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Started by Chinnery, 12:02, 27 May 19
0 Members and 1 Guest are viewing this topic.
Quote from: schombi on 07:53, 09 January 22My skills in soldering a fairly poor and I have no background in electronics, but I successfully managed to build me a working Batman the Movie cartridge. Thanks for sharing this project!What I´m still struggling with: I was always under the impression that the ACID chip was always required to use a cartridge on the GX4000 and those chips are hard to get these days. How come this project lets you decide whether to run with or without the ACID chip?
Quote from: Shining on 10:55, 05 January 22Quote from: TotO on 17:58, 03 December 21I have tested this schematic by curiosity, and it looks to not work at all. May be I have done something wrong... I don't understand what does special your RC combination compared to the original schematic.Perhaps my schematic was not clear, cause I missed to describe the signal on the RC-combination:On the original oscillogram for acid reset (https://www.cpcwiki.eu/index.php/File:ACID_Init_by_Grim.png) you will notice that after startup the sin signal has to be high. Using the original schematic from nilquader, the sin signal after reset is 50% low or high cause it does not follow the reset at all. Now instead of pulling the RC to VCC, I used the CCLR signal not only for CLK+ but also for PRE at the flip flop to force the flipflop to "1" after reset. Also I lowered the time constant for the RC-combination.I know quite some plusses where this always works and noone reported a single problem until now.
Quote from: TotO on 17:58, 03 December 21I have tested this schematic by curiosity, and it looks to not work at all. May be I have done something wrong... I don't understand what does special your RC combination compared to the original schematic.
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Accession Detail Results
|Determination||Sequoia sempervirens |
More information: Jepson Online Interchange
|Collector, number, date||Joseph P. Tracy, 15231, 1937-2-21|
|Verbatim date||Feb 21 1937|
|Locality||near Grizzly Creek; Van Duzen River|
|Coordinates||40.48674 -123.90589 BerkeleyMapper [or without layers, here]|
|Datum||NAD27; ER = 1.008 mi|
|Coordinate source||Terrain Navigator Pro (copied from UC1223112)|
|Check for yellow flag|
Explanations of the fields are available by clicking on the left-hand headings.
Information about the collector is available by clicking on the collector name.
The location can be mapped by clicking on "BerkeleyMapper".
Other possibly pertinent records can be retrieved by clicking on "Related searches".
|Copyright © 2018 Regents of the University of California — Updated 11 January 2019| | <urn:uuid:f5136880-1a24-439c-8f86-475fdd53fb3a> | CC-MAIN-2022-33 | https://ucjeps.berkeley.edu/cgi-bin/new_detail.pl?UC667964&related=yes | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.654882 | 295 | 1.578125 | 2 |
Not every three dimensional printed item has to be all plastic. A frighting idea! This project is called the Cancan.
The metal can in the picture was used just by itself for storing the variety of desk items shown. After looking at it (the side ribs are interesting) and using it for a few years, the idea came... it needs to be a 3D printed item. The inspiration was to incorporate the metal can into the printed design. The idea was to "get out of the box" from thinking only in plastic.
The can was measured and the design drawn in Fusion360. F-360 is not good for adding text on a cylinder so that was done with MS 3D Builder. The color is a bit ugly, a pinkish "flesh" color. I wanted to use it up, and this was a good project to do that. I saved some material by not making the bottom solid. Cutouts in the sides could have been an interesting feature too, showing the ribs on the can.
Version two has been drawn and has some large raised "rivit heads" embossed around near the top to help grip the cancan, It's not likely to get printed as I don't realy need, or have space for, version two.
This is a "show and tell" about trying new ways to usee 3D printing. | <urn:uuid:93f52ab8-ca5f-414b-b176-ac54740eff57> | CC-MAIN-2022-33 | https://dimensionalprint.kautzcraft.studio/original-design/10-doing-the-can-can | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571198.57/warc/CC-MAIN-20220810161541-20220810191541-00272.warc.gz | en | 0.985094 | 282 | 1.765625 | 2 |
Bowel cancer: Signs and symptoms to look out for
Bowel cancer is one of the most common cancers to be diagnosed in the UK, according to the NHS. It’s a general term for any cancer that develops in the large bowel, and it’s sometimes known as both colon and rectal cancer. But many people may not even know they’re at risk of the cancer because the symptoms tend to be very subtle. You could be at risk of bowel cancer if you notice your skin feeling very itchy, it’s been revealed.
Bowel cancer can spread to the liver, lungs, lymph nodes and bones
Persistent itchiness could be a warning sign of bowel cancer, according to medical website Cancer Research UK.
Itchy skin that’s caused by bowel cancer could be a sign that the tumour has spread to the liver, it warned.
You should speak to a doctor straight away if you have itchiness all over your body, it urged.
“Advanced bowel cancer is cancer that started in either the back passage [rectum] or large bowel [colon] and has spread to another part of the body,” said the charity.
“The symptoms of advanced bowel cancer can include the symptoms for bowel cancer that hasn't spread.
“You might have any of these symptoms if the cancer has spread to your liver discomfort or pain on the right side of your abdomen, feeling sick, poor appetite and weight loss , swollen abdomen, yellowing of the skin, and itchy skin.
Bowel cancer symptoms: Signs of a tumour include having itchy skin
“Bowel cancer can spread to the liver, lungs, lymph nodes and bones.
“Tell your doctor or specialist nurse if you're worried about a symptom or if it continues for more than a few days.”
But itchy skin isn’t usually a sign of anything to worry about, and you can often treat it yourself, added the NHS.
It could be caused by a number of conditions, including eczema, psoriasis, scabies, thrush or even allergies.
