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“Hello, my name is Thomas Thwaites, and I have made a toaster.”
“I’ll not try and reproduce it here, except to answer some questions and criticisms.”
In ‘The Toaster Project’ book, Thomas Thwaites describes the trials and tribulations of purchasing a cheap toaster, taking it apart to examine its materials, then trying to learn how to concoct such materials from raw ingredients. Along the way, he consults with experts from materials science professors to mining historians. He learns about the difficulties of making steel, plastic and wire at home. Most interesting is not the final creation but the lessons learned, The Toaster Project raises fascinating questions.The Toaster Project helps us reflect on the costs and perils of our cheap consumer culture and the ridiculousness of churning out millions of toasters and other products at the expense of the environment, for example you aren’t aware of the iron being carved out of the mountain or the oil being drawn up from the earth. If products were designed more efficiently, with fewer parts that are easier to recycle, we would end up with objects that last longer and we would generate less waste altogether. Similar to buying a toaster, we tend to focus on the final product and fail to recognise the many processes leading up to it. Foreword by David Crowley, head of critical writing at the Royal College of Art and curator at the Victoria and Albert Museum.
The project is to explore how cheap, everyday items are dependent on sophisticated global supply chains that are invisible to consumers. (Dezeen review on The Toaster Project, 27.06.2009)
I understood that we as a consumers are like the smallest and most insignificant of cogs in giant mechanical wheels.
HOW IS A TOOTHBRUSH MADE? AN OVERVIEW OF THE DESIGN PROCESS
The Five Stages of Every Plastic Product/Design is: Prototyping. Testing and Iteration. Tooling. Moulding.
This toothbrush was handmade in a concentration camp by a prisoner called Lily Fischl
Object Name: Handmade toothbrush. Date: 1944. Catalogue number: 1990.207. Material(s): Wood, String. Size: 13 cm x 1.5 cm. On display in the Jewish Museum? Yes
Lily’s toothbrush tells us a lot about how badly people were treated in the camps and what they did to try and stay feeling like themselves. The wooden stick and brush are tied tightly with a piece of string. She used these basic materials and a simple design to make something to help her try and stay clean and tidy. The toothbrush is actually really small, only about the length of your hand. This was so she could keep it hidden from the guards.
Toothbrushes today are made from plastic and rubber, the base material for the plastic comes in small plastic pellets which are formed into brush handles using an injection moulding machine, rubber pellets are later moulded onto the handles using the same process. Bristles are produced using nylon fibres, pressed, cut and automatically inserted by machine into the brush heads. A single brush head can contain as many as 1300 individual bristles.
The benefits of producing toothbrushes at large scale in factories are because of precision and speed, much faster than a human can do it, and
the toothbrushes go through a quality control process which ensures the bristles are securely attached.
Personal hygiene is important to us as humans and especially for keeping good health, due to the hygienic characteristics of plastic it is unlikely we would return to using natural animal bristles in our toothbrushes because the natural bristles absorb germs and are not hygienic.
story of Toothbrushes
Toothbrushing tools date back to 3500-3000 BC when the Babylonians and the Egyptians made a brush by fraying the end of a twig. Tombs of the ancient Egyptians have been found containing toothsticks alongside their owners. Around 1600BC, the Chinese developed “chewing sticks” which were made from aromatic tree twigs to freshen breath. The Chinese are believed to have invented the first natural bristle toothbrush made from the bristles from pigs’ necks in the 15th century, with the bristles attached to a bone or bamboo handle. When it was brought from China to Europe, this design was adapted and often used softer horsehairs which many Europeans preferred. Other designs in Europe used feathers. The first toothbrush of a more modern design was made by William Addis in England around 1780 – the handle was carved from cattle bone and the brush portion was still made from swine bristles. In 1844, the first 3-row bristle brush was designed. Natural bristles were the only source of bristles until Du Pont invented nylon. The invention of nylon started the development of the truly modern toothbrush in 1938, and by the 1950s softer nylon bristles were being made, as people preferred these. The first electric toothbrush was made in 1939 and the first electric toothbrush in the US was the Broxodent in 1960. Today, both manual and electric toothbrushes come in many shapes and sizes and are typically made of plastic molded handles and nylon bristles. The most recent toothbrush models include handles that are straight, angled, curved, and contoured with grips and soft rubber areas to make them easier to hold and use. Toothbrush bristles are usually synthetic and range from very soft to soft in texture, although harder bristle versions are available. Toothbrush heads range from very small for young children to larger sizes for older children and adults and come in a variety of shapes such as rectangular, oblong, oval and almost round. The basic fundamentals have not changed since the times of the Egyptians and Babylonians – a handle to grip, and a bristle-like feature with which to clean the teeth.
Over its long history, the toothbrush has evolved to become a scientifically designed tool using modern ergonomic designs and safe and hygienic materials that benefit us all.
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this is just an experiment with more or less nondeterministic AI learning, author does not guarantee anything just yet.
in Supervised Learning, we are given a set of example pairs (x, y), where x belongs to a set X, y belongs to set Y and the aim is to find a function f : X -> Y in the allowed class of functions that matches the examples.
i think that (x,y) are states of a Neuron.
* x in X is initial state of a Neuron,
* y in Y is target state of a Neuron, achieved after receiving a message from outside,
* token is data in message received from outside. it might include information about message's source, and / or from message's source,
* f(x,token) is a transition function which transforms x into y, depending on x and token.
f can have side effects, such as sending messages to other Neurons.
f might be more or less nondeterministic transition, with random data included either or both in x and in token.
accuracy in reaching desired y-states, measured with a statistical apparatus (for now we use only random events space and simplest tools for such) can be measured in % (for example: using function f, desired y-states were reached from x-states in 84% over 108 tries, in 90-91 cases out of 108).
then we can risk an attempt to extrapolate, to extend solved problem domain past examples.
i think that f can be chosen more or less randomly from possible functions (interpreter's instruction tree can be generated more or less randomly then analyzed. simple or complex constructs can be used in generation of more complex constructs that way, under supervision of a Real Scientist).
for now with one Neuron, later with few and more, perhaps.
See also: Neural Networks, Stitie Space.
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Sirens have been depicted as part-woman and part-fish. When they sense a ship or crew coming,sing a song so soothing that it makes the sailors do whatever the song says, which is usually wreck their ship on jagged rocks. It is unknown what the Sirens do with sailors they capture though most believe they're eaten. Their beauty and song are used to lure the weary sailors into a sense of security before showing their true form, and intentions.
To avoid the "Siren's Song", you can plug your ears with cotton or other material, so you cannot hear anything. If the captain is brave enough, he will have his crewmates tie him to a mast, and he will endure the song until it is over(as Odysseus/Ulysses did).
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The initiator and figurehead of the bhakti movement that developed into Gauḍīya (Bengal) Vaiṣṇavism. According to the hagiographic accounts, Caitanya (whose given name was Viśvambharamiśra) grew up as an orthodox Vaiṣṇava brahmin in the town of Navadvīpa (Nadiā) in Bengal. At the age of 22, while in Gayā (in Bihar) to perform śrāddha for his father, he had a sudden and overwhelming religious experience, triggered by a South Indian ascetic, who then initiated him into Kṛṣṇa bhakti. Abandoning his life as a married householder, Caitanya thereafter devoted himself to praising God. This took the form of organizing and participating in the collective singing of kīrtana about Kṛṣṇa's life with the gopīs in Vṛndāvana, and the erotic love between Rādhā and Kṛṣṇa, a practice that induced ecstatic trances in Caitanya, during which he was effectively possessed by the deity. In 1510 he was initiated as a saṃnyāsin (with the name Śrīkṛṣṇacaitanya) and, after years of ecstatic wandering, settled in Purī in Orissa, although he continued to make pilgrimages to South India, and to Vṛndāvana. In Purī, his devotion was focused on the famous Jagannātha image of Kṛṣṇa in the main temple.
The only work ascribed directly to Caitanya is an eight verse poem called Śikṣāṣṭaka (‘The Eight Verse Teaching’), evoking the bliss experienced through his devotion to Kṛṣṇa. Drawing on sources favoured by their teacher, such as the Bhāgavata Purāṇa and Jayadeva's Gītagovinda, it was Caitanya's immediate followers, the six Gosvāmīs, who composed the works of aesthetic theology and ritual that became the scriptural basis for the Gauḍīya tradition. The popular view, expressed in the Gauḍīya Bengali sources, as opposed to the more Advaitin stance of some of his Sanskritic followers, is that Caitanya was himself either an avatāra of Kṛṣṇa or identical with the god. Caitanya's influence is evident in a number of other Vaiṣṇava traditions, including the Rādhāvallabhīs and the Tantric Sahajiyās, who regarded him as their teacher, the joint incarnation, in one body, of Rādhā and Kṛṣṇa.
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THE U.S. DEPARTMENT of Transportation reports our highways are safer. The 2008 fatality rate, the number of deaths per 100 million vehicle miles traveled, was 1.28, the lowest on record. A year earlier it was 1.36. Vehicle miles traveled in 2008 fell by about 3.6%, to 2.92 trillion miles. The fatality death rate resulted from the decline in miles traveled, says the DOT.
But there could be another reason. When SAFETEA-LU was enacted more than four years ago, Congress established the Highway Safety Improvement Program (HSIP). Its goal was to significantly reduce highway fatalities and serious injuries. The bill provided a considerable increase in funding, nearly double that of the previous legislation. States are now required to develop and implement a Strategic Highway Safety Plan that involves a comprehensive, data-driven approach to highway safety. The HSIP also includes set-aside funds to improve safety on rural roads and at railway crossings.
As efforts go forward to enact the new highway bill, there is a case to be made for increased investing in safety improvements. When this happens, producers will be ready to help profit. And involvement doesn't require a huge financial investment—just a little initiative.
For example, L&R Precast Concrete Works in Mission, Texas, has discovered how to be a part of the safety portion of a highway project by casting safety end treatments (SET). These units are commonly installed at the discharge ends of culverts in the right-of-way areas on highways and roads. The elements' end walls have an upward slope. If a vehicle runs off the road, it deflects upward rather than slamming to a complete stop.
While the idea of a precast safety end treatment isn't exactly new, the producer's patented design is. Conventional safety end walls are not designed to control the overgrowth of grass and other vegetation, nor to control erosion along the elements' sides.
But the L&R design mitigates this maintenance problem.
“When TexDOT engineers tested our system in the field, they recognized the potential savings to their maintenance crews, and an increased element of safety for the traffic,” says Ruffino Garza, the producer's president. The patent was issued in 2004.
“The base has a deep-ending flange at its outer end, upright wall at its inner end, and a opening in the wall to register with the opening in an abutting pipe culvert,” Garza says. “Upright wings on each side of the base connect with the uprights end wall. The side walls taper downward from the upright end wall to the end of the base. The side walls have outwardly protruding wings on either side to prevent erosion and overgrowth of grass.”
Road contractors also benefit from the precast design. The elements allow fast installation and can be completed just after final grading. They help reduce any erosion during the project. And contractors can easily move them if there is an unexpected change on the job. “Contractors have found they can decrease their wrap-up time and get paid faster using SET,” says Garza.
The precast producer in south Texas has been shipping the element across the state and offers the product to producers across the country through licensing agreements.
Visit www.lrprecast.com for more information on the producer in this story.
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Many modern roller coasters features loops. Although textbook loops are often circular, real roller coaster loops are not. In this paper, we look into the mathematical description of various possible loop shapes, as well as their riding properties. We also discuss how a study of loop shapes can be used in physics education.
Keywords: Acceleration, force, roller coaster, loop, clothoid
Figure 1: Examples of loop shapes. The red loop to the left is from Loopen at Tusenfryd in Norway (Vekoma, Corkscrew, 1988) . The yellow loop in the middle is from HangOver (Vekoma, Invertigo, 1996) at Liseberg, now relocated to Sommerland Syd in Southern Denmark. The loop to the right is from the newly opened "Kanonen" (Launch Coaster, Intamin/Stengel, 2005) at Liseberg . Exercise for the reader: The Kanonen train has a length of 9.5m and takes about 1.3s to pass the top of the loop. Use the photograph to estimate the g-force of the rider in the top of the loop. Does it make any difference whether you sit in the front, back or middle? How much?
Assume that you pass the top of a loop with a speed v0, obtained e.g. by starting from rest at an height h0=v02/2g above the top of the circular loop. If the loop has a radius, r, the centripetal acceleration at the top will be a0=2g h0/r. The centripetal accelerations at the side and at the bottom are immediately obtained from the value at the top as (a0 + 2g) and (a0 +4g), respectively.
The limiting case of weightlessness (0g) at the top, where no force is needed between train and track, nor between riders and train, occurs when h0=r/2, so that the centripetal acceleration is given by a0=g (and the centripetal force is thus provided exactly by the gravitational force from the earth). The centripetal acceleration at the sides and bottom will be 3g and 5g, respectively. (What is the total acceleration of the rider for these cases?) The corresponding "g-forces" are 3g and 6g.
Trains moving slowly across the top would fall of the track, were it not for the extra sets of wheels on the other side of the track. Similarly, the riders would depend on the restraints to remain in the train. However, even if the train were nearly at rest at the top, with riders hanging upside down, experiencing -1g, the riders would still be exposed to 5g at the bottom (and 2g at the side) if the loop were circular.
Children's roller coasters may be limited to 2g, family rides often reach 3g, sometimes more, whereas many of today's large roller coasters exceed 4g. Depending on the individual's "g-tolerance", the oxygen supply to the head may stop completely at 5 to 6 g, resulting in unconsciousnes if extended in time. Although higher g-forces can be sustained with special anti-g-suits, e.g. for pilots, 6g for any extended period of time would not be acceptable for the general public .
However, the disadvantages of circular loops are not limited to the maximum g-force at the bottom: Entering the circular loop from a horizontal track would imply an instant onset of the maximum g-force (as would a direct transition a circular path with smaller radius of curvature). An immediate transition from one radius of curvature to another would give a continuous, smooth track, but with discontinuous second derivatives. Clearly, a function with continuous higher derivatives would be preferrable. From the loop photos in Figure 1, it is obvious that different approaches have been used to achieve the desired transition from a smaller radius of curvature at the top to a larger radius at the bottom. Below, we discuss a number of possible loop shapes with this property.
This set of coupled differential equations can be used in a spreadsheet program or used in an ordinary differential equation (ODE) solver e.g. in matlab. The difference between the different loop types is reflected in the expression for the curvature, (i.e. 1/r), as discussed below.
Thus, the radius of curvature varies linearly with elevation. This condition could be applied for the whole loop or only for the lower part of the loop, which is then matched with circular track for the upper part, as illustrated in Figure 2 for the cases of ac=2g and 3g, respectively. Figure 3 illustrates the influence of the matching angle on the loop shape for a constant centripetal acceleration ac=3g.
For this type of loop, the force from the track on the train increases continuously, as the component normal to the track of the gravitational acceleration, g cos , increases. The maximum g-force for the rider will thus be ac + g = (ac/g + 1)g.
The condition of constant centripetal acceleration results in a loop shape that is symmetric around the lowest point, and the loop shape could be extended into repeated to generate a sequence of loops. An example of a double loop can be found in the Great American Scream Machine from 1989
Figure 2. Different loop shapes for the condition of constant centripetal acceleration. The first two loop shapes give a centripetal acceleration of 2g and 3g, respectively, throughout the loop, (for a particular velocity), whereas the last two loops maintain these conditions only for the bottom part of the loop, matched to a 120o circular arc at the top. The loop with 3g centripetal acceleration throughout the loop is very similar to the Invertigo loop in Fig. 1.
|Figure 3 Loops generated using the condition of a constant centripetal acceleration ac=3g matched to a circular arc covering the top 0o, 60o, 120o and 180o, respectively. The loops are normalised to give the same distance between the highest point and the "intersection". The widest loop is then obtained for the matching where the track is vertical and the narrowest when the condition is applied throughout the loop.||Figure 4 Loops generated using the condition of a constant g-force of 4g matched to a circular arc covering the top 0o, 60o, 120o and 180o, respectively. The loops are normalised to give the same distance between the highest point and the "intersection". Just as in the case of constant centripetal acceleration, the narrowest loop is obtained when the condition is applied throughout the loop. The grid has been kept in the diagram to facilitate comparison with the similar, but slightly wider loops shown in Figure 3.|
The g-force factor is given by the force from the train on the rider divided by the weight of the rider, which can be expressed as a vector f = m(a-g)/mg = (a-g)/g. In the matching point to the circular arc the vector a-g has the magnitude
In order for the g force to remain constant, the radius of curvature must depend on the height and slope of the track as
This is then the condition to be inserted in the specification of the ordinary differential equation determining the curve. As in the case of constant centripetal acceleration, the curve is symmetric around the lowest point and the condition of constant g-force can be maintained throughout a sequence of loops - although the riding experience may not be that interesting.
Figure 5 Examples of clothoid loops, where the track enters horizontally. In the loop to the left, clothoid extends throughout the loop, whereas in the loop to the left, the top is a half circle, matched to the cornu spiral where the track is vertical. For these choices, the angle at the intersection is about 127o and 141o, respectively. The continuation of the spiral is shown as an illustration, together with the circle corresponding to the radius of curvature at the top.
Can we find the critical parameters that specify a loop? The width at the widest point in the loop can provide a suitable length scale. The height difference between this "waist line" of the loop and the highest point indicates if the upper part is a half-circle or whether an alternative loop shape is used also for this part. (A problem, however, is that it is often hard to find a photo angle that gives you a clean profile.) Other characteristic properties are the angle where the tracks "intersect", the elevation of the top (and of the lowest point, if there is one) relative to the intersection. All these depend on the loop type and on the parameters chosen for each type.
Another key would be the riding properties. Accelerometer data for Invertigo , e.g., show that, the g-force at the bottom just before and after the loop are about 4.5g and 4.0g, respectively, and about 2.2g at the top, consistent with an essentially constant centripetal acceleration of about 3.2g . Comparison with the data for the reverse tour, shows that the difference between the g-factors before and after the loop are not due to the shape of the track but to energy losses, which happen throughout the ride. The loop shapes discussed in this paper reflect physics as the "Art of systematic oversimplification". The accelerometer data from the Invertigo ride immediately show that friction cannot be neglected.
To make a program to draw loops of various types, generate the corresponding loop and loop measures, and compare to a few real loops would make for a challenging student project. A test of the fit can be obtained by printing a photo of the loop onto a transparency and then change the size of the calculated graph on the computer screen (or resize directly in a layer in a drawing program). Smaller computational projects can be to provide students with coordinates for a particular loop shape. If desired, coordinate may be revised to distinguish between "heartline" and the track, both for the case of an ordinary and a suspended ("inverted") coaster. Students can then be asked to work out e.g. radius of curvature as a function of elevation or angle, the time required to complete the loop and the time variation of the g-forces on the body . For increased difficulty, energy losses may be taken into account.
A special aspect is the effect of the length of the train. In fact, the choice of loop shape is often related to the train length, as reflected in the loops in Figure 1. (See also other loops in the RCDB ). For a longer train, the center of mass lies further below the top, making a higher and narrower loop desirable . Calculating loop shapes may permanently change the way you view a roller coaster loop.
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|Dr. Alan Wishneff D.D.S.
Restorative Dentistry / Oral Health
July 23, 2014
Dentists have been using lasers to help treat a number of different aliments in the dental field since the early 1990’s. Field lasers have been approved by the FDA, but no laser system has received the American Dental Association’s (ADA) Seal of Acceptance. This seal lets dentist know that their products or devices have meet the ADA standards of safety and efficiency. However, there is cautious optimism that laser technology will make further advancements in the field of dentistry. Dental lasers are very different from cold lasers that are used in phototherapy.
Dentists can use lasers safely to help correct many different dental problems. Some of them include:
- Tooth decay: Lasers can remove decay within a tooth and are used to prepare the surrounding enamel for a future filling. Lasers can also be used to harden the filling.
- Gum disease: Lasers are able to reshape gums and remove bacteria during a root canal.
- Biopsy or lesion removal: When there are any signs that cancer might be in the mouth, lasers can be used to remove a small portion of the tissue (a biopsy) to be tested. Lasers can also remove lesions in the mouth and relieve pain from canker sores.
- Teeth whitening: Lasers can speed up teeth whitening procedures done in the office. Peroxide bleaching solutions that are applied to the surface of the tooth can be activated faster with the help of a laser.
How Dental Lasers Work
Lasers deliver a stream of energy in the form of light. They are used in surgical procedures like a cutting instrument. To do this it cuts or vaporizes the tissue particles it comes in contact with. When curing or hardening a filling, the laser helps to strengthen the bond between the tooth and the filling. The lasers has a heat source that enhances the effect on tooth bleaching agents.
Pros and Cons
Pros: Lasers are normally compared against the traditional dental drill used by dentists. There are many positives that lasers have over a drill and the following are a few of them.
- Causes less pain and reduces the need for anesthesia during some dental procedures.
- The sounds of a dental drill can cause a lot of anxiety for many people. Because the lasers are generally quiet, they can help reduce the anxiety that many feel about going to the dentist.
- They help to minimize the bleeding and swelling during soft tissue treatments.
- When a cavity is removed, the laser can help preserve the healthier parts of the teeth.
Cons: Like with many things, there are some disadvantages to using dental lasers.
- Lasers can’t be used on teeth that already have a filling in them.
- Lasers won’t be able to be used on some of the more commonly performed dental procedures. They can’t be used on cavities that are located between teeth, around old fillings and on large cavities that need to be prepared for a crown. The lasers can’t be used to remove defective crowns or silver fillings.
- While lasers are used to shape a filling, a dental drill may still be used to help adjust the bit and polish the filling.
- Lasers don’t completely eliminate the need for anesthesia during certain procedures.
- Using a laser for dental treatments can be more costly than using a dental drill. Lasers can cost between $39,000 and $45,000 while a dental drill can cost around $600.
Whether you prefer lasers over a dental drill, it is best to always talk things over with your dentist. They will know what is best for you and can help you decide what to do to help with any of your dental problems.
For more information about this topic or any other dental topic, contact Dr.Wishneff at [email protected] or call (561) 488-3111. Dr. Alan Wishneff is a Boca Raton Dentist dedicated to bringing patients state-of-the-art dental care. As a cosmetic, family and restorative dentist, he helps patients enjoy a natural and healthy smile. He is trained in cosmetic dentistry, including porcelain veneers; advanced cosmetic bonding techniques; oral surgery; medical emergency procedures; advanced crown and bridge; advanced TMJ; implant dentistry; endodontics-root canals: utilization of most advanced dental materials. Dr, Wishneff and staff are dedicated to providing great smiles in Boca Raton for more than 30 years. After more than two decades of practicing dentistry in Boca Raton, Dr. Wishneff is more committed than ever to this community.
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The Design of the Car always starts from the same shape in 2D which design constraints unavoidable. When the two-dimensional takes shape in a 3D model but the creativity of designers can find the right energy channel. The end result in this case is the culmination of a process which ranges from shape research functional compromise.
Within the course of 3D Modeling the LABA students not only commands are taught, but also the various design approaches to achieve high quality results. The aim of the course is to use 3d Modeling and Rendering, develop projects complete and graphically have a total mastery of these tools, but beyond that the intention of professor Poggi is to give students ideas to life.
In this case, the student’s work succeeded in Eduardo Macchione Designing the Exhibition space of a car means creating harmony. As you can see the shapes of the gallery and are very opposed, the first is characterised by angular and accentuated forms defined by triangles while the second is designed with organic and sinuous forms almost to follow the progress of a natural drawing hand. Create this discrepancy, work on planning contrasts lighting enhances the individual objects.
To Design a car part from the automotive category type (supercar, sedan, coupe, station wagon, etc.), brand (to delineate the stylistic guidelines) and finally setting up a grid to start the sketch freehand. Already exists the famous Audi R8 Supercar is defined by all a dream car, but Eduardo’s intention was to create a completely different shape than existing models, then exaggerate enhancing even more supercar concept trying to give rise to a stupor.
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Adult Education, Adult Learning, Ancestry, Conscientious Objectors, Courses in Nottingham, Dissent, Family History, History Courses, Kevin Brown, Nottingham Mechanics, Social History, Summer Courses, WEA Nottingham Branch, WEA Nottingham Courses
A new summer course.
Why did some people object to war?
We’ll look at family, religious and political factors by seeking out sources of the period. During the course you will develop the skills to research an individual in both local and national contexts.
Maybe you have found you have a Conscientious Objector in your ancestry; this course will help you understand more of their motives and of public attitudes towards them.
Tutor: Kevin Brown
When: 7 meetings from Tuesday 25th April 10.15am-12.15pm
Where: Nottingham Mechanics, 3 North Sherwood St. Nottingham NG1 4EZ
Fee; £53. 90 or fee waivered if in receipt of means tested benefits
on-line at www.wea.org.uk
or by secure telephone line 0113 245 3304
or by post – send course title and your contact details to WEA Nottingham Branch, 39, Mapperley Road, Nottingham NG3 5AQ. Make cheque payable to WEA Nottingham Branch. Please include SAE if you require a receipt.
For more information about the course telephone 0115 9628416
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[This is my attempt at creating a Latino/a studies (well, so far mostly literature) course. Do let me know what you think. If you have any ideas for films that could be included, please say! Thanks!]
While Chicano/as and Latino/as have been integral to U.S. history and culture, why have they are frequently and consistently been depicted as either outsiders or foreign and how is Chicana/o and Latina/o identity negotiated? In this course we will examine Latino/a and Chicano/a cultural production and its relationship to both larger U.S. culture and other U.S. racial and ethnic groups. We will also question the development and / or existence of Latinidad — the relationship between and common culture among Latino/as in U.S. culture and how it manifests itself through cultural expressions such as literature, music, films and social media. Our readings focus on writers from various Latino/a groups.
Through readings, screenings and other multimedia sources, our goal is to use recent literary and cultural theory to understand the paradox inherent in U.S. Chicana/o and Latina/o culture. Our topics will include: migration, language, the body, gender roles, sexual orientation and identity politics in the works of authors and artists. The requirements for this class include the creation of a public blog as a course project, adding to the discussion of Latina/o literature as part of the recent project AztlanReads.com.
- Michelle Habell-Pallan and Mary Romero Latino/a Popular Culture (ed.)
- Julia Alvarez, In the Name of Salomé
- Rudolfo Anaya, Bless Me, Ultima
- Gloria Anzaldúa, Borderlands/La Frontera
- Black Artemis, Picture Me Rollin’
- Angie Cruz, Soledad
- Junot Díaz, The Brief Wondrous Life of Oscar Wao
- Cristina Garcia, Dreaming in Cuban
- Ana Menéndez, Loving Che
- Ernesto Quiñonez, Bodega Dreams
- Piri Thomas, Down These Mean Streets
- Esmeralda Santiago, When I was Puerto Rican
- Helena Maria Viramontes, Their Dogs Came With Them
Schedule of Readings
Week 1 Defining Chicano/a and Latino/a
“Historical Contexts of Latino/a Presence in United States” Juan González “The Latino Imaginary: Dimensions of community and identity” Juan Flores
Week 2 Chicano Landscapes
Rudolfo Anaya, Bless Me, Ultima
Héctor Calderón,”Rudolfo Anaya’s Bless Me, Ultima: A Chicano Romance of the Southwest.” Critica: A Journal of Critical Essays
Week 3 The Politics of Language
Esmeralda Santiago, When I was Puerto Rican
“Puerto Rican Writers in the United States, Puerto Rican Writers in Puerto Rico: A Separation Beyond Language” Barrios and Borderlands
Week 4 Cultural Memory
Cristina Garcia, Dreaming in Cuban
Rocío G. Davis “Back to the Future: Mothers, Language, and Homes in Cristina García‟s Dreaming in Cuban.” World Literature Today
Week 5 Imagination and the Latino Post-modern
Junot Díaz, The Brief Wondrous Life of Oscar Wao
José David Saldívar Conjectures on “Americanity” and Junot Díaz’s “Fukú Americanus” in The Brief Wondrous Life of Oscar Wao“ The Global South
Week 6 The Mestizo Self
Gloria Anzaldúa, Borderlands/La Frontera
Cherríe Moraga, “The Salt That Cures: Remembering Gloria Anzaldúa” A Xicana Codex of Changing Consciousness: Writings, 2000–2010
Week 7 Latino/a Constructions of Race
Piri Thomas, Down These Mean Streets
Marta Caminero-Santangelo, “Puerto Rican Negro”: Defining Race in Piri Thomas’s “Down These Mean Streets” MELUS, Vol. 29, No. 2, Summer, 2004
Week 8 Negotiating the American Dream
Ernesto Quiñonez, Bodega Dreams
Nicole P. Marwell, On Bodega Dreams
Week 9 Defining Homespace
Angie Cruz, Soledad
Anne McClintock. “No Longer in a Future Heaven: Nationalism, Gender and Race.” Imperial Leather
Week 10 Music and Transformation
Black Artemis, Picture Me Rollin’
Gwendolyn D. Pough. “What It Do, Shorty?: Women, Hip-Hop, and a Feminist Agenda” Black Women, Gender + Families, Vol. 1, No. 2, Fall 2007.
Week 11 Mothers and Daughters
Ana Menéndez. Loving Che
Dalia Kandiyoti. “Consuming Nostalgia: Nostalgia and the Marketplace in Cristina García and Ana Menéndez.” MELUS Vol. 31, No.1 2006.
Week 12 Politics, Race and Identity
Julia Alvarez, In the Name of Salomé
Linda Martin Alcoff, “Latino Identity, Ethnicity and Race: Is Latina/o Identity a Racial Identity?” Hispanics/Latinos in the United States: Ethnicity, Race and Rights
Week 13 Urban Chicana/o Landscapes
Helena Maria Viramontes, Their Dogs Came With Them
Eric Avila, “Suburbanizing the City Center: The Dodgers Move West.” Popular Culture in the Age of White Flight
Screening: Born in East L.A.
Week 14 & Week 15
Active and informed participation (20%) Come to class prepared to contribute to class discussion on the assigned readings. Since it is impossible to be an “active and informed” participant without having done the reading, you must read all assigned materials in advance of each class meeting. In addition to participating in class, you are expected to be an active commenter on the class blog. You also need to create a Twitter account and follow me and each other. I will look at Twitter comments and expect to see remarks by you at least once a week.
Reading questions and class blog (20%) To insure active class discussion and your ability to listen and contribute, you will prepare a weekly reading response approximately 250 words to a question posted about the week’s texts. These questions will be posted on the course blog and your replies will be posted there as well before each class meeting. Your response should conclude with a focused question (or questions), opening up discussion of a specific passage. Your goal with this response is to demonstrate a personal interest in and engagement with the week’s reading.
Your writing should be informal, a way of processing the texts you’ve read to generate class discussion. The other writing you do for this class may grow out of these writings.
Essay & Presentation (20%) The research paper (10-12 pages) for this course will investigate an aspect of Chicano using the works we have studied in the course. The papers must demonstrate thorough research (at least six sources outside of assigned readings), organization and focus, and correct MLA citation style and bibliography. If you are not certain of this requirement, see me the first week of the course. You will present an oral version of your paper in a 5 minute presentation to the class. The paper is due the tenth week with the presentations given the last two weeks of class.
Blog Entries (20%) You must write at least three (3) separate blog entries for the class blog, each well researched and no fewer than 500 words or a blog entry that includes a YouTube video you’ve made with a written introduction. The entries should each focus on a different one of the texts and an aspect of Latina/o literature. Blog entries must demonstrate intertextuality in relation to sources on the class blog and other online work. The first entry must appear no later than the third week of the course. You should select at least one of the entries to post at Aztlán Reads
Final exam (20%) Short identification and essay.
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I am grateful to have the opportunity to talk about Ken O’Connor’s book A Repair Kit for Grading: 15 Fixes for Broken Grades (O’Connor, 2011) with my colleagues over the next few months. We are transitioning to standards based grading next year which will be a powerful change to ensure the focus of our school is on learning. My charge is to share the story of how various fixes manifested in my classroom over the years. Before I begin the series of posts, readers should know that this book prompted monumental transformation in my practice. If you have not read it, I would highly recommend it.
Fix 1 – Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.
This fix was a game changer in my career as it was the first shift I made toward healthier grading practices. After reading this chapter, removing behavioral grading made complete sense; it would improve accuracy in reporting academic achievement to students and parents. Fix number one forced me to honestly reflect on my methods. Behaviors such as class participation were embedded in my grading system. I was a Spanish teacher after all, and they needed to participate! At that time, awarding points for a quick student response seemed like a good motivator. This was false, although I didn’t realize it until I incorporated the fix. I was willing to try something new, but met the challenge with skepticism. Once implemented, this uncommon approach made a positive impact in my classroom. Participation happened organically and student stress levels decreased.
I hadn’t recognized that academic achievement was not assessed by using a participation grade. I recorded classroom behavior and included it in a letter grade at the end of the marking period. Encouraging students to participate in classroom discussions and instruction is important, but here are a few considerations. Do we instill fear or anxiety in students when their willingness to volunteer becomes part of their grade? Are quieter students who are quite capable of showing proficiency being punished? Do our grades communicate proficiency with regard to standards when behaviors are included?
And effort? How do we assess effort, or is it even possible? There are students who seem to display the copious amounts of this day in and day out. But are they just the outspoken ones? Have they been playing the game of school so well that they are conditioned to show ‘good effort’ in an endeavor to gather points? What about the kids who are overly bored by assignments that are too easy, or the ones that are utterly frustrated by something that is too difficult? Should these kids be punitively graded for not displaying the appropriate amount of effort? No. Respectful, meaningful tasks will elicit great effort from students.
Determining which behaviors are included for reporting (separately of course!) at the end of the term is an essential process of collegial conversations among staff members. Making decisions about which are truly valued should guide a common language throughout the school or district that will unify students, parents, and staff alike.
