, which memorializes the 26th President for his enduring contributions to the conservation of our nation’s resources. An abundance of native grasses provides sustenance for prairie dogs and large grazing animals while diverse habitats attract a great number of birds. Wildlife viewing is one of the most popular activities in the park. It was established as a national site in 1946.
The design depicts a young Theodore Roosevelt on horseback surveying the terrain near the Little Missouri River. Design candidates were developed in consultation with representatives of Theodore Roosevelt National Park.
- UNITED STATES OF AMERICA
- IN GOD WE TRUST
- QUARTER DOLLAR
- THEODORE ROOSEVELT
- NORTH DAKOTA
- E PLURIBUS UNUM
Mint and Mint Mark
- Sculptor: Phebe Hemphill, Medallic Artist
- Designer: Joel Iskowitz
|
<urn:uuid:88f94054-9a7f-4af7-9c27-94057a4d3579>
|
CC-MAIN-2023-14
|
https://www.usmint.gov/coins/coin-medal-programs/america-the-beautiful-quarters/theodore-roosevelt-national-park
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00560.warc.gz
|
en
| 0.852467
| 263
| 2.78125
| 3
|
Discovered in Antarctica an ancient ecosystem, unique of its kind, hidden under the surface of the ice: found in the hypersaline brine of the Boulder Clay glacier, near the Mario Zucchelli Italian scientific station, it is characterized by fungi and bacteria that could provide important clues for the search for life forms on icy planets such as Uranus and Neptune.
The study is published in the journal Scientific Reports by the Institute of Polar Sciences of the National Research Council of Messina (Cnr-Isp), as part of the Ipeca project coordinated by the University of Trieste, in collaboration with the University of Insubria of Varese, the University of Perugia, the Ca' Foscari University of Venice and the Free University of Bolzano.
The research - promoted within the framework of the National Research Program in Antarctica (Pnra) financed by the Mur and coordinated by the Cnr for scientific activities and by Enea for the operational implementation of the expeditions - has made it possible to identify in the glacier area of Boulder Clay of hypersaline frosts which "due to their microbial and geochemical diversity determine a unique habitat compared to the frosts studied so far in that area", observes Angelina Lo Giudice, researcher at the Cnr-Isp.
"This diversity of microorganisms is the probable consequence of a progressive concentration of sea water in the ice masses, which already began to occur in remote times".
“In these particular habitats, the high salt content in the ice causes the brine to remain in a liquid state.
This - underlines Maurizio Azzaro, Cnr-Isp researcher and scientific coordinator of the 38th Italian expedition to Antarctica - leads us to hypothesize that there may also be similar cryo-ecosystems in other terrestrial areas where glaciers are present.
For many years, our institute has been working on these issues, which are considered pioneering.
The goal of the research is to acquire more information on microbial life in extreme conditions, because our idea is that cryoecosystems can also exist on so-called frozen planets, such as Uranus and Neptune for example".
|
<urn:uuid:76441f14-4135-408f-a0c1-2bfbe7ca44ca>
|
CC-MAIN-2023-14
|
https://newsrnd.com/tech/2023-02-07-antarctica--there-is-an-ancient-ecosystem-hidden-under-the-ice.rkK3OoyTo.html
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00560.warc.gz
|
en
| 0.934434
| 448
| 3.3125
| 3
|