But on rarer occasions, itchy skin could be a sign of something more serious, including thyroid, liver or kidney problems, it added.
Other, more common bowel cancer symptoms include persistent tiredness, weight loss, and developing a painful lump in your stomach.
It’s also important to notice any change to your bowel habits. You may develop looser stools than normal, or you may need to poo more often than normal.
If your changing toilet habits lasts for at least four weeks, you should consider speaking to a doctor, said the NHS.
But, most people with these symptoms don’t have bowel cancer. They’re more likely to be caused by something less serious, including constipation, irritable bowel syndrome, or Crohn’s disease.
More than 40,000 new cases of bowel cancer are diagnosed in the UK every year. | <urn:uuid:d34c1a95-ed88-4792-b58e-c3ba13158241> | CC-MAIN-2022-33 | https://www.express.co.uk/life-style/health/1121306/bowel-cancer-symptoms-signs-tumour-itchy-skin | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.950485 | 627 | 2.640625 | 3 |
Book Name: iOS 13 Programming Fundamentals with Swift: Swift, Xcode, and Cocoa Basics 1st Edition
Author: Matt Neuburg
Publisher: O’Reilly Media; 1 edition
Pages: 680 pages
File size: 7 MB
File format: PDF
iOS 13 Programming Fundamentals with Swift: Swift, Xcode, and Cocoa Basics 1st Edition Book Pdf Description:
Swift is a must know programming language if you want to make app using IOS and on this book you will find anything that you have to know about Swift. If composing an iOS app is like constructing a house of bricks, then this book teaches you exactly what a brick is and the way to manage it, while shredding iOS 13 shows you a few real bricks and lets you know how you can construct them. With the advent of Swift 5 in ancient 2019, the postage of adulthood was put on the Swift language. The Cocoa frameworks that provide an iOS program its performance expect to get spoken to in Objective-C, and lots of megabytes of libraries needed to be contained in each Swift program, effectively comprising all of this Swift language and translating everything to Objective-C. However, Swift 5 presents ABI stability, meaning that, beginning in iOS 10.2, the Swift language is now part of this machine. Swift is currently on a level with Objective-C, and Swift programs are smaller and quicker.
When Swift first seemed, I instantly translated my own present iOS programs into Swift, and discovered them easier to comprehend and maintain than their Objective-C originals. Objective-C is a powerful speech with a few remarkable capacities, but it’s safe to state that the huge majority of fresh iOS developers will embrace Swift. It’s a superb language to understand, even (maybe especially) if you have never imagined before, and is still the simplest and clearest way to plan iOS. Swift has these outstanding features When your code is at Swift, some consciousness of Objective-C (like C) may be helpful. To be able to interact together, you may need to understand what those languages could anticipate. Therefore within this book I explain Objective-C in sufficient detail to enable you to examine it when you experience it in the documentation and also on the world wide web, and that I sometimes demonstrate some Objective-C code. Part III, on Cocoa, is mainly about learning how to believe the manner Objective-C believes — since the structure and behaviour of the Cocoa APIs are basically predicated on Objective-C. And the book ends with an appendix that details the way Swift and Objective-C communicate together, in addition to describing how your program could be written partially in Swift and partially in Objective-C.
DMCA Disclaimer: This site complies with DMCA Digital Copyright Laws. Please bear in mind that we do not own copyrights to these books. We’re sharing this material with our audience ONLY for educational purpose. We highly encourage our visitors to purchase original books from the respected publishers. If someone with copyrights wants us to remove this content, please contact us immediately.
All books on the edubookpdf.com are free and NOT HOSTED ON OUR WEBSITE. If you feel that we have violated your copyrights, then please contact us immediately (click here). | <urn:uuid:fdbd25a0-3927-4d76-8159-7e166671f3ff> | CC-MAIN-2022-33 | https://edubookpdf.com/programming/ios-13-programming-fundamentals-with-swift-swift-xcode-and-cocoa-basics-1st-edition.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.916698 | 704 | 2.53125 | 3 |
Faith in Public
Last Friday, we kicked off the 4th season of Faith, Food, Friday. This is an interfaith luncheon (not an ecumenical one), hosted by the Village Square. What’s the difference? Interfaith gatherings usually give the public a chance to peer into a world not their own—a world where religious people serve and share the common good. Our panelists represent very different traditions and belief systems, but a gathering like this is something that shows the world that religious viewpoints really matter. In fact, we really try not to ignore our differences. Instead, we try to offer a better way forward. We can model a way to talk about our differences in a civil, nonthreatening way. As Bill Mattox suggested Friday, a persuasive—but not coercive—way. Despite our differences, there actually is a place for religious conversation in the public square as well as the private arena. Faith is not something reserved for the nice, safe comforts of home and hearth, but faith really matters in the world, and we need it.
That, of course, is not the viewpoint of most of the “new” atheists or many secular folk today. In that mindset, religion is viewed as a kind of personal choice that you make that you hope doesn’t interfere with someone else. Religion, by many people, is viewed as the cause of the conflicts in the world rather than the solution. When they talk about separation of church and state, they are talking about keeping the church—and any other religion—out of the community entirely.
When we gather with Faith, Food, Friday folk, we’re making a very bold statement about who we are. Much like Paul in Acts 20, our faith in Jesus Christ as Lord compels us to bear witness. We can thank the Lord that we won’t agree with every item that our panelists share, but we can agree that we want faith to continue to have a role in public life.