The crux of the issue is this: as educators we want students to develop into good citizens and productive adults. This can be accomplished in a proactive, supportive manner even when students know behaviors aren’t graded. Forming relationships with students and modeling appropriate comportment are significantly more productive to evoke positive student behaviors. We can communicate strengths and weaknesses in a meaningful way when they are separated. Clarity in reporting is critical for student growth. Don’t cloud accuracy in grading with behavior, break it down for students and parents so plans for ongoing improvement can be put into place.
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A conclusion which relies on a premise which is based on the conclusion.
Example: “The Bible is the word of God – I know that because it says it in the Bible and it must be true because the Bible is the word of God.”
Denying the Antecedent
Assuming that a cause is based on the effect when there are multiple possible causes.
Example: “If you get a good degree, you’ll get a good job. If you don’t get a degree, you won’t get a good job.”
Ignoring a Common Cause
Claiming a link between 2 events, when there is a 3rd event which is likely to be the cause.
Example: “During the 60s there was a sexual revolution, because of that people are dying of AIDS.”
Cum Hoc Ergo Propter Hoc
Claiming that 2 events that occur together must have a cause-effect relationship and assuming that correlation = cause.
Example: “Smart people wear glasses, so wearing glasses must make you smarter.”
Affirming the Consequent
Assuming that there’s only one explanation for an observation you’ve made.
Example: “Marriage usually results in children, so that’s why marriage exists.”
Post Hoc Ergo Propter Hoc
The claim that because one event followed another, it was caused by it. Another cause-effect fallacy.
Example: “Since Obama became president, ISIS has become more powerful. Therefore, Obama has caused the rise of ISIS.”
Two Wrongs Make a Right
If someone is wronged, then another wrong will cancel it out
Example: “They killed 100 of our soldiers, so we need to kill 100 of their soldiers to make it right.”
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In multi-core system where different cores share last-level cache, performance interference between processes become a real issue. Our lab is working on researches to reduce this performance interference. Our lab is working on researches to reduce this performance interference between processes, which can lower the overall performance of the system as well as making it unpredictable.
Cache is an important memory structure that plays a crucial role between processors and relatively slow RAM. As trend has moved to multi-core architecture,
However, depending on situations, contention of shared resources can degrade the overall system performance. For example, a cache-unfriendly process can lower the cache efficiency by evicting cacheline of cache-friendly processes.
One solution to this problem is to define hot and cold data and partition cache space by only allocating least amount of cache to cold data and preserve as large space as possible to hot data, thereby increasing the overall efficiency of the cache system. We were able to increase performance by approximately 30 % in multi-core system with this implementation.
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In this Section:
In this section, we will introduce a new type of equation known as the quadratic equation. A quadratic equation contains a squared variable and no other term with a higher degree. In order to solve a quadratic equation by factoring, we begin by placing the quadratic equation in standard form. This results in one side being set equal to zero. We then factor and set these factors (that include a variable) individually equal to zero. We solve each problem individually, check and report our answers. If the quadratic is not factorable, we will not be able to use this method. In many cases, we have to turn to the quadratic formula, which will be taught at the end of the course.
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Now open your eyes—and log onto your computer, where your video game guides you through the church's twists and turns and allows you to clearly identify architectural styles and symbols on grave markers.
Elizabeth Goins, assistant professor of fine arts, has won a grant from the National Park Service and the National Center for Preserva- tion Training and Technology to develop an interactive game that will transport students to virtual worlds that will help teach key elements of historic preservation and conservation.
The project, which also includes professor Andrew Phelps and associate professor Chris Egert, both from RIT's interactive games and media department, seeks to determine how to create engaging interactive experiences that teach conservation and preservation through online methods. The team hopes to assess different avenues for both teaching conservation of cultural materials and developing new vehicles for presenting online historic worlds.
"Immersive worlds have the potential to create learning environments that can teach this multidisciplinary approach but game mechanics and pedagogical strategies have not yet been developed," says Goins. "For example, in the game, we have built a reconstruction of a real conservation project being conducted by the J. Paul Getty Trust on Nefertari's tomb. Through this we teach students about the materials and techniques of the ancient Egyptians and also the forensic methods developed in pigment identification."
Once the prototype has been completed, it will be tested and assessed on conservation classes at RIT and at the University of Delaware. Levels of engagement will be evaluated along with how well students learn the material.
Goins hopes the project will ultimately assist in increasing the use of gaming technology in teaching the concepts of conservation and preservation while also providing a more immersive experience for students.
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We live in the world of credit. Most of the banking institutions offer different forms of credit from credit card to signature loans.Majority of people often find themselves in bad credit situations like court judgment, bankruptcy, repossession, foreclosure and loan default,due to lack of enough financial knowledge and discipline which often make it difficult for them to get any credit at all in future. So - what exactly is credit?Credit means that you are getting a service or cash grant to rent for your own purpose. You are often bound with a contract or agreement to repay in future as agreed with lender or service provider. Credit exists in different forms like loan, mortgage, signature loan, or credit card.Every financial institution or lending agency, will first check your credit history, before they will consider giving you credit. If you have defaulted on credit or loan before or have bad credit history you will find it almost difficult to get credit any time you apply for it.However, it's possible for you to improve your bad credit history or build a new good credit history by repairing your bad credit, thus re-establishing your credit-worthiness. This process is called credit repair. It's the process in which consumers with unfavorable credit histories attempt to re-establish their credit-worthiness.Though there are lots of credit repair companies nowadays that promises repairing your bad credit for you, but if you can follow simple guide, it's very possible for you to do it yourself - after all it's your credit.If you repair your bad credit it will make it easy for you to get low interest credit, car or home loans. However, with poor credit rating you may not be able to get loan or be subjected to high interest rates and several other unnecessary conditions. So it's very important that you repair your credit if you have bad credit. You will get lots of tips on how to do this easily in this book.Your credits score - how you can improve it.Your credit score is a very important in any financial transaction that you make or intend making in future. So it's good you know what exactly your score is, understand its meaning and learn how you can improve it if it's not good enough."Many factors can contribute to a negative rating from the credit reporting agencies. Many factors like are non-payment of an account or late payments over an extended length of time, can contribute to someone getting a "bad credit" rating or poor score. Whether non-payment of an account is willful or due to financial hardship, the result can be the same, a negative rating. ... But there is hope to get credit cards for people with bad credit, poor credit or lower credit score"Credit report - its effect on your personal creditCredit report is a compilation of your credit history, past financial transactions and personal information possible. This report is usually compiled by accredited agencies known as credit reporting agency.Credit reporting agencies are organizations that help credit card companies, loan companies, banks, and departmental stores in the country to ascertain the credit worthiness of their would be clients.Once they have detail information from these sources, they give it to any organizations in need of it when requested. Though they keep on file information concerning you and your credit, they don't make final judgments as to your credit worthiness. The decision is up to the credit card companies or any lender which you are dealing with.Credit cards: - types and what you need to know about them.
Nowadays, everybody wants to have at least a credit card. Everywhere you go you see adverts from various banks and other financial institution offering you credit card. However, before you apply for a credit card, there are several factors you need to consider. So it's very important that you know more about the types of cards available, and one that will work best for you.Secured credit card: - A secured credit cards for people with bad credit requires a security deposit as collateral before you can get approval. Its type of card that best suit the need of people with no or poor credit who are trying to build their credit history. Your collateral must be equal or greater in value of the credit amount you are applying for.With a secured card you put up your own money (into a savings account with the bank you are applying for credit card) and that amount (or part of it) is the credit line for your card. Put in $500 and you could have up to a $500 credit line. You can deposit anywhere from two hundred to two thousand dollars into an account, and that will be your spending limit.
This will give you the flexibility of using a credit card and because if you pay off every statement you are letting creditors know that you can handle credit (again) and your bank may soon begin extending your credit line beyond what you have put in. So you are on your way back to healthier credit, to a status where you will no longer need a secured card.Business credit cards: - These are the card that's available for business owners, directors and business executives. They come with several features just like any traditional credit cards. You have to consider the terms and condition for these types of cards too before applying.Student credit cards are another type of credit card specifically for students. These types of cards are made for students because of their lack of credit history, and if given chance they can build their credit history with such card.Prepaid credit cards: - are set of cards that are just acceptable wherever the traditional credit cards are acceptable, but they are not credit card. You will have to always transfer money to your card before you can make use of the card and you may not be able to spend more than you prepaid for the card.Presently this is almost the best card for people that want to avoid interest and other fees charged on traditional credit card and also for people with bad credit. However, other little charges like monthly fees, application; over the limit and ATM fees are still applicable, but these gets offset if you pay your bills via money orderWhichever card you decide to choose make sure that you go over the terms applicable very well to avoid putting yourself in financial bondage. In second part of this article we will continue looking at other types of credit card.Balance credit cards are unsecured standard cards designed to allow consumers to save money in interest charges by transferring higher interest credit card balance onto a lower interest rate credit card.Low interest credit cards are other types of non secured standard credit card. They offer either low introductory APR that change to a higher rate after a certain period of time or a low fixed rate. You can take advantage of the low introductory APRs to make larger purchases for now and pay them off several months later. It wont be possible to get this credit card for people with bad creditAir Mile Credit cards are cards that are good for people that travel frequently or planning to go on vacation. It's a form of reward card that allow you opportunity of obtaining a free airline ticket. You will need to accumulate specified air miles before you can be entitled to free ticket. All accumulated mile points will be based on dollar amount of your credit card purchases over a period of time based on predetermined point level.Specialty credit cards are other set of standard non-secure cards designed specifically for individual business users and students with unique and special needs.Make sure that you study the terms of any of the card that you pick very well to avoid risking your credit rating. Also, when you pick any of the reward cards make sure you study the forms and offers very well because credit card issuing companies do offer different reward programs and their promotional offers often change. So make sure you thoroughly look over the card's terms and conditions of each specific card before applying.
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A Review of Peter Nabokov, Indian Running, Native American History & Tradition. Santa Fe: Ancient City Press, 1981.
For better or worse, Chris McDougall’s Born To Run has ensured that the Tarahumara will never again enjoy the status of a “secret” tribe of running prodigies hidden in the canyons of Mexico. Some twenty-five years before McDougall’s bestseller, Peter Nabokov also wrote about the Tarahumara’s running prowess. He presents them not as freakish extremes, but as part of a continuum, one expression of a long tradition of Indian running that extended across two continents.
Nabokov invites us to imagine North and South America before the arrival of Europeans as a New World of runners. From the Arctic to what is now Argentina, the landscape is networked by countless thousands of trails, paths, and roads. The network extends through the deciduous forests of the Northeast, across the great plains of North America, through the mountains and deserts of the Southwest, through the jungles of Central America and Brazil, and up and down the Pacific coasts of both continents. Travelling over this landscape, sometimes for journeys of days and many hundreds of miles, are not horses, but light-stepping, supremely fit human runners. They run as couriers, connecting tribes separated by vast distances, facilitating trade or carrying vital intelligence in times of war. They run to hunt, tracking deer or antelope for hours until the exhausted animal can be smothered by bare hands. Men run, women run, children and the old all run. They run at set times during the year, to mark the movement of seasons, to celebrate and give thanks. They run for competition and sport, to ensure a good hunt or a good harvest, to ensure good health, to access altered states of consciousness, to be connected with the sources of power in nature--sun, moon, gods, animals, wind, river, sky.
What we know of these traditions has for the most part survived only in fragments, reports, stories. Hernan Cortes wrote that within 24 hours of his landfall, a coordinated system of runners had relayed the news to Montezuma, 260 miles away. In 1690, a mysterious millenarian leader named Po’pay organized a group of runners to fan out from the Taos Pueblo to villages across what is now New Mexico and Arizona. Carrying knotted cords to mark time, the runners triggered a simultaneous uprising across hundreds of miles, banishing the Spanish, temporarily, from the region. In 1903, 60 runners approached the Zuni Pueblo carrying bundles of sacred reads and holding live tortoises; they had reportedly been involved in this ritual run for four days and for some 120 miles. Surviving into the twentieth century were running competitions such as the kick-stick races of the Southwest, the “world around” races of Plains Indians, and the astonishing log-carrying races in the Brazilian jungle.
Nabokov is interested not so much in times and distances, the outward manifestations of running, as he is in the inner experience it represents, the “record of human consciousness.” He quotes the advice of a blind elder: “Keep your gaze fixed on that mountain, and you will feel the miles melt beneath your feet. Do this, and in time you will feel as if you can leap over bushes, trees, and even the river.” He describes the work of anthropologist Thomas Buckley with the Yurok of northern California. Among the Yurok, select groups of runners would live in a sort of monk-like retreat, where they learned esoteric techniques for gaining power over themselves and nature. Yurok runners followed a specialized diet, and underwent grueling training, for example carrying the equivalent of “small boulders” up 3000 foot ascents.
Mental training for Yurok runners was, if anything, even more challenging. A runner would learn to “cultivate an extra sensory relationship with the trail, through singing to it, addressing it. He was taught to make room for it, to receive the trail as a being, letting it dictate the run. It was as though the trail was running out behind him and under him by itself.” To reach this state, he would practice running with closed eyes, letting the trail guide him. (I tried this morning to emulate the exercise during my run on a flat straight asphalt trail--and panicked after about 5 seconds of running with closed eyes. To do this on a rocky or woodland trail is unimaginable.)
A fascinating yet melancholy coda to Nabokov’s book is provided by a final chapter about Indian participation in the world of white athletics. There is the account of Tom Longboat, an Onondaga Indian who on an unseasonably cold day won--and smashed the record--at the 1907 Boston Marathon. There is the story of Louis Tewanima, a Hopi, who won a “half-marathon” in 1911 in New York City, as well as the 1925 Bunion Derby. Longboat and Tewanina did not flourish in their lives after running, and this sad decline seemed to be a pattern for many of the athletes described in this chapter.
A persistent theme throughout the final chapter and the book as a whole is the mismatch between Indian reasons for running and the narrower imperatives of Western-style competition. “Observers are surprised when the Tarahumara who wins a two-day race for his team walks away virtually ignored” (83). A race is a sort of banquet. All participate, and no special award goes to the person who happens to eat the most. Explanations are “almost beside the point.” It makes one deeply skeptical about the supposedly “universal” values of the International Olympiad.
For all the fascination of its contents, this is not a compulsively page-turning book. There are times when Nabokov’s almost willful refusal to offer analysis or explanation, or to construct a narrative, can be utterly maddening. He provides a very loose narrative scaffolding around an account of the 375 mile Tricentennial Run held by the Pueblos of New Mexico in August, 1980, to celebrate Po’pay’s 1680 uprising. But this story is told inconsistently and in fragments. A welter of details--sometimes introduced utterly without any sort of transition--overwhelms any sense of narrative progression. Nor is this book, Nabokov asserts, meant to be scholarly treatise. Sensitive to a history of Western impositions of meaning on Indian culture, he shies away from pursuing any thesis about why and how North and South America became continents of runners.
Readers hoping for anything like McDougall’s entertaining hyperbole and chummy brand of gonzo journalism will probably be disappointed by Nabokov’s account (confession: I’ve read Born to Run twice). But Indian Running in the end provides something far more substantial, lasting and deeply satisfying. Among my favorite passages is an explanation of why people run offered by a young Pueblo girl. We run, she says, because we are inspired by the wind, grass, and trees. “We like to run toward the hills, and sit down near the grass and the bushes; the wind excites them; they sing, and so do we.”
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Lung-gom-pa runners of old Tibet
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The death toll in Angola from an outbreak of the rare Marburg virus has risen sharply to 146 people, the country's health ministry has said.
An Italian woman doctor working in Uige is among the dead
Twenty of the deaths have been reported since Thursday.
The outbreak, which began last October in Uige province, is the most serious ever recorded of the virus, a fast-spreading haemorrhagic fever.
Correspondents say there is a palpable fear in the capital Luanda that the Ebola-type disease could spread there.
The World Health Organization has sent 20 medical experts to Angola and is deploying field teams in the area of the outbreak.
Almost all the deaths took place in Uige, a northern province which borders the Democratic Republic of Congo.
About 75% of the cases involve children under the age of five. The victims include an Italian doctor who was treating people with the virus.
The Marburg virus has a high fatality rate and there is no known cure.
'Close to improving'
There are fears it could spread to Luanda, 300km to the south-west, where several of the victims died after arriving from Uige.
Reports say shops in the city are running out of household bleach, and parents are keeping their children out of school.
"Everybody is afraid of this virus. We don't know what it will do to us," a garage worker named as Antonio told AFP news agency.
But WHO Angola representative Fatoumata Diallo told AFP patients in Uige were now being isolated and treated.
"The situation is close to improving," he said.
The toll now exceeds the previous worst outbreak recorded in Angola's neighbour, DR Congo, in 1998, when 123 people died.
Several countries have taken measures to try to halt the spread of the virus.
Early symptoms of Marburg are diarrhoea, stomach pains, nausea and vomiting, which give way to bleeding.
But experts say the symptoms are similar to those of malaria, amoebic dysentery or tuberculosis, making it difficult to identify.
Most of the Angolan deaths occurred between three and seven days after the onset of symptoms, the WHO said.
Marburg, a severe form of haemorrhagic fever, has no known vaccine or medical treatment.
The infection was first identified in 1967 among laboratory workers in Europe who had been working with monkeys.
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Screenplay Structure - Screenwriting Tips 2
Here, you'll find a guide to screenplay structure, including advice on how to write a screenplay with the right number of pages, acts, scenes, and so on. This is Part 2 of the CWN series on how to write a movie script. Click here to go to Part 1 of the series. At the bottom of the page, you'll also find links to related pages with screenwriting tips and information about free screenplay software.
The basics of screenplay structure
Screenplays for feature-length movies tend to follow some fairly standard rules. That doesn't mean that you can't be creative. Any set of rules that applies to such wildly different films Shrek, Twilight, Million Dollar Baby, and Little Miss Sunshine probably has room for your creative vision as well.
As I said earlier, if you decide not to break the rules, no one's going to come and drag you off from jail. But no one's likely to produce your film either.
Let's talk numbers
Full-length screenplays are generally 100-120 pages, using formatting that I will discuss in a moment. The inciting incident
(i.e., the event that gets your hero off his couch) normally takes place about ten or fifteen pages in.
The bulk of the screenplay shows the hero struggling against difficulties in order to reach a final goal. This struggle builds to the story climax
, which takes place near the screenplay's end.
Different screenwriters and screenwriting teachers analyze the rest of the structure in different ways. Most agree that screenplays typically have three acts, or parts, basically a beginning, a middle, and an end.
Act 1 is about 30 pages and introduces the story. This is when we get to know the hero and when the inciting incident gets him out of his sofa and into battle mode. Act 2, about 60 pages, is the main part of the story. This is where your poor hero gets knocked around and the stakes get raised. His problems just get worse and worse, and the need to solve them seems more and more urgent. Act 3 is often a bit shorter than Act 1, maybe 20-30 pages. This is where you have the story climax, the final, last-ditch battle that determines the end of the movie. Then the dust clears and the hero rides off into the sunset (or gets trampled to death by his horse).
You can find a detailed analysis of the 3-act screenplay structure on Alexandra Sokoloff's wonderful writing blog
In addition to three acts, Alexandra Sokoloff also proposes that screenplays can generally be broken down to eight fifteen-minute segments
. Writer/Director Nathan Marshall, on the other hand, breaks the three acts into five key moments
, including a point at about page 17, or 17-minutes into the screenplay, when the main conflict is laid out.
The structure of scenes
A feature-length screenplay is made of about 50-70 scenes. These scenes are the bricks in the wall, the beads in the necklace, the vertebrae in the spine, or whatever metaphor you want to insert here. Each scene has a setting (where it happens), a time, and something that is shown or happens. Each scene in your screenplay should have a purpose. It should either move your character closer or farther from his goal or should deepen the audience's understanding of the character or the situation.
In his book How to Write a Selling Screenplay
, Christopher Keane suggests thinking of every scene as a tiny screenplay with its own beginning, middle, and end (it's often best to have an open ending, though, that leaves the audience wondering what will happen next). Christopher Keane refers to some advice on writing scenes from screenwriter William Goldman: decide what the central point of your scene is, then back up just a little and start your scene there.
The best way to learn about screenplay structure is to read lot of screenplays and study how they're put together. You can find lots of screenplays on websites such as www.script-o-rama.com
Do you like this page? Please click the +1 button to recommend it.
Click on one of the links below:
<< BACK from Screenplay Structure to Creative Writing Now Home
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It is a common view that the Westminster Assembly was dominated by Scots pursuing their nationalistic goals to the disadvantage of a desperate English Parliament. But in Covenanted Uniformity in Religion, Wayne R. Spear reassesses the Assembly from the standpoint of the Scottish commissioners and their influence in the drawing up of the Form of Church Government. Spear begins by placing the Assembly in its historical setting and giving an overview of how it conducted its business. Then, following the order of the Form of Church Government, he traces each significant expression from its origin in a committee, through its debate and modification in the Assembly, to its final placement in the document. Finally, Spear evaluates the significance of this document by considering the responses it received in England and Scotland. Here we see how the Scots failed to achieve some of their most cherished goals in the Assembly debates, which demonstrates that the Assembly operated as a truly deliberative body. This book gives us a more accurate picture of the Westminster Assembly as it debated the proper structure and function of the Christian church.
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U.S. health officials are busy trying to contain three infectious diseases that Americans were unaware of only a few years ago. A top government public health expert says fighting emerging and re-emerging infections is now the norm.
The chief of the U.S. government's disease tracking agency, the Centers for Disease Control, is like a general fighting a three-front war. Dr. Julie Gerberding has good news on one of the fronts but is worried about the other two.
The good news is about SARS, the Severe Acute Respiratory Syndrome epidemic that came from East Asia earlier this year. Beijing, China is now the only area that the World Health Organization recommends a traveler avoid.
"We are seeing increasing evidence of global containment of this problem. There is less and less transmission," said Dr. Gerberding. "The other provinces of China have been taken off the advisory status, and we think that represents a remarkable achievement on the part of all the officials and personnel in those areas who have worked extremely hard to accomplish what looked like a very daunting task at the beginning."
Still, Dr. Gerberding says this could be a seasonal lull in SARS transmission, and CDC is maintaining strict surveillance in the event it returns.
At the same time, the Centers for Disease Control is tracking monkeypox, a smallpox-like virus that recently arrived in the Western Hemisphere from West Africa. It is spreading throughout the U.S. midwest, with nearly 90 cases reported. Like SARS, monkeypox jumped from animals to people and has not killed anyone in the United States, as it has in Africa. In addition, monkeypox has not been transmitted between people. U.S. officials have traced it to a burrowing rodent known as a prairie dog, which is thought to have been infected in an Illinois pet store by a giant imported Gambian rat.
With summer approaching in the Northern Hemisphere, Dr. Gerberding is also concerned that West Nile Virus will reappear in the United States. The Centers for Disease Control has detected it in animals, birds, and insects in half of the 50 U.S. states. Officials fear it will become a worse human epidemic this year than last because of the excessive spring rainfall in the eastern part of the country. Last year, the virus infected more than 4,000 Americans and killed nearly 300 others.
"All of this is part of the new normal of emerging infectious diseases where not only are we dealing here with infectious diseases that were imported into the United States through various means, but it is a global community and all of these illustrate the tendency for a problem in one corner of the world to emerge as a problem in another corner of the world," she said.
U.S. public health officials are also implementing a nationwide smallpox prevention program because the virus causing the disease, although eradicated in the late 1970s, is considered a potential bioterrorist threat. To deal with the possibility, the Bush administration and Congress have allocated $1 billion extra to strengthen the country's public health system. Ironically, the measures taken to protect against this human threat over the past year have helped in the fight against nature's triple infectious onslaught.
"We're sitting here talking about three infectious diseases that we are simultaneously coordinating through our emergency operations center, three diseases with global importance, three diseases that are new in our society, and three diseases that all of us are working very hard to contain and prevent," explained Dr. Gerberding. She called this an unprecedented time in the history of her agency.
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Is REMINISCENCE valid for Scrabble? Words With Friends? Other games?!
Definitions of REMINISCENCE in various dictionaries:
- noun - a mental impression retained and recalled from the past
- noun - the process of remembering (especially the process of recovering information by mental effort)
- The act or process of recollecting past experiences or events.
- An experience or event recollected.
- Often reminiscences.
- An event that brings to mind a similar, former event.
There are 12 letters in REMINISCENCE: C C E E E I I M N N R S
Scrabble results that can be created with an extra letter added to REMINISCENCE
To search all scrabble anagrams of REMINISCENCE, to go: REMINISCENCE?
Rearrange the letters in REMINISCENCE and see some winning combinations
12 letters out of REMINISCENCE
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8 letters out of REMINISCENCE
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6 letters out of REMINISCENCE
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Contextual use of REMINISCENCE
What's nearby REMINISCENCE
Lookup in Wiki for REMINISCENCE
Anagrammer is a game resource site that has been extremely popular with players of popular games like Scrabble, Lexulous, WordFeud, Letterpress, Ruzzle, Hangman and so forth. We maintain regularly updated dictionaries of almost every game out there. To be successful in these board games you must learn as many valid words as possible, but in order to take your game to the next level you also need to improve your anagramming skills, spelling, counting and probability analysis. Make sure to bookmark every unscrambler we provide on this site. Explore deeper into our site and you will find many educational tools, flash cards and so much more that will make you a much better player. This page covers all aspects of REMINISCENCE, do not miss the additional links under "More about: REMINISCENCE"
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Guideline or rule is stipulation that you can force your kids or baby to be a guideline to achieve good results which parent, babysitter, nanny sitter should set a rule or guideline for kids or baby to participate in the right way. Create a rule able to build discipline to your baby and kids which discipline is very important for your baby or kids when grow up and the rule that you set for kids must be a good rule and positive which allow kids to express their behavior in the box that you set for them.
Parent and babysitter should train kids to have discipline when they were young by set daily activity and the thing that they can do and they can not do which kids must obey and respect parent or babysitter and also respect to the punishment when kids break the rule that sets. Parent and Babysitter should teach kids with reason and should not use emotion when teach your kids because kids do not have patience. Parent and Babysitter should not set to rule to punishment kids but Parent and Babysitter should tell the reason that why you have to set the rule and punishment if kids break the rule that you set. Kids do not have patience like adult people so if kids displeased something they will take action.
Parent and babysitter should explain the benefit of the rule that you set or explain the result from doing the right things in order to let your kids accept in the rule that you set. Parent or babysitter that indulgent your kids too much will make your kids become self-centered and no discipline. Rule and Guideline that Parent and babysitter should set have two types below.
Rule that can not negotiate
Parent and Babysitter should set the rule that your kids can not negotiate and if kids break the those rule your kids will be punish such as kids are not allow to go out after 7:00 PM which this is iron rule and if your kids break these rule will result into punishment.
These rule your kids can negotiate will you such as ordinary rule in ordinary day that can flexible such as if you kids come back from school and have a lot of home work to do so you allow your kids to do homework and leave housework that you order your kids to do everyday after your kids finish their homework.
Rule that you should teach your kids for example No saying potty words, no spotting at people, No pushing or touching people, No Punching, Wait your turn to talk, Listen to parent and babysitter, Use nice words and many more.
If you kids follow the rule that you set so you should give a reward such a hug or anything that you think it would be reward for your kids. Parent and babysitter should not express angry emotion if your kids break the rule and do not follow the rule that you set or punish your kids but the right that parent and babysitter should do is warn your kids and tell the reason that your kids should not do.
Love from babysitter and parent can build your kids become strong mind and have confident in doing everything so parent and babysitter should teach and train your kids what is right, what is wrong, learn how to love, how to give love to other people, understand your responsibility, confident with manner and the important thing is moral and integrity in their lives which these will effect your kids to become a good person in the future.
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Garlic is one of the most flavorful things on the Earth, but it makes your breath smell like death itself died in your mouth. This video from Reactions explains what causes garlic breath and how to make it disappear.
The main cause of garlic breath is a chemical called Allyl Methyl Sulfide, and isn't even present in garlic until it's chopped or crushed. The worst part? The chemical goes right into your bloodstream and is excreted when you sweat, breathe, and pee. To kill that gnarly mouth odor, Reactions suggests gnawing on some parsley or drinking some milk. If garlic isn't the problem, check out our guide on how to defeat bad breath once and for all.
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It would be lovely if there was a ‘simple solution’ to behaviour in schools, and at home as well for that matter. Or at least at first glance it appears as though it would be lovely. If the kids would only behave, we could all get on with doing the stuff we need to do. But the point about behaviour is that behaviour is about people, and the point about people is that they are wonderfully complicated, and frustrating. There are some general principles that hold true: be clear about what you want, aim high, create a community of learning. But while these principles are simple, getting them to happen is not. Any system of rewards or consequences can only control people from outside: it can manage but not really change. There is nothing wrong with manage, but we don’t want to totally dampen down all the rebels, in search of conformity, because the urge to rebel is where creativity and humanity comes from. We want people to behave because it’s the right thing to do. Not because Big Brother is watching and he has a Big Stick.
Have you ever broken the law? Or, to put it another way, do you drive a car?
Imagine this. You are driving along a motorway. The road is clear and dry. What speed are you going? You know what the rule says, but in some situations the rule is plain stupid. Your car is new and safe. It has all kinds of safety features. There is no one else around. Also, you are special (just like we all are) or a bit of a rebel, and you reckon you can get by without this particular rule. Your speed edges up to 75 … then 80 … then 85 … how high will you go? Suddenly, in the distance, you spot a police car. You know the consequences of being caught, and you don’t want to receive them, so you immediately slow down. But as soon as the police car is out of sight, your foot gently squeezes the accelerator again. This is why rules take a lot of policing to stick, if you focus on consequences.
Do the right thing.
You’re driving past a school. It is school kicking out time and there are kids everywhere. The 20 signs are flashing, there’s a kid’s painting of a snail on a road sign and a request not to “squash us under your wheels like a snail”, but you jink just a tiny bit over the speed limit. The police stop you and they ask whether you want the points and the fine, or whether you will come into the school and speak to someone. When four children ask “can you tell us why were you speeding past our school?” you swear you will never do it again.
Why do small children have tantrums?
Tired, hungry, frustrated, over excited, unhappy … round and round the cycle runs, often for quite a while. It is a big job for a child to get to grips with controlling his or her own physical and psychological state (it’s called growing up, and most adults don’t completely manage it). The extreme behaviour we sometimes see in older students reminds me a lot of the tantrums that tiny children experience. It’s a kind of overload of emotions, that the child doesn’t know how to deal with, exacerbated by hormones. If we are willing to adapt the learning situation to suit the children, then we can gradually increase the level of challenge and not get lots of tantrums. If we expect too much too soon, we end up creating problems of our own making. It really is not a failure to be flexible and responsive to need.
What is the ultimate reward in your classroom?
The best answer to this, surely, is “the learning” or “the subject”. If you start from that premise, then extrinsic rewards start to look a bit pointless. There is a lot of intrinsic pleasure you can get from learning; it doesn’t have to be a hard joyless slog. But you can also get comedy and creativity from extrinsic rewards and even from consequences as well; you can make them part of your relationship with a class, especially with older learners. Take the ‘Hallelujah Button’: the teacher who told me about this one said he only pressed his button maybe once a term, but when he did it played the Hallelujah Chorus as a celebration of a child’s learning. I have also been introduced to the ‘Pink Shoebox of Shame’, which was a box where FE students had to deposit their mobile phones if they used them, with a suitable sense of embarrassment. Or the celebrity photos that a Geography teacher cut out and signed, out of a stack of his girlfriend’s old celebrity magazines. Beat that for creativity.
Question: When does a two year old stop learning? Answer: When they’re asleep.
Small children are literally learning all the time – you just can’t stop them! As they learn about their world, they also learn how to behave. In early years, people tend to see behaviour as about meeting a child’s needs, rather than imposing a system on them. Yes, there are boundaries, but if we model and discuss the behaviour we want, then the rest of it is about need. If they are hungry, feed them. If they are over excited, calm them down. The concept of being ‘naughty’ assumes a lot of conscious decision making in a two year old (‘naughty’ is usually about seeking attention). If you want to push the learning for your small children, what you really need is challenge, because then they get the chance to step up to the bar. The chance to climb a muddy bank or build a den out of sticks, for instance, like we do in our preschool forest club. But you can’t push them too far too soon, as Vygotsky said. Go for the next bit, not the bit years after. It’s like asking 10 year olds to understand semi colons – pointless if done too early.
The joys of flexible consistency.
I was chatting to a group of teachers once, about the distance between consistency and reality, and we came up with the term ‘flexible consistency’ (sorry if it makes you wince). The dream for head teachers is a behaviour system that is totally consistently applied. However, it is a dream for a very good reason. People have a habit of not behaving consistently, because they have their own thoughts and opinions and sometimes they can’t be bothered. The great thing about ‘flexible consistency’ is that you have a single standard that you want to achieve, but you work flexibly to achieve it. It resolves the ‘fair rules for all’ question, because you are not adapting the rules, you are just getting to the end result in different ways.
Behaviour is not a problem to be solved, it is a question to be answered.
I’ve been thinking, talking, writing and teaching about behaviour for more than 15 years. The more I think and learn about behaviour, the more complicated it seems. I can see the attraction of systems: if the children would just do what they are told, life and learning would be so much simpler. The idea of the system taking care of behaviour, so that you can focus on learning is tantalising. But in the end we are not solving the problems we most want to solve, and we are creating problems by implementing systems. Exclusions are still linked to SEN, young people still drop out and drift to the margins, children’s mental health is a real concern. Inclusion is not really a reality, and if we can’t include people when they are children, then really, when can we?
Saying that teachers have a role to play in encouraging good behaviour is not the same thing as saying that teachers are to blame for bad behaviour.
This idea gets a lot of debate, but the way I see it is quite simple. No, I can’t guarantee good behaviour, because the behaviour is in the people I am working with, and not in me. Yes, I will encounter difficult behaviour, and there is no under estimating how traumatic that can be. But I can set up the conditions that make me more likely to get what I wanted. I can make an effort to engage the children, to be passionate, to help them connect to the learning. It’s not all about me and the learning, it’s about the children as well.
The Myth of the Perfect Parent
Our family has a decent income, a nice home, a comfy life, and I still find it hard to be a good parent. I write books on this stuff, but I’m willing to admit that my kids don’t do what I want them to all the time, and that I am inconsistent around behaviour sometimes. If we talk about how great we are at ‘controlling’ children, and we place ourselves above others in the hunt for ‘high expectations’ and ‘rigour’, we only alienate the very people we most need to reach. I don’t do badly at it, but my life is not tricky. It’s not helpful to give parents a hard time if they’re not doing well, because it doesn’t actually help anyone or change anything.
“A child loves her play not because it is easy, but because it is hard.”
At the moment there is a pressure funnel in education, pointing downwards. It goes from the DfE and Ofsted, via the ‘what we want for our society/economy’ question, down through university, college, secondary school and primary school. The bar is raised, and the downward pressure to ‘get children ready for school’ goes up. Interestingly, the pressure funnel has now reached early years settings, where early years educators and parents get to say ‘it’s not statutory’ and ‘we believe in play’. If we are excluding 4 year olds from education, before they have even reached the age where they have to be in education, then that is bizarre beyond belief. We can look for simple solutions to behaviour all we want, but that is just not how this game works.
It’s a bit more complicated than that.
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INSPECT AND REPAIR BALL SPHERICAL BEARING
Clean oil and grease from surface of bearing (1).
Use naphtha (E245) and clean cloths (E120).
Wear gloves (E186).
Inspect surface of bearing (1) for nicks,
scratches, and minor pitting or corrosion of
coating. Observe the following definitions:
Nick A surface indentation with a sharp
crease at the bottom. Surface finish is not
broken. Caused by pressure or impact from a
hard object with a sharp edge.
Scratch A light, narrow mark on the
surface. Surface finish is broken, but not
removed. Caused by a hard, sharp particle
moving across the surface.
Pit A small irregular cavity where material
is removed from the surface. Usually
caused by corrosion. Pits are usually dark
Corrosion A broken or pitted surface,
discolored around the edge. Corrosion is
caused by chemical action.
Note extent and location of damage:
Limits in this step refer to depth of
damage after rework.
Depth of damage on bearing surface (1) shall
not be more than 0.020 inch.
Damage shall not extend to edge of bearing
Sum of length plus width of any one damaged
area shall not be more than 1-1/4 inches.
Distance between two damaged areas shall
not be less than half the length of the larger
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This 8 hour class is designed to support your ability as a leader to coach others through the gPDCA scientific problem solving methodology.
Objectives of Day 1 (4 hours): Upon completion of this section you should be able to:
- Describe the roles of different types of leaders in problem solving
- Describe how to initially scope and prioritize problems
- Describe how to create a workplace culture where ‘problems are good’
- Define coaching as it relates to problem solving, and explain why it matters
- Describe the characteristics of effective coaching
- Define humble inquiry and explain how it opens the door to coaching
- Prepare/refine an improvement (problem solving) story for day 2 coaching practice
Prior to Day 2, participants are expected to complete steps 1 – 5 of an improvement (problem solving) story. Completion includes capturing data and facts about the current state and analyzing the problem to determine root cause(s).
Objectives of Day 2 (4 hours): Upon completion of this section you should be able to:
- Describe how to coach using a humble, curious approach
- Understand how to discover and meet learners’ needs when coaching
- Describe how to recognize when coaching isn’t working and what to do about it
- Describe key aspects of a mindset that prompts effective coaching behaviors
On Day 2, participants will practice coaching each other using the improvement stories. This course builds on the learning in Problem Solving the Washington Way. You must attend the Problem Solving the Washington Way course before you attend this one.
Prerequisites: WA-State: Problem Solving the Washington Way (1/2 Day)
Intended Audience: Supervisors, Managers and Leaders
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A behavioral specialist usually works in the special education department of a school district and deals with students who have behavior problems. The job description of a behavioral specialist involves case management and the development of behavior plans for students receiving special education services.
A behavioral specialist is the individual responsible for assessing students with behavior issues, collecting data on the students, working with teachers, counselors and school psychologists to devise a behavior plan for the student and evaluating the effectiveness of the plan.
Essential Duties and Responsibilities of a Behavioral Specialist
•Compiles and interprets test results to diagnose students’ conditions and assess eligibility for special services.
•Reports possible cases of child abuse, neglect or endangerment to the proper authorities.
•Determines behavior capabilities of students as they function at home and in school.
•Designs behavioral interventions for students.
•Implements behavior support plans.
•Measures goals and objectives of behavior support plans to ensure they are being met.
•Coordinates between teachers and parents to implement behavioral interventions.
•Communicates with parents and case managers in regard to students’ progress.
•Analyzes the behavioral interventions to determine their success.
•Assists students in identifying inappropriate behaviors and develop better behavior alternatives.
•Creates and executes AEPS or Affiliated Education Programs Services assessments for children in special education classes.
•Designs classes, programs and special curriculum to meet the individual needs of students.
•Assists caregivers in facilitating behavioral interventions.
•Records the progress of children receiving special education services.
•Monitors and adjusts special education programs designed for each child.
•Maintains records of students’ special education reports, services provided and behavioral data.
Required Knowledge, Skills and Abilities
•Must have a strong foundation in applied behavior analysis.
•Must have an understanding of behavioral characteristics associated with behavior disorders, autism, intellectualdisabilities, traumatic brain injuries and other behavior issues.
•Has good communication skills, both written and verbal, particularly with parents and education professionals.
•Has a basic understanding of instructional methods and education curriculums.
•Must have excellent interpersonal skills.
•Must be able to handle emotionally charged situations.
•Has the ability to train other people to apply behavior management techniques effectively.
•Has knowledge of and knows how to work with various support systems that are available in a community.
•Must know and understand state and federal laws and regulations associated with special education.
•Has the ability to communicate with hearing impaired children using sign language when necessary.
Education and Experience
•Bachelor’s degree in psychology, social work or human services.
•Experience working with individuals with special needs.
•Master’s degree in psychology or social work.
•Specialty certificate in Applied Behavioral Analysis.
•State license when treating patients in clinical setting.
•Time will be spent working in schools, clinics and government institutions.
•Must be able to travel to different locations usually within a city, county or state.
•Must be able to travel to students’ homes to meet with parents or other caregivers.
•Must be able to work in a smoke-free environment.
•Average salaries range from $38,000 to $64,000.
•Hourly pay ranges for $25 per hour to $45 per hour.
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Cornwall is a Duchy in the far south-west of Great Britain. Its border with Devon, the neighbouring county, comprises mostly of the ancient division between Cornwall and England of the River Tamar. The land border between north Cornwall and north Devon is 28km long. The native language is Cornish, although with the influx of English people, the English language is now more prevalent.
Cornwall is renouned in the present day for being a popular tourist destination, due to its beautiful beaches, mild climate and stunning inland countryside. In the past it relied on three main industries: fishing, farming and mining. The mining industry was particularly prominent, and lead to several famous inventions, for example the Davy Lamp and Trevithick's steam engine. Most of the mining was for copper and tin, quantities of which is still present underground today.
In the modern day there is an independence movement in Cornwall, to break away from wrongly being labelled as part of England. Cornwall has a history different from that of England: as an ancient Celtic nation Cornwall was never invaded by the Romans, Normans, Saxons and so on. The Cornish people nowadays feel that their Celtic heritage, culture, government - the 'Stannaries', language and rights as a national minority have been disregarded by the domineering English, and there is a campaign for the 'Senedh Kernow', the Cornish Assembly, to be established. The declaration for this is stated as:
"Cornwall is a distinct region of the British Isles and Europe with a unique culture, language, and history. Today, however, Cornwall is recognised as one of the poorest regions of the European Union. It has persistent economic problems, which has resulted in it being granted Objective 1 status by the European Commission.
Quoted from www.senedhkernow.com
There is now an urgent need for a fundamental change in the way that Cornwall is governed, the means by which policies are implemented, and the institutions accountable for delivery.
With this in mind, the Cornish Constitutional Convention is leading the campaign for a Cornish Assembly, which has won the support of over 50,000 people who have signed individual declarations calling for a new democratic settlement for Cornwall.
We, the People of Cornwall, must have a greater say in how we are governed. We need a Cornish Assembly than can set the right democratic priorities for Cornwall and provide a stronger voice for our communities in Britain, in Europe and throughout the wider world."
Cornwall is reputed for the quality of its beautiful surf, and the number of surfers. Beaches such as Fistral in Newquay are world renowned, so locals tend to head for Constantine or Watergate Bay. There is tension between the locals and the 'Emmets' - the tourists - as the population of the Duchy (~400 000) doubles in summer, which has obvious implication for the environment, of overcrowding, and water shortage.
Traditional Cornish foods have become popular in a bastardised way in the rest of Britain, foods such as the Cornish Pasty, Starry-gazey pie, Cornish Yarg, Cornish Pepper, and Cream Teas. The 'real thing' are available in any cafe, bakery or local shop in Cornwall.
Much of the Cornish cries for independence are based upon the dire economic situation, caused by the decline on mining and increasing reliance on Tourism - attractions such as the Eden Project effectively controlling the local economy. Poverty is high, especially since the decline of traditional industries. Teenage pregnancies, drug problems (both smuggling and abuse), community breakdowns and unemployment are all effects of this. This is the Cornwall the tourists wont see.
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OGF:Making realistic airports
This article will give a few tips on how to make realistic airports in OGF. The best way to get an idea is to look at airports in the real world.
Commercial airports generally fall into two types: those which have evolved into large terminals over the last 50-90 years from small airstrips or military bases, and those which have been built in the last 30 years as bespoke airports. The former are sometimes rebuilt as the latter (see London Stansted and Berlin-Brandenburg). Whatever the history, airports tend to be built in locations that are:
- Near enough to population centres to serve them but not so close as to cause noise and security concerns
- As far as possible, away from major terrain obstacles
- Close to surface transport links
Placement of runways
Aircraft need to take off and land into the wind or as close as possible to it. This means that the runway is invariably built aligned with the prevailing wind direction. What this direction will be will depend on the terrain, how close to the sea the airport is, and several other factors.
Additional factors on the placement of runways are:
- Level ground (a slight slope is permissible)
- Any hills or other obstacles on the approaches to the runway
- Whether aircraft can fly over residential areas regularly
- Avoiding conservation areas/birds
Aircraft will often need ten miles to line up with a runway and areas in which they are held in a 'stack' waiting to land must be considered.
Number of runways
Many airports started as grass airstrips in the early days of flying. Back then, there were usually laid out as three shorter runways arranged in a triangle with the aircraft stored in the middle or to one side. As the size and type of aircraft have changed, if these aerodromes have become commercial airports they will usually have closed all but one runway and built terminals and hangers in the space instead.
Runways are very expensive to build and maintain. They require constant clearing of debris, surfaces that can take the weight of large aircraft, complex drainage systems and electronic navigation equipment. A runway must therefore justify its costs through operation. In the real world, many single-runway airports handle very large volumes of movements (London Gatwick and Geneva-Cointrain are two notable example) and even the world's busiest airports can usually handle all traffic on two to three runways. If there is more than one runway, a decision must be made as to whether they will be parallel (allowing more movements but potentially requiring crosswind landings) or at right angles (allowing for several wind directions but limiting the number of movements). Two runways in parallel need sufficient distance between them to allow simultaneous landing and take-off in safety. Whatever the layout, the costs of acquiring land will be a major factor. Another thing to consider is whether land is actually available. The proposed expansion of London Heathrow has been stalled many times by concerns about the removal of entire villages surrounding the airport and the presence of reservoirs and motorways in the area. In Sao Paulo the notorious Congonhas Airport had a dangerously short runway with a steep drop at one end, but expansion was impossible due to the airport being surrounded by the city suburbs.
Most runways are around 2 miles (3km long). Shorter runways may be found at regional airports using smaller aircraft, and airports handling very large cargo aircraft or testing prototypes may have longer ones. Small airfields for light aircraft may have runways as short as half a mile.
Runways also need space for guide lights at each end. These will often start some distance before the runway proper, so leave room - up to 240m.
Due to aircraft noise it is not desirable to live under the direct flight paths on takeoff / landing. As such it's common for open spaces to be present (for example Calgary Airport, industrial use, or for such paths to be over open water.
Below are real-world aircraft with runway length requirements based on elevation. Numbers are rounded and generalized. Air is less dense at higher altitudes, so there is less lift, meaning longer runways are needed. Roughly 7% needs to be added to the minimum runway length for each 300m (or 1000 feet) of elevation.
Minimum Runway Lengths by Aircraft
|Model||Passengers||Range KM||@ Sea Level||@ 1000m||@ 2000m||@ 3000m|
Runways numbers are determined by their compass headings rounded to the nearest 10°, and without the last 0. Since runways can be used in two directions, both are referenced on charts. When aircraft use the runway, the runway number corresponding to the heading is used. For example: "Cleared for landing runway one six."
90° and 270° = 09/27 180° and 360° = 18/36
40° and 220° = 04/22 160° and 340° = 16/34
In cases where the runway is exactly at a 5° increment, it can be rounded either up or down.
135° and 315° = either 13/31 or 14/32
If there are two parallel runways with the same heading, one is designated Left and one is designated Right, based on the direction of use.
First runway: 15R/33L Second runway: 15L/33R
Three Parallel Runways
If there are three parallel runways with the same heading, they are designated Left Center and Right.
16L/34R 16C/34C 16R/34L
Four or more Parallel Runways
If there are four or more parallel runways, then one set is rounded up to the nearest 10°, the other one down.
Example: C + D
15R/33L 15L/33R and 16L/34R 16C/34C 16R/34L
Five parallel runways seems to be the currently high number in the real world, but in a case with more than six parallel runways, the side groupings would each be offset by 10°.
14/32 15R/33L 15C/33C 15L/33R 16L/34R 16C/34C 16R/34L
aeroway = runway
ref = 07R/25L
Runways need access via taxiways. There is almost always a taxiway parallel to the runway to enable aircraft to taxi to the far end for a take-off roll or to travel back to the terminal on landing. Some airports have parallel taxiways on either side to allow arriving aircraft to clear and departing to taxi at the same time. There will also be shorter taxiways at right-angles or at 45 degrees to let aircraft with shorter take-off/landing rolls to enter and exit the runway half-way along, saving taxi time.
Taxiways are given letter and number designations, avoiding the the use of letter O or letter I since they look like the numbers 0 and 1.
Taxiways parallel to the runway, and high-traffic crossing taxiways, are designated with a single letter. A, B, C, D, etc. If the entire alphabet is used, then double letters are used. AA, BB, CC, DD, etc. Double different letters are not allowed. No AB, DE, YZ, etc.
Stub taxiways, those between the runway and a runway parallel taxiway, are designated with the letter of the primary taxiway, and then a number. For example: C1, C2, C3, or GG1, GG2, GG3. The sequence of the taxiway designations should be in a logical order, proceeding in one direction. A1 then A2, and then A3, for example.
Letter and number combinations that may be confused with the runway numbers may not be used. Where there is a runway 14C, there should be no taxiway C14.
aeroway = taxiway
ref = C4
Commercial airports need space for:
- Terminal buildings that can handle passenger volumes
- Cargo terminal
- Piers or stands for aircraft parking
- Control tower and navigation equipment
- Hangers for storage and maintenance
- Offices for airport and airlines
- Fire and police
- Security fences
- Access roads
- Private access roads inside the airport
- Car parking
- Other transport - taxi rank, railway and bus stations
Buildings should be placed away from the flight path of aircraft, and never at the end of runways.
Aircraft unloading passengers either dock in front of the terminal building and unload via a jetbridge, or park some distance away and the passengers take a bus to the terminal. Either way, the parking stands must have sufficient room for the aircraft to park, be surrounded by vehicles, and have room to pushback out again.
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Therapist Joe Rich shares a few thoughts on happiness, and what makes us happy:
Sometimes people will talk about happiness or
being happy and come to realizations about their lives, their
past relationships & the kinds of things upon which they have focused their
Many people in relationships are busy arguing about
"right and wrong" and never learn to make the choice between "right
and happy." Right and wrong is an argument. Right and happy is a way
to make choices:
eg: "I think I’m right but if I continue to argue and make my point
then I will wind up right and fighting. Today I think I’m right but I want to
pick happy so I’m letting this go."
For some happy is seen as a luxury rather than a
necessity. They say things like "Must be nice to worry about happy
instead of food and rent." They generally don’t understand much about
happy and think that only rich people are happy people. Realizing that people
with problems, people who are poor, etc. are also happy can reinforce some
positive thinking about your chances of experiencing and feeling happiness.
Money can’t buy happiness.
The opposite of happy is not unhappy or sad. Unhappy and sad are feelings on their own. The opposite of
happy is the absence of happy, never really having the feeling.
Happiness is in the present.
Try living in the present. People who spend large amounts of time worrying
about the past or the future rarely experience high levels of happiness. Living
in the present is necessary for experiencing happiness
This might make finding happiness more difficult for
people who are anxious because they worry and they often live their lives
in the past (regrets, should haves, etc.) and in the future (what if…) People
who are anxious are often encouraged to try and live in the present. Living in
the present brings less worry AND is an opportunity for happiness too!
Happiness is a part of a process, not an outcome. Reaching goals and meeting objectives in life is important.
Getting to certain successful places in your life is important. But, factoring
in happiness along the way makes the journey worth the work.
If you are thinking happy will be here as soon as:
-some event is over
-or some debt is
an event takes place (lose those 15 pounds!)
then you are delaying happiness (not working towards it)
and will have to face the possibility that happiness may never come.
Delaying happiness looks a lot like working towards it,
until you realize happiness is in the present (and therefore how can I work
towards it in the future?). You can work towards "living more in the
present" as a way of getting rid of this entire dilemma.
I hope we get there, meet our goal, etc. but we should
be happy while we are working towards it, just in case we don’t get there!
Most of the time, how we get there turns out to be
as important as if we get there. I call this the "if and how
THE IF AND HOW FORMULA
In this case it work like this:
IF we get there and we have been happy during the moments
along the way, what a great journey.
IF we don’t get there and we have been happy during the moments along the way,
what a great journey.
Yes, one is better that the other. Neither is: What if we
get there and don’t think about happy and then find out we’re not happy?
(More on the IF & HOW FORMULA at a future date!)
"I’M JUST NOT HAPPY"
Sometimes "I’m just not happy" is a great place
to start assessing what’s going on in your life and what is next in your life,
in your day, in the moment.
The first question is not:
"Why aren’t I
happy?" (although it is frequently the one that comes to mind!)
A better first question is something like:
"Have I ever been happy or am I starting from scratch
in the happy department?"
"What is my capacity for happiness?"
Sometimes people will move on, or end a relationship, or
act impulsively without asking these questions first. I call this the lost art
of thinking. Thinking about happiness and assessing one’s capacity for
happiness should happen before decisions to change the outside world in order
to feel happy are put in place. Sometimes getting to happy is an evolution, and
some times it’s a revolution. Think, assess, change. If happy escapes you time
and again, consider evolution as a way of change first.
- Make happy a priority. Do the
assessing. Take inventory. Think.
- Surround yourself with happy
things. Positive memories, friends, pictures from fun trips.
- Watch comedy. Laugh. Go to
light movies. Do things that make people happy. Use that part of yourself.
- Check out if you are
"anxious" or an "anxious person" and get to work on
this before you start looking towards happy. Anxiety is very specific and getting through it is really important before
you can be at the calm place people call happy.
- Happy hour is not about
happiness. If you need alcohol, drugs or other things to "make you
happy" than you are missing the point. It happens. I am talking about
happy as a feeling, not about being stoned or drunk or loosened up, or
buzzed or sloshed or that "happy." You know what I mean.
Try looking at happy without all of that stuff.
- Ask life questions about
happiness by reading, looking around you, finding stories (Chicken Soup
books!) and places where people lift their spirits and find room for
We convince ourselves that life will be better after we get
married. When we’re married, we think things will be better when we have a
baby. Then we are frustrated that the kids aren’t old enough for us to relax,
but we know we’ll be more content when they are. After that, we’re frustrated
that we have teenagers to deal with. We will certainly be happy when they are
out of that stage. We tell ourselves that our life will be complete when our
spouse gets his or her act together, when we get a nicer car, are able to go on
a nice vacation, when we retire.
The truth is, there’s no better time to be happy than right now. If not now,
when? Your life will always be filled with challenges. It’s best to admit this
to yourself and decide to be happy anyway.
A great quote on this very subject comes from Alfred D. Souza. He said,
"For a long time it had seemed to me that life was about to begin, real
life. But there are always some obstacles in the way, something to be gotten
through first, some unfinished business, time still to be served, a debt to be
paid. Then life would begin. At last it dawned on me that these obstacles were
my life." This perspective has helped me to see that there is no way to
happiness. Happiness is the way. So treasure every moment that you have.
treasure it more because you shared it with someone special, special enough to
spend your time… and remember that time waits for no one.
Stop waiting until you finish school, until you go back to school, until you
lose ten pounds, until you gain ten pounds, until you have kids, until your
kids leave the house, until you start work, until you retire, until you get
married, until you get divorced, until Friday night, until Sunday morning,
until you get a new car or home, until fall, until winter, until you are on
welfare, until you are off welfare, until the first or the fifteenth to decide
that there is no better time than right now to be happy.
Happiness is a journey,
not a destination.
Thought for your day:
Work like you don’t need the money.
Love like you’ve never been hurt.
And dance like no one’s watching.
Join the conversation
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Did you know that “Gourds” are part of the plant family called Cucurbitaceae. The term refers to a number of species and subspecies, many with hard shells and even some without!
The bottle gourd, one of the earliest known gourd species, dates back to 13,000 BC and has even been discovered in archaeological sites. It has served many purposes throughout history including tools, musical instruments and objects of art. Many artisans today use gourds as their artistic medium and carve and paint them. Some even use as them drums to make music and even bird houses!
We love that gourds come in all shapes and sizes as well as amazing colors and patterns… no two are alike which means they are truly “one of a kind”… like each designer and their designs.
So next time you look at these beautiful “sculptures from nature” we hope that you too can appreciate their uniqueness from a designers standpoint! Happy Thanksgiving!
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This "Living Edens" PBS site features the historical, biological, and geological wonders of the Kamchatka Peninsula. Many aspects of Kamchatka are explored within the topic headings: The ring of fire, Remote secret, Kamchatka creatures, Bountiful breed, and Bering Island. The site also provides links to additional web resources, a teacher resource page including lesson plans on Kamchatka's Valley of Geysers and salmon populations, other "Living Edens" programs, the PBS home page, and a link to purchase this program video.
Subject: Biology, Microbiology, Ecology:Metabolism, Geoscience:Geology:Igneous and Metamorphic Petrology:Volcanology Resource Type: Scientific Resources:Overview/Reference Work, Activities:Classroom Activity Grade Level: General Public, High School (9-12), Middle (6-8), Intermediate (3-5) Theme: Teach the Earth:Course Topics:Petrology Extreme Environments: Extremely Hot Topics: Biosphere:Ecology:Habitats:Terrestrial, Biosphere:Microbiology, Time/Earth History, Biosphere:Ecology, Solid Earth:Petrology:VolcanologyKeywords: biodiversity, conservation, natural resources
CMS authors: link to this resource in your page using [resource 14110]
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Google said today it had invested in a startup called Transphorm, whose power-conversion efficiency technology could some day help create more efficient electric cars.
The company’s technology can reduce by up to 90 percent the power lost when one form of energy is converted to the other (say, from AC — alternating current — to DC, direct current). Hybrid and electric car drives also convert electricity from AC to DC, so the Transphorm’s technology could one day be used to make electric vehicles and hybrids more efficient, said CEO Umesh Mishra in an interview with VentureBeat.
“The efficiencies that we offer translate directly to advanced efficiencies in [electric vehicle] drives,” Mishra said.
The technology could be used to extend the range of cars with the same size battery used in electric cars today, or by reducing the size of the battery for a lighter car with the same range that current electric and hybrid cars have.
All-electric cars right now like the Nissan Leaf (pictured, bottom) typically go about 100 miles on a single charge, and plug-in hybrids like the Toyota Prius Plug-In (pictured, top) or the Chevrolet Volt can go anywhere from 13 to 50 miles before switching over to gas, depending on the automaker and design. While there’s interest in public car chargers, consumers are still concerned about the range of cars.
Battery cost, life and range are major issues in electric car adoption, and some argue that there are inherent limits to battery technology and advancements will be difficult. Major automakers are looking to expand lineups to compete in the green car market, and battery advancements are part of the plan — GM, for example, has invested in battery startups Envia and Sakti3. If car makers can tackle the range problem with power conversion and essentially skirt the battery obstacles, it could be a game changer.
The advancements won’t be happening tomorrow or even this year, though. Mishra sees it as a future market for the company.
“We are going to start working on it soon. But I believe it will take three years to five years before it becomes something the automotive sector will have the stomach for,” Mishra said. “But it’s a hugely attractive thing. … People in that sector completely understand the value proposition. We just have to work with them to get there.”
Right now, Transphorm is focused on other target markets, which include solar panel inverters, industrial motors (like the ones found in elevators) and data centers. Transphorm’s innovation is in its switching devices and module design. The company embeds power conversion devices in circuits and modules specifically designed for use in segments like solar inverters and industrial motors, so it’s not a plug-and-play product, which Mishra says others have tried in the past. Gallium nitride is part of Transphorm’s equation — it’s a fairly new material commonly used in LED lighting and is “ideal power switching material,” Mishra said, because it is a low-resistance material that can simultaneously hold off large voltage. Power-conversion devices are traditionally made using silicon.
Transphorm has raised a total of $38 million (including a $20 million round disclosed today); its backers include Google Ventures, Kleiner Perkins Caulfield & Byers, Foundation Capital and Lux Capital.
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As the big debate of nature versus nurture continues, one thing is clear, there is no fighting genetics when it comes to dental health. Studies have shown that even those who have amazing oral hygiene habits, 30 percent of the population has a genetic predisposition for developing gum disease. Recently research was released that one's DNA coding may also influence the success (or lack of) in regards to dental implants.
Tooth loss can happen to anyone at anytime, regardless of if it is triggered by dental problems or a blow to a face. While young children can expect a second chance (thanks to the shedding of baby teeth and the eventual growth of permanent teeth) adults who lose a tooth must pay for professional dental care to fill the void left behind. Repairing missing teeth is a necessity in adults as if left alone the void can contribute to greater health issues including increased levels of dental plaque, tooth decay, communication issues and flat out embarrassment. Dental implants are just one option for restorative dental care, but researchers have found that specific gene combination may indicate a negative response to dental implants.
An article published in the Journal of Oral Implantology indicated that patients with the gene combination of interleukin (IL)-1 allele 2 at IL-1A−889 and IL-1B+3954 are vulnerable to the natural disintegration of periodontal tissue (http://www.dental-tribune.com/articles/content/scope/news/region/usa/id/6353). In order for a dental implant to successfully stay intact for a lifetime, healthy gum tissue is a must.
The article authors analyzed two groups of patients and all study participants had one or more dental implants as tooth replacements. The groups (comprised of 25 members each) were created by the following criteria; group A had peri-implantitis ("destructive inflammatory process affecting the soft and hard tissues surrounding dental implants," Mombelli, A. "Microbiology and antimicrobial therapy of peri-implantitis," Periodontology 2000 2002;28:177–189) and group B members sporting healthy gums. Seventeen group A members tested positive for the genotype, while five B members also had the marking (meaning that their dental implants may be at risk in the future).
Dental braces, dentures and dental bridges are all options for fixing missing teeth, but typically, dentists prefer dental implants to other options because once affixed, they can become a permanent part of a smile. According to Dr. Ron Ingle, the dental director for Washington Dental Service (and an insurance executive), “For a single tooth replacement, over the long run we think it’s more beneficial to get the implant" (New York Times).
Dental implants are a type of fake tooth, that becomes permanently affixed courtesy of oral surgery. The process can take up to a year and will only be successful in those with good oral health. The process begins with a tiny by tough titanium rod being implanted into a jawbone. It is this device that will replace the root structure. A temporary tooth will be used until the gum tissue and the surgical area properly heal. Once the healing process is complete and the fake tooth is hand constructed to look natural, a dentist will attach the permanent structure.
Ultimately, unhealthy mouths will not be able to handle the stress associated with the apparatus as both a substantial jawbone and healthy gums are essential to the healing process. Dentists will not even bother suggesting dental implants for patients that show indicators of dental implant failure, and over time the gene testing may be one criteria used to determine a tooth replacement strategy.
Despite dentists and a majority of patients favoring dental implants over other types of tooth repair, the expense is not adequately covered by dental insurance. Insurance companies tend to categorize all types of tooth replacement as cosmetic dentistry, a type of dentistry never paid for by insurance. Additionally, some insurance providers simply reject the claims for dental implants as they may categorize the main cause for the devices as pre-existing condition, eliminating their legal obligation to make good on the debt. Consumers in need of a dental implant can expect out-of-pocket expenses of about $3,000 to $4,500 per dental implant or a large expense ranging from $20,000 to $45,000 for a full set of teeth (New York Times).
Individuals who may be in need of dental implants can implement a number of strategies now to lower dental bills and save money. Patients needing to pay for these types of expenses should spend the extra time to find a dentist who may be willing to provide in-office financing or even a dental discount. Consumers in need of finding a financially friendly dental care provider can call 1-800-DENTIST to find a dentist close to home.
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Blood weaves a tale of how religion and greed can easily twist
the role of truth.
in Blood is set during an era when executions of Jews was
accident culminates in Little Hugh, a peasant boy, becoming
canonised when the lies and deceit of those associated with
him spiral out of control.
the play is acted on a very dark stage, and throughout the performance
graphics and information are screened on a huge backdrop, which
adds to the atmosphere of mystery, death and deceit.
In Blood author Stephen Berkoff
the author, has done much research for this production and the
historical content is evident.
It is also
worth doing a little background reading before the play, the
tale of Little Hugh appears in Geoffrey Chaucers Canterbury
Tales The Prioress Tale.
is set during the period when blood libel had undergone
a revival. It deems that Jews murder non-Jews in order to obtain
their blood for the Passover.
The blood libel led to trials and massacres of Jews in the Middle
Ages and early modern times.
To the uninitiated
much of the first half can be spent trying to understand where
everyone and everything fits into the production, but once this
becomes clear the audience can sit back - but not relax - to
watch this haunting, and at times daunting play.
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Examples of imaginative in a Sentence
She wrote an imaginative story about life on the planet Venus.
The restaurant's menu is quite imaginative.
Recent Examples of imaginative from the Web
June 18: 1-3 p.m., Mellencougar; 3:30-5:30 p.m., Rock City Seven (imaginative covers).
Under her leadership the channel has re-established itself as a creative powerhouse; innovative, imaginative and risk taking.
The newest player is Paris Baguette Cafe, specializing in delicious, gorgeous baked goods and toasted sandwiches, some imaginative, some not so much.
Synopsis: George Beard and Harold Hutchins are two overly imaginative pranksters who spend hours in a treehouse creating comic books.
Fun-dining: Buxton Hall: Chef Elliott Moss found a following with his imaginative food at the Admiral in West Asheville.
Outdoor Shakespeare companies find imaginative staging in environments from a historic cemetery in Southeast Portland to the Round in Beaverton.
The lives of a blind Resistance fighter in France and a brilliant orphan recruited by the Nazis intersect in this imaginative novel, which won the Pulitzer Prize for fiction in 2015.
These models simply do not comprehend key elements of people – the imaginative and creative.
These example sentences are selected automatically from various online news sources to reflect current usage of the word 'imaginative'. Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors. Send us feedback.
First Known Use of imaginative
IMAGINATIVE Defined for English Language Learners
Definition of imaginative for English Language Learners
: having or showing an ability to think of new and interesting ideas : having or showing imagination
: of or relating to imagination
IMAGINATIVE Defined for Kids
Definition of imaginative for Students
1 : relating to or showing imagination an imaginative story
2 : having a lively imagination an imaginative artist
Seen and Heard
What made you want to look up imaginative? Please tell us where you read or heard it (including the quote, if possible).
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Back to school
Taking a class to explore a subject or learn a new skill may increase cognitive ability and slow mental aging.
Image: Monkey Business Images/Thinkstock
Active aging involves more than moving your body. You also need to move your brain. "When you exercise, you engage your muscles to help improve overall health," says Dr. Ipsit Vahia, director of geriatric outpatient services for Harvard-affiliated McLean Hospital. "The same concept applies to the brain. You need to exercise it with new challenges to keep it healthy."
A fun way to do this is to sharpen your No. 2 pencils and go back to school. "New brain cell growth can happen even late into adulthood," says Dr. Vahia. "The process of learning and acquiring new information and experiences, like through structured classes, can stimulate that process."
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To control black spot on roses, remove the affected leaves and canes and spray the plant with fungicidal spray. If the problem persists, move the rose plant to a different part of the garden.Continue Reading
Black spot is a plant disease that causes black spots on the leaves of rose plants. It is caused by a fungus called Diplocarpon rosae. The disease can weaken plants and cause them to succumb to winterdamage. Gardeners can control black spot using the following steps.
Remove leaves that show signs of black spot. If several parts of the plant are affected, prune back canes infected with the disease.
A fungicidal spray can help manage spores and keep the disease from spreading and infectingnew leaves. Apply and reapply the product as directed on the label. Continue to remove affected leaves, as fungicidal sprays cannot cure leaves infected withblack spot.
Like many fungi, black spot thrives in damp environments. Therefore, keeping the leaves dry can stop the fungus from spreading. Water the rose plant at the bottom and avoid using sprinklers or other overhead watering systems.
Air circulation helps dry moisture away from the leaves. Therefore, pruning the rose bush to let air circulate helps manage black spot.
If pruning and spraying do not control the black spot, try moving the plant to a different location. Move it somewhere where it can get more air circulation. Sunny locations that leave some distance between other plants and away from fences are ideal.