Something else happens too. Events like these clear away the brushy mindset that clouds people’s perceptions of Baptists. We clear the field so that real conversations can begin about our faith and others’ faith. We give seekers a safe place to overhear conversations about the gospel, compare differences, and test the waters. Usually, before or after most gatherings at FFF or a faith-oriented Village Square event, I have a chance to talk with someone who is seeking Christ. This past Friday was no different. Because you are who are, First Baptist, you create a place for people to come, be welcomed, and see a different Way.
Sometimes people come to Christ through the front door, down the aisle, and right up to the altar. They’re invited by a friend, and they can’t wait to get here. But at Faith, Food, Friday, we give people a chance to come through the kitchen door. You may not recognize them, but usually, they’re sitting beside you, listening, and watching how you listen. | <urn:uuid:b7bbd277-0e5a-4218-bc5f-79685c815dc4> | CC-MAIN-2022-33 | https://fbctlh.org/2014/10/13/faith-public/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.959825 | 629 | 1.78125 | 2 |
Where did the Cebuano language come from?
Cebuano originates from the island of Cebu. The language “has spread from its base in Cebu” to nearby islands and also Bohol, eastern Negros, western and southern parts of Leyte and most parts of Mindanao, especially the northern, southern, and eastern parts of the large island.
What is Cebuano known for?
Now commonly known as Bisaya, Cebuano is the lingua franca of the Visayas and Mindanao. While other languages and dialects are also spoken, Cebuano is mutually intelligible and understood by the majority in these areas. Cebuanos are famous for their guitars, baskets, hats, and mats of all types.
Is Bisaya a native language?
Over 30 languages constitute the Bisayan language family. The Bisayan language with the most speakers is Cebuano, spoken by 20 million people as a native language in Central Visayas, parts of Eastern Visayas, and most of Mindanao.
Is Bisaya the first language in the Philippines?
It is a member of the Malayo-Polynesian group of languages within the Austronesian language family. It is estimated that there are 15.8 million people in the Philippines who speak Cebuano as their first language. (Ethnologue). It is the second most spoken language in the Philippines after Tagalog.
Is Waray a Bisaya?
The Waray people (or the Waray-Waray people) are a subgroup of the larger ethnolingustic group Bisaya people, who constitute the largest Filipino ethnolinguistic group in the country.
Is Bicolano a Bisaya?
Bisakol (portmanteau of Bisaya and Bikol) is an informal term for the three Bisayan languages spoken in the Bicol Region. It retains Bicolano influence from its inclusion in the Bicol Region, both politically and geographically. …
Is Waray and Bisaya the same?
The Philippines is one country blessed with diverse people, different cultures and consequently, numerous distinct languages. Among these languages are the Bisaya (Cebuano) and the Waray (Leyte-Samar), two of the prominent languages in the isles of the Visayas.
Are Cebuanos friendly?
1. Cebuanos are the friendliest, smilingest most fun-loving people in the Philippines. Wherever you go, you won’t see a glum face among the denizens of the island. Cebuanos are inherently musical, which is why the guitar-making industry in Mactan is famous.
What are the three 3 major Visayan languages?
The densely populated Visayan island group constitutes an ethnolinguistic region defined by the dominance of the three major Visayan languages: Cebuano (which is the mother tongue of about one-fifth of the Philippines’ population), Hiligaynon, and Waray-Waray.
What is I love you in Waray?
I love you: Hinihigugma ko ikaw or Ginhihigugma ko ikaw or Pina-ura ta ikaw.
What is beautiful in Waray?
I dont speak Waray but Mahusay is the Waray term for beautiful/pretty.
Is Sorsogon a Bisaya?
Despite its name, Masbate Sorsogon is closer to Waray than to Masbatenyo, but this coast of Sorsogon Bay where Masbate Sorsogon is spoken has had a lot of contact with Masbate Island….References.
What does the name Cebuano mean?
Cebuano is the lingua franca of the Central Visayas, western parts of Eastern Visayas, some western parts of Palawan and most parts of Mindanao. The name Cebuano is derived from the island of Cebu, which is the original locus of the language.
What are the beliefs of Cebuano?
One of the commonly known superstitious beliefs among Cebuanos is the association of butterflies to the spirit of the dead. It is believed that if a butterfly lingers around you, the spirit of a family member or relative is visiting you – or a relative has just died.
What is this in Cebuano?
Cebuano, also known as Binisaya, Bisayan, Sebuano, Sugbuanon, Sugbuhanon, Visayan, is the major language of Visayan islands ( Negros Oriental, Cebu, Bohol), and parts of Mindanao in the Philippines. The name comes from the name of the Philippine island of Cebu + the Spanish suffix – ano meaning ‘native of’ . | <urn:uuid:26ec73b9-31a7-441d-9fa9-0d5c67d7c284> | CC-MAIN-2022-33 | https://diaridelsestudiants.com/where-did-the-cebuano-language-come-from/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.903781 | 1,054 | 2.921875 | 3 |
The sudden, piercing beep of a radiometer fills the room as a Ukrainian soldier enters. This is where Russian soldiers lived at the Chernobyl nuclear power plant, and radiation levels are now higher than normal.
There is no visible presence of the source of the radioactive material in the room, but Ukrainian officials say it came from small particles and dust that soldiers brought into the building.
“They went to the Red Forest and brought radioactive material with them on their shoes,” says soldier Ihor Ugolkov. “Other places are fine, but the radiation went up here, because they lived here.”
CNN has gained exclusive access to the power plant for the first time since it returned to Ukrainian control.
Plant officials say levels inside the room used by Russian soldiers are only slightly above what the World Nuclear Association describes as background radiation. A one-time contact would not be dangerous, but continued exposure would pose a health risk.
“They went everywhere, and they also took radioactive dust on them [when they left]“, adds Ugolkov.