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Cholesterol and Children (cont.)
Tips for Heart-Healthy Eating and Exercise for Children
- Read food labels for essential information. Labels can tell you how many calories are in a food item per serving and how large a serving is. Individuals can also find out how much fat is in a serving and how much of that fat is from saturated fats (the ones to avoid).
- Emphasize foods from 5 areas: fruit, vegetables, whole grains such as cereals and breads, beans, and fish. These are low in cholesterol (and will contribute to lowering your child's blood cholesterol).
- If a meat dish is served, try lean meat such as skinless chicken breast. Trim off all visible fat on any meat before eating.
- Choose low-fat dairy products such as skim milk or low-fat yogurt.
- Avoid fats in cooking. Grill or bake. Do not fry.
- In healthy weight children, reduce or halt intake of soft drinks and reduce the amount of fruit drinks, and low-fat snacks. Avoid these products in overweight children. These provide mainly empty calories and little or no nutrients.
- Reduce intake of foods high in cholesterol. Cholesterol is found in dairy products (choose skim milk and fat-free dairy products), meat, poultry, fish, and shellfish such as shrimp. Especially avoid organ meats such as liver. Eggs are one example of a food that has an easy cholesterol-free solution. Substitute egg whites or cholesterol-free egg beaters. Try these in recipes that call for eggs.
- Use liquid or tub margarine instead of butter as they are lower in saturated fat.
- Avoid trans fats. These are a type of saturated fat usually found in cookies, crackers, baked goods, and hard margarine. Avoid the food if among the ingredients is hydrogenated oils (these are trans fats). Use soft margarine instead. Trans fat content is listed on food labels.
- Switch your child's snacks away from cookies and crackers to fruits, raw vegetables such as baby carrots, and plain unsalted popcorn or pretzels. The best snacks are apple slices with natural peanut butter, orange sections, fruit stirred into nonfat yogurt, juice bars, sherbet, lite or nonfat popcorn, low-fat pita chips, and low-fat bagel chips.
- Pack a healthy lunch for your child to take to school. For school lunches, pack low-fat or fat-free lunch meat sandwiches made with whole-grain bread. Low-fat cheese can be added, but a better choice would be tomato slices and lettuce.
- Vending machines can be a dilemma. Help you child choose the lower fat versions of chips or pretzels or teach them to avoid "food in machines" entirely. Avoid using soda machines.
- Kids are kids, and you will have trouble denying fun foods at birthday parties and school events. High-fat foods such as hot dogs, ice cream, fries, and pizza can still be part of your child's diet when balanced with other healthful foods the same day and during the rest of the week. Do not reward children with high-fat foods as this can develop into a life-long dietary habit.
- Use breakfast as a time to select high-fiber foods such as cereals (with skim or 1% milk) and whole-grain breads for toast. Fruit such as an apple will have more fiber than apple juice, so opt for the fruit and not the juice.
Exercise for Children
Increased physical activity, such as biking, running, walking, and swimming, may be useful for improving dyslipidemia in children and adolescents. Physical activity primarily affects HDL and triglyceride concentrations, but improvement of LDL concentration has also been documented. Although there have been few randomized clinical trials to document the effects of physical activity as a specific intervention for children and adolescents, supportive data are available from epidemiologic studies. Exercise combined with a healthy diet definitely helps prevent obesity. See if your child is interested in team sports. Lobby for recess activities and physical education classes in your child's school.
Medically reviewed by Margaret Walsh, MD; American Board of Pediatrics
Last Editorial Review: 3/23/2015
American Acadamy of Pediatrics.
MedscapeReference. Pediatric Lipid Disorders in Clinical Practice.
NIH Heart, Lung and Blood Institute. Low-Calorie Step 1 Diet.
NIH Heart, Lung and Blood Institute. Low-Calorie Step 2 Diet.
Previous contributing authors and editors: Author: William Winter, MD, Professor, Departments of Pathology and Laboratory Medicine and Pediatrics, University of Florida College of Medicine.
Desmond Schatz, MD, Professor, Medical Director of Diabetes Center, Department of Pediatrics, Division of Endocrinology, University of Florida.
Editors: Alan D Forker, MD, Program Director of Cardiovascular Fellowship, Professor of Medicine, Department of Internal Medicine, University of Missouri at Kansas City School of Medicine; Francisco Talavera, PharmD, PhD, Senior Pharmacy Editor, eMedicine; Michael E Zevitz, MD, Clinical Assistant Professor, Department of Medicine, Rosalind Franklin University of Medicine and Science, Chicago.
Patient Comments & Reviews
The eMedicineHealth doctors ask about High Cholesterol and Children:
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That Every Man Be Armed: The Evolution of a Constitutional Right
This is an authoritative study of the second amendment, using history and current-day analysis. It is one of the only scholarly works on the subject, but has proven widely accessible. Halbrook traces the origins of the Second Amendment back to ancient Greece and Rome, and then through the "freemen" movement in 18th-century England and France. He demonstrates that the framers of the Constitution were conscious of such history when they drafted the Second Amendment, and that the Second Amendment was clearly intended to allow possession of firearms not just for defense of personal life and property but also to prevent government infringement of human liberties. His meticulous, thorough scholarship demonstrates that the right to bear arms is as fundamental a right under the Constitution as freedom of speech and freedom of religion.
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Firearms Prohibition and Constitutional Rights
The Common Law of England
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That Every Man be Armed: The Evolution of a Constitutional Right
Stephen P. Halbrook
Limited preview - 2013
1st Sess 39th Cong adopted American antebellum Aristotle armed populace bear arms Bill of Rights blacks carry arms Cicero cited citizens citizenship Civil Rights Act clause colored common law concealed weapons Congress Const constitutional right convention debate Declaration of Rights deprivation disarm DOCU Dred Scott Emphasis added English federal firearms force Fourteenth Amendment framers freedmen freedom fundamental Gazette guaranteed handguns Henry included individual right infringement Justice keep and bear legislation liberty Machiavelli ment military militia Morton Grove natural negro Ninth Amendment oppression organized person pistols Plato political possess arms privileges and immunities prohibition proposed protected provision recognized Reconstruction referred regulated militia Republican Revolution right to bear right to keep Roman Second Amendment select militia self-defense Senator slavery slaves speech standing army statute supra note sword tion transl tyranny U.S. Constitution U.S. Supreme Court United violation Virginia
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|The First Art Newspaper on the Net
||Established in 1996
|| Tuesday, June 27, 2017
|Archaeologists find 1.4-million-year-old flint in the caves of Atapuerca in Spain |
A handout picture taken on July 22, 2013 and released on July 24, 2013 by EIA (Atapuerca Research Team) shows a carved flint dating back 1,4 million years, which was discovered in the so-called Elephant Chasm at the Archaeological Site of Atapuerca, in the Sierra de Atapuerca, province of Burgos. Archeologists said they have found a flint blade dating back 1.4 million years, the earliest of a human presence at the Atapuerca site. AFP PHOTO /EIA / JORDI MESTRE.
MADRID (AFP).- Archaeologists said Wednesday they have found a flint blade dating back 1.4 million years in the caves of Atapuerca in Spain, the earliest sign of a human presence at the site.
The three-centimetre (1.2-inch) blade was found in the so-called Elephant Chasm cave where in 2007 researchers found a human finger and jawbone dating back 1.2 million years -- considered the remains of the "oldest European" ever found.
The find made this year, considered to be "of great value", came from a carving knife, Eduald Carbonell, one of the directors of the dig, said during a presentation of the discovery.
The site, near the northern city of Burgos, has been under excavation since 1978. In 2000 it was classed by UNESCO as a piece of world heritage.
The oldest parts of the site are one and a half million years old.
Stone tools discovered in this site confirm the continuity of human settlement in Europe, the researchers said.
The finding contradicts the theory of some researchers who believe Europe was populated in small waves without continuity by groups doomed to extinction because of their inability to adapt to new surroundings, they said in their statement.
"Even though they are very archaic tools, they reflect complex activities such as recovering animals that fell into the caves," which functioned as traps, the statement said.
Researchers have also found the remains of a large bear which is an ancestor to the brown bear that exists today.
Various remains of this species were found at the site, as well as those of other animals such as rhinos, giant deer, bison and wild donkeys.
During the current digging season at the site, which just wrapped up, archaeologists presented another rare item they discovered -- a fossilised shoulder blade of a child between the ages of four and six dating back 800,000 years.
It was discovered in 2005, but since it was trapped in a block of calcified clay it took seven years of work to extract.
© 1994-2013 Agence France-Presse
July 27, 2013
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But do they?
Sixteen years after that, the shooting of the empress’s nephew, the Archduke Franz Ferdinand, plunged Europe into the First World War. Yet Empress Elisabeth’s killing, every bit as atrocious, had no geopolitical effect at all. The empress’s murderer was tried as a common criminal and sentenced to life imprisonment. He committed suicide in 1910.
The difference in the two killings cannot be explained by emotion. The empress was a figure widely popular with the public and much loved by her husband, the emperor. The dour Archduke Franz Ferdinand was disliked by both. The shooting of the archduke led to war, not because anybody important grieved for him, but because the Austrian leadership in 1914 welcomed an excuse to punish Serbia for a string of provocations. Gavrilo Princip’s connections to Serbian nationalist groups provided that excuse. In 1898, by contrast, Austria had no appetite for a conflict with Italy—and so the cherished empress’s slaying was left to the ordinary processes of law.
Assassinations provide opportunities and occasions for wars; they do not cause them.
Consider an even grimmer example.
The murderer of the Russian Ambassador to Turkey has been described in some reports as motivated by rage against Russian atrocities in Syria. His act may summon to memory the example of Herschel Grynszan, a young Jew who tried to avenge the sufferings of his family at Nazi hands by killing a German diplomat in Paris on November 7, 1938. Hitler seized upon the killing as his excuse for the rampage we know as Kristallnacht.
Yet when a Jewish student killed the leader of the Swiss Nazi party in February 1936, Hitler did nothing. Germany had secured the 1936 Olympic games before Hitler’s rise to power, and there was much agitation that year to rescind the award to protest Nazi anti-Semitism. Determined to maintain domestic quiet, Hitler let the death of Wilhelm Gustloff vanish into historical obscurity. (His killer, originally from Croatia, survived the Second World War in a Swiss prison.)
Even Hitler used outrages for his own ends, rather than being motivated by them.
Will today’s crime spark conflict between Putin’s Russia and Erdogan’s Turkey? Only if those two authoritarian rulers want trouble. If trouble comes, today’s assassination will not be the cause, but only the justification. If, more likely, trouble is avoided, it will not be due to some noble commitment to peace on the part of two always ruthless and often violent men—but because for them all deaths, like all lives, are of value only for their own harsh and selfish political purposes.
Author: David Frum
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Online MA in TESOL!
What you need: a box of spaghetti per group.
What you do: have the students sit in pairs and give each pair strands of (uncooked) spaghetti, broken up into little pieces. I told my students they had to use the spaghetti to spell out the sentences I dictated them. The first team to finish had to write the sentence on the board. If they got it right, they got a point and wrote their names by it. If not, they returned to their seats and continued to write the sentence. Each wrong attempt went on the board until finally one of the teams came up with the answer. If they didn't, I wrote the correct answer and got the point.
I tried this out with my teenagers in high school. It was originally intended as just as warmer but every single student (including the 'cool' ones) got so involved they begged me for more sentences and it extended into a whole revision lesson. They had such a good time they didn't realise they were revising, the only speaking I did was the dictation, and there was lots of self-correction and peer-correction going on. Plus, it was great for the less academic and more kinestethic learners. And of course it worked because as well as battling against each other, they were also stealing points from me.
I tried this my elementary and intermediate teenagers and with my weak pre-intermediate adults, and i've never seen so many smiling faces.
World's Best Jobs!
Dave's ESL Cafe Copyright © 2016 Dave Sperling. All Rights Reserved.
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Obesity Prevents Injections from Reaching Muscle
Women may not be getting the most out of vaccines and other injections, according to a study presented at the annual meeting of the Radiological Society of North America (RSNA).
"Our study has demonstrated that a majority of people, especially women, are not getting the proper dosage from injections to the buttocks," said lead author Victoria O. Chan, M.B., registrar in the clinical medicine department of The Adelaide and Meath Hospital in Dublin, Ireland.
"There is no question that obesity is the underlying cause," Dr. Chan said. "We have identified a new problem related, in part, to the increasing amount of fat in patients buttocks."
Many medications are administered through injections into the muscles of the buttocks, including painkillers, vaccines, contraceptives and anti-nausea drugs. The upper, outer quadrant of the buttock is the preferred site for intramuscular injections, because there are relatively few major blood vessels, nerves and bones in this region that could be damaged by the needle. Yet the rich supply of microscopic blood vessels in muscle speeds drug absorption into the system.
Intramuscular injections are a common alternative when patients cannot swallow oral medications, are fasting for a procedure or have a metabolic disorder that inhibits the absorption of orally ingested medication. The use of intramuscular injections has increased over the past 10 years, and new medications have been developed for delivery in this way. However, Dr. Chans research has demonstrated a majority of these injections are largely ineffective.
"Our study has shown that 68 percent of intramuscular injections do not reach the muscles of the buttock," Dr. Chan said. "The amount of fat tissue overlying the muscles exceeds the length of the needles commonly used for these injections."
Pharmaceutical companies design medications so that the proper dosage is absorbed into the blood stream from the muscle. Because fat tissue has significantly fewer blood vessels relative to muscle, less of the medication is absorbed into the blood stream and delivered to the appropriate part of the body. "This results in the patient either not receiving the maximum benefit of the drug or receiving no benefit at all, because the drug levels are insufficient to have any effect," Dr. Chan said.
Furthermore, if the medication is not absorbed into the blood stream, it remains in the fatty tissue where it can cause local infection and irritation.
Dr. Chan and colleagues recruited 50 patients scheduled for computed tomography (CT) exams of the abdomen or pelvis. The patient group was equally divided among men and women, ranging from 21 to 87 years old.
Prior to the CT exams, patients were given intramuscular injections with the addition of a small air bubble into the upper quadrant of the buttocks using a standard-size needle. The researchers analyzed the CT images to determine the location of the air bubble and also measured body mass index, distance to injection site and thickness of fat and muscle.
The overall success rate of the injections was 32 percent. The success rate among men was 56 percent, while the success rate among women was only 8 percent, meaning 23 of 25 women did not receive injections into the muscle. Compared to men, women typically have a higher amount of fat in their buttocks. Dr. Chan proposes that a longer needle length is required to increase the success rate of intramuscular injections. "The more fat tissue there is in the buttock, the less likely the needle will reach the muscles underneath that fat," Dr. Chan said.
Co-authors are Jane Colville, M.B., Orla Buckley, M.B., Samuel Hamilton, M.B., Thara Persaud, M.B., and William Torreggiani, M.B.
Maureen Morley | EurekAlert!
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Definition of Michelson–Morley experiment
: an experiment that shows that the two parts of a divided ray of light travel at the same speed over paths perpendicular to each other (as over east-west and north-south paths) and that leads to the deductions that the motion of the earth through space has no effect upon the velocity of light and the absolute motion of the earth is not measurable
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Origin and Etymology of michelson–morley experiment
after Albert A. Michelson †1931 American physicist and Edward W. Morley †1923 American chemist and physicist
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What made you want to look up Michelson–Morley experiment? Please tell us where you read or heard it (including the quote, if possible).
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When you flip a switch in your home and nothing happens, you have to start thinking about what could be wrong. Testing the switch is an option, but should be done after checking the most obvious possible problems first. Those might be a burned out bulb, a tripped circuit breaker, or even a fuse that may have blown. But when one of these isn’t the solution, then it is very likely that the trouble stems in the switch itself or the wiring associated with the switch. To narrow down your search and identify that the switch is the culprit, you can perform an out-of-the-circuit test or an in-circuit test to examine the switch.
Out-of-the-circuit switch testing requires the use of a continuity or multi-meter tester. You’ll need to test the switch out of the circuit, so you will need to turn the circuit off before proceeding with this test. Simply turn off the power, remove the switch carefully, test the wires with a voltage tester, multi-meter, or a noncontact tester to see if the power is indeed off before working on the switch. Next, remove the wire from the switch by loosening the wires and removing them. Now that the switch is removed, touch one of the two test leads to one switch terminal and the other test lead to the other terminal. On the continuity tester, nothing needs to be set, but on the multi-meter, you’ll need to set the dial to ohms read resistance or the continuity setting that will show if the switch is completing a circuit when switched. If the switch is flipped, the light on the tester will light, beep, or the ohm value will change from nothing to something, depending on the type of tester that you are using.
In-circuit testing requires the use of a voltage meter or multi-meter tester. Again for safety reasons, turn off the circuit before removing the switch from the box. This will aid in the testing processing and help avoid the possibility of shorting the test leads against the side of the junction box. You will need to locate the white neutral wire or ground wire where one of the leads will be placed. Remember that the multi-meter will need to be set to the 120-volt setting before using this tester. Now, turn on the circuit and use the tester to check each terminal of the switch with one lead while touching the other lead to the neutral or ground wire. In one switch position, one terminal should be hot and other not. But in the other position, flip the switch, both terminals should be hot. If not, then the switch is likely bad and needs to be replaced. However, if everything checks out, it could indicate that there is a wiring problem between the switch and the light or a loose connection, possibly a bad splice.
Obviously, single-pole switches make our lives much easier and have saved many a toe from being stubbed from the olden days of walking across a dark room to reach a pull-chain fixture located in the center of the room or a desk lamp across the room. With a few simple electrical tools, you too can keep you lights glowing and find problems with single-pole switches. With these simple steps, now you will be armed with the know-how of testing switches.
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Rockhounding In Colorado: Where To Find Geodes
The disease strikes when least expected. You’re out for a hike and something on the path catches your eye. You see a small fossil, a shiny stone or a glimmering crystal and, naturally, you pick it up. Soon, the ground becomes a treasure trove of things to be looked at, turned over, scrutinized and pocketed. Once this happens, there’s no turning back. Rock-hound fever has struck.
For inveterate hikers and trekkers who explore Colorado’s mountains and forests regularly, these surprises add another dimension to the experience: That pretty, little green stone may be jade or amazonite; what looks like glass that washed out of a hillside might be a quartz crystal; the round, rough-hewn rock could be a geode.
Colorado offers an abundance of minerals, gemstones, crystals and fossils to anyone willing to go out and look for them. For the casual collector or the obsessed amateur, there’s a little something for everyone, just about everywhere. It’s a matter of paying attention.
Once the newbie hound is hooked, it helps to understand the terms rock and mineral, and how the two are related.
First, there’s no such thing as “just a rock.” A rock is more than an aggregate of minerals. Rocks are the history books of ancient geologic times. They include limestone, granite, sandstone and shale, as well as gravel beds, clay and even — can you believe? — the permafrost of Siberia. In fact, any deposit that makes up the Earth’s outer crust. And rocks are the preservers of fossils that once lived when Colorado was a vast sea.
But what about those other treasures hidden in rocks — the minerals that are at the heart of a collector’s expedition? A mineral is a naturally occurring, inorganic solid, and has its own characteristic crystalline structure. Gems, then, are the flowers of the minerals that have ornamental value because of their beauty, durability and, occasionally, some degree of rarity.
Colorado ranks among the most strongly mineralized areas in the world, and it’s especially noted for alabaster, amethyst, lapis lazuli (blue sapphire), topaz and turquoise. Its most characteristic gem is amazonite, the bright green mineral that is often mistaken for jade. But, hey, you don’t know what’s going to turn up when you’re out in the woods.
The Colorado landscape has changed dramatically in the last 10 years, with public lands becoming private, claims being staked and roads leading to closed gates. But the fun is still there if you know where there is public access. And one of the best resources is membership in the Colorado Mineral Society (CMS).
CMS has access to areas not always available to the beginner going it alone, and can help guide newbies as to where to go and what to look for. After a few field trips with seasoned explorers, you will discover how to recognize crystal- and gem-bearing rocks, as well as learn about local geology and topography.
CMS 2017 Summer Field Trip Schedule:
The adventurous rock hound wanting to venture further in search of lovely stones and crystals should go to www.peaktopeak.com/colorado/index.php3, an excellent Web site where you can access locations and availability for any mineral.
Next, get the most recently published guide to rock hounding in Colorado that describes the sites and includes directions and maps. For examples of rocks and minerals that occur in our region, it’s a good idea to visit a rock shop. Then pack a pick and shovel and head out to those beautiful, productive areas that are open to collecting.
The beauty of rock hounding is its simplicity. Walking around with your nose to the ground reopens that childhood part of us that thinks finding a pretty stone is a wondrous event. As a CMS member said after finding a lode of geodes, “It gives me a funny feeling, knowing how long they’ve been here waiting for me to find them.”
Did You Know?
Colorado’s state mineral is rhodochrosite (well-known areas are near Alma).
The state gem is aquamarine, found on the lofty reaches of Mount Antero (Chaffee County).
The state rock is marble from Yule.
The state fossil is the Stegosaurus.
Apache Tears, properly known as black obsidian (Ruby Mountain in Chaffee County), were named for the Indian legend that they are the petrified tears of Apache women mourning the slaughter of their men in battle.
Garo Park in Park County, still plentiful in blue agate and jasper, was the site of the last Ute Indian battle.
Garden Park near Cañon City, rich in geodes, quartz and fossils, is world-famous for its Jurassic dinosaurs and the role the specimens played in the infamous bone wars of the late 1880s. The dinosaur sites now form the Garden Park Paleontological Resource Area overseen by the Bureau of Land Management.
If you’re prospecting on Devil’s Head Mountain (Douglas County) in August, you’ll join millions of ladybugs for their annual gathering on the summit.
If You Go
Colorado Mineral Society, P.O. Box 280755, Lakewood, Colorado 80228; www.coloradomineralsociety.org
A good guidebook: Rockhounding Colorado (2004), by William A. and Cora Kappele
From the Editors: We spent a heap of time making sure this story was accurate when it was published, but of course, things can change. Please confirm the details before setting out in our great Centennial State.
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Definition of watt–hour
: a unit of work or energy equivalent to the power of one watt operating for one hour
First Known Use of watt–hour
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What made you want to look up watt–hour? Please tell us where you read or heard it (including the quote, if possible).
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Chosin Chibana Sensei
Okinawan Shorin-Ryu Karate-Do
Currently, the Martial Art of Karate-Do is practiced by over 40 million people in 140 countries. Karate, which stands out among all Japanese Bushido(Martial Arts) is often called the greatest art of self defense by it’s practitioners. Karate which originated in Okinawa, is part of the proud heritage of the Okinawan people. Okinawa, which consists of many small islands surrounded by a beautiful emerald green ocean and blessed year round with subtropical weather is a pleasant habitat for humans. But it is also famous for the fierce typhoons which lash through the Pacific in the summer time. These natural and geographical features have molded the island culture over the centuries.
In the 12th century there lived a ruler Aji who built castles and organized the villages in the area under his control. Eventually, three powerful centers – Hokuzan, Chuzan, and Nanzan evolved. Their rulers started overseas trade with overseas regions in Southeast Asia, China, and Japan.
In the 15th century a king called Sho Hashi was born in Sashiki’s Baten Harbor area. Eventually Sho Hashi took over and united the three kingdoms of Okinawa into one. The first Sho Hashi dynasty lasted for 50 years. The last king of the Sho Hashi dynasty, King Sho Tokuoh, died in 1470. He was followed by King Sho En who ruled the second dynasty — The Ryukyu Kingdom which lasted for 400 years — before it was conquered by the Japanese Samurai. The kingdom then became known as Okinawa, Japan’s southern most prefecture.
In 1372 the Ming Dynasty rulers sent envoys to Ryukyu’s and entered into a trade agreement which had established the area now known as Urasoe as the capital city. The agreement led to active trade between the two kingdoms. The flourishing trade made Naha the busiest harbor in the region exchanging goods between China, Southeast Asia, Korea, and Japan.
In 1458, the main hall in Shuri castle was decorated with a bell dedicated to the international trade and industry. The bell’s inscription said “Ryukyu has the most suitable location for trades in the south, I bring the greatest books from Korea, through ships mediating trade between China and Japan, and it is a bridge between the worlds. Therefore there are vast treasures in the Ryukyu’s.”
As this ancient script describes, Okinawa was a trading nation which mediated goods between other Pacific nations. But, this lucrative trading which flourished in the 15th and 16th centuries also attracted pirates to the region who preyed on the trading ships. The most famous pirate stronghold was called Yarazamori, located south of Naha harbor. The pirate attacks prompted the need for the largely unarmed ship crews to defend themselves. The traders introduced Chinese and other Southeast Asian forms of self defense which evolved into Karate. As the Ryukyu Kingdom prospered, a distinctive “Shuri-Style of Karate evolved. Two other dominant styles practiced in the commercial hubs of Naha and Tomari village respectively were Naha-style and Tomari-style. Each style had it’s own famous masters who passed their skills from generation to generation.
In 1609, after the Samurai from Satsuma, in Kyushu, took over the Ryukyu Kingdom, Karate became a secret for 250 years, taught only to ruling members of the “Samurai” class. This secrecy also explains why there are so few written records and relics of Karate. This is also why the history of Karate is mostly hearsay and tales.
After the Meiji revolution, the rise of Japanese militarism brought Karate into the school curriculum. It also meant that it became possible for the general public to learn karate as a Martial Art. By the time of the Taisho era, the Okinawan public was learning Karate skills. The art then began spreading to the outside world through Okinawan emigrants during the Showa era.
After the war, Okinawan Karate Associations recognized four different styles; Shorin-Ryu, Goju-Ryu, Uechi-Ryu, and Matsubayashi-Ryu which all have their own active followers.
Recently, many associations promoting their own styles have sprung up. But traditional Karate has a basic style organized as a system of self defense techniques based on solid theories. It takes a long time to master the techniques and develop ones body, both physically and mentally to master these arts. These same skills help young people to become confident and strong in order to be successful in everyday life.
In Many way’s, Karate is Okinawa’s gift to the world.
Reprinted and edited from the Okinawa Karate “Kobudo” Graph 1995.
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A BRIEF HISTORY OF THETA DELTA CHI ΘΔΧ
Theta Delta Chi, the eleventh oldest of the college fraternities, was founded in 1847 at Union College in Schenectady, NY by six members of the class of 1849: William G. Akin, Abel Beach, Theodore Brown, Andrew H. Green, William Hyslop, and Samuel F. Wile. In 1849, Green and Akin along with Francis Martindale (the first initiate), organized the Beta Charge (later renamed Beta Proteron) at Ballston Law School. However, two years later the school itself moved and the new Charge was disbanded and the members put on Alpha’s rolls.
During the 1850’s Theta Delta Chi spread rapidly, adding Charges at Vermont, Rensselaer Polytechnic Institute, William and Mary, Virginia, Hobart, Wesleyan, Harvard, Brown, Bowdoin, Kenyon, Tufts, Washington and Jefferson, and North Carolina. Few of these remained active for long, although several were later revived. Kappa at Tufts (1856) presently enjoys the honor of being the oldest active Charge in continuous existence.
During the 1860’s new Charges, at, among other institutions, Lafayette and Rochester (1867), Hamilton (1868), and Dartmouth (1869), continued to be chartered at a pace that kept slightly ahead of attrition caused by Charges going inactive. The Civil War, however, severely weakened most Charges as men left for military service; many of the earliest Charges went inactive during this period, and expansion in the South ceased for a century.
Only after 1870 did Theta Delta Chi begin to acquire its present configuration. Westward expansion had traditionally been opposed by a large segment of the Fraternity, which worried that supervision and solidarity would suffer if Theta Delta Chi were to stray far from the East. The rise of the large state universities in the West, particularly in the Big Ten, eventually overcame that resistance and the Universities of Michigan, Minnesota, and Wisconsin welcomed Theta Delta Chi between 1889 and 1895. Further Midwest expansion included Illinois (1908) and Iowa State 1919). Berkeley (1900), Stanford (1903), the University of Washington (1913) and UCLA (1929) brought Theta Delta Chi in strength to the Pacific coast.
Expansion in the East during the 1870’s, 1880’s and 1890’s brought Charges to Cornell, Boston University, Wabash, CCNY, Columbia, Lehigh, Amherst, Yale, MIT, Williams, and George Washington. Pennsylvania (1915) was the last Eastern Charge to become active before World War I, although 1904 and 1910 saw the reactivation of the Southern Charges, Epsilon and Nu.
Theta Delta Chi became an International Fraternity with charterings at McGill (1901) and Toronto (1912).
The Great Depression and the Second World War saw a number of Charges go inactive and brought a halt to expansion. At its Centennial Convention in 1947, Theta Delta Chi stood at 28 Charges, a number that would begin to increase only in the 1950’s.
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Coffee rust, also called coffee leaf rust, devastating foliar disease of coffee plants caused by the fungus Hemileia vastatrix. Long known in coffee-growing areas of Africa, the Near East, India, Asia, and Australasia, coffee rust was discovered in 1970 to be widespread in Brazil, the first known infected area in the Western Hemisphere. Coffee rust destroyed the once-flourishing coffee plantations of Sri Lanka and Java in the late 1800s, and an epidemic in Central America and the Caribbean has decimated numerous plantations in the region since 2012.
The symptoms of coffee rust include small, yellowish, oily spots on the upper leaf surface that expand into larger round spots that turn bright orange to red and finally brown with a yellow border. The rust pustules are powdery and orange-yellow on the underleaf surface. Later the pustules turn black. Rusted leaves drop so that affected trees are virtually denuded; such trees have significantly lower coffee yields and usually die within a few years.
Coffee rust can be partially controlled by the timely application of fungicide sprays during wet seasons. Plantations in some areas have been moved to higher and cooler altitudes, 1,800 to 2,100 metres (6,000 to 7,000 feet), at which the rust fungus has difficulty reproducing, though global warming is expected to further the spread of the disease into these areas. There is evidence that shade-grown coffees, which are not grown as monocultures, are somewhat less susceptible, as the agroforestry practice of mixing tree crops greatly slows the spread of the disease. Additionally, resistant varieties of Robusta coffee (Coffea canefora) have been developed, but the beans are generally considered to be of lower quality than those of the vulnerable Arabica plants (C. arabica).
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Questions and Answers on Chloropicrin
The pest management industry in the United States relies on fumigation with Vikane gas fumigant to eliminate drywood termites, bed bugs, and other pests that infest and damage residences, businesses, historic sites, and other structures. Vikane is a colorless, odorless, tasteless gas and is non-detectable by people during fumigation. Therefore, as an extra precaution, a very small amount of chloropicrin is released as a warning agent within the structure prior to introducing the fumigant to deter persons from entering and remaining in the structure during the fumigation. For the structural fumigations, chloropicrin is only used in very small doses as a warning agent and not in higher does required for pest control.
In the event that you have questions about the use of chloropicrin in your home or workplace, the following is intended to help answer them.
What is chloropicrin?
Chloropicrin is a colorless liquid with a very strong odor, and it causes eye irritation and tearing when used in small quantities. It is used as a warning agent to deter persons from entering and remaining in the structure during the fumigation.
Why is chloropicrin used?
Vikane is a colorless, odorless, tasteless gas. Therefore, the fumigator will release chloropicrin within the structure at least 5 to 10 minutes prior to introducing Vikane. DowAgroScriences has mandated the use of chloropicrin with fumigation since Vikane was first marketed in 1961 to help safeguard residents, neighbors, employees, and the general public. The use of Chloropicrin is mandated by the Environmental Protection Agency (EPA) as part of the federally approved label for Vikane gas fumigant.
How much chloropicrin is applied?
An extremely small amount of chloropicrin is used as part of the fumigation process. Less than 3 fluid ounces of chloropicrin is released into a typical single-family residence. Chloropicrin is used at a concentration that provides both adequate warning during the fumigation and thoroughly aerates after the fumigation.
What research was conducted to determine the amount of chloropicrin to apply as a warning agent?
Scientists from DowAgroSciences and the University of Florida conducted research from 2000 to 2006 to develop a new calculation system for precisely determining the amount of chloropicrin to apply as a warning agent. Research trials were conducted at 80 residential and commercial buildings in Florida and California. These buildings represented a variety of construction and ranges in size from small (12 thousands cubic feet) to very large (2.7 million cubic feet). Chloropicrin concentrations in structures were measured during fumigation aeration using sensitive analytical equipment. The chloropicrin calculation system based on this research uses fumigation time, structure volume and construction (slab or crawlspace) to prescribe a dose range of chloropicrin specific to the structure to be fumigated. This precision calculation system for chloropicrin is now part of the calculation system (the Fumiguide) for Vikane. This precision calcuation system has reduced the minimum amount of chloropicrin required to apply to medium-large sized structures, such as multi-unit dwellings, by at least 50% compared to previously mandated label application rates while still providing the necessary warning through the time the fumigant is present in the structure.
How is chloropicrin released into a building?
The fumigator carefully measures and pours the chloropicrin onto an absorbent material in one or more shallow pans. The pans are then placed near fans in the area where Vikane will be released. Air movement from the fans helps evaporate the chloropicrin and distribute it throughout the structure. Chloropicrin is released at least 5 to 10 minutes before introducing Vikane to make sure it has sufficient time to distribute prior to release of the fumigant.
Besides using chloropicrin, what other procedures must fumigators follow to deter people from entering the structure during fumigation?
Prior to releasing the chloropicrin, the fumigator conducts a thorough, room-by-room, walk-through inspection to confirm that everyone, including pets, is out of the structure. The fumigator posts warning signs at all entrances and sides of the structure. In addition, the fumigator locks or barricades doors so that occupants cannot use their keys to enter the structure during the fumigation.
How is chloropicrin aerated from buildings after fumigation?
The California Aeration plan is superior aeration process that has been approved by the California Department of Pesticide Regulation and is approved for all structural fumigations. The procedure requires aeration of the structure with the tarpaulins in place. Strategic placement of fans inside the structure draws fresh air through inlets placed in the tarpaulins and aerates Vikane and the chloropicrin warning agent through ducting. Tarpaulins stay on the fumigated structure for the duration of the aeration process. Following tarp removal, the structure is tested for final clearance and certified for reentry.
Were chloropicrin concentrations measured as part of the development of the California Aeration Plan?
Yes. The California Aeration Plan was developed through extensive research during which chloropicrin was applied at the maximum permitted dose. Chloropicrin concentrations were measured during and after aeration using sophisticated analytical procedures. This research verified that the California Aeration plan effectively aerates chloropicrin.
What should I do if I experience symptoms, such as eye or throat irritation, after the fumigation?
The California Aeration Plan effectively aerates buildings for reentry after fumigation. However, some persons may be able to sense Chloropicrin at extremely low concentrations immediately after aeration. A tiny amount of chloropicrin does not mean Vikane is still present. Vikane aerates from structures more rapidly than chloropicrin, and fumigators use sensitive detection equipment to ensure that Vikane is cleared from buildings prior to allowing re-occupancy.
A few simple steps can assist in clearing any remaining chloropicrin from a building:
If you believe that you sense chloropicrin immediately following the fumigation, leave the building and call the fumigator. A small amount of chloropicrin does not mean Vikane is still present. As a precaution, it is recommended that the fumigator complete the next steps:
- -Retest to confirm that Vikane has been cleared from the building
- -Open windows and activate air handling systems
- -Place additional fans near windows to create a directed air flow for efficient aeration throughout the structure
- -Increase the temperature within the structure by using only the fan of central air handling/conditioning systems in the warm months and using the central heating system in the cool months.
It may require a few hours for the fumigator to complete these steps. Leave the structure during this time if you continue to experience irritation. Contact the fumigator again for furth assistance if these steps do not remedy the problem.
Is Chloropicrin used for anything else besides a warning agent?
Yes. Chloropicrin is registered with the Environmental Protection Agency (EPA) to fumigate soil to control plant diseases, insects and nematodes prior to planting crops. As a registered pesticide, chloropicrin has undergone significant scientific review for its effects on health, safety and the environment. Chloropicrin is applied at higher rates as a soil fumigant compared to the very small amount used as a warning agent for structural fumigation.
If you have additional questions about chloropicrin or its proper application, contact your professional fumigator.
Trademark of The Dow Chemical Company
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Use the Chrome DevTools Timeline panel to record and analyze all the activity in your application as it runs. It's the best place to start investigating perceived performance issues in your application.
- Make a Timeline recording to analyze every event that occurred after a page load or a user interaction.
- View FPS, CPU, and network requests in the Overview pane.
- Click on an event within the Flame Chart to view details about it.
- Zoom in on a section of a recording to make analysis easier.
Timeline panel overview
The Timeline panel consists of four panes:
- Controls. Start a recording, stop a recording, and configure what information is captured during the recording.
- Overview. A high-level summary of page performance. More on this below.
- Flame Chart. A visualization of the CPU stack trace.
You may see one to three dotted, vertical lines on your Flame Chart. The
blue line represents the
DOMContentLoaded event. The green line represents
time to first paint. The red line represents the
- Details. When an event is selected, this pane shows more information about that event. When no event is selected, this pane shows information about the selected time frame.
The Overview pane consists of three graphs:
- FPS. Frames Per Second. The higher the green bar, the higher the FPS. The red blocks above the FPS graph indicate long frames, which are likely candidates for jank.
- CPU. CPU resources. This area chart indicates what type of events consumed CPU resources.
- NET. Each colored bar represents a resource. The longer the bar, the longer it took to retrieve the resource. The lighter portion of each bar represents waiting time (the time between when the resource was requested up until the time that the first byte was downloaded). The darker portion represents transfer time (the time between when the first and last bytes were downloaded).
Bars are color coded as follows:
- HTML files are blue.
- Scripts are yellow.
- Stylesheets are purple.
- Media files are green.
- Miscellaneous resources are grey.
Make a recording
To make a recording of a page load, open the Timeline panel, open the page that you want to record, and then reload the page. The Timeline panel automatically records the page reload.
To make a recording of a page interaction, open the Timeline panel, then start the recording by pressing the Record button () or by typing the keyboard shortcut Cmd+E (Mac) or Ctrl+E (Windows / Linux). The Record button turns red during a recording. Perform your page interactions, and then press the Record button or type the keyboard shortcut again to stop the recording.
When the recording is finished, DevTools guesses what portion of the recording is most relevant to you, and automatically zooms to that portion.
- Keep recordings as short as possible. Shorter recordings generally make analysis easier.
- Avoid unnecessary actions. Avoid actions (mouse clicks, network loads, etc.) that are extraneous to the activity you want to record and analyze. For example, if you want to record events that occur after you click a Login button, don’t also scroll the page, load an image, and so on.
- Disable the browser cache. When recording network operations, it’s a good idea to disable the browser’s cache from the DevTools Settings panel or the Network conditions drawer.
- Disable extensions. Chrome extensions can add unrelated noise to Timeline recordings of your application. Open a Chrome window in incognito mode, or create a new Chrome user profile to ensure that your environment has no extensions.
View recording details
When you select an event in the Flame Chart, the Details pane displays additional information about the event.
Some tabs, like Summary, are present for all event types. Other tabs are only available to certain event types. See the Timeline event reference for details on each record type.
Capture screenshots during recording
The Timeline panel can capture screenshots during a page load. This feature is known as the Filmstrip.
Enable the Screenshots checkbox in the Controls pane before you make a recording to capture screenshots of the recording. The screenshots are displayed below the Overview pane.
Hover your mouse over the Screenshots or Overview pane to view a zoomed screenshot of that point in the recording. Move your mouse left and right to simulate an animation of the recording.
Enable the Paint checkbox before you take a recording to gain more insight into Paint events. When paint profiling is enabled and you click on a Paint event, a new Paint Profiler tab is displayed in the Details pane that shows much more granular information about the event.
Open the main DevTools menu and select More tools > Rendering settings to access rendering settings that may be helpful when debugging paint issues. The rendering settings opens up as a tab next to the Console drawer (press esc to show the drawer, if it's hiding).
While looking at events you may want to focus on one type of events. For
example, perhaps you need to view the details of every
Parse HTML event.
Press Cmd+F (Mac) or Ctrl+F
(Windows / Linux) while the Timeline is in focus to open a Find toolbar.
Type in the name of the event type that you wish to inspect, such as
The toolbar only applies to the currently selected timeframe. Any events outside of the selected timeframe are not included in the results.
The up and down arrows move you chronologically through the results. So, the first result represents the earliest event in the selected timeframe, and the last result represents the last event. Every time that you press the up or down arrow, a new event is selected, so you can view its details in the Details pane. Pressing the up and down arrows is equivalent to clicking on an event in the Flame Chart.
Zoom in on a Timeline section
You can zoom in on a section of a recording to make analysis easier. You use the Overview pane to zoom in on a section of the recording. After zooming, the Flame Chart is automatically zoomed to match the same section.
To zoom in on a Timeline section:
- In the Overview pane, drag out a Timeline selection with your mouse.
- Adjust the gray sliders in the ruler area.
Once you have a section selected, you can use the W,A, S, and D keys to adjust your selection. W and S zoom in and zoom out, respectively. A and D move left and right, respectively.
Save and load recordings
You can save and open recordings by right-clicking inside the Overview or Flame Chart panes and selecting the relevant option.
You can also share saved recordings using timeline-viewer.
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The Economist has published a six-part study of how artificial intelligence and robotics are likely to impact our future (particularly for those in the workforce). The parts are:
From not working to neural networking
Automation and anxiety
Answering the machinery question
Click on each link to read the associated article. Here's an excerpt from the first article in the series to whet your appetite.
THERE IS SOMETHING familiar about fears that new machines will take everyone’s jobs, benefiting only a select few and upending society. Such concerns sparked furious arguments two centuries ago as industrialisation took hold in Britain. People at the time did not talk of an “industrial revolution” but of the “machinery question”. First posed by the economist David Ricardo in 1821, it concerned the “influence of machinery on the interests of the different classes of society”, and in particular the “opinion entertained by the labouring class, that the employment of machinery is frequently detrimental to their interests”. Thomas Carlyle, writing in 1839, railed against the “demon of mechanism” whose disruptive power was guilty of “oversetting whole multitudes of workmen”.
Today the machinery question is back with a vengeance, in a new guise. Technologists, economists and philosophers are now debating the implications of artificial intelligence (AI), a fast-moving technology that enables machines to perform tasks that could previously be done only by humans. Its impact could be profound. It threatens workers whose jobs had seemed impossible to automate, from radiologists to legal clerks. A widely cited study by Carl Benedikt Frey and Michael Osborne of Oxford University, published in 2013, found that 47% of jobs in America were at high risk of being “substituted by computer capital” soon. More recently Bank of America Merrill Lynch predicted that by 2025 the “annual creative disruption impact” from AI could amount to $14 trillion-33 trillion, including a $9 trillion reduction in employment costs thanks to AI-enabled automation of knowledge work; cost reductions of $8 trillion in manufacturing and health care; and $2 trillion in efficiency gains from the deployment of self-driving cars and drones. The McKinsey Global Institute, a think-tank, says AI is contributing to a transformation of society “happening ten times faster and at 300 times the scale, or roughly 3,000 times the impact” of the Industrial Revolution.
. . .
Such concerns have been prompted by astonishing recent progress in AI, a field long notorious for its failure to deliver on its promises. “In the past couple of years it’s just completely exploded,” says Demis Hassabis, the boss and co-founder of DeepMind, an AI startup bought by Google in 2014 for $400m. Earlier this year his firm’s AlphaGo system defeated Lee Sedol, one of the world’s best players of Go, a board game so complex that computers had not been expected to master it for another decade at least. “I was a sceptic for a long time, but the progress now is real. The results are real. It works,” says Marc Andreessen of Andreessen Horowitz, a Silicon Valley venture-capital firm.
In particular, an AI technique called “deep learning”, which allows systems to learn and improve by crunching lots of examples rather than being explicitly programmed, is already being used to power internet search engines, block spam e-mails, suggest e-mail replies, translate web pages, recognise voice commands, detect credit-card fraud and steer self-driving cars. “This is a big deal,” says Jen-Hsun Huang, chief executive of NVIDIA, a firm whose chips power many AI systems. “Instead of people writing software, we have data writing software.”
There's much more at the six links above. Highly recommended reading.
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The German Air Force (Luftwaffe) has faced dramatic changes in structure and strategic concepts as a result of the diminished threat in Central Europe and shrinking budgetary resources for modernized weapons systems. Prior to the demise of the Warsaw Pact, the German air force had as its primary mission the air defense of Central Europe in conjunction with other NATO air forces. This included reconnaissance to forestall surprise attack, interdiction of enemy ground and air forces, prevention of enemy aircraft from reaching German strategic targets, protection of friendly forces against air attack, and close battlefield support for NATO ground troops.
The new security environment in Europe has brought a change in tasks for the Luftwaffe. With the absorption of the former East Germany, the national airspace that had to be patrolled increased substantially. With a major confrontation in Central Europe now only a slight possibility, the Luftwaffe has had to adjust its missions to take account of the possibility of involvement in conflict beyond the borders of Europe and in unstable regions within Europe.
As of early 1995, the Luftwaffe had a personnel strength of 83,000, including 25,000 conscripts. The principal combat units were eight squadrons of fighter-ground attack aircraft, equipped with Tornado fighter-ground attack aircraft. There were seven fighter squadrons, six with F-4Fs and one with MiG-29s. Developed as a joint effort by Britain, Italy, and West Germany, the Tornado is a high-speed, low-altitude, all-weather attack aircraft. The McDonnell Douglas F-4F Phantom, introduced in the United States in the 1960s, is still regarded as an outstanding fighter and attack aircraft of exceptional versatility. However, it is scheduled to be replaced by a new combat aircraft in the late 1990s, the European Fighter Aircraft (EFA).
Ground-based air defense consisted of six groups, each with six squadrons, equipped with Patriot surface-to-air missile (SAM) launchers; six groups, each with six squadrons, equipped with Hawk launchers; and fourteen squadrons equipped with Roland launchers for point defense. The German air defense units covering Central Europe and the Baltic approaches were fully operational, subject to control by NATO’s integrated air-defense system even during peacetime.
By 1998 two squadrons of Tornado fighter-bombers are scheduled to be transferred from the navy to the air force, along with 800 naval personnel, as part of the plan to transform the naval air base at Jagel on the Baltic Sea into a Luftwaffe base. Of all the equipment taken over from the East German air force, only one squadron of MiG-29 fighter aircraft was absorbed by the Luftwaffe.
The ranking uniformed member of the Luftwaffe is the air force chief of staff, with headquarters in Cologne. Also at Cologne is the Combat Command, subdivided into the Southern Tactical Command and Northern Tactical Command. The Southern Tactical Command is collocated with NATO Combined Air Operations Center at Messstellen in the southwestern corner of Germany; the Northern Tactical Command is at Kalkar near the Dutch border. The Transport Command at Münster also comes under the Combat Command, as does the Communications and Electronic Command. The German Air Force Office in Cologne is responsible for personnel, training, communications, and armaments.
National Security in Germany
Prussia’s Emergence as a Military Power
Creation of the Bundeswehr
The German Military in Two World Wars
Military Justice in Germany
German Uniforms, Ranks, and Insignia
Foreign Military Relations
Land Police Agencies
Dissidence and Terrorist Activity
Federal Police Agencies
Police Agencies in Germany
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The neighborhood where my students come from can be full of negativity. My students need to learn how to support each other and accept the mistakes that come with the natural process of learning. Synergy is a strategy that is a core element of my blended model; it defines and reinforces the behaviors that successful teams use to work together to overcome a problem. Synergy has four basic expectations: 1) Push each other's thinking; 2) Share the load; 3) Use Accountable Talk; and 4) Move with speed. I use these expectations in a quick evaluation of each group every time we do group work, and the "winning group" receives a small prize, which reinforces my academic and social expectations and incentivizes friendly competition.
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Stephen plans for instruction in his blended classroom.
Kahoot! is a collaborative strategy aimed at reinforcing a lesson's core concepts through a fun, game-like atmosphere. It produces instant data, which allows Daniel to use it as a check for understanding. Daniel's students work in groups to answer a question that is projected on the Smart Board. To submit their answers, they use an iPad, which transmits data to the Kahoot! website.
At the end of each class period, we spend time celebrating the soft skills students exhibited throughout class. Rather than focusing on academic achievements such as tests, we shout out students who show our core values, such as persistence, responsibility, or empathy. This way students get a chance to recognize one another for their support throught class. This ritual also positively reinforces these values, as students feel successful when they get a shout out.
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Using biomass for energy also contributes to the health of our forests. When biomass is removed from growing forests, the remaining trees are helped to grow larger and remain healthy.
As large and small landowners understand, active, sustainable forest management means harvesting trees. This contributes to the health of forests and their carbon-capturing abilities, today and into the future, and means that the income from these harvests gives landowners the ability to continue to own the land.
Sherry Huber, Portland Press Herald (11/25/2016)
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|What should I do with the UNUSED INPUTS?
TTL devices normally default to a logic ONE if the input is
allowed to FLOAT.
However, depending on many factors, these inputs can act as an antenna,
and pick up NOISE which can cause mischief to the circuit. The worst case
is, the device will act as an uncontrolled intermittent OSCILLATOR.
--This is BAD!
ALL unused inputs of TTL logic devices IDEALLY should be returned to
either a logic ONE or logic ZERO. Certain devices--74XX and earlier 74LS--the
logic ONE (Vcc) should be a ~ 1k resistor to Vcc; or alternatively, connected
directly to ground (ZERO). Most/All other logic devices, the resistor is
In the case of CMOS devices, there is NO input DEFAULT; CMOS
input impedance is on the order of thousands of MEGOHMS and will
cause EXTREME FAILURES if allowed to FLOAT.
To make this point: if you put your finger or a scope probe on or NEAR
an un-terminated CMOS input, it can cause a logic CHANGE!! If allowed
to float, some CMOS devices can oscillate so fast, that it exceeds the
device power rating and will literally destroy itself.
Unused Outputs: tri-state, and open collector devices, etc.,
DO NOT require any attention.
NOTE: In the case of the tri-state control pin, it should be treated
as an INPUT.
Notes Tri-state: Zero, One, Open.
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If you are from the U.S. then you must have an idea what federal grants are. Grants are known as federal assistance given to individuals and this can also be in a form of a loan, benefits or entitlements. This grant is really intended for the people and not for the government to acquire properties or services that directly benefits the government. People can really take advantage of the availability of these grants to take care of their financial problems and free them from debts. In the United States, the governments has been giving large amount of grants with the aim to free people from their debts and eventually will give people hope to start a new again. And the government has a lot of grants that they can giveaway that will address almost everybody’s need.
Misconceptions of About Federal Grants
One of the misconceptions that people have about the federal grants is that the process in taking advantage of the grants is tedious and long. If you know which grant you would like to apply for and knows which place to go to and get it, the process is just easy really. So you just need to be informed about the different grants that are available and check on which grants you can qualify and apply for.
Advantages of Grants
The federal grants are given by the government to take care of your finances. The government has lost of grants available that addresses every individuals needs. There is always a grant that would fit everyone. Would you believe that the government would even give you some money so you can take a vacation and pay off your debts? That’s how easy it is to get those grants. One advantage you will love about the grants is the process in applying for these grants. You can check out and apply for the grants online and save you time and money. And the great thing about grants is that they are not loans. The government is giving it away for you to use without expecting that you pay them back.
Debt Relief and Women’s Business Grants
One of these advantageous federal grants if the Debt Relief Federal Grants. These are government allocations that people can apply for to clear pay off their debts to they wouldn’t have to worry about them. This will give people who are buried down in debt to clear them with these debts and start anew with their lives. They can now start to work and earn for themselves and not to pay off some loans or debts. Women who are running their own businesses can now also take advantage of these grants. It is reported that a good number of businesses in the U.S. are owned by women so the grants can give them assistance.
Apply For The Grants Now
Grab this opportunity and apply for the grants now. The government is extending its financial assistance and all you need to do is ask. Passing up this chance to be clear of debts and start your own business will be a very unwise choice.
Most Recent Articles
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The government has allotted funds to giveaway to people who want to pay off their debts, help them with their education, and even take a vacation. These grants are not like loans which...
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The US federal government is giving away billions of dollars each year which is considered as grants. People who are aware of the nature of this giveaways know that there amounts of money th...
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There are a lot of small businesses nowadays that are trying to establish their own name and gather their own targeted market. Because of the competition and all the financial aspects ...
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Botany For Dummies gives you a thorough, easy-to-follow overview of the fundamentals of botany, helping you to improve your grades, supplement your learning, or review before a test. It covers evolution by natural selection, offers plain-English explanations of the structure and function of plants, and includes plant identification and botanical phenomena. Tracking a typical course in botany, this hands-on, friendly guide is your ticket to passing this required course for your major in biology, microbiology, zoology, or elementary education.
Introduction Part I: Plant Basics Chapter 1: Exploring Botany Chapter 2: Peering at Plant Cells Chapter 3: Identifying Plant Tissues Chapter 4: Vegetative Structures: Stems, Roots, and Leaves Chapter 5: Reproductive Structures: Spores, Seeds, Cones, Flowers, and Fruits Part II: The Living Plant: Plant Physiology Chapter 6: Metabolism: How Living Things Get Energy and Matter Chapter 7: Photosynthesis: Making Sugar from Scratch Chapter 8: Cellular Respiration: Making Your Cake and Eating It, Too Chapter 9: Moving Materials Through Plants Chapter 10: Regulating Plant Growth and Development Part III: Making More Plants: Plant Reproduction and Genetics Chapter 11: Greening the Earth: Plant Reproduction Chapter 12: Passing Plant Characteristics to the Next Generation Part IV: The Wide, Wonderful World of Plants: Plant Biodiversity Chapter 13: Changing with the Times: Evolution and Adaptation Chapter 14: The Tree of Life: Showing the Relationships Between Living Things Chapter 15: Examining the Forest Floor: Bryophytes and Seedless Vascular Plants Chapter 16: Their Seeds Are Naked: Gymnosperms Chapter 17: Say It with Flowers: Angiosperms Part V: Plants and People Chapter 18: Making Connections with Plant Ecology Chapter 19: Altering Plants by Using Biotechnology Chapter 20: Thriving on Plants in Everyday Life Part VI: The Part of Tens Chapter 21: Ten Weirdest Plants Chapter 22: Ten Tips for Improving Your Grade in Botany Index
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Rene Fester Kratz, PhD is a Biology instructor at Everett Community College. As a member of the North Cascades and Olympic Science Partnership, she worked to develop science curricula that are in alignment with research on human learning.
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Many baseball athletes suffer from elbow and shoulder injuries caused by overuse of the muscles. Learn how you can prevent overuse injuries and stay in the game.
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Baseball Injury Prevention
Basketball Injury Prevention
Basketball players are most commonly at risk for injuries to the ankles, knees, and shoulders. Click the link below to learn how to avoid injury on the court.
Biking is a fun, healthy way to get exercise. Read these tips to stay safe while you ride.
Burners and stingers, common injuries in contact and collision sports, produce a stinging or burning pain that spreads from an athlete’s shoulder to his or her hand. Most of these injuries are temporary and symptoms fade quickly. Learn more about the causes, symptoms, and treatments of burners and stingers.
Cheerleading Injury Prevention
Between jumping, kicking, and tumbling, cheerleading can present several opportunities for injury. Click here for ways to prevent injury during cheerleading.
Cycling Injury Prevention
Cycling is a great way to exercise and have fun. Learn the different types of injuries that can be caused by cycling and how to prevent them from happening to you.
Dance Injury Prevention
Due to the wide range of exercises and movements performed, dancers are at great risk of injury. Learn how the proper stretching and conditioning program can help you stay injury-free.
Field Hockey Injury Prevention
Field hockey is a physical and fast paced sport. To learn more on how to prevent serious injuries, click the link below.
Figure Skating Injury Prevention
As the technical difficulties of spinning, jumping, connecting moves, lifts, and throws of figure skating increase, so does the risk of injury. Stay safe on the ice with these figure skating injury prevention tips.
Football Injury Prevention
Football leads all other sports in the number of injuries sustained each year. Learn more about the most common injuries and how you can prevent them this season.
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Whenever something goes wrong, we try to figure out what or who is to blame. To do that appropriately, we first have to know what was suppose to happen. With that in mind, let’s consider the government shutdown. What was suppose to happen?
The Federal government of the United States uses a budget process to create the United States federal budget. The framework is used by Congress and the President of the United States to formulate the budget and was established by the Budget and Accounting Act of 1921, the Congressional Budget and Impoundment Control Act of 1974, and by other budget legislation. (continued here)
About.com has a similar article, US Federal Budget Process.
This federal budget process document is a quick primer outlining the steps taken as the budget moves from concept to reality. (continued here)
Once upon a time, the Democratic Party was a bit more conservative. Instead of using brinksmanship to get what it wanted, tying up the entire government, Democrats created a process that broke the budget into parts, and Congress voted on individual parts of the budget.
Finalizing A Budget
House and Senate Appropriations Committees hold hearings, taking testimony from OMB, executive agency officials and others. Each subcommittee is charged with developing one appropriation bill:
- Agriculture, rural revelopment, Food and Drug Administration
- Commerce, Justice, State, Judiciary
- District of Columbia
- Energy and water development
- Foreign operations, export financing
- Homeland Security
- Labor, Health and Human Services, Education
- Legislative Branch
- Military construction
- Transportation, Treasury, General Government
- Veterans Affairs, Housing and Urban Development, Independent Agencies
There are some parlimentary rules that make these bills unique. For example, Senators cannot filibuster the budget resolution or a reconciliation bill. (from here)
To resolve our current government shutdown standoff, House Republicans are trying a piecemeal approach. Consider what The Washington Times reports.
Here the Democrats in Congress reject funding those parts of the budget causing the most immediate grief.
With the government shutdown closing national monuments and sending federal office workers home, House Republicans changed tactics Tuesday and tried to pass individual spending bills that they said would restore money to high-profile programs such as veterans affairs, national parks and the Smithsonian Institution.
But House Democrats, backed by a presidential veto threat, blocked the bills, saying that while they supported the spending, it was unfair for Republicans to make them pick and choose from popular programs. (continued here)
In House GOP adds NIH, National Guard to shutdown bill strategy, The Washington Times explains what they expect the House GOP to do next. Note our glorious leader’s objection.
But the White House budget office said President Obama “strongly opposes” those bills and would veto them if they were to reach his desk.
“Consideration of appropriations bills in a piecemeal fashion is not a serious or responsible way to run the United States government. Instead of opening up a few government functions, the House of Representatives should re-open all of the government,” the budget office said in a statement vowing the veto. (continued here)
Even though the budget process calls for the consideration of individual appropriation bills in a piecemeal fashion, our glorious leader calls that irresponsible. Nevertheless, when we want to simplify a problem, don’t we break it up into smaller parts? When we want to make certain everyone approves of each individual item in a budget, why wouldn’t we break it into parts?
In a republic, we are suppose to do our best to respect each others rights. When we do not have to do so, we should not force people to pay for things they do not want.
The fact is the majority of the people of this nation do not want Obamacare. Obama and the Democrats want it. With the most rank hypocrisy, they accuse Republicans for being responsible for the standoff. Yet they are as guilty as they can be. Obama and the Democrats should be ashamed. Instead, they have shown themselves to be shameless liars.
- Who Really Shutdown the Government (caldwellteaparty.org)
- No Compromise: House Democrats Kill GOP Proposal to Fund Veterans Services, National Parks Without Touching Obamacare (theblaze.com)
- Gov’t shutdown: No progress on ending stalemate (news.yahoo.com)
- What Is The Real Reason We’re Facing A Government Shutdown? Hint: It’s Not Obamacare (addictinginfo.org) (Note this article ignores the individual appropriations bills. Also note: Senate passes first budget in four years. The Democrats in the Senate have no interest in playing by the rules.)
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In the past half century, Ethiopia has ravaged more than 90 percent of its forests. Reforestation campaigns are now sowing new hope on the Ethiopian highlands. France 24 went out to Ethiopia to find out more.
For every tree that is planted in Ethiopia, dozens of others are cut down. The result is an arid landscape, prone to erosion and incapable of growing essential crops.
This week we head to Tigray, close to the border with Eritrea, where the situation is particularly dire. Tigray has recovered from the famine that devastated the region in the 1980s, but the threat of hunger is never far away. Today the locals have begun to realise that replanting trees is one of the keys to their survival. International organisations Green Ethiopia and the Yves Rocher Foundation have stepped in to help.
While 20 million trees have been planted here in the past 12 years, efforts have been jepoardised by a much more powerful enemy: the eucalypt. This species was imported from Australia more than a century ago. It's loved by the locals because it grows quickly, but for the native species it's a vampire tree that greedily sucks up all the water resources. Concerned biologists are urging Ethiopians to respect and nurture the local trees in a bid to preserve biodiversity here and across the Horn of Africa.
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Boston, MA - Experts are warning that an epidemic of viruses and mobile phone scams could be just around the corner.
Researchers from Northeastern University used calling and mobility data from over six million anonymous mobile phone users to get a picture of the threat mobile phone viruses pose to users. The results indicate that a highly fragmented market has hindered outbreaks in the past. However, their work predicts that viruses will pose a serious threat once a single mobile operating system's market share grows sufficiently large. This could happen soon, they say, given the 150 percent annual growth rate of smart phones.
"We haven't had a problem so far because only phones with operating systems, so-called 'smart phones', are susceptible to viral infection," explained Marta Gonzalez, one of the authors of the stydy. "Once a single operating system becomes common, we could potentially see outbreaks of epidemic proportion because a mobile phone virus can spread by two mechanisms: a Bluetooth virus can infect all Bluetooth-activated phones in a 10-30 meter radius, while Multimedia Messaging System (MMS) virus, like many computer viruses, spreads using the address book of the device. Not surprisingly, hybrid viruses, which can infect via both routes, pose the most significant danger."
The study builds upon earlier research by the same group, which used mobile phone data to create a predictive model of human mobility patterns which was used to simulate Bluetooth virus infection scenarios.
The researchers found that Bluetooth viruses would eventually infect all susceptible handsets, but that there should be sufficient time to take countermeasures such as antiviral software to prevent major Bluetooth outbreaks. In contrast, spread of MMS viruses is not restricted by human behavioral patterns, but is constrained because the number of susceptible devices is currently much smaller.
Graham Clueley, senior technology consultant with security firm Sophos, agreed that if one operating system were to dominate it would make a 'pandemic' almost inevitable. But, he said, "The Apple iPhone is selling well, but I don't see one single operating system dominating - we'll see two or three." He added, "They're making so much money infecting Windows computers that that's probably where they'll continue to concentrate."
Mats Aronsson, senior busiess development manager for the mobile space with Symantec, agreed. "With the introduction of more open pnhones like Google Android, yes, we think mobile viruses will really spread - but not this year," he said. He warned of a problem he condisered far more serious - SMS premium number scams. "An SMS message can cost up to £10," he said. "All they have to do is own such a number for a short time and then get you to send an SMS message to it."
He said that while such attacks have been known, they have tended to be small in scale. But, he said, he expects them to increase massively in the next year or two. "I think the hackers are testing their methods," he said. "What's significant is that now pretty much all of them are in it for the money - and this is the simplest way to make money."
The first mobile phone virus appeared back in 2004: called Cabir, it was designed to affect phones running the Seg system and was sent to a number of anti-virus companies rather than released in the wild.
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Published on September 7th, 2016 | By: April Gocha, PhD0
Other materials stories that may be of interestPublished on September 7th, 2016 | By: April Gocha, PhD
[Image above] Credit: NIST
Collaborative research at Notre Dame has demonstrated that electronic interactions play a significant role in the dimensional crossover of semiconductor nanomaterials. The team has now shown that a critical length scale marks the transition between a zero-dimensional, quantum dot and a one-dimensional nanowire.
Rutgers University engineers have found a simple method for producing high-quality graphene that can be used in next-generation electronic and energy devices. The team found that baking the exfoliated graphene oxide for just one second in a 1,000-watt microwave oven, like those used in households across America, can eliminate virtually all of the oxygen from graphene oxide.
A newly discovered method for making 2-D materials could lead to new and extraordinary properties, particularly in a class of materials called nitrides, say the 2-D-dimensional gallium nitride using graphene encapsulation could lead to applications in deep ultraviolet lasers, next-generation electronics and sensors.
Polyaromatic hydrocarbons form an important class of molecules, which can be regarded as small graphene species and which play a prominent role in the development of organic electronics. Scientists now show that the edge structures of these apparently similar molecules are responsible for spectacular differences in transport properties, allowing for smarter design of new materials.
In a photovoltaic cell, light generates opposite charges in the active layer. The charges must then be separated as quickly as possible to keep them from recombining. Using a unique ultra-fast spectroscopic technique, EPFL scientists have now been able to track the fate of charged pairs in an advanced type of solar cells currently under intense research.
Researchers at Stanford University and the Department of Energy’s SLAC National Accelerator Laboratory have developed a tough new catalyst that carries out a solar-powered reaction 100 times faster than ever before, works better as time goes on and stands up to acid. And because it requires less of the rare and costly metal iridium, it could bring down costs.
Merging two powerful 3-D X-ray techniques, a team of researchers from the Department of Energy’s SLAC National Accelerator Laboratory and Utrecht University in the Netherlands revealed new details of a process known as metal poisoning that clogs the pores of catalyst particles used in gasoline production, causing them to lose effectiveness.
Replacing traditional light bulbs with light-emitting diodes could take a significant bite out of global energy consumption. But making white LEDs isn’t completely benign or budget friendly. To help reduce the environmental footprint and cost of these lights, researchers have developed the first white LED with a hybrid, metal-organic framework material.
Researchers at Penn State and the Molecular Foundry at Lawrence Berkeley National Laboratory are pushing the limits of electron microscopy into the tens of picometer scale, a fraction of the size of a hydrogen atom. The researchers’ work describes the first atomic scale evidence for strain-induced ferroelectricity in a layered oxide.
Mayenite is one smart cement—it can be turned from an insulator to a transparent conductor and back. It is also suitable for use as semiconductors in flat panel displays. The secret behind mayenite’s magic is a tiny change in its chemical composition. In new work, researchers show how components called electron anions help to transform crystalline mayenite, also called C12A7, into semiconducting glass.
Stanford engineers have developed a low-cost, plastic-based textile that, if woven into clothing, could cool your body far more efficiently than is possible with the natural or synthetic fabrics in clothes we wear today. This new material works by allowing the body to discharge heat in two ways that would make the wearer feel nearly 4ºF cooler than if they wore cotton clothing.
Engineers from Columbia University have discovered a new phase-transition optical material—samarium nickelate—and demonstrated novel devices that dynamically control light over a much broader wavelength range and with larger modulation amplitude than what has currently been possible. SmNiO3 could potentially transform optoelectronic technologies, including smart windows and infrared camouflage.
Being able to determine magnetic properties of materials with sub-nanometer precision would greatly simplify development of magnetic nano-structures for future spintronic devices. Uppsala physicists make a big step towards this goal—they propose and demonstrate a new measurement method capable to detect magnetism from areas as small as 0.5 nm2.
Colorado State University physicists have demonstrated a new approach to low-power computer memory. They’ve demonstrated a new way to switch magnetic moments—or direction of magnetization—of electrons in a thin film of a barium ferrite, which is a magnetic insulator. Until this point, scientists have only demonstrated this switching behavior in metal thin films.
Back to Previous Page
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Kids more affected by traffic fumes
Scientists have come up with a new way of measuring the amount of pollution in the air around us and it's not great news for children.
The results show traffic pollution from cars and lorries is at its strongest the closer you are to the ground.
That means if you're shorter or smaller, you're more likely to be breathing in harmful fumes than adults.
Now politicians are studying the research to see what else they can do to help reduce traffic pollution.