It is an example of what Ukrainian officials say was the lax and negligent behavior of Russian soldiers while controlling the site of the 1986 nuclear disaster. The area around Chernobyl, namely the Red Forest, is still the most nuclear contaminated area on the planet, with most of the radioactive particles present on the ground.
Ukrainian officials have released drone footage of what they say are trenches dug by Russian soldiers in this area, which is particularly radioactive. In a safe place on the edges of this area, CNN saw a Russian military ration box that showed radiation levels 50 times higher than natural values.
Russian soldiers held Chernobyl for a month and reportedly operated mostly in contaminated areas. | <urn:uuid:34020794-2197-4cf9-ab86-25fd2a2ce34e> | CC-MAIN-2022-33 | https://goodwordnews.com/zelensky-says-everyone-involved-in-kramatorsk-attack-will-be-held-accountable-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.956094 | 365 | 2.984375 | 3 |
Nonpolar fluorophilic/lipophilic tetrablock amphiphiles are investigated on the surface of water and on solid substrates using compression isotherms, Brewster angle microscopy, and atomic force microscopy. At low pressures, the tetrablocks form monolayers of closely packed surface hemimicelles. Further compression causes a 2D/3D transition. At the end of the plateau, half of the deposited material is expelled forming a second monolayer on top of the initially formed monolayer. Both layers of the films consist of surface micelles, thus providing the first example of spontaneous or compression-driven stacking of self-assembled nano-objects. Making a stack: Gemini tetrablocks, (CnF2 n+1CH2)(Cm-2H 2 m-3)CH-CH(CnF2 n+1CH2)(C m-2H2 m-3) [di(FnHm)], with two Fn chains and two Hm chains, provide two superposed layers of discrete micelles, which is the first example of thin films made of stacked discrete self-assembled nano-objects (see AFM image).
- Langmuir-Blodgett films
- stacking interactions
ASJC Scopus subject areas
- Atomic and Molecular Physics, and Optics
- Physical and Theoretical Chemistry | <urn:uuid:d77b92dd-f5b9-4eff-8a00-4011fc8edc30> | CC-MAIN-2022-33 | https://utsouthwestern.pure.elsevier.com/en/publications/stacking-of-self-assembled-surface-micelles-in-ultrathin-films | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.821939 | 312 | 2.46875 | 2 |
Persons with basic education or those at least 22 years of age without basic education who have competencies corresponding to the level of basic education are welcome to study the specialty.
|ÕppeliikLevel education, vocational secondary education||ÕppevormFull-time||Eeldus alustamiseksBasic education||Õppeaeg3 years|
The aim of the curriculum is that the student acquires the knowledge, skills and attitudes necessary to work as a textile craftsperson both independently and as a team member in the field of Textile Handicraft.
The student of the programme acquires knowledge and practical skills in such areas as Estonian folk culture and textile heritage; design, history and representation; knitting, crocheting, sewing, weaving; teaching materials; handicraft entrepreneurship; and product development.
Under the guidance of teachers, students make lace, knit and sew various objects.
In addition to basic studies, it is possible to acquire practical skills in leather work, metal and clay work, textile dyeing, book arts and photography.
Studies are considered completed if the curriculum has been studied in full, the student has acquired the learning outcomes of the curriculum at least at the threshold level and passed the Textile Handicraft Manufacturer Level 4 vocational examination.
|Textile Handicraft, level 4, level training, vocational secondary education 3 years||Fail|
|General Education Modules Plan|
|Basic Modules Plan|
|Elective Modules Plan|
|Table of competencies| | <urn:uuid:a400ba7f-3878-45fb-81d5-c31bc2f47156> | CC-MAIN-2022-33 | https://www.tkak.ee/en/specialities/textile-handicraft-%283-years%29-2 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.908247 | 353 | 2.6875 | 3 |
Yap’s Outer Islands boast an amazing culture steeped in the tradition of celestial navigation. The people of the Outer Islands live off the land and sea and for many, the sole mode of transport is canoe. Traditional clothing, chores, and customs continue to hold sway.
Most of the Outer Islands are true atolls with sandy beaches and tranquil inner lagoons. Ulithi is the fourth largest atoll in the world. Fais has a series of ancient submerged caves. West Fayu is a garden island. Sea turtles breed in the waters off Sorol. | <urn:uuid:16181cd2-288d-4011-9afd-5ca5193d4175> | CC-MAIN-2022-33 | https://awesomeplaces.org/destinations/2017/11/yaps-outer-islands-micronesia/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.899321 | 117 | 2.21875 | 2 |
In This Edition
Literature At A Glance
A guide to this month’s studies
- Guidelines on steroids and antivirals to treat Bell’s palsy
- Probiotics to reduce Clostridium difficile-associated diarrhea
- Rates of hemorrhage from warfarin therapy higher in clinical practice
- Less experienced doctors incur higher treatment costs
- Pay-for-performance incentive reduces mortality in England
- No benefit in ultrafiltration to treat acute heart failure
- Hospitalized patients often receive too much acetaminophen
- Longer anticoagulation therapy beneficial after bioprosthetic aortic valve replacement
- Antimicrobial-coated catheters and risk of urinary tract infection
- Patient outcomes improve after in-hospital cardiac arrest
Updated Guidelines on Steroids and Antivirals in Bell’s Palsy
Clinical question: Does the use of steroids and/or antivirals improve recovery in patients with newly diagnosed Bell’s palsy?
Background: The American Academy of Neurology’s last recommendation in 2001 stated that steroids were probably effective and antivirals possibly effective. The current review and recommendations looked at additional studies published since 2000.
Study design: Systematic review of MEDLINE and Cochrane Database of Systematic Reviews data published since June 2000.
Setting: Prospective controlled studies from Germany, Sweden, Scotland, Italy, South Korea, Japan, and Bangladesh.
Synopsis: The authors identified nine studies that fulfilled inclusion criteria. Two of these studies examined treatment with steroids alone and were judged to have the lowest risk for bias. Both studies enrolled patients within three days of symptom onset, continued treatment for 10 days, and demonstrated a significant increase in the probability of complete recovery in patients randomized to steroids (NNT 6-8). Two high-quality studies were identified that looked at the addition of antivirals to steroids. Neither study showed a statistically significant benefit.
Of note, the studies did not quantify the risk of harm from steroid use in patients with comorbidities, such as diabetes. Thus, the authors concluded that in some patients, it would be reasonable to consider limiting steroid use.
Bottom line: For patients with new-onset Bell’s palsy, steroids increase the probability of recovery of facial nerve function. Patients offered antivirals should be counseled that a benefit from antivirals has not been established, and, if there is a benefit, it is modest at best.
Citation: Gronseth GS, Paduga R. Evidence-based guideline update: steroids and antivirals for Bell palsy: report of the Guideline Development Subcommittee of the American Academy of Neurology. Neurology. 2012;79(22):2209-2213.
Probiotic Prophylaxis Reduces Clostridium Difficile-Associated Diarrhea
Clinical question: Are probiotics a safe and efficacious therapy for the prevention of Clostridium difficile-associated diarrhea (CDAD)?
Background: CDAD is the most common cause of hospital-acquired infectious diarrhea in high-income countries. There has been a dramatic rise in the incidence and severity of CDAD since 2002. Previous studies suggested that probiotics might reduce the incidence of CDAD with few adverse events.
Study design: Systematic review and meta-analysis of the literature.
Setting: Randomized controlled trials from the U.S., Canada, Chile, China, United Kingdom, Turkey, Poland, and Sweden.
Synopsis: Investigators identified 20 trials including 3,818 participants using a systematic search of randomized controlled trials of a specified probiotic of any strain in adults or pediatric subjects treated with antibiotics. Probiotics reduced the incidence of CDAD by 66% (risk ratio 0.34, 95% CI 0.24 to 0.49). Subgroup analyses showed similar results in both adults and children, with lower and high doses, and with different probiotic species.
Of probiotic-treated patients, 9.3% experienced an adverse event compared with 12.6% of control patients (relative risk 0.82, 95% CI 0.65 to 1.05). There was no report of any serious adverse events attributable to probiotics.
One limitation is the considerable variability in the reported risk of CDAD in the control group (0% to 40%). The absolute benefit from probiotics will depend on the risk in patients who do not receive prophylaxis. | <urn:uuid:5631dbcb-2095-4c82-b78b-a8db4b5b5d9d> | CC-MAIN-2022-33 | https://www.the-hospitalist.org/hospitalist/article/125960/itl-physician-reviews-hm-relevant-research | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.903052 | 923 | 1.890625 | 2 |
A U.S.-based group -- Computers for Africa -- has launched an initiative called “Mouse on a Mission” to make computers available to students in war-torn areas of Africa.
Herbert Busiku, director of the Ugandan operations for Computers for Africa who is in the United States to launch the program, said “Mouse on a Mission” seeks individual and American students help to send refurbished computers to Africa.
“Mouse on a Mission is a promotion that we are carrying out in which we request individuals, organizations or businesses to donate $25 which cash goes toward helping refurbishing computers here in the United States and providing support services to that computer once it gets to Africa so it can work for as long as it ever could,” he said.
The program was launched this spring, and Busiku hopes that as Americans know more about it they would become interested and start contributing to it.
He said his visits to American schools to promote the program have been an eye opener for the students, especially as they learn about the huge disparity between them and their African counterparts in terms of access to technology.
“For example, I was telling them how big our classes are and how few resources, textbooks and other study materials they [African students] have and then you get the question like, and how did they even manage to make it? How do they manage to proceed with their studies without good learning materials? So it’s been an eye opener to a number of these students who have no idea that elsewhere there are these kinds of challenges,” he said.
Busiku hoped American students will talk to their parents and friends about Africa’s technology gap and its impact on African students.
“There’s tremendous need for affordable, quality computers in Africa, and Computers for Africa has been, for the last 10 years trying to address this issue by donating computers to schools in eastern Africa,” Busiku said.
When it comes to access to information and communications technology known sometimes as ICT, Africa lags behind the rest of the world.
For example, the United Nations said one out of 130 people in Africa has a computer. The gap is even wider in rural Africa.
Citing U.N. statistics, Busiku said for every 1,000 people in east Africa, there are only 16 computers.
Busiku said the need is even greater in places like northern Uganda because of the decades long civil war between the Lord’s Resistance Army and the Ugandan government.
In a news release, Computers for Africa said it has refurbished thousands of computers into labs for schools in 132 communities serving 70,000 students and staff. | <urn:uuid:2cf55be4-5210-4374-9ee4-74766e9de3a3> | CC-MAIN-2022-33 | https://www.voanews.com/a/butty-u-s-computers-for-africa-14april10-90805754/159841.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.97031 | 556 | 2.359375 | 2 |
Does Brown Liquor give you a worse hangover?
Congeners are found in larger amounts in dark liquors, such as brandy, bourbon, darker beer and red wine, than they are in clear liquors, such as vodka, gin and lighter beers. One particular congener — methanol — breaks down into the toxins formaldehyde and formic acid, which can worsen a hangover.
Does brown liquor make you sick?