Harmful particles that come out of car exhausts are so tiny - smaller than the width of a human hair - that you can't see them, so you breathe them in without realising.
Toxic particles from car exhausts are invisible
But if soot from traffic fumes gets into our lungs it can increase the risk of getting conditions like asthma and other serious health problems.
In east London, hundreds of kids are taking part in an experiment to see how their bodies are affected by fumes.
Scientists have also come up with a new way of testing the levels of pollution near schools, by collecting leaves from the roadside.
Professor Barbara Maher from the University of Lancaster said: "As we're standing at the roadside, we're surrounded by this invisible mist of these millions of toxic particles.
"We can't see them but we know we've measured them here and our research shows that down at small child height the concentration and number of these very fine particles is sometimes twice the current EU regulation standard."
Future problems for children
There are already cleaner fuels for cars, but experts say that won't be enough to stop many kids facing serious lung problems in the future.
Now politicians are working to see if there's anything else they can do to reduce traffic pollution.
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To show that Christmas is about discovering more than the birth of a baby.
Things you’ll need
- 3 shoe boxes with lids
- Christmas wrapping paper
- 3 gift tags
- 3 presents that no one would ever want! (Eg a brick, some rubbish from the bin, an empty perfume or after-shave bottle)
- Lots of money (notes only)
- A flipchart and a pen (for the ‘Response’ time)
- A Christmas wrapped box containing enough sweets for all the children in the assembly (only for the Key Stage 1 option)
1 Wrap the boxes and the lids separately with the Christmas wrapping paper. For each box, hide some of the money between the wrapping paper and the box. The paper has to be removed during your presentation, so don’t tape the edges down too well.
2 Once you’ve wrapped the boxes, place a ‘present’ into each one and write the name of the person who will receive it onto the gift tag. Choose three adults who will be at the assembly to receive the presents, to avoid upsetting children.
1 Talk to the children about Christmas – the story of the birth of Jesus which is celebrated all over the world by millions of people.
- Ask some questions to make them think about Christmas being celebrated all over the world (eg do they know which parts of the world will be hot/cold at Christmas?)
- Ask if they know where we can read the story.
- Explain that we give presents to each other at Christmas in the same way that the Wise Men gave their presents to Mary and Joseph for their son, Jesus. Ask if the children can remember what the gifts were.
2 Tell the children that you have gifts for three people. They are for…surprise, surprise… Read out the names on the gift tags. You could ask three children to deliver the gifts to the appropriate adults.
3 When the three people have received their presents, ask each one in turn to open them and show everyone what they have been given. Ask each person what they think of their ‘gift’! Ask them to give their honest reactions (eg ‘Rubbish!’ ‘Disgusting!’ etc). It shouldn’t take too much persuasion to encourage them to give you back your presents (and the boxes). When they do, act as if you are really disappointed about having your gifts rejected.
4 Once all the gifts have been returned to you, let the children see you smiling as if you know something that they don’t! Then choose one of the boxes and show everyone the present (eg the brick). Put it to one side and then pull out the money which is hidden in the box and lid. As you are doing this talk to the children about how X (the name of the person who received the gift) was so busy looking at what she thought was the gift, that she managed to miss the greater present. It was there for her and she would have found it if she had only looked a bit harder. Show the money. Ask the adults who were given the gifts how they feel about their loss!
A Christian viewpoint
1 Read the first part of John 3:16 from the Good News Bible:
God loved the world so much, that he gave his only Son…
Explain that the Bible teaches that this is what the Christmas story is all about. Christians believe that God gave the greatest present ever – his own son, born as a baby in Bethlehem, born so that people could be friends with God.
2 Say that today…(name your adult helpers)…looked at the presents they were given and decided to reject them. We all know what they missed out now on don’t we? Explain that the Bible teaches that God gave the gift of his Son Jesus at Christmas. Some people say ‘Thank you’ to God for his gift. Some people say ‘No thanks’. And some people are still thinking about it.
For those who believe the Bible’s teaching about Jesus, Christmas is one of the most important times of the year. Those who don’t believe, or who are not sure, can still enjoy the presents, the parties and all the good things of Christmas and in school we can all enjoy the celebrations together.
1 Ask the children what things we can enjoy together about Christmas. Using the flipchart, write down their ideas and then use them as a focus for their thoughts or prayers.
2 Allow about fifteen seconds of silence to think – or talk to God – about what has been written.
Key Stage 1 option
1 Instead of the surprise ‘horrible’ present, give a member of the staff a Christmas-wrapped box which contains enough sweets for all the children (could be expensive!).
2 Ask the children whether the person receiving the gift said ‘Thank you’. Point out that they don’t know what the gift is. It could be something really horrible. Let the member of staff open the box. Then ask him/her to show the children what the gift is, explain who it is for and when they will be allowed to eat the sweets!
3 Talk about the gift God gave at Christmas and what different responses people might make to it. (Then continue as above in the ‘Application’ section.)
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The rings of Saturn are made of ice. Earth is making rings out of space junk. Some comes back down, recently two large hunks, one “bus sized” from NASA, another, also large, from the German Space Agency and named Rosat. But not all space junk falls to earth. Some escapes into deep space to travel for eons, eventually to be captured by an advanced space-dwelling life form.
Space junk can be as simple, as an “elbow,” the kind plumbers use to connect pipes. Every space vehicle needs pipes, and space elbows will be made of advanced alloys, like molybdenum austenitic stainless steel, which those far future space-dwelles will realize came from beings with advanced technology. They will handle it carefully as they study it to learn something about us.
If this space elbow had come out of a space vehicle for human beings, and if it had been part of its sanitary system, the space beings will recognize a fragment of DNA. Et voila! They will isolate it, and with their advanced science, coax it to replicate itself.
Chances are it’s bacterial DNA, but the space beings are overjoyed to have it, and before long figure out what planetary conditions it came from, and in their quantum computers have a catalog of trillions of planets. They extract a list of those with no life of their own, and on which this ancient DNA can thrive, take it to that planet, inject it into the atmosphere and oceans, and go away, leaving an observer who spins down once in a while, takes pictures, sends them to the space-dwelling scientists who tend the progress of their many plametary implants.
For millions of years they observe this DNA as it evolves, to form single celled, then many-celled creatures, then complex life forms, and one day intelligent life that launches itself into Space and begins to surround its own planet with space junk. And that may just be how we, Humano Sapiens, on our Earth, revolving around our sun, Old Sol, came to be.
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According to the McKinley Health Center of the University of Illinois, a healthy vagina emits normal secretions that regulate and keep it clean. These discharges can range from clear to yellowish or cloudy white. McKinley Health Center also states that vaginal discharge varies due to such things as the menstrual cycle, birth control pills, nutrition and pregnancy. Variations from normal can indicate infection or disease.
Baby Med indicates a dark brown or black vaginal discharge may occur six to 12 days after fertilization of an egg when the embryo attaches to the uterine lining. This is known as implantation. Rich in blood, this lining is shed once a month if fertilization does not occur. It is not unusual for a bit of blood to travel down the cervix into the vagina during implantation. Because of the time it takes to pass out of the body, the blood is much darker than normal.
According to Brookside Associates Medical Educational Division, the most common foreign body found in the vagina is a lost or forgotten tampon. Symptoms include black or brownish vaginal discharge accompanied by a foul vaginal odor. Removal is usually done by a doctor, and patients can follow up in two or three weeks unless fever or other signs of sickness occur. Toxic shock syndrome is a rare, but severe, complication.
Cervical cancer is cancer in the upper portion of the vagina that opens to the uterus. The National Institutes of Health states that cervical cancer is a slow spreading cancer that begins as dysplasis, a precancerous condition. Undetected, it can metastasize to other organs. Early cervical cancer does not usually display symptoms, but if present, signs could include a dark brownish discharge and a foul-smelling odor.
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Joseph of Arimathea Biography
Joseph was a quiet man—reserved, gentle, and soft-spoken. He was betrothed to a young woman from Nazareth named Mary. To his horror, during the engagement period he learned that Mary had become pregnant. Knowing he had not violated her, Joseph naturally assumed that Mary had become pregnant by another man. But instead of angrily exposing her to public humiliation, Joseph decided to break the engagement privately.
According to the biblical accounts, Mary apparently knew of the origin of her pregnancy before Joseph did. She may have attempted to explain the situation to Joseph, but the man can hardly be blamed for finding the story beyond belief. Then Joseph himself had a dream in which an angel told him not to break his engagement, for the child within Mary was conceived through the Holy Spirit. Joseph was also told that the child was destined to save the people from their sins.
From this point we have only brief glimpses of Joseph in the gospel narratives. He gently took Mary with him to pay taxes in Bethlehem and that is where Jesus was born. From there they fled to Egypt for several years to avoid King Herod’s killing spree. After Herod’s death they returned to Israel and settled in Nazareth where Joseph practiced the carpenter’s trade. The last reference to Joseph is when he and Mary went to retrieve twelve-year-old Jesus from the temple, where he was answering questions of the Pharisees.
It would be nice if more was recorded about Joseph’s relationship with Jesus during Christ’s childhood and youth. However we can only surmise an intimate relationship between the two based upon assumed years spent working together in Joseph’s carpenter shop. During Christ’s ministry, Mary appears alone in gospel narratives or only with her children. Thus most believe that Joseph probably died sometime during Jesus’ youth or young adulthood. The quiet man lived and died with a righteous reverence for God and a fatherly love for His Son. We can find no criticism for this man whom Jesus called dad.
What can we learn from Joseph of Arimathea?
Some soft-spoken souls leave a quiet legacy of reverence for God and gentle kindness toward others. Their goal is not a renowned spiritual reputation—they keep many of their deepest thoughts and feelings to themselves. Yet they can be entrusted with the mysteries of God. Joseph was such a person.
Bible Verses about Joseph of Arimathea
Matthew 1:16, 2:13-19; Luke 2:4, 2:41, 3:23, 4:22
What questions does this help to answer?
- Who was Joseph of Arimathea, the father of Jesus?
- Was Joseph of Arimathea a good father?
- What did Joseph of Arimathea do?
- What was the relationship between Joseph and Jesus?
- What did Joseph think of Mary’s pregnancy?
Steve Fortosis served for six years as youth minister in several parishes. Meanwhile he was also working toward his masters, then his doctorate in religious education. Through the years he has enjoyed teaching on the college and seminary levels and writing professionally. He has published a number of books including story and prayer compilations, missionary biography, Biblical character biography, devotional lit, children’s lit, and even stories of Bible translation. Presently he resides in Florida with his wife, Debra, where he teaches part-time and writes on a free-lance basis.Steve Fortosis
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SARASOTA, Fla. -- Jon Thaxton grew up in Sarasota and has seen the health of the waters go through several shifts and changes. Perhaps the most memorable, was a dramatic decline in water quality in the 90s.
"Within a short 10 to 20 year period, the Bay just took a nose dive," said Thaxton. "A lot of the sea grass just started to die off, and that's what really inspired us in the 90s and the early 2000s to do something about it."
That's when Thaxton and his fellow County Commissioners took action, putting into place several ordinances to remove nitrogen from the water and protect Sarasota Bay from collapse.
Now, nearly a decade after those ordinances were put in place, their impact can be felt. The bay is healthy and sea grass levels are up.
"There are more sea grasses here today then there were when we took the very first aerial photograph of Sarasota Bay back in the 1940s," said Thaxton, "so the program I believe can clearly be demonstrated as a success."
Meanwhile, on the East Coast of Florida, Indian River is struggling. In the last few months, the bay has seen major fish kills all due to brown tide. Those from Indian River are now looking to Sarasota Bay as a model to keep Indian River from collapse.
"We followed the Tampa model actually, and now they're following us," said Mark Alderson of the Sarasota Bay Estuary Program. Alderson met with those from Indian River a few months ago.
"They're having huge fish kills, huge marine mammal deaths, and their canals are full of dead fish," said Alderson of Indian River. "It's been quite a sight."
In his 20 years the Estuary Program, Alderson says he's seen serious improvements to local waters, and he says that's largely due to a commitment in local government to aggressively protect the Bay.
"It's been very gradual and very slow," said Alderson, "but over time there's just been a great improvement in the Bay."
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Back in the day, when men were men and computers were programmed in hexadecimal, Texas Instruments produced a nifty little display chip called a TIL311. This chip took a 4-bit nibble as input, and produced a single hex digit on a built-in LED display. As if that weren’t cool enough, TI packaged it in translucent red; you could almost convince yourself that you saw the electrons moving through the traces as the display digits changed. This wasn’t a consumer-oriented BCD display for use in calculators and clock radios (though it would work nicely for that) — this was an actual hexadecimal display, capable of displaying numbers beyond zero-through-nine.
To paraphrase This Is Spinal Tap, “these went to fifteen!”
Unfortunately, although they’re still as useful as ever, TIL311s are extremely scarce today. The best price I could find online was $19.95 apiece. (For comparison, you could get several backlit 32-character LCD displays for the same cost.)
For Drexel’s EET325 Microprocessors class this term, we wanted to capture the essence of programming a vintage 8-bit CPU like the Z80. A modern LCD display would be simpler to implement, but somehow it just wouldn’t be the same. Hex displays like the TIL311 worked beautifully: one hex digit exactly covers four bits. Two digits cover one byte (for the data bus) and four cover a 16-bit word (for the full address bus on the Z80). The most recent versions of the DrACo/Z80 are true 8-bit machines, though: the address bus is 8 bits wide (although expandable to 16). Because of this, only four hex digits are needed; two for the address and two for the data.
Even so, four TIL311s per board would add $80 to the bill of materials — roughly doubling the cost. This, we figured, was an opportunity to put our LPKF PCB plotter to use creating some modern TIL311 replacements. A PIC16F1825 microcontroller, a common-anode seven-segment LED display, and seven resistors take the place of TI’s slick one-chip solution. It isn’t nearly as pretty, but it gets the job done for a bit less money.
A few design revisions and squashed bugs later, the first of the new boards are up and running. The PIC runs in a continuous loop, monitoring the four data pins and updating the seven-segment output based on data in a lookup table. (The code is easily converted to a common-cathode design by inverting the display bits; the board would have to be modified to support this. It would have been nice to be able to do this in software by using an I/O pin as a switchable common, but unfortunately there were no spare pins left.)
Here is the zipped PIC project to reproduce this display for yourself, along with the layout file used to create the board layout in FreePCB. The design is completely single-layer for ease of soldering, although if using double-sided copper-clad boards like we did, the holes on the top layer must be insulated. The PIC actually runs at its slowest self-clocked speed of about 31kHz; since the monitor-lookup-and-update loop only takes 36 cycles, the display can still be updated at several hundred Hz — fast enough to be a blur if the Z80 is running that fast. (The design should work at any speed, since no timing at all is used; the PIC is simply emulating combinatorial logic as fast as possible/necessary.)
Some details on construction: All resistors are 470 ohm, although any similar value should work OK. The connector is a standard 0.1″ row connector, with the plastic insulator pressed all the way to one side. This way, the connector can be inserted through the top of the board, soldered to the bottom side like all of the other components, and have enough pin length left to comfortably fit into a solderless breadboard. Since these boards will be used in a classroom lab setting, I opted to socket the PIC. That way, if one accidentally gets its power reversed and/or is introduced to 12V instead of 5V, we can easily replace it.
Since the LED display is driven by the PIC, it is less likely to be damaged due to incorrect connections; the PIC is unlikely to pass enough current to it to cause damage. The LED is keyed, and will only go in one way. (Yes, it’s supposed to be upside-down; these boards don’t use the decimal point, and the circuit layout worked much better that way.)
I’m still working on refining the parameters for producing boards on the LPKF plotter (not to mention dealing with some persistent alignment issues) — but it’s definitely getting there.
If you decide to make one of these for yourself and have questions, please email me (“Eric” at this domain); I’ll be happy to help.
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We all know that geolocation is the way to get the current position of the device and this should definitely be there on every website or app to help the users to reach to you very well. With the help of the geolocation property people can expect to have an object that can be used to locate the user’s position.
A lot of people find very much difficulty when it comes to use this functionality as it is all about coding and other various complexities, however, if you don’t want to be a part of the same, you better try out the suggested source to make Navigator geolocation easily for you. This can easily be done just in few or 3 steps, however, you better check out all the steps and get ready to have the same without any hassle.
So for Address to lat long, you will need to be in touch with the suggested platform, all you just need to think about to upload the data from any kind of device, whether laptop, computer and even your smart phone, using drag and drop method. Once you will upload the file, you can easily navigate to the desired file and later on your can set up map address filed. Yes, in order to get Get latitude and longitude from address, you will need to set up a map address by filling the given fields without any hassle.
Once you are done with the same, just click process file button, your location will easily display in their geolocation. This way Map with latitude and longitude will be ready and anybody can trace your location without any hassle. All you just need to have simple to use platform to make this very complicated thing easily.
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Define This: Tautology
Defining something as itself or using a word twice in a sentence with the aim of providing deeper meaning yet failing to do so. For example, the following sentences would serve as an example of tautology. “Tautology means tautology. Simplicity is when something is simple. She was good because she was goodly.”
Use it in a Sentence
Prominent satirical authors use tautology as a device to introduce humor in their works by repeating ideas in one sentence.
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BACKGROUNDER ON THE COURT OPINION ON THE MULLER V. OREGON CASE
One main goal of the Progressive movement, which lasted from the late 1890s until World War I, was to ameliorate the worst aspects of industrialization -- fouling of the environment, abuse of workers, exploitation of consumers and corruption of the political process. Starting in the state legislatures, reformers passed a variety of statutes, including factory safety laws, workmen's compensation, minimum wages and maximum hours.
But conservatives were able to block some of these programs in the courts, where they appealed to a judiciary imbued with the notions that private property was sacrosanct and that legislatures should not be able to tell people how to use their property. Courts also sustained the notion of "liberty to contract," claiming that employers and employees should be able to negotiate without state interference. The courts did acknowledge that the state had an inherent police power, by which it could interfere with property and labor contracts in order to protect the health and safety of citizens.
But in the 1905 case of Lochner v. New York, a bare majority of the Supreme Court had ruled that a law limiting bakery workers to a ten-hour day was unconstitutional, because such a measure bore no relation to the workers' health or safety. The Court conceded, however, that such measures might be permissible if it could be shown that the law did in fact serve to protect health or safety.
When the state of Oregon established a ten-hour workday for women in laundries and factories, business owners attacked it on the grounds that, like the New York law, it bore no relation to the women's health or safety. To defend the law, Oregon turned to the noted Boston attorney Louis D. Brandeis, who had already won a reputation for defending the public interest. Brandeis seized upon the opening in Lochner, namely, that if he could show how the Oregon law related to worker health and safety, then the Court would have to sustain it. He de-vised a highly unusual brief. He covered the traditional legal precedents in just two pages, and then filled over 100 pages with sociological, economic and physiological data on the effect of long working hours on the health of women.
Justice Brewer's opinion not only acknowledged the brief, a highly unusual step, but conceded that women were in fact different from men, and thus needed this type of factory protection. Brandeis's strategy had worked, but it was a strategy for the times; he himself did not consider women inferior or subservient to men.
The most important result of the Brandeis brief and of the decision in this case is that it set the model for all future reformers attempting to use the law to affect social and political conditions. Muller democratized the law, in that it made it more open to the everyday facts of life; it called upon justices to take into account the effect of their decisions on the real world and on the lives of real people.
For further reading: Philippa Strum, Louis D. Brandeis: Justice for the People (1984); Alpheus T. Mason, "The Case of the Overworked Laundress," in Quarrels That Have Shaped the Constitution (1975).
MULLER V. OREGON (1908)
Justice Brewer delivered the opinion of the Court.
We held in Lochner v. New York (1905) that a law providing that no laborer shall be required or permitted to work in a bakery more than sixty hours in a week or ten hours in a day was not as to men a legitimate exercise of the police power of the State, but an unreasonable, unnecessary and arbitrary interference with the right and liberty of the individual to contract in relation to his labor, and as such was in conflict with, and void under, the Federal Constitution. That decision is invoked by plaintiff in error as decisive of the question before us. But this assumes that the difference between the sexes does not justify a different rule respecting a restriction of the hours of labor.
In patent cases counsel are apt to open the argument with a discussion of the state of the art. It may not be amiss, in the present case, before examining the constitutional question, to notice the course of legislation as well as expressions of opinion from other than judicial sources. In the brief filed by Mr. Louis D. Brandeis, for the defendant in error, is a very copious collection of all these matters...
The legislation and opinions referred to... may not be, technically speaking, authorities, and in them is little or no discussion of the constitutional question presented to us for determination, yet they are significant of a widespread belief that woman's physical structure, and the functions she performs in consequence thereof, justify special legislation restricting or qualifying the conditions under which she should be permitted to toil. Constitutional questions, it is true, are not settled by even a consensus of present public opinion, for it is the peculiar value of a written constitution that it places in unchanging form limitations upon legislative action, and thus gives a permanence and stability to popular government which otherwise would be lacking. At the same time, when a question of fact is debated and debatable, and the extent to which a special constitutional limitation goes is affected by the truth in respect to that fact, a widespread and long continued belief concerning it is worthy of consideration. We take judicial cognizance of all matters of general knowledge.
It is undoubtedly true, as more than once declared by this court, that the general right to contract in relation to one's business is part of the liberty of the individual, protected by the Fourteenth Amendment to the Federal Constitution; yet it is equally well settled that this liberty is not absolute and extending to all contracts, and that a State may, without conflicting with the provisions of the Fourteenth Amendment, restrict in many respects the individual's power of contract...
That woman's physical structure and the performance of maternal functions place her at a disadvantage in the struggle for subsistence is obvious. This is especially true when the burdens of motherhood are upon her. Even when they are not, by abundant testimony of the medical fraternity continuance for a long time on her feet at work, repeating this from day to day, tends to injurious effects upon the body, and as healthy mothers are essential to vigorous offspring, the physical well-being of woman becomes an object of public interest and care in order to preserve the strength and vigor of the race...
The two sexes differ in structure of body, in the functions to be performed by each, in the amount of physical strength, in the capacity for long-continued labor, particularly when done standing, the influence of vigorous health upon the future well-being of the race, the self-reliance which enables one to assert full rights, and in the capacity to maintain the struggle for subsistence. This difference justifies a difference in legislation and upholds that which is designed to compensate for some of the burdens which rest upon her...
For these reasons, and without questioning in any respect the decision in Lochner v. New York, we are of the opinion that it cannot be adjudged that the act in question is in conflict with the Federal Constitution, so far as it respects the work of a female in a laundry.
Source: 208 U.S. 412 (1908).
Table of Contents
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But first, a few words about the use of a-mode ultrasound (echoencephalography) at Bowman Gray. My training began several years before the ready availability of computed tomography in the emergency center setting. An early application of ultrasound was for rapid screening of trauma and stroke patients for intracranial mass lesions. The underlying concept was that a-mode ultrasound could be used to identify structures normally located in the midline of the brain such as the third ventricle and falx cerebri. If these were displaced to the right or left it would suggest a high likelihood of a mass lesion such as a subdural, epidural or intracranial hemorrhage. Dr. McKinney developed a training program for the technique, drawing upon the excellent resources in anatomy and audiovisual support at Bowman Gray.
The diagram of a coronal section of the brain at the level of the third ventricle is shown below. The ultrasound beam path was illustrated by overlaying a strip of x-ray film exposed to a light gray! The corresponding a-mode ultrasound pattern is shown to the right.
Below is a photo showing how the procedure was carried out. Performing the study is Henrietta Givens, with R.N. Patricia Nuss serving as the "patient". A scan would be obtained from the right side of the head and an a-mode image captured on polaroid film. Then the probe would be placed at the corresponding location on the left side of the head, as shown here, and a second exposure made on the same polaroid film with the spikes inverted. The midline structures would be aligned in normal patients but show displacement in patients with intracranial hemorrhage or other mass lesions.
In the images above a normal study is shown at the left. Taken at the level of the third ventricle (note the two adjacent spikes at midline) there is almost perfect alignment shown in the upper (right-to-left) and lower (left-to-right) scans. The study shown at the right made just anterior to the third ventricle (note single spike at midline) shows a right-to-left midline shift.
What is A-Mode?
The "a" in a-mode stands for "amplitude". When an anatomic boundary was encountered by the ultrasound beam, a vertical "spike" was created on the display with the height of the spike (its amplitude) proportional to the strength of the returning echo. Later equipment could provide "m-mode" (m for motion) or "b-mode" information (the b standing for brightness). By displaying a two-dimensional "map" of b-mode data you end up with a "b-scan", the type of image commonly used for most ultrasound images.
Back to Introductory Page
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November 18, 2011
Listen up! 1 in 5 Americans Has Hearing Loss
(Ivanhoe Newswire) -- Say what?! You heard right, nearly a fifth of all Americans 12 years or older have hearing loss so severe, it may make communication difficult. The findings suggest that many more people than previously thought are affected by this condition.
"This gives us the real scope of the problem for the first time and shows us how big of a problem hearing loss really is," said study leader Frank Lin, M.D., Ph.D., and assistant professor at the Johns Hopkins School of Medicine and Johns Hopkins Bloomberg School of Public Health.Using the World Health Organization's definition for hearing loss - not being able to hear sounds of 25 decibels or less in the speech frequencies - Johns Hopkins researchers found that around 30 million Americans, more than 12 percent of the population, had hearing loss in both ears. The number jumped to around 48 million, more than 20 percent, for hearing loss in at least one ear.
These numbers exceed, by far, previous estimates of 21 to 29 million.
In addition, hearing loss prevalence was found to nearly double with every age decade. At any age, researchers found women and blacks were significantly less likely to suffer hearing loss.
The female hormone, estrogen, and the melanin pigment in darker skin may have a protective effect on the inner ear, Lin noted, adding that he and his colleagues plan to research those topics in future studies.
Researchers analyzed data from Americans 12 years of age and older whose hearing was tested during the National Health and Nutritional Examination Survey examinations from 2001 to 2008. The NHANES is a research program that has periodically gathered health data from thousands of Americans since 1971. It is thought to statistically mimic the population of the U.S. because it includes men and women of all races and ages, from cities scattered across the country.
The new numbers greatly inform the work researchers are doing on hearing loss and its consequences, which include cognitive decline, dementia and poor physical functioning, Lin said.
The study is thought to be the first nationally representative estimate of hearing loss. Several previous estimates focused on various cities, or populations such as children and elderly patients. However, no estimate successfully encompassed the entire U.S., explained Lin.
"I couldn't find a simple number of how common hearing loss is in the U.S., so we decided to develop our own," Lin was quoted as saying.
SOURCE: Archives of Internal Medicine, November 14, 2011
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Divine office, also called canonical hours, liturgy of the hours, or liturgical hours, in various Christian churches, the public service of praise and worship consisting of psalms, hymns, prayers, readings from the Fathers of the early church, and other writings. Recurring at various times during the day and night, it is intended to sanctify the life of the Christian community.
The history of the office, and of its various forms, is difficult to trace, as a result of its antiquity and the revisions created during the numerous attempts to reform it. The practice of public morning and evening prayer is very ancient, and early writings attest to the tradition of prayer at the third, sixth, and ninth hours of the day (9:00 am, 12:00 noon, and 3:00 pm). The practice of midnight prayer, especially before a great feast, also was common. Two institutions greatly responsible for the evolution of the forms of the office, in both Eastern and Western Christianity, were the monasteries and the choirs associated first with the churches known as basilicas and later with cathedrals.
In the Roman Catholic Church, there are seven canonical hours. Matins, the lengthiest, originally said at a night hour, is now appropriately said at any hour of the day. Lauds and Vespers are the solemn morning and evening prayers of the church. Terce, Sext, and None correspond to the mid-morning, noon, and mid-afternoon hours. Compline, a night prayer, is of monastic origin, as was Prime, recited in the early morning before being suppressed in 1964. The office has for centuries been primarily the responsibility of monks, who sang it in choir, and priests, who often recited it privately. The second Vatican Council encouraged the celebration of Lauds and Vespers in parish churches and initiated significant changes in structure and texts to facilitate the recitation of the office by those involved in active pursuits.
In the liturgical tradition of the Eastern Orthodox Church, the day is considered to begin at sunset with Vespers. Compline is read after the evening meal. The midnight office, which has no exact equivalent in the West, is in practice normally recited before Matins, which in principle should conclude with sunrise. The lesser hours are celebrated at the first, third, sixth, and ninth hours. There is no separate office of Lauds. The daily cycle is celebrated in full only in large monasteries. Matins and Vespers, however, are celebrated in many parish churches. Because it is viewed as a corporate activity, the private recitation of the office has not been a custom in the East.
The Anglican Church has a morning prayer containing elements of the Matins, Lauds, and Prime of the medieval church and has an evening prayer with elements from Vespers and Compline. Both services have the same structure. Lutheran churches have forms for Matins and Vespers services for congregational celebration mainly on Sundays. Although encouraged by Martin Luther, the practice has not been consistently observed. There has been, however, a revival of interest in recent years. See also breviary.
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New research carried out by a team at the UCL Institute of Child Health and Brunel University reveals that green tea catechins can suppress the growth of neuroblastoma cancer in mouse models.
The study funded by the children’s medical research charity Sparks, shows that the use of catechins extracted from green tea leaves can suppress the growth of neuroblastoma, one of the most fatal forms of childhood cancers, by boosting the body’s own anti-tumour response. Sparks hopes this research will lead to the development of less toxic treatments for children with cancer.
The research team are now looking to begin clinical trials in which Polyphenon E, a clinical grade catechin extract of green tea leaves, will be combined in treatments for children with relapsed neuroblastoma or who are undergoing cancer immunotherapy.
Dr Arturo Sala, formerly at the ICH but now at Brunel University, said: “Aggressive neuroblastoma can be one of the most difficult cancers to treat in children and new non-toxic approaches are needed. Green tea extracts are currently being used in clinical trials for adult the US and could be potentially useful in children with neuroblastoma as well as other cancers.
“We’ve found that the extract acts to stop the neuroblastoma cancer producing a type of cell known as myeloid suppressor cell, which prevents the immune system from attacking tumours. I sincerely hope our efforts have helped unlock new non-toxic methods to boost the body’s innate defence against neuroblastoma”
John Shanley, chief executive of Sparks, said: “Funding research that helps prevent, diagnose, treat and cure conditions affecting the health of children is at the heart of what Sparks does.
“Our funding into less toxic cancer treatments brings with it hope of improved treatments for children for neuroblastoma and other forms of childhood cancers.”
Notes to editors
For more information, or to arrange an interview or photos, please contact Jenny Tudor on 0207 7091 7780 or email firstname.lastname@example.org
As a leading children’s medical research charity we are dedicated to funding and promoting pioneering research into a wide range of conditions and disabilities affecting babies, children and mums-to-be.
Sparks has now funded over 230 research projects in more than 80 hospitals and universities across the UK. We have committed over £23 million into pioneering research projects across a wide spectrum of medical conditions relating to problems in pregnancy, premature birth, the natal period and the early years of life. The charity also supports research into rare childhood diseases.
Through our research, we aim to improve the quality of life for children and families affected by serious illness or disability today, whilst seeking ways to better diagnose, treat and prevent these conditions in the future.
Our work is making a difference for thousands of children and their families, not only in the UK but globally too.
About the UCL Institute of Child Health
The UCL Institute of Child Health, in partnership with Great Ormond Street Hospital (GOSH), is the largest centre in Europe devoted to clinical and basic research and postgraduate teaching in children’s health.
Academics at the UCL Institute of Child Health work together with clinicians at GOSH to form an integrated and multi-disciplinary approach to the understanding, diagnosis, treatment and prevention of childhood disease. Many individuals hold joint appointments at both institutions. This allows the hospital and the institute to work together to translate research undertaken in laboratories into clinical trials and treatments in the hospital, bringing real benefits to the children at GOSH and to the wider paediatric community.
See www.ucl.ac.uk/ich/homepage for more information.
‘Polyphenol E enhances the anti-tumour immune response in neuroblastoma by inactivating myeloid suppressor cells’, by G. Santilli, I. Piotrowska, S. Cantilena, O. Chayka, M. D’Alicarnasso, D.A. Morgenstern, N. Himoudi, K. Pearson, J. Anderson, A.J. Thrasher and A. Sala, was published in the journal Clinical Cancer Research 15 January.
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Stages of Waste Water Treatment Process.
There is release of variety of waste from both domestic and industrial such as water, solids and gases. These wastes are absorbed into the environment and can be dangerous. The harm made to the environment can, however, be reduced by taking waste through treatment plants. The waste treatment process produces harmless products such as water, recycled products and harmless, biodegradable products. The choice of treatment plant is dependent on the source and type of waste. Wastewater is common in most process including in homes and industries. There are different stages of the wastewater treatment process.
The septic system is used to treat water in most homes. The septic system is not complicated but should always be functional mode. Septic systems serving a larger number of people are more complex since they have to absorb a higher volume of waste. There are however waste water treatment plants for use in large residential estates and factories. There are manufacturers of wastewater treatment plants that can help you design and manufacture a treatment plant. The process needs to be carried out per the circumstances. The manufacturers have engineers who handle the project since its inception to monitoring and maintenance works. These types of plants are huge capital investments and are also sophisticated. These systems remove quality clean water and thus used at commercial levels.
The wastewater treatment plants involve three main stages. Water flows through pipes either by pumping or gravitational force to large reservoirs. In the reservoirs, there is separation of floating and suspending solids from the water. This process happens in the presence of centrifugal force. About 60% of solids will be removed at this stage. Chemicals can be used at times to increase the removal of solids. The water is taken to the second stage of treatment known as the secondary stage of organic stage. In the second stage, the remaining biodegradable and suspending articles are given as food to organism such as fish. These organisms consume the biodegradable components in the water and remove the nutrients such as phosphorus and nitrogen present. About 80% of water impurities is removed at this stage. Water passed through his phase is not hazardous to the environment.