All booze is fermented, which creates alcohol and other byproducts, like carbon dioxide (responsible for harmless bubbles), and chemicals called congeners, or fusil oil impurities, which are a type of alcohol our bodies can’t process and make us feel sick.
Why can’t I drink brown liquor?
Here’s why: Darker liquors contain “congeners,” a substance which is made during the fermentation process. They contain several chemicals, which include acetone, a chemical which your body doesn’t particularly enjoy. Drinks like whiskey, rum, and some wines can contain much higher amounts of congeners.
Does mixing brown and clear liquor make you sick?
Contrary to popular belief, simply mixing different types of alcohol is unlikely to make you sick–drinking a beer and a gin and tonic will probably have the same effect on your body as sticking to one type of alcoholic beverage.
Is brown liquor worse than clear?
Dark Alcohols Are More Likely To Cause Hangovers
In general, dark alcohols are more likely to give you a headache than clear alcohols, all thanks to the congeners. “One congener called methanol breaks down into the toxins formaldehyde and formic acid, which can worsen a hangover,” Dr. Nguyen says.
Can you become allergic to alcohol as you get older?
It’s possible to develop an alcohol allergy at any point in your life. Sudden onset of symptoms may also be caused by a newly developed intolerance. In rare cases, pain after drinking alcohol might be a sign that you have Hodgkin’s lymphoma.
What alcohol should you not mix?
Seven Horrible Alcohol Combinations
- Red Wine + Vodka.
- Anise drink with Mint liqueur (Creme de menthe) …
- Beer + Vodka. …
- Beer and Cigarettes + No Food. …
- Beer + Tequila. …
- Red Wine + No Food. …
- Beer + Wine. If you decide to leave out the liquor for the night, this does not automatically spare you the hangover. …
Why does whiskey give you a hangover?
Alcoholic drinks with high levels of congeners seem to increase the frequency and intensity of hangovers. Two studies suggest that methanol, a common congener, is strongly associated with hangover symptoms ( 6 , 7 ). Drinks high in congeners include whiskey, cognac and tequila.
What is the smoothest brown liquor?
1. Baileys Irish Cream – One of the Best Alcohols in the world. Like silk down your throat, the smooth and velvety taste of this cream-based liqueur makes it the smoothest alcoholic drink on the planet. It is an Irish Whiskey that dates back to 1974.
What is the best brown liquor?
Top 10 Dark Spirits
- Jack Daniels – Whiskey Sour Mash Old No. …
- Jeffers Creek – Kentucky Straight Bourbon 6 Year (1.75L) …
- Jim Beam – Bourbon Kentucky (1.75L) …
- Michael’s – Celtic Irish cream (1.75L) …
- Skrewball – Peanut Butter Whiskey (750ml) …
- Woodford Reserve – Bourbon Kentucky (750ml)
Does brown liquor make you gain weight?
Theoretically, the potential for alcohol to increase weight is clear, but the evidence is surprisingly mixed. Some studies suggest calories from alcohol are more likely to cause weight gain in intermittent drinkers and in those already overweight than in heavy drinkers (the classic malnourished alcoholic). | <urn:uuid:d2284700-8cb1-4b8b-a802-05d236301ae8> | CC-MAIN-2022-33 | https://magicsnewbiewines.com/strong/why-does-brown-liquor-make-me-sick.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.911351 | 857 | 2.0625 | 2 |
November 1, 2021
By Aleta Margolis, Founder and President, Center for Inspired Teaching
Hooray for Monday is a weekly blog filled with questions, ideas, reflections, and actions we can all take to remodel the school experience for students.
As I drove around the DC region this past week, I loved seeing the variety of Halloween decorations in people’s yards. Ghouls and goblins flashed their eyes, as limbs from disembodied skeletons reached out of the ground. Illuminated pumpkins, nearly as tall as the homes they perched in front of, with jagged eyes and mouths, swayed beneath strings of purple lights. At one point, my moving car triggered a gut-wrenching scream from the motion sensor on a giant blood orange ghost with green eyes!
People will go to a lot of trouble to be scary. As early as August, Fortune Magazine predicted an increased demand, and increased prices for Halloween decorations this season. Indeed people had to wait longer and pay more this year to obtain their spooky yard décor.
I got to wondering…why do we voluntarily place creepy creatures in our front yards? Beyond yard décor, why do we pay money to walk through dimly lit dilapidated barns while teenagers with fake blood dripping down their faces jump out at us in the dark? Why do we tell ghost stories? Or sit in our living rooms with eyes glued to the TV while the protagonists are haunted, murdered, or possessed?
My dear friend and mentor, Judy White, once explained this to me. Watching a scary movie is like riding a rollercoaster. Both can be joyful because you get to choose to indulge in the excitement of being scared, while knowing that you are, in fact, completely safe. Judy recently explained, “These actions may be enjoyable to us because we choose them; we’re in control — of whether and when and why and how long. We briefly have control over an experience which, in real life, is unpredictable.”
In a time when day-to-day life contains many real things that are legitimately scary, it can be cathartic, stress-relieving, even joy- and laughter-inducing to scare ourselves on purpose. Halloween is a great time to experience the fun of being scared.
Consider asking your students today, the day after Halloween…
Have you ever chosen to feel scared, or to be scary, on purpose?
If so, what was fun or enjoyable about the experience?
If not, can you imagine feeling happy and scared at the same time?
What’s the difference between feeling afraid on purpose and feeling afraid when you don’t want to feel that way?
Examining these questions with students can show them we value their creative thinking and their wellbeing. And they can spark conversations, art projects, and creative writing for students of all ages. For older students, these questions could mark the start of investigations into neuroscience, psychology, or empathy – understanding, of course, that there are those of us for whom scary movies are not delightful!