However, to make the water pure, the third stage is incorporated. This phase is known as tertiary level, and the water released here can be used for different purposes. There is application of different water treatment chemicals to make it safe. Some firms use chlorine to remove all impurities though it has become a subject of discussion in the recent.
Water pumped to the treatment plant should not contain industrial chemicals. The company responsible for releasing water with industrial chemical should take responsibility by establishing a treatment plant at their base to remove the chemicals.
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Where did the credit hour unit of measurement in higher education come from? It came from Morris Llewellyn Cooke, in a report he wrote in 1910 titled: “Academic and Industrial Efficiency: A Report to the Carnegie Foundation for the Advancement of Teaching,” Cooke was a close colleague of Frederick Winslow Taylor, and a key contributor in the creation of Scientific Management System (application of the scientific method to management, which today we call “Lean management”).
Cooke was assigned the task of examining the efficiency of selected institutions of higher education in the U.S. and Canada. Upon investigation, this turned out to be a very difficult thing to do because there was no metric in place for which to measure efficiency. So Cooke invented the student hour, later known as the credit hour. Cooke defined the student-hour as (page 19):
“By a student-hour is meant one hour of lectures, of laboratory work, or recitation-room work, for a single pupil. Thus, a section of thirty students on a three hours’ laboratory period would mean ninety student-hours.”
Cook then goes on to explain the many ways in which the student-hour can be used to gauge academic and operating efficiency.
The student-hour is, of course, a quantity-based measure, something for which Cook was very familiar with in his practice of Scientific Management industry – in particular, manufacturing. Cook’s student-hour was a reasonable metric to start with at the time. Yet, it has failed to evolve over time. Today, the Code of Federal Regulation defines the credit hour in a similar manner:
“Credit hour: Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than—
(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or
(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”
Fundamentally, the credit hour remains a quantity based measure, with a tie to outcomes (a thin proxy for quality) via the words “…intended learning outcomes and verified by evidence of student achievement…” So, a professor who meets the quantity definition and who states the learning outcomes and then evaluates students’ work relative to those outcomes satisfies the definition.
Over time, the quantity measure should have been accompanied by a sensible quality measure. Standardized test scores is not a sensible quality measure. Total Quality Management (TQM) found its way into higher education in the early 1990s and articulated the “what to do,” but it was mostly a failure because TQM did not provide the “how to do it.” Further, people did not comprehend quality in teaching nor in the administration of shared-governance institutions. As a result, people spent more time in meetings talking about TQM or writing plans and reports rather than making actual improvements.
Failure, however, means to understand the root cause, identify and implement practical countermeasures, and try again. It does not mean to give up, as most colleges and universities have done.
For teaching, we can define quality in a simple way, as the absence of teaching errors (as described in Lean Teaching), and work forward from there to improve both definition and practice. In addition to this, we must improve all academic and administrative processes to improve value as perceived by students and payers (as described in Lean University). This helps move us beyond the quantity measure of credit hour.
Unlike TQM, Lean management offers both the “what to do” and “how to do it” elements necessary to make actual improvements quickly, and which people recognize as beneficial to all. And, it helps define, measure, keep track of, and improve quantity, quality, and value over time. Alternative approaches to improving higher education may have merit, but they are fundamentally zero-sum (win-lose) in nature and lack any focus on process improvement. While appearing to be improvements, alternative approaches to delivering higher education will suffer due to the existence of bad processes – just as bad processes are pervasive in the way higher education is delivered today.
Lean simultaneously delivers both innovation – practical new ways of doing things – and process improvement that is focused on the needs of students and payers. This is what makes Lean such a powerful management practice. The scientific method applied to management is far more helpful to all stakeholders than a potpourri of prescriptions for improvement that are good for some stakeholders and bad for others. The Lean management principle, “Respect for People” (win-win outcomes for all stakeholders), is the difference-maker when it comes to continuous improvement.
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The latest news from academia, regulators
research labs and other things of interest
Posted: Nov 10, 2016
First random laser made of paper-based ceramics
(Nanowerk News) Working with physicists from the University of Rome, a team led by Professor Cordt Zollfrank from the Technical University of Munich (TUM) built the first controllable random laser based on cellulose paper in Straubing. The team thereby showed how naturally occurring structures can be adapted for technical applications. Hence, materials no longer need to be artificially outfitted with disordered structures, utilizing naturally occurring ones instead.
Material synthesis that is inspired by biology is an area of research at TUM’s Chair of Biogenic Polymers at the Straubing Center of Science. It utilizes models from nature and biogenic materials to develop new materials and technologies. The latest issue of the publication Advanced Optical Materials ("Biomimetic Random Lasers with Tunable Spatial and Temporal Coherence") features a basic study by a joint team from Straubing and Rome who succeeded in “using a biological structure as a template for a technical random laser,” according to scientist Dr Daniel Van Opdenbosch.
The team used conventional laboratory filter paper as a structural template due to its long fibers and the stable structure. (Image: Institute for Complex Systems /Rome)
Two components are necessary for a laser: First of all, a medium which amplifies light. And secondly, a structure which retains the light in the medium. A classic laser uses mirrors to order and shine light in a single direction in a targeted, uniform fashion. This also takes place uniformly in the microscopic structure of a random laser, but in different directions. Although the development of the random laser is still in its infancy, in the future it could result in lower-cost production. This is because random lasers have the advantage that they are direction-independent and function with multiple colors, just to name a few benefits.
Disordered structure deflects light in all directions
“The prerequisite for a random laser is a defined degree of structural chaos on the interior,” Van Opdenbosch explained. The light in a random laser is therefore scattered at all manner of angles along random paths, which are determined by an irregular structure in the interior of the medium. The team led by Professor Zollfrank from the Chair of Biogenic Polymers in Straubing used conventional laboratory filter paper as a structural template. “Due to its long fibers and the resulting stable structure, we deemed it to be suitable for this purpose,” said Van Opdenbosch.
In the laboratory, the paper was impregnated with tetraethyl orthotitanate, an organometallic compound. When it is dried and the cellulose burned off at 500 degrees Celsius, it leaves behind the ceramic titanium dioxide as residue — the same substance generally used in sunblock to provide protection from the sun.
“This effect in sunblock is based on titanium dioxide’s strong light scattering effect,” said Van Opdenbosch, “which we also utilized for our random laser.” And “our laser is ‘random’ because the light which is scattered in different directions due to the biogenic structure of the laboratory filter paper can also be scattered in the opposite direction,” he added, explaining the principle.
Random laser not that random after all
However, the light waves can still be controlled despite their random nature, as the team led by Claudio Conti of the Institute for Complex Systems in Rome discovered, with whom Daniel Van Opdenbosch and Cordt Zollfrank collaborated. With the help of a spectrometer, they were able to differentiate the various laser wavelengths generated in the material and localize them separately from one another.
Van Opdenbosch described the procedure: “The test setup used to map the samples consisted of a green laser whose energy could be adjusted, microscope lenses, and a mobile table which allowed the sample to be moved past. That way, our colleagues were able to determine that at different energy levels, different areas of the material radiate different laser waves.” In light of this analysis, it is possible to configure the laser in any number of ways and to determine the direction and intensity of its radiation.
This knowledge puts potential practical applications within reach. “Such materials could, for example, be useful as micro-switches or detectors for structural changes,” said Van Opdenbosch.
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A season is a division of the year marked by changes in weather, ecology, and amount of daylight. Seasons result from Earth's orbit around the Sun and Earth's axial tilt relative to the ecliptic plane. In temperate and polar regions, the seasons are marked by changes in the intensity of sunlight that reaches the Earth's surface, variations of which may cause animals to undergo hibernation or to migrate, and plants to be dormant.
During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere.
In temperate and subpolar regions, four calendar-based seasons are generally recognized: spring, summer, autumn or fall, and winter. Ecologists often use a six-season model for temperate climate regions: prevernal, vernal, estival, serotinal, autumnal, and hibernal. Many tropical regions have two seasons: the rainy, wet, or monsoon season and the dry season. Some have a third cool, mild, or harmattan season. Seasons often held special significance for agrarian societies, whose lives revolved around planting and harvest times, and the change of seasons was often attended by ritual.
In some parts of the world, some other "seasons" capture the timing of important ecological events such as hurricane season, tornado season, and wildfire season. The most historically important of these are the three seasons—flood, growth, and low water—which were previously defined by the former annual flooding of the Nile in Egypt.
- 1 Causes and effects
- 2 Four-season calendar reckoning
- 3 Six-season calendar reckoning
- 4 Polar day and night
- 5 Non-calendar-based reckoning
- 6 "Official" designations
- 7 See also
- 8 References
- 9 External links
Causes and effects
The seasons result from the Earth's axis of rotation being tilted with respect to its orbital plane by an angle of approximately 23.5 degrees. (This tilt is also known as "obliquity of the ecliptic".)
Regardless of the time of year, the northern and southern hemispheres always experience opposite seasons. This is because during summer or winter, one part of the planet is more directly exposed to the rays of the Sun (see Fig. 1) than the other, and this exposure alternates as the Earth revolves in its orbit. For approximately half of the year (from around March 20 to around September 22), the northern hemisphere tips toward the Sun, with the maximum amount occurring on about June 21. For the other half of the year, the same happens, but in the southern hemisphere instead of the northern, with the maximum around December 21. The two instants when the Sun is directly overhead at the Equator are the equinoxes. Also at that moment, both the North Pole and the South Pole of the Earth are just on the terminator, and hence day and night are equally divided between the northern and southern hemispheres. Around the March equinox, the northern hemisphere will be experiencing spring as the hours of daylight increase, and the southern hemisphere is experiencing autumn as daylight hours shorten.
The effect of axial tilt is observable as the change in day length and altitude of the Sun at noon (the culmination of the Sun) during a year. The low angle of Sun during the winter months means that incoming rays of solar radiation are spread over a larger area of the Earth's surface, so the light received is more indirect and of lower intensity. Between this effect and the shorter daylight hours, the axial tilt of the Earth accounts for most of the seasonal variation in climate in both hemispheres.
Elliptical Earth orbit
Compared to axial tilt, other factors contribute little to seasonal temperature changes. The seasons are not the result of the variation in Earth's distance to the sun because of its elliptical orbit. In fact, Earth reaches perihelion (the point in its orbit closest to the Sun) in January, and it reaches aphelion (farthest point from the Sun) in July, so the slight contribution of orbital eccentricity opposes the temperature trends of the seasons in the northern hemisphere. In general, the effect of orbital eccentricity on Earth's seasons is a 7% variation in sunlight received.
Orbital eccentricity can influence temperatures, but on Earth, this effect is small and is more than counteracted by other factors; research shows that the Earth as a whole is actually slightly warmer when farther from the sun. This is because the northern hemisphere has more land than the southern, and land warms more readily than sea. Any noticeable intensification of the southern hemisphere's winters and summers due to Earth's elliptical orbit is mitigated by the abundance of water in the southern hemisphere.
Maritime and hemispheric
Seasonal weather fluctuations (changes) also depend on factors such as proximity to oceans or other large bodies of water, currents in those oceans, El Niño/ENSO and other oceanic cycles, and prevailing winds.
In the temperate and polar regions, seasons are marked by changes in the amount of sunlight, which in turn often causes cycles of dormancy in plants and hibernation in animals. These effects vary with latitude and with proximity to bodies of water. For example, the South Pole is in the middle of the continent of Antarctica and therefore a considerable distance from the moderating influence of the southern oceans. The North Pole is in the Arctic Ocean, and thus its temperature extremes are buffered by the water. The result is that the South Pole is consistently colder during the southern winter than the North Pole during the northern winter.
The cycle of seasons in the polar and temperate zones of one hemisphere is opposite to that in the other. When it is summer in the northern hemisphere, it is winter in the southern hemisphere, and vice versa.
In tropical and subtropical regions there is little annual fluctuation of sunlight. However, there are seasonal shifts of a rainy global-scale low pressure belt called the Intertropical convergence zone. As a result, the amount of precipitation tends to vary more dramatically than the average temperature. When the convergence zone is north of the equator, the tropical areas of the northern hemisphere experience their wet season while the tropics south of the equator have their dry season. This pattern reverses when the convergence zone migrates to a position south of the equator.
Mid-latitude thermal lag
In meteorological terms, the summer solstice and winter solstice (or the maximum and minimum insolation, respectively) do not fall in the middles of summer and winter. The heights of these seasons occur up to seven weeks later because of seasonal lag. Seasons, though, are not always defined in meteorological terms
In astronomical reckoning by hours of daylight alone, the solstices and equinoxes are in the middle of the respective seasons. Because of seasonal lag due to thermal absorption and release by the oceans, regions with a continental climate which predominate in the northern hemisphere often consider these four dates to be the start of the seasons as in the diagram, with the cross-quarter days considered seasonal midpoints. The length of these seasons is not uniform because of the elliptical orbit of the earth and its different speeds along that orbit.
Four-season calendar reckoning
Calendar-based reckoning defines the seasons in relative rather than absolute terms. Accordingly, if floral activity is regularly observed during the coolest quarter of the year in a particular area, it is still considered winter despite the traditional association of flowers with spring and summer. Additionally, the seasons are considered to change on the same dates everywhere that uses a particular calendar method regardless of variations in climate from one area to another. Most calendar-based methods use a four-season model to identify the warmest and coldest seasons, which are separated by two intermediate seasons.
Meteorological seasons are reckoned by temperature, with summer being the hottest quarter of the year and winter the coldest quarter of the year. In 1780 the Societas Meteorologica Palatina (which became defunct in 1795), an early international organization for meteorology, defined seasons as groupings of three whole months as identified by the Gregorian calendar. Ever since, professional meteorologists all over the world have used this definition. Therefore, for temperate areas in the northern hemisphere, spring begins on 1 March, summer on 1 June, autumn on 1 September, and winter on 1 December. For the southern hemisphere temperate zone, spring begins on 1 September, summer on 1 December, autumn on 1 March, and winter on 1 June.
In Sweden and Finland, meteorologists use a non-calendar based definition for the seasons based on the temperature. Spring begins when the daily averaged temperature permanently rises above 0 °C, summer begins when the temperature permanently rises above +10 °C, summer ends when the temperature permanently falls below +10 °C and winter begins when the temperature permanently falls below 0 °C. "Permanently" here means that the daily averaged temperature has remained above or below the limit for seven consecutive days. This implies two things: first, the seasons do not begin at fixed dates but must be determined by observation and are known only after the fact; and second, a new season begins at different dates in different parts of the country. In Great Britain, the onset of spring used to be defined as when the maximum daily temperature reached 50 °F (10 °C) in a defined sequence of days. This almost always occurred in March. However, with global warming this temperature is now not uncommon in the winter.
|Surface air temperature|
|UT date and time of
equinoxes and solstices on Earth
Astronomical timing as the basis for designating the temperate seasons dates back at least to the Julian calendar used by the ancient Romans. It continues to be used on many modern Gregorian calendars worldwide, although some countries like Australia, New Zealand, and Russia prefer to use meteorological reckoning. The precise timing of the seasons is determined by the exact times of transit of the sun over the tropics of Cancer and Capricorn for the solstices and the times of the sun's transit over the equator for the equinoxes, or a traditional date close to these times.
The following diagram shows the relation between the line of solstice and the line of apsides of Earth's elliptical orbit. The orbital ellipse (with eccentricity exaggerated for effect) goes through each of the six Earth images, which are sequentially the perihelion (periapsis—nearest point to the sun) on anywhere from 2 January to 5 January, the point of March equinox on 19, 20 or 21 March, the point of June solstice on 20 or 21 June, the aphelion (apoapsis—farthest point from the sun) on anywhere from 4 July to 7 July, the September equinox on 22 or 23 September, and the December solstice on 21 or 22 December.
These "astronomical" seasons are not of equal length, because of the elliptical nature of the orbit of the Earth, as discovered by Johannes Kepler. From the March equinox it currently takes 92.75 days until the June solstice, then 93.65 days until the September equinox, 89.85 days until the December solstice and finally 88.99 days until the March equinox.
Variation due to calendar misalignment
The times of the equinoxes and solstices are not fixed with respect to the modern Gregorian calendar, but fall about six hours later every year, amounting to one full day in four years. They are reset by the occurrence of a leap year. The Gregorian calendar is designed to keep the March equinox no later than 21 March as accurately as is practical. Also see: Gregorian calendar seasonal error.
The calendar equinox (used in the calculation of Easter) is 21 March, the same date as in the Easter tables current at the time of the Council of Nicaea in AD 325. The calendar is therefore framed to prevent the astronomical equinox wandering onto 22 March. From Nicaea to the date of the reform, the years 500, 600, 700, 900, 1000, 1100, 1300, 1400 and 1500, which would not have been leap years in the Gregorian calendar, amount to nine days, but astronomers directed that ten days be removed.
Currently, the most common equinox and solstice dates are March 20, June 21, September 22 or 23 and December 21; the four-year average slowly shifts to earlier times as the century progresses. This shift is a full day in about 128 years (compensated mainly by the century "leap year" rules of the Gregorian calendar) and as 2000 was a leap year the current shift has been progressing since the beginning of the last century, when equinoxes and solstices were relatively late. This also means that in many years of the twentieth century, the dates of March 21, June 22, September 23 and December 22 were much more common, so older books teach (and older people may still remember) these dates.
Note that all the times are given in UTC (roughly speaking, the time at Greenwich, ignoring British Summer Time). People living farther to the east (Asia and Australia), whose local times are in advance, will see the astronomical seasons apparently start later; for example, in Tonga (UTC+13), an equinox occurred on September 24, 1999, a date which will not crop up again until 2103. On the other hand, people living far to the west (America) whose clocks run behind UTC may experience an equinox as early as March 19.
Change over time
Over thousands of years, the Earth's axial tilt and orbital eccentricity vary (see Milankovitch cycles). The equinoxes and solstices move westward relative to the stars while the perihelion and aphelion move eastward. Thus, ten thousand years from now Earth's northern winter will occur at aphelion and northern summer at perihelion. The severity of seasonal change — the average temperature difference between summer and winter in location — will also change over time because the Earth's axial tilt fluctuates between 22.1 and 24.5 degrees.
Smaller irregularities in the times are caused by perturbations of the Moon and the other planets.
Solar timing is based on insolation in which the solstices and equinoxes are seen as the midpoints of the seasons. It was the method for reckoning seasons in medieval Europe, especially by the Celts, and is still ceremonially observed in some east Asian countries. Summer is defined as the quarter of the year with the greatest insolation and winter as the quarter with the least.
The solar seasons change at the cross-quarter days, which are about 3–4 weeks earlier than the meteorological seasons and 6–7 weeks earlier than seasons starting at equinoxes and solstices. Thus, the day of greatest insolation is designated "midsummer" as noted in William Shakespeare's play A Midsummer Night's Dream, which is set on the summer solstice. On the Celtic calendar, the traditional first day of winter is 1 November (Samhain, the Celtic origin of Halloween); spring starts 1 February (Imbolc, the Celtic origin of Groundhog Day); summer begins 1 May (Beltane, the Celtic origin of May Day); the first day of autumn is 1 August (Celtic Lughnasadh). The Celtic dates corresponded to four Pagan agricultural festivals.
The traditional calendar in China forms the basis of other such systems in East Asia. Its seasons are traditionally based on 24 periods known as solar terms. The four seasons chūn (春), xià (夏), qiū (秋), and dōng (冬) are universally translated as "spring", "summer", "autumn", and "winter" but actually begin much earlier, with the solstices and equinoxes forming the midpoint of each season rather than their start. Astronomically, the seasons are said to begin on Lichun (立春, lit. "standing spring") on about 4 February, Lixia (立夏) on about 6 May, Liqiu (立秋) on about 8 August, and Lidong (立冬) on about 7 November. These dates were not part of the traditional lunar calendar, however, and moveable holidays such as Chinese New Year and the Mid-Autumn Festival are more closely associated with the seasons.
In Australasia the traditional terms for seasons apply to the temperate zone that occupies all of New Zealand, New South Wales, Victoria, Tasmania, the south-eastern corner of South Australia and the south-west of Western Australia, and the south east Queensland areas south of Brisbane.
|Season||Start date||End date|
|Summer||1 December||28 February|
|Autumn||1 March||31 May|
|Winter||1 June||31 August|
|Spring||1 September||30 November|
In the tropical parts of Australia in the northern parts of Queensland, Western Australia and the Northern Territory, wet and dry seasons are observed in addition to or in place of temperate season names.
Six-season calendar reckoning
Some calendars in south Asia use a six-season method where the number of seasons between summer and winter can number from one to three. The dates are fixed at even intervals of months.
In the Hindu calendar of tropical and subtropical India, there are six seasons or Ritu that are calendar-based in the sense of having fixed dates: Vasanta (spring), Greeshma (summer), Varsha (monsoon), Sharad (autumn), Hemanta (early winter), and Shishira (prevernal or late winter). The six seasons are ascribed to two months each of the twelve months in the Hindu calendar. The rough correspondences are:
|Hindu season||Start||End||Hindu Months||Mapping to English Names|
|Hemanta||Mid-November||Mid-January||Maargashirsha, Pausha||early winter|
|Shishira||Mid-January||Mid-March||Magh, Phalguna||prevernal or late winter|
The Bengali Calendar is similar but differs in start and end time. It has the following seasons or ritu:
|Bengali season||Start||End||Bengali Months||Mapping to English Names|
|Bosonto বসন্ত (ঋতু)||Mid-February||Mid-April||Falgun, Choitro||Spring|
|Grishmo (গ্রীষ্ম)||Mid-April||Mid-June||Boishakh, Joishtho||Summer|
|Borsha (বর্ষা)||Mid-June||Mid-August||Asharh, Srabon||Monsoon|
|Shorot (শরৎ)||Mid-August||Mid-October||Bhadro, Ashwin||Autumn|
|Hemonto (হেমন্ত)||Mid-October||Mid-December||Kartik, Ogrohayon||Late Autumn|
|Sit (শীত)||Mid-December||Mid-February||Poush, Magh||Winter|
The Tamil calendar follows a similar pattern of six seasons
|Tamil season||Gregorian Months||Tamil Months|
|IlaVenil (Spring)||April 15 to June 14||Chithirai and Vaikasi|
|MuthuVenil (Summer)||June 15 to August 14||Aani and Aadi|
|Kaar (Monsoon)||August 15 to October 14||Avani and Purattasi|
|Kulir (Autumn)||October 15 to December 14||Aipasi and Karthikai|
|MunPani (Winter)||December 15 to February 14||Margazhi and Thai|
|PinPani (Prevernal)||February 15 to April 14||Maasi and Panguni|
Polar day and night
Any point north of the Arctic Circle or south of the Antarctic Circle will have one period in the summer when the sun does not set, and one period in the winter when the sun does not rise. At progressively higher latitudes, the maximum periods of "midnight sun" and "polar night" are progressively longer.
For example, at the military and weather station Alert located at 82°30′05″N and 62°20′20″W, on the northern tip of Ellesmere Island, Canada (about 450 nautical miles or 830 km from the North Pole), the sun begins to peek above the horizon for minutes per day at the end of February and each day it climbs higher and stays up longer; by 21 March, the sun is up for over 12 hours. On 6 April the sun rises at 0522 UTC and remains above the horizon until it sets below the horizon again on 6 September at 0335 UTC. By October 13 the sun is above the horizon for only 1 hour 30 minutes and on October 14 it does not rise above the horizon at all and remains below the horizon until it rises again on 27 February.
First light comes in late January because the sky has twilight, being a glow on the horizon, for increasing hours each day, for more than a month before the sun first appears with its disc above the horizon. From mid-November to mid-January, there is no twilight.
In the weeks surrounding 21 June, in the northern polar region, the sun is at its highest elevation, appearing to circle the sky there without going below the horizon. Eventually, it does go below the horizon, for progressively longer periods each day until around the middle of October, when it disappears for the last time until the following February. For a few more weeks, "day" is marked by decreasing periods of twilight. Eventually, from mid-November to mid-January, there is no twilight and it is continuously dark. In mid January the first faint wash of twilight briefly touches the horizon (for just minutes per day), and then twilight increases in duration with increasing brightness each day until sunrise at end of February, then on 6 April the sun remains above the horizon until mid October.
Ecologically speaking, a season is a period of the year in which only certain types of floral and animal events happen (e.g.: flowers bloom—spring; hedgehogs hibernate—winter). So, if we can observe a change in daily floral/animal events, the season is changing. In this sense, ecological seasons are defined in absolute terms, unlike calendar-based methods in which the seasons are relative. If specific conditions associated with a particular ecological season don't normally occur in a particular region, then that area cannot be said to experience that season on a regular basis.
Modern mid-latitude ecological
Six seasons can be distinguished which do not have fixed calendar-based dates like the meteorological and astronomical seasons. Mild oceanic regions tend to experience the beginning of the hibernal season up to a month later than continental climates, while the prevernal and vernal seasons begin up to a month earlier near to the sea. For example, prevernal crocus blooms typically appear as early as February in mild coastal areas of British Columbia, the British Isles, and western and southern Europe. The actual dates for each season vary by climate region and can shift from one year to the next. Average dates listed here are for mild and cool temperate climate zones in the Northern Hemisphere:
- Prevernal (early or pre-spring): Begins February or late January (mild temperate), March (cool temperate). Deciduous tree buds begin to swell. Migrating birds fly from winter to summer habitats.
- Vernal (spring): Begins March (mild temperate), April (cool temperate). Tree buds burst into leaves. Birds establish territories and begin mating and nesting.
- Estival (high summer): Begins June in most temperate climates. Trees in full leaf. Birds hatch and raise offspring.
- Serotinal (late summer): Generally begins mid to late August. Deciduous leaves begin to change color. Young birds reach maturity and join other adult birds preparing for autumn migration. The traditional "harvest season" begins.
- Autumnal (autumn): Generally begins mid to late September. Tree leaves in full color then turn brown and fall to the ground. Birds migrate back to wintering areas.
- Hibernal (winter): Begins December (mild temperate), November (cool temperate). Deciduous trees are bare and fallen leaves begin to decay. Migrating birds settled in winter habitats.
In the tropics, where seasonal dates also vary, it is more common to speak of the rainy (or wet, or monsoon) season versus the dry season. For example, in Nicaragua the dry season (November to April) is called 'summer' and the rainy season (May to October) is called 'winter', even though it is located in the northern hemisphere. In some tropical areas a three-way division into hot, rainy, and cool season is used. There is no noticeable change in the amount of sunlight at different times of the year. However, many regions (such as the northern Indian ocean) are subject to monsoon rain and wind cycles.
Floral and animal activity variation near the equator depends more on wet/dry cycles than seasonal temperature variations, with different species flowering (or emerging from cocoons) at specific times before, during, or after the monsoon season. Thus, the tropics are characterized by numerous "mini-seasons" within the larger seasonal blocks of time.
Indigenous people in polar, temperate and tropical climates of northern Eurasia, the Americas, Africa, Oceania, and Australia have traditionally defined the seasons ecologically by observing the activity of the plants, animals and weather around them. Each separate tribal group traditionally observes different seasons determined according to local criteria that can vary from the hibernation of polar bears on the arctic tundras to the growing seasons of plants in the tropical rainforests. In Australia, some tribes have up to eight seasons in a year, as do the Sami people in Scandinavia. Many indigenous people who no longer live directly off the land in traditional often nomadic styles, now observe modern methods of seasonal reckoning according to what is customary in their particular country or region.
As noted, a variety of dates are used in different countries to mark the changes of seasons, especially those that are calendar based. These observances are often declared "official" within their respective jurisdictions by the local or national media, even when the weather or climate is contradictory. However they are mainly a matter of custom only, and have not generally been proclaimed by governments north or south of the equator for civil purposes. The Met Office in the UK uses a three-month definition, e.g. declaring "spring" to be March, April, and May. At least one researcher writing in the Bulletin of the American Meteorological Society compared various definitions to actual temperature changes, and recommended this three-month definition for general use in the United States.
- Growing season
- Indian summer
- Persephone, Greek mythological figure associated with the rebirth of vegetation in the spring
- Sun path
- Vertumnus, Roman god of the seasons
- Merriam-Webster Dictionary
- Khavrus, V.; Shelevytsky, I. (2010). "Introduction to solar motion geometry on the basis of a simple model". Physics Education. 45 (6): 641–653. Bibcode:2010PhyEd..45..641K. doi:10.1088/0031-9120/45/6/010.
- Khavrus, V.; apple, I. (2012). "Geometry and the physics of seasons". Physics Education. 47 (6): 680–692. doi:10.1088/0031-9120/47/6/680.
- Cain, Fraiser. "Tilt of the Earth". Retrieved 2 May 2014.
- "Fundamentals of physical geography", PhysicalGeography.net, Ch. 6: Energy and Matter:(h) Earth-Sun Geometry,
- Phillips, Tony, "The Distant Sun (Strange but True: the Sun is far away on the 4th of July)," Science@NASA, downloaded 24 June 2006
- Phillips, Tony. "Earth at Perihelion". Science News. NASA. Retrieved 14 May 2013.
- "Astronomy Answers AstronomyAnswerBook: Seasons," Astronomical Institute, Utrecht University, downloaded 1 August 2008
- Begin van de lente (Start of Spring) (Dutch), KNMI (Royal Dutch Meteorology Institute), 2009-03-20, retrieved 2009-03-20
- Australian weather and the seasons
- Argentina Seasons & Climate
- P. D. Jones et al.: SURFACE AIR TEMPERATURE AND ITS CHANGES OVER THE PAST 150 YEARS, Figure 7 (Seite 24 von 28 der PDF-Datei)
- United States Naval Observatory (21 September 2015). "Earth's Seasons: Equinoxes, Solstices, Perihelion, and Aphelion, 2000-2025". Retrieved 9 December 2015.
- "Earth's Seasons". Astronomical Applications Department. The United States Naval Observatory (USNO). September 21, 2015. Retrieved June 23, 2017.
- Ross, Kelley L. "The Solar Terms and the Chinese 60 Year Calendar Cycle". friesian.com. Retrieved 2010-12-03.
- 29th day in leap years.
- "Australian weather and the seasons". Australian Government. Retrieved 2016-02-26.
- U.S. Naval Observatory
- Michael Allaby (1999). "A Dictionary of Zoology". Retrieved 2012-05-30.
- CBC News Canada (2013). "Canadians brace for a cold spring start". CBC News. Retrieved 2014-10-01.
- NPL (2007). "FAQ-Time". NPL. Retrieved 2014-10-01.
- Trenberth, Kevin E. (1983). "What are the Seasons?.". Bull. Amer. Meteor. Soc. 64: 1276–1282. doi:10.1175/1520-0477(1983)064<1276:WATS>2.0.CO;2.
- Maris, Mihaela, St. Luchian School, Bacau, Romania, Seasonal Variations of the Bird Species, ref. ecological seasons pp. 195–196 incl. and pp. 207–209 incl.
||This article's use of external links may not follow Wikipedia's policies or guidelines. (December 2015) (Learn how and when to remove this template message)|
|Wikimedia Commons has media related to seasons.|
|Wikiquote has quotations related to: seasons|
|Wikisource has the text of the 1905 New International Encyclopedia article Seasons.|
- When do the Seasons Begin? (from the Bad Astronomer)
- Southern Hemisphere calendar
- Solstice does not signal season's start (from The Straight Dope)
- Why the Earth has seasons article on h2g2.
- Aboriginal seasons of Kakadu
- Indigenous seasons (Australian Bureau of Meteorology)
- Mt Stirling Seasons
- The Lost Seasons
- Melbourne's six seasons
- The Lengths of the Seasons (numerical integration analysis)
- Earth distance vs tilt
- Tutorial on Earth/Sun Relations and Seasons
- Sunpreview Season Forecast Project
- Satellite photo demonstrating seasons changes in 2004 on NASA website
- Video – how seasonal change looks from space
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Adversary vs. Civil Law Essay
Adversary vs. Civil Law
The two legal systems in question are the adversary system, most commonly practiced in the United States, and the civil law system, also referred to as the inquisitorial system, most commonly practiced in European countries. Both systems have the same goal; to find the truth. However, each system has a very different path to justice. The adversarial system implies that two parties assume opposite positions in debating the guilt or innocence of an individual. In this scenario, the judge is required to be neutral at the contest unfolding before him or her. The role of the judge in this arrangement is to ensure the trial proceeds according to the procedural rules of trial or due process of law and that evidence entered is done so accordingly. The basis of this approach in criminal matters in which two sides engage in debate and battle about the guilt or innocence of an accused and since each side wants to win, then the debate will foster a critical look at the issues and the evidence to be examined by both parties.
By engaging in this discourse, the truth should emerge as the judge watches on. This means that the roles played on both sides are very distinct. The defense counsel as one adversarial party gather the arguments to defend the client and attacks the credibility and worthiness of the evidence presented. The prosecutor puts forth the arguments on behalf of the state and gathers and presents the evidence pointing that the accused has committed an offense. The judge is the referee and arbitrator on issues related to clarifying what the law is. The judge does not intervene on any side except where procedural fairness is jeopardized by either party as dictated by the Sixth Amendment. In an inquisitorial system, a judge is involved in the preparation of evidence along with the police and in how the various parties are to present their case at the trial. The judge questions witnesses in depth and can even call witnesses to appear while prosecution and defense parties can ask follow up questions. The judge plays the central role in finding the truth and all the evidence that either proves the innocence or guilt of the accused before the court. The judge takes on the role of prosecutor and judge in the inquisitorial system. Some other major distinctions is that there are no jury trials in an inquisitorial system and a judge can force an accused to make statements and answer questions. This differs dramatically from the common law and adversarial right not to take the stand in one’s own defense. In my opinion, I prefer an adversarial system. I think it does a better job of protecting the rights of those accused of crime than does the inquisitorial system. One of the key reasons for this is the use of juries in an adversarial system. In an inquisitorial system, judges determine the facts, and then make their decision. Often a small number of judges would make that decision, and perhaps even just one man. In contrast, a jury is made up of 12 people, not always which allows for a broader range of experiences and opinions, which ought to secure more consideration of what has been proved. Another weakness of the inquisitorial system is the role that the judges play. Not only do they act as the judge and the jury, they will often act as prosecutors.