Could scaring ourselves on purpose help us navigate those times when fear shows up uninvited? This question, and the others your students will devise if you let them, can fuel all kinds of joyful and important learning. | <urn:uuid:da23afbb-d8fa-429b-8f5c-94b624c03222> | CC-MAIN-2022-33 | https://inspiredteaching.org/happy-scared/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.944526 | 684 | 2.34375 | 2 |
Public art is installed to capture the wider vision of how the city (usually) fathers want to portray themselves to the world or capture a particular zeitgeist in physical form. This public art ranges from the heroic and military thru to the abstract and interpretative. For a highly nuanced and insightful analysis of public monuments see this article from The Conversation.
Usually the older the statue the more likely it is to be heroic. None more so than the Duke of Wellington statue outside the Glasgow Museum of Modern Art. But since the 1980’s Glasgow’s city fathers have been waging a war against the Glaswegian desire to give the Duke a sense of humour by giving him a traffic cone hat and, using him as a location for symbolic statements. In this case the horse has a rainbow cone showing its support for the 2017 Pride Festival.
And this is the essence of a good city and good public art, where the art has its own integrity but it can be repurposed to be relevant and seen as valuable. The Duke is very likely to be remembered for far longer because he has been repurposed; rather that left on his podium untouched, distant and forgotten. | <urn:uuid:38530ae5-61fd-4420-b6bd-95b17f6f69aa> | CC-MAIN-2022-33 | http://ferart.com/repurposing-public-art/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.956498 | 236 | 2.65625 | 3 |
Now that Øya has entered the game we can move up a gear. It is not imaginable to go sail directly without thinking, we have to prepare and so organize a little more finely the project first.
In short, let’s do it well!
So far, the program was only defined in my head. But with the increasing complexity of the project I decided to formalize a little more, for the sake of clarity.
It will be limited to the next frame:
- ✔️ Becoming captain (See the article sailing instructor)
- ✔️ Get a boat (See the article welcome to Øya)
- ➡️ Prepare before going onboard
- ⬜️ Testing phase on the water
- ⬜️ Technical adjustments
- ⬜️ Departure for good
This progress status stands already on the home page
Now, let’s go to the step 3 “Preparations before moving onboard”.
What does it consists of?
Preparations before moving onboard
Make the papers of the boat is to declare it to the customs, to the maritime affairs and then to insure it.
It will probably be necessary for me to get insurance for myself because I am intending to travel abroad. For example, it would be appropriate to have thought about something like Europe assistance the day I will have appendicitis… Actually, I do not know about this kind of situations and that’s precisely the point: I need to learn about it.
Start my own business
The rule number 2 says that I should work on board. Beyond the fact that I love my job and that work contributes to not becoming marginal (rule number 5), it is also a necessity. Because everything is expensive with boats! I have to be able to afford what Øya will need!
As a result, I have to start my own business as soon as possible. Ideally it should be a minimum working when I will enter in the next step “testing phase on the water“. Indeed, this phase will surely highlight some technical adjustments to be made that won’t be free.
The preparation of the project itself
Each boat has a history, a certain soul and especially specificities that are unique to it. Do not forget that I saw Øya only once, during the visit! As a result I have everything to learn about her.
In fact, for me to know enough the boat and all its systems I will go through a reverse engineering session. That is to say, I will do a fine inspection of each part of the boat, understand how they work together and why they have been installed like so.
By taking an interest in this, I will come to see what were the problems encountered by the previous owners and understand more concretely their meaning when they gave indications.
In addition, it will be the occasion for me to check the condition of the parts. The general knowledge of the initial state of the boat is important because it is for later a point of comparison.
This inspection concerns among other things the electric circuit, the fresh water circuit, the hull, the superstructure, the diesel circuit. Just for that, the amount of work is already big!
Getting known with Øya
Knowing the boat in its technical aspects is not enough to know how it will behave on the water. If it was true then garage owners should not pass their driving license! Therefore the next step of the project is a testing phase on the water. I still have to prepare this one.
It will consist of small outings during the day, trials to master the different systems and get to know the reactions of the boat. I would never sail too far away from a specific harbor, so I could progress slowly but certainly. The idea is to beta-test the boat and the whole project in a security perimeter.
So, if I need to chose a perimeter, let’s find a confortable one so I can take it easy! Find a harbor with hot showers if possible, sanitary that smells good and even washing machines. In summary I have the choice, so I should find the maximum comfort to make autumn less gray!
The last things to do on land
Be done with the workshop
I started to renovate the workshop of the family house because I did not have much to do if it was not looking for my boat… This small building remained a few years without activity, used as a storage place. I wanted to bring life back into it, and so had in mind to do a great cleaning and storage.
When I started sorting out the cases, I soon realized that the storage would only have a superficial impact in the long run. After two or three years the workshop would have become unhealthy again. In fact the real problem was the non finished insulation. I do not like doing things halfway so I decided to do this work so that the building will be healthy again.
One must be motivated to embark on such a task! So I found another source of motivation: this workshop will be the ideal place to make my technical adjustments. Anyway, the work is not yet 100% complete and it is imperative to close the case now because if it is not now, it will never be.
Lerning to weld steel
The advantage of having a steel boat and that we can make modifications and repairs through welding. But the welding is complex, it is a discipline in itself. There are also adult education courses on this subject, and you can spend a lifetime learning the subtleties of the job. It is therefore not when I will need it that I will start to learn, so the more I study beforehand the best it is.
I would therefore learn the basics of welding, both theoretically and practically: knowing what steel is, its properties and welding methods.