This is a huge conflict of interest, and is extremely harmful to the accused. A judge who is also acting as a prosecutor is not going to be unbiased, and will not act as a neutral decision maker. In an adversarial system, however, the prosecutor is separate from the judge, and appears before the judge like any other lawyer. The United State could never use the civil law system because of Constitutional problems. For instance, to avoid putting responsibility for the search of truth in the hands of judicial agents of the state the Sixth Amendment guarantees the right to trial by jury but of course civil law countries generally do not use juries except for certain countries in capital cases. Other rights include the right to effective council; to testify on his/her behalf; to compel the testimony of others; to confront accusers; and the right to cross examination. The Fifth Amendment privilege of self-incrimination further limits the powers of the states. Good job identifying multiple constitutional problems and pointing out where the protections are found in the Constitution. Case in Point: State of New Mexico v Valdez, 95 N.M 70 (Supreme Ct. of N.M., 1980) underline or italicize case name The defendant in this case, Richard Valdez, had been convicted of armed robbery in a district court. He appealed since a fellow inmate, Richard Garcia, had confessed to the crime in front of his former attorney, Alice Hector, who was a public defender. Also present during the confession was Garcia’s attorney, a public defender under Hector, the district public defender. This attorney warned Garcia that Hector was not his attorney and any statement Garcia made would be used at the defendant’s trial and could be detrimental to his own interests. Garcia repeated his confession to Hector and indicated his willingness to testify on defendant’s behalf. Garcia later changed his mind and exercised his Fifth Amendment right refusing to testify. The court upheld an objection to Hector’s testimony of the confession based on attorney-client privilege. Although Ms. Hector was not directly involved in the representation of Garcia, her staff was, and all information obtained by them was thereby imputed to her.
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There have been many debates regarding the causes of Autism. It is a question that has haunted many parents who wonder if they have done something wrong to cause their child to have Autism. Although some types of Autism have known causes, most are found to be idiopathic, or without a known cause. There are many theories as what causes autism, including vaccinations, immune deficiency, food allergies, genetics and many other theories. However, none of these theories have been proven.
You would think that with so much information available, someone would have figured out the cause of Autism by now; though, it is still seemingly a medical mystery. However, researchers from Boston Children's Hospital may have brought us one step closer to discovering the cause of Autism. The researchers have found that recent tests measuring the electrical activity in the brain can distinguish children with Autism from children with typical brains as early as 2 years of age. Their study was published last week in the online journal, BMC Medicine. Researchers compared raw data from the electroencephalogram tests, or EEGs, of 430 children with Autism and 554 other children from 2 to 12 years of age. Children with Asperger Syndrome did not participate in the testing. The researchers found that children with Autism had consistent EEG patterns showing altered connectivity between different parts of the brain. In general, they showed reduced connectivity compared with the other children's brains. As we get closer to pinpointing the brain’s functions and its effects on human behavior, we grow closer to solving the mystery of the causes of Autism.
There are other ways to identify whether children have any type of autism, but many of these signs go unnoticed. Early detection, however, can have a huge effect how students progress and develop if they get early-intervention services to match their needs and support their development. There are also some known causes, including Depakote (also named Valproate), which is an anti-seizure medication taken during pregnancy; Fragile X syndrome, which is a genetic disorder; Rett Syndrome, which is a genetic disorder affecting only females, Tuberous Sclerosis, which is a rare genetic disorder; and Prader-Willi Syndrome, which is also a rare genetic disorder.
According to The National Association of School Psychologists, students with Autism are most often diagnosed by school staff. It may be possible, however, that the EEG patterns could change the way children are diagnosed. The researchers believe that their findings could lead to a diagnostic test for Autism, particularly at younger ages when behavior-based measures are less reliable. The researchers plan to next study the EEG patterns of children with Asperger Syndrome and children with Autism. This promises to reveal why it affects some children in one way and others in another.
Regardless of the cause, getting a good support system in place for your child is vital. If you are struggling with your child’s school to diagnose and/or provide appropriate support to your child with Autism, we can help. Please visit www.hzlegal.com for more information.
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Fern Cave likes to keep its secrets. The passages alternate between deep pits, sinuous interwoven canyons, massive rooms, and stream passages that wind through the heart of Nat Mountain. Tantalizing hints of the past are sprinkled throughout the cave in the form of ancient bone fragments, piles of charcoal, and torch marks at the bottom of deep, difficult pits. Casual explorers rarely make it far; confused and consternated by the vast array of passage choices as soon as they pass through an entrance, few find their destination without a guide. To fully explore and understand the mysteries of Fern Cave requires patience, dedication, and a love of unlocking hidden clues.
Cavers (the term for people who love to explore caves) from Huntsville, Alabama discovered Fern Cave and the 437-foot-deep Surprise Pit in 1961 when the art of exploring deep vertical holes in the ground (we call it vertical caving) was in its infancy. Cavers used new and innovative techniques to plumb the depths of the deepest vertical pit (so far!) in the United States. For many years, Fern remained just that—a challenging vertical pit—until a combination of discoveries in 1968 and 1969 when Huntsville cavers once again made two of the most significant discoveries in southeastern caving history. They discovered the Morgue Cave and New Fern Cave, setting off a flurry of exploration and cave mapping in an attempt to connect all three caves into one system. They would achieve that goal, but the amount of effort that went into exploring the new caves was far beyond what cavers first expected—and along the way, cavers discovered much more cave than they ever imagined.
I am in the process of completing a book about the entire history of Fern Cave. The book will be available in July at the National Speleological Society’s annual convention in Huntsville, Alabama. The book starts in 1961 and the discovery of Surprise Pit and continues through the discovery of the Morgue Cave and New Fern Cave, connecting all three caves together into one cave system, and finally connecting the lower stream entrance via and underwater passage. Cavers found out that the cave is over 15 miles long, 400 feet from the top levels of the cave to the lowest levels, and has 18 distinct and very different levels.
You can see the Table of Contents and sample chapters:
The book describes the discovery of the colony of endangered gray bats, ancient animal bones (and a human bone!), and locating torch marks throughout deep reaches of the cave. I also discuss how the cave became a wildlife refuge in 1981, how cavers teamed up with biologists to effectively manage the cave, and how that partnership sort of fell apart in the era of white-nose syndrome. Throughout the book, I describe many of the interesting personalities involved in discovering and exploring this massive cave system and I describe the cave itself. In fact, the cave is the most important character in this story. I also tell many fantastic stories of what it took to find all of the interlocking and extremely confusing sections in the cave.
What I’m doing now:
My editor Cara Stein (www.bookcompletion.com) is working her magic on the book, getting rid of typos and making sure that the organization and structure of the story make sense.
What I’m about to do:
Graphic artist extraordinaire and my good friend Sabrina Simon is going to lay out the book and the cover. We are about to start sifting through the hundreds of historic photographs I’ve found during my research. There are some great old photographs, plus I also have new photographs that are gorgeous.
Who is publishing the book?
I’m self publishing. Many cavers will probably wonder why I didn’t go through the National Speleological Society’s publishing process, but I had a few reasons. First, I want to split the proceeds between the NSS Library and the Southeastern Cave Conservancy. It didn’t seem fair to ask the NSS to front the money for this project, but to then ask them to give half the profits to the SCCi. I always wanted to avoid any bureaucratic entanglements. I’ve been working on this book for years, know what I want it to look like, and want to proceed with my vision for the book.
How will the book be funded?
I’m going to use a crowd-sourcing site called Indiogogo to sell advance copies of the book. To thank you for buying a book, you’ll be able to choose from a range of thank you gifts including prints from JV Van Swearingen IV of the cave, prints of the endangered gray bats in the cave, prints of small sections of the new cave map, a presentation for your organization, and more. I am not going to print many more copies than the pre-order numbers, so if you want one, order it now!
Keep watch on my blog for daily updates
I’m planning to post photos, stories, and old articles about Fern pretty often until the book is printed. In addition, people who pre-order a book will get access to a password protected section on my webpage with many more photos, maps and stories than I could fit in the book.
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The Barrette Project
Honoring Native Women Survivors of Sexual Violence and Creating a Safe Place for our Voices to be Heard and our Stories to be Told
Sexual violence is one of the most undisclosed and unreported crimes in today’s society, especially when committed against Native women and girls. It is painful to acknowledge that as Native women each of us either has experienced or knows someone who has experienced some form of sexual violence such as rape, date rape, incest, harassment, being used in prostitution, trafficking, or pornography, and many other sexually degrading experiences. Historically, our people have endured generations of racism and trauma due to the conquest of our tribal Nations through assimilation policies and rape used as tool of war.
As Native women, we carry this collective experience in our hearts and the weight is heavy. Because these crimes are often undisclosed and unreported, the documented numbers of assaults taking place in our communities are misleading and needed resources are not allocated. Our stories are not told, and our voices are not heard. The invisibility we feel is not just our own, but that of our entire Nation. We will not be invisible any longer.
A few years ago the staff and membership of the Minnesota Indian Women’s Sexual Assault Coalition (MIWSAC) talked about creating a way for Native women to share their stories in a beautiful, powerful way that could also raise awareness about the high rates of sexual violence committed against Native women and girls – it was from this the Barrette Project was born. We have also created a Barrette Project book, where we share the stories of our mothers, grandmothers, sisters, daughters and aunties to raise awareness, honor survivors, and share our powerful stories of healing.
The Barrette Project is a living memorial. It is evidence that we are not invisible. We are still here, we have survived, and we honor each other! Our vision is to continue adding barrettes and stories to the Barrette Project for years to come as we raise awareness, reduce occurrences, and work to end sexual violence in our communities. Also, we encourage women and girls who are not yet ready to disclose their story, to anonymously make or donate barrettes to the project. We honor the courage it takes to make this step.
We utilize beaded barrettes because they represent so much to us as Native women; pride and beauty - a piece of our dance regalia - the love we feel when clipping a barrette in our daughters hair - or fear and helplessness, knowing that the same barrette may have been jerked from her hair as she was being assaulted. It is because we feel that beaded barrettes carry with them this strong symbolism that we wanted to use them as a physical representation of our stories, that we share on our traveling memorial- red, velvet covered boards with the stories and barrettes displayed.
We encourage you to submit your story, or donate a barrette to honor a loved one at any time to our on-going living memorial honoring all of our Native sisters who have experienced sexual violence throughout history. There are no age limits, time limits, or submission limits on the survivor’s stories. Many of us have been victimized as children, and multiple times throughout our lives, and many of us may want to honor several people. We may also want to honor those that have passed on. We have a link to our submission forms and guidelines here. We only ask that you be mindful of the guidelines regarding permission and requests for anonymity.
Please join us in our efforts to restore the sacredness and visibility of women in our communities.
Help honor the stories and the lives of survivors as we stand together to break the silence and say
GUIDELINES FOR SUBMITTING A STORY TO THE MIWSAC BARRETTE PROJECT:
Sexual violence in any form is a shaming and degrading experience. For that reason, it is imperative that we respect every individual's right to privacy, anonymity and choice to disclose personal information. The following guidelines have been established to protect and avoid the exploitation of every sexual assault victim.
1. Whenever possible, if you would like to honor a victim of sexual violence talk to the individual, explain the purpose of the Barrette Project and ask permission if you can make or donate a barrette to share and honor their experience. Reassure the individual that any identifying information will not be used in the display. Stress that their story will be displayed alongside a barrette in order to raise awareness about the high incidences of sexual violence.
2. Ask permission to use a name. It could be their first name only, or if they prefer - a made-up name.
3. Ask permission to include their tribal affiliation.
4. Ask permission about what details they feel comfortable sharing.
5. Ask permission to use the year the assault occurred.
6. If the person you wish to honor doesn't want any personal information disclosed, ask if you can simply donate a barrette in their honor so our communities will recognize the high rates of sexual violence. Perhaps you could write a free-style poem or, for example, ask if you can simply state, "my sister, friend, etc. is a survivor of rape."
7. Tell the story with respect for the victim, family members, and friends.
8. Those donating barrettes and sharing stories should determine if they too would like to remain anonymous of if they would like to be recognized for their contribution. They should carefully consider if the stories they share will jeopardize the safety or anonymity considerations of the person they are honoring.
9. If you are a survivor and would like to share your story, carefully consider how much personal information you would like to share. The Barrette Project will be displayed in many public places.
10. Each person who donates will be asked to submit a form which will be filed and held confidential at the MIWSAC office in order to maintain the integrity of the research while accounting for the actual number of acts of sexual violence perpetrated against women and girls in our communities.
11. The Barrette Project will assist MIWSAC in providing information to tribal leadership and state and federal policy makers as we work for social change to protect Native women and girls.
12. Barrettes and stories will become the property of MIWSAC to be used as part of a public awareness campaign.
*Guidelines for displaying barrettes with accompanying stories:
A Guardian Barrette will be placed with the display to represent the thousands of sexual assaults against Native women and children throughout time that we don't have a story for.
Current statistics of sexual assault against Native women and children will be on display to raise public awareness.
All stories will be typewritten by MIWSAC staff, and then laminated. A barrette will be attached to each story.
An archive book will accompany the display, and with permission from the donors, will include the reasons the donor chose to honor this individual and the impact it has had on their life.
An archive book will be provided where people who see the display can share their thoughts or comments.
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Urdu, although mother tongue of less than 5% of population of Pakistan, is the lingua franca, the national language and along with English is also the official language of the country. In all the other provinces and regions, Urdu and English are the official languages while Sindhi is the official language in the province of Sindh in addition to the above two national languages.
Urdu language has its origins in the khari language spoken around Delhi and Lahore since millennia and was the language of the people and the bazaars. Muslims gave it the Arabic script and the name while its grammar and construction is purely local, derived from the Panini’s grammar, written 5000 years ago at Taxila university for Sanskrit. Persian and Arabic constitute more than 80 percent of its vocabulary,15 % are from Sansikrat while the rest are from Greek, Turkish, Portuguese and English, reflecting the influence of the foreign invasions.
It is a living language accepting every word of other language which can be pronounced in Urdu. It is also a gender friendly language as it has different pronunciation for male and females in its verb and words. Its mythology is a mixture of Greek, Persian and local folklore. However, the myth of its being of Turkish origin has been totally discarded now as only less than 3000 words of Turkish origin have been traced out of more than 3000000 words Urdu language boasts of. Interestingly out of these 3000 words less than 30 are purely of Turkish origin while the rest are from other languages,
Other languages spoken are Punjabi, Sindhi, Pashto, Seraiki, Baluchi, Brahvi and Hindko. These are purely indigenous and preserved due to deep pride of their adherents, who are proud of their 5000 years old history. They have a rich repertoire of folklore developed over centuries with heavy influence of Greek and Persian traditions and strong oral tradition of poetry recitation and storytelling. Their generally sad and melancholic tone reflects centuries of miseries at the hands of foreign invaders, state oppression and societal compulsions.
Ironically it were the British scholars and bureaucrats who had a major role in the preservation and development of these languages which are presently not getting much state sponsorship. Globalization is Romanizing the national and regional languages as these are being written in Roman script in internet and mobile phone messaging, losing their traditional charm as the Roman script cannot properly convey the flavour of speaking these languages.
Arabic is the religious language of the people as almost all religious rites are performed while speaking Arabic although majority of the people do not understand their meanings i.e. reading of Quran, daily prayers, marriage and funeral rites etc. That’s why religious scholars and leaders enjoy great respect among the masses.
Persian, which used to be the court and literary language before Alexander introduced Greek in this part of the world in 323 BCE, again became the court language during the Mughal period. Although it has lost its relevance in everyday life but has very strong influence even today in our literature due to its predominance in Urdu vocabulary.
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Hyacinths are often known for their tall, colorful blooms. They are one of the most recognizable flowers in gardens worldwide. With beautiful blooms and a pleasant fragrance, they are sure to be a favorite in your garden this year.
As a perennial, the hyacinth flower is one that many gardeners love as a base in their flower beds. With longer stems and large blooms, they are ideal for creating a nice base in the back or middle of a flower bed with shorter flowering varieties around the edges. These Tips for Growing Hyacinths are ideal for making sure yours thrive in your flower bed this year.
Tips for Growing Hyacinths
Plant hyacinths in full sun when possible. Small amounts of shade are okay, but they prefer full sunlight. Most people add these flowers to open gardens or to the back of a flower garden against a home. Sunlight hitting them directly the bulk of the day will help them to thrive.
While hyacinth flowers manage well in colder temperatures, extreme climates may require extra protection. Negative soil temperatures can be damaging to the bulbs, so you may need to dig your hyacinth flower bulbs up and store during harsher winters. Typically this is only a concern in climates that reach negative soil temperatures during winter months. When in doubt, ask a local master gardener or nursery for suggestions.
Hyacinths prefer sandy soil to help wick away moisture. Standing water is a sure way to kill your plants. Make sure your garden has a great mix of soil and sand with quality drainage. Planting on an elevated bed is a great way to help moisture roll away from the plants instead of standing when there is excess rainfall.
Plant your hyacinth bulbs pointed side up and 6″-8″ deep for best results. Plant bulbs at least 4″ apart for optimum growth. This will allow the roots plenty of room to grow without tangling with each other. Crowded roots can prevent a flower from growing tall and beautiful.
If your goal is to have a beautiful flower garden this year, a hyacinth flower bed is a great addition. With so many beautiful colors, these tall hyacinths blooms make an excellent choice for lining a garden or simply adding to your walkway.
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There were more powerful gods in the heavens, but as his name "Ohkuni-nushi," or, "the lord of the land" suggests, he was the highest god of the land in ancient Japan.
When he was young, his brothers hated Ohkuni-nushi, and they planned to kill him.
The Brothers said, "We'll chase a big, red wild boar out of a mountain, and you catch it at the bottom." But instead of a wild boar, Ohkuninushi caught a big, burning stone and he was burned to death.
His mother felt an unbelievable amount of grief and asked the gods to take him back to heaven to bring Ohkuninushi back to life.
The Brothers, though, had another plan. They opened a crack in a tree, pushed him inside the tree trunk, then closed up the crack with Ohkuninushi left inside.
However, later with his mother's help, Ohkuninushi came back to life again.
He went underground to find a wife, then came back to the earth to become the lord.
He had been revived from death twice and came back from underground, but this is not a big surprise because he was the god of agriculture. For ancient people who were close to plants, death and revival would have been an annual event.
Ohkuninushi and Osiris
In Egypt, Osiris is a famous god who was revived from death. His brother, Seth, hated him so he killed Osiris. Later his sister and wife, Isis, helped bring him back to life. BACK
The God of Agriculture
In Greek myth, Adonis lived one third of a year underground, then moved to the land the following one third, and whenever he liked for the rest of the year. He was a god of agriculture also (and later a wild boar killed him, too!). Osiris was the god of death, and the god of agriculture as well. BACK
JAPANESE MYTH HOMEPAGE
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Some people call the problem “elder abuse.” Others refer to “vulnerable adults.” Others may focus on domestic “abuse in later life.” Each of these is a way of focusing on adults who are especially at risk of being a victim of abuse, neglect or financial crimes. Minnesota law establishes protections under the Vulnerable Adult Act and the Criminal Code to address all of these problems. The Vulnerable Adult Act defines those at risk as:
• people over the age of 18
• who are in the hospital, or
• live in a residential facility, or
• receive services at or from a facility or from a home care provider, or
• people who have a physical, mental or emotional infirmity that makes them unable to provide for their basic needs and unable to protect themselves from harm.
Consequently, the law does not categorize everyone over a certain age, like 65, a vulnerable adult. The same is true for people with disabilities. People with vision impairment or difficulty walking without assistance are not “vulnerable” unless these other factors, listed above, are present. The factors are ones that, in general, make some older people and some people with disabilities at greater risk for harm. The protection laws are based on the susceptibility to harm, not on the age or disability alone.
In cases where the Vulnerable Adult Act and its associated criminal law are not applicable to an older victim or one with disabilities, the criminal law provides other means for defining, investigating, and prosecuting crimes, such as assault and theft.
Knowing basic definitions and dynamics is the starting point for understanding options and taking action.
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Wednesday, December 14, 2016
Save money on festive meals and be safe with food this Christmas
Family feasts are often hugely enjoyable during the festive season, but with large amounts of food being prepared over a short period, it’s important to avoid wasting food or worse still, a Christmas case of food poisoning.
While 43% of people feel that buying presents is by far the biggest worry at Christmas, cooking Christmas dinner comes second.
According to Love Food Hate Waste, wasting food costs the average UK household £470 a year. With 29% of people preparing Christmas dinner for more than seven guests, it’s easy not to think of unnecessary food waste over the festive season.
West Lancashire Borough Council has teamed up with the Food Standards Agency (FSA) to encourage people to freeze leftover food during the festive season. By planning ahead, it’s possible to do some Christmas cooking in advance of the big day and put that into the freezer.
Foods can be frozen right up the use by date. While food is kept safe in the freezer, it’s the quality that deteriorates over time, so the FSA recommends eating any leftover food within three to six months and checking for any freezing instructions on the packaging. Food should be defrosted when it is needed and eaten within 24 hours of it being fully defrosted.
Councillor Kevin Wright, portfolio holder for Health, said: “The Christmas period can provide challenges when it comes to avoiding food poisoning and avoiding wasting food. Cooking for a greater number of people can mean having to handle different defrosting and cooking times and ensuring that large amounts of food are stored safely. You also have to ensure that any leftovers are still safe to eat, all while reducing unnecessary food waste.”
To help reduce the risk of food borne illness over the festive period, the Council and the FSA recommend the following tips:
- Cold temperatures slow the growth of germs so make sure your fridge is running at the correct temperature - below 5°C - and is not overcrowded.
- To prevent cross-contamination, ensure that you store raw turkey (and other raw foods) separately from cooked or ready to eat food, covered and chilled on the bottom shelf of the fridge.
- To prevent the spread of food poisoning germs like campylobacter, make sure that you wash everything that has touched your raw turkey (e.g. hands, utensils and work surfaces) with soap and hot water.
- Don’t wash your raw turkey under the tap as this can splash germs around your kitchen.
- Check the turkey is cooked thoroughly - there should be no pink meat in the thickest parts and it should be steaming hot with juices running clear.
- If you’ve got leftovers, you should cool them, cover and ensure that they go in the fridge or freezer within 1-2 hours. If you have a lot of one type of food, splitting it into smaller portions will help it to cool quicker.
- Make sure that when you come to use frozen leftovers, you defrost them thoroughly in the fridge overnight or in a microwave (on defrost setting) and then reheat until steaming hot.
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Introduction to Allergy
Allergy is a heightened sensitivity to a foreign substance that causes the body’s defense system to overreact when defending itself. Normally the immune system would react if a harmful substance such as bacteria attacks the body. For people with Allergies,their immune system are working too hard and react with relatively harmless substances such as pollen. The severity of an allergic reaction can vary from mild discomfort to life threatening situation.
An Allergen is a substance that can cause an allergic reaction. Individuals who do not react to the allergen are said to be tolerant, whereas those who react are labelled as Allergic or Atopic individuals.
Clinical features of Allergy
The spectrum of Allergic reactions is summarized below:
Skin: Eczema, Atopic Dermatitis, Psoriasis, Urticaria, Angioderma
Nose & Sinuses: Rhinitis, Sinusitis
Gastro-Intestinal Track: Food Allergy
Lungs: Asthma, Bronchitis
Entire Body: Anaphylaxis
Diagnosis of Allergy
IgE Mediated Allergic reactions can be diagnosed either by Skin prick test or Blood test IgE.
Non-IgE Mediated reactions are diagnosed by avoiding exposure to the allergen followed by re-exposure to the allergen.
Management of Allergies & possibilities of Boosting Immunity
Conventional: Allergen avoidance, Symptomatic treatment, Allergen Immuno Therapy
Natural Therapy: Pranayama / Breathing Exercises, Salt Room Therapy, Light exercise like Walking, Combination of these.
Avoidance of the Allergen is the best way of management of Allergies. However, this is practically not possible.
Natural Therapies opens up a whole new possibility for patients suffering from Chronic Allergic conditions.
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Big square baler harvesting wheat straw for production of cellulosic ethanolEnlarge Photo
It's fair to say that E15 gasoline--that's gasoline, blended with 15 percent ethanol--hasn't been universally popular, since being approved by the Environmental Protection Agency (EPA).
Even if you can find it and aren't worried about it slowly eating away at engine components, a new rule on how much you're able to purchase is further harming its case.
As The New York Times reports, a four-gallon minimum purchase at service stations selling E10 and E15 from the same pump is making it even more difficult to buy fuel, particularly for motorcycle users.
The minimum volume requirement is designed to prevent users accidentally filling with higher quantities of ethanol at blended pumps, as the first third of a gallon of gas in the hose is whatever was pumped by the last driver.
That means small fills of E10 following an E15 fill will contain more ethanol, potentially increasing the risk of damaged components. This stops people filling up small, gasoline-powered equipment like leaf blowers and lawnmowers, where a damaged engine could increase the risk of fire.
However, for motorcyclists and ATV riders with small gas tanks, a four-gallon fill may not always be possible--preventing them from filling at these pumps. That means some road users can't buy any fuel from blended pumps, let alone higher ethanol blends.
While the EPA's motives are good--reducing the risk of fire for people who only want small quantities of gasoline--it's yet another negative strike for E15.
With a four-gallon minimum at blended pumps, even drivers who don't want E15 are being inconvenienced...
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“If you tell the truth, you don’t have to remember anything.” – Mark Twain
If you lie, you’ll have to explain more
Once you lie, you’ll need another lie to cover it up
and maintain the story until you yourself believe it
or make others believe the details you’ve made up.
If you tell the truth, people will be more comfortable around you,
not having to wonder if what you’ve said was true.
If you tell a lie, make sure your facts are straight,
that there are no loopholes because people can tell,
not all are gullible to the tale you tell.
If you tell the truth, you’d earn the respect from people for being honest
and simply revealing who you are to them.
By telling a lie, one risk the valuable people and deeper relationships
you could have gained because of raising your defensive walls.
By telling the truth, one become easier to approach and to be with
thus establishing good rapport and positive communication.
By telling a lie, one bars understanding, and the barrier only intensifie
leaving one grumpy and secluded.
By telling the truth, one encourages sharing and mutual comprehension,
enabling bridges and connection.
By telling a lie, one deprives oneself from being known and understood
more importantly, from being true to oneself.
By telling the truth, one opens up avenues formerly hidden,
extending oneself to others which actually draw people in.
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In Lawrence Goldstein’s lab at the new Sanford Consortium building in San Diego, a series of lab dishes hold cells that could unlock some of the mysteries of Alzheimer’s disease.
These cells are neurons made from the skin of people who have the disease. Goldstein and his team reprogrammed those skin cells into embryonic-like iPS cells, then matured those into nerve cells. The nerve cells in the dish show many of the same abnormalities scientists have come to recognize as hallmarks of the disease – higher levels of some proteins that form tangled masses and plaques in the brain.
In the past, those tangles and plaques have only been seen in biopsies taken from people with the disease after they have died, providing a snapshot of the ravages caused by a lifetime of the disease. These cells and their unusual proteins in the lab dish represent the first time scientists have been able to study how the human nerve cells first start to go awry, and could provide clues to help guide new treatments for the disease. Currently there are no drugs to treat the estimated 30 million people worldwide who have the disease.
A story in Nature describes the work:
Scientists aiming to learn the causes of Alzheimer’s have looked to brain biopsies of patients after they die, blood tests and animals as diverse as fruitflies and fish. Until recently, it has not been possible to probe the neurons of Alzheimer’s patients before they show symptoms.
“By the time you can see dementia in a person, their brain cells have been behaving in an abnormal way for years, perhaps decades or longer,” says Larry Goldstein, a neuroscientist at the University of California, San Diego, who led the study published online today in Nature.
The group started with skin cells from four people with Alzheimer’s disease, two with the disease in their family and two who did not have the disease in their family. The idea is that the disease runs in families due to a single genetic change that makes the cells malfunction. The people who don’t have the disease in their family might have developed the disease due to genetic or environmental causes or other reasons. Having both sets of cells could allow the researchers to tease apart how the disease originates in people with known mutations versus through other causes.
These kinds of disease-in-a-dish studies have been carried out for a few different diseases in recent years, including schizophrenia, Parkinson’s disease and forms of autism, among others. In each case, one goal is to use the cells to test for drugs that can eradicate symptoms. If a drug can return an Alzheimer’s-like cell in a lab dish to a normal state, it might also help treat a person with the disease.
But the hope is that such cells will help scientists to develop new drugs and match them to individual patients based on how their reprogrammed brain cells respond. Reprogrammed cells could even be used to diagnose people with Alzheimer’s decades before they show symptoms, Goldstein says. This would be of little use without proven therapies, but early diagnoses could help scientists select patients for clinical trials, he says.
“We’re in a terrible situation with a very common, devastating disease. It’s devastating financially and it’s devastating emotionally to the families who have to cope with it, and we have nothing to give patients that will work,” Goldstein says.
Finding a treatment for disabling conditions like Alzheimer’s disease was one of the driving reasons for the passage of proposition 71, which created CIRM. Leeza Gibbons has served on our board as a patient advocate for Alzheimer’s disease and is one of the patient advocate board members who help keep the board’s focus on therapies and patients who need them. Her mother had Alzheimer’s disease. She went on to found Leeza’s Place to support the caregivers of people with Alzheimer’s disease and other conditions.
CIRM has funded $11 million in awards focusing on Alzheimer’s disease. You can see a list of those awards here.
CIRM did a video with Fred Gage, one of the co-authors on this paper, talking about the use of stem cells in modeling diseases:
Israel MA, Yuan SH, Bardy C, Reyna SM, Mu Y, Herrera C, Hefferan MP, Van Gorp S, Nazor KL, Boscolo FS, Carson CT, Laurent LC, Marsala M, Gage FH, Remes AM, Koo EH, & Goldstein LS (2012). Probing sporadic and familial Alzheimer’s disease using induced pluripotent stem cells. Nature PMID: 22278060
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At Medical Express Clinic – the award winning Harley Street Clinic, we offer everything you need to keep your kidneys and your body healthy.
If you have high blood pressure, diabetes or a family history of kidney failure you should visit your nearest private gp practices in London and consult with your doctor, because you may have an increased risk of developing kidney disease. Even if you are not in an ‘at risk’ category taking care of these critically important organs is very important.
There are things you can do that will keep your kidneys healthy and functioning properly all through your life.
Bear in mind that there is no scientific evidence that over-hydration enhances kidney function.
Our kidneys are capable of coping with diverse dietary habits. Most problems with the kidneys stem from other conditions such as diabetes or high blood pressure. Following healthy eating habits will keep your weight and your blood pressure under control.
If you are healthy, exercise regularly because, like eating healthily taking regular exercise helps avoid high blood pressure and weight gain, but if you’re not conditioned to exercise this may strain your kidneys, so ask us first.
Overdoing supplements can harm the kidneys. Talk to us about any herbs or vitamins you want to include in your diet.
Smoking can cause damage to blood vessels, decreasing the blood flow within the kidneys. They will then fail to function properly. High blood pressure risk also increases with smoking, will also increases the risk of high blood pressure as well as cancer of the kidney.
Common non-prescription over the counter pills (NSAID’s) can, if taken often and for a long time, cause kidney damage. If your kidneys are healthy and you use these medicines only occasionally for pain they should not be a risk. If, however you have a condition like arthritis or chronic pain talk to us about monitoring kidney function or finding other suitable pain control solutions.
If you suffer from hypertension (high blood pressure) or diabetes we can screen you for and kidney dysfunction as part of a routine care package that monitors those conditions.
There are many causes and symptoms of kidney infections like unitary tract infections. The best thing is to visit our harley street medical clinic to keep your kidneys healthy and functional. This will reduce the chances of developing diseases that affect your kidneys.
Eat healthily, take regular exercise and keep weight under control. These healthy practices will ensure that everything, including your kidneys, stay healthy.
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[For trouble viewing the images/movies on this page, go here]
Shadow-striped Saturn and its exquisitely thin rings occupy the near field in this Cassini view, while a crescent Rhea hangs in the distance.
A couple of bright pixels at the center of the image mark the location of tiny Pan (28 kilometers, 17 miles across). As Saturn's second-largest moon, Rhea is 1,528 kilometers (949 miles) wide.
The image was taken in visible light with the Cassini spacecraft narrow-angle camera on Feb. 3, 2006, at a distance of approximately 4.1 million kilometers (2.5 million miles) from Saturn and 4.6 million kilometers (2.9 million miles) from Rhea. The image scale is 28 kilometers (17 miles) per pixel on Rhea.
The Cassini-Huygens mission is a cooperative project of NASA, the European Space Agency and the Italian Space Agency. The Jet Propulsion Laboratory, a division of the California Institute of Technology in Pasadena, manages the Cassini-Huygens mission for NASA's Science Mission Directorate, Washington, D.C. The imaging team consists of scientists from the US, England, France, and Germany. The imaging operations center and team lead (Dr. C. Porco) are based at the Space Science Institute in Boulder, Colo.
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China is now the world’s largest economy according to figures from the International monetary fund(IMF). The Chinese toppled the US after experiencing an acceleration in wealth in recent decades due to rapid industrialization.
According to the IMF report, China’s economy is now worth £11trillion while that of the US stands at £10.8trillion. The Chinese economy is expected to be worth £16.7 trillion by 2019, which is 20% higher than that of the US which is predicted to be £13.8 trillion by that time.
The US has had the world’s biggest economy since 1872 after toppling the British.
The IMF made their findings based on ‘purchasing power parity’ (PPP) which makes adjustments for the fact that goods are cheaper in countries such as China relative to the US, in other words, the cost of living in China is relatively cheaper than the US. This development is an embarrassment to the Obama administration and has ended America’s 142 year rule as the economic ‘Top Dog’.
Other countries in the list are India the third largest economy, followed by Japan,Germany, Russia, Brazil, France, Indonesia and the UK.
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