Learning the manipulation of fiberglass
Fiberglass: is a common type of fiber-reinforced plastic using glass fiber. The fibers may be randomly arranged, flattened into a sheet (called a chopped strand mat), or woven into a fabric. The plastic matrix may be a thermoset polymer matrix—most often based on thermosetting polymers such as epoxy, polyester resin, or vinylester—or a thermoplastic.Wikipedia
Knowing fiberglass can be useful for making repairs, creating parts. This is something that I want to do at least before leaving, although theoretically I should not have much use.
I would take as exercise pieces of my bike that I would like to redo because lost in the Czech Republic (see my return from Oslo on motorcycle described in the article “The genesis”). It will most likely be the subject of a post!
There much work to be done !
In addition, I would like to start the testing phase just after New Year’s Day to start the 20’s on the water!
In order not to forget the slightest detail, I made a set of todo lists that I put in as-and-to-date, it is here.
Last Updated on 24 October 2019 by Vincent | <urn:uuid:d17cc4b6-acdb-4761-a41d-6f6f9c4e1d9d> | CC-MAIN-2022-33 | https://vilainvincent.life/en/2019/10/23/scheduling-the-autumn/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.959737 | 1,484 | 1.554688 | 2 |
|Subgroup||Series name||Percentage||WRB 2006 link|
|6.31||SHIRRELL HEATH||50%||Albic Podzols|
|6.31||DELAMERE||20%||Endoleptic Albic Podzols|
||Freely draining very acid sandy and loamy soils
This association is most extensive on the high, wooded deeply-dissected western end of the Lower Greensand outcrop south of Hindhead, chiefly on sandy Hythe Beds. It is also widespread on the dipslope of the Hythe Beds between Guildford and Dorking. Other occurrences are on the sandy Folkestone Beds between Farnham and Dorking, under dry heathland, woodland and scrub on Bagshot Beds in Hampshire near Romsey and Fareham, and over Blackheath and Woolwich Beds south of London. Humo-ferric podzols predominate, most belonging to Shirrell Heath series over sand or soft sandstone at depth. The similar Delamere soils with rock at moderate depth are common associates on steep upper slopes and crests, particularly over Hythe Beds. Frilford soils, argillic brown sands, are also common under semi-natural vegetation, but are more usually found, with Fyfield soils, typical argillic brown earths, under farmland.
Coarse loamy Anglezarke soils are locally common on ridge and hill summits over Hythe Beds, and similar ferric podzols and other podzolic soils also occur, as near Leith Hill. Sandy and coarse loamy paleo-argillic soils are found on patches of sandy Angular Chert Drift scattered on plateaux and ridge tops near Grayshott. Along the narrow floors of some steep-sided valleys, like the Devil's Punch Bowl near Hindhead, wet sandy Isleham and coarse loamy Fordham series, are associated with occasional peat soils in small valley mires. Fernhill soils are locally widespread on farmland over coarse-grained and ferruginous Folkestone Beds sands. On low hills near Albury there are river terrace deposits in which Redlodge soils are developed.
In Hampshire, soil distribution on the Bagshot Beds reflects the changes in substrate lithology that these beds display over short distances. Shirrell Heath soils are dominant, but the most common associates are Ellingham and Bursledon soils; Kings Newton and Wickham soils are also present. South of London, pebbly Anglezarke soils are common under semi-natural vegetation on Blackheath and Woolwich Beds together with some wetter Holidays Hill soils. Bursledon and seasonally waterlogged Curdridge soils occur mainly on farmland and where fine-textured strata are present.
The main soils are permeable and well drained (Wetness Class I) so readily accept winter rain. Prolonged heavy rain can cause erosion on steep slopes where well-trodden paths or tracks break the vegetation cover.
Shirrell Heath soils have small reserves of available water, low base status and are strongly acid. Because they are ill-suited to agriculture there is much semi-natural woodland, heathland and scrub. The small areas of farmland are chiefly on Frilford and Fyfield soils. Cereals and grass are the main crops, but yields are restricted by drought in most years.
The podzols and their heathland vegetation developed during early forest clearance in the Bronze Age or, locally, in Mesolithic times. Extensive tracts of mature heathland dominated by ling (Calluna vulgaris), bell-heather (Erica cinerea), gorse and dwarf furze (Ulex europaeus and U. minor) occur on Bramshott and Ludshott Commons in Hampshire and on Iping Common near Midhurst, Sussex. Bracken (Pteridium aquilinum) is often extensive and occurs on soils with higher nutrient status usually where excessive burning has excluded heather. Small areas of humid heathland with cross-leaved heath (Erica tetralix) and purple moor-grass (Molinia caerulea), are widespread and in places wet heathland and mire with bog moss (Sphagnum spp), cotton-grasses (Eriophorum spp.), sundews (Drosera spp.), heath rush (Juncus squarrosus) and deer-grass (Trichophorum cespitosum) have developed. Because these heathlands are scarce and support a wide range of invertebrates and a number of rare vertebrates, including the smooth snake (Coronella austriaca), Dartford warbler (Sylvia undata) and nightjar (Caprimulgus europaeus), many are protected as nature reserves. Unmanaged heathland is soon invaded by birch, Scots pine and pedunculate oak. At Leith Hill, Scots pine and birch occur on the dipslope with beech on valley sides and alder, birch and pedunculate oak on damper valley bottoms. Hornbeam and whitebeam are present in mixed woodland in the Devil's Punch Bowl. The public have access to much land with semi-natural vegetation and many areas are popular for walking because the ground is dry for most of the year.
Shirrell Heath and Delamere soils have pans or bedrock at shallow depth which restrict root penetration, and small water holding capacity making them particularly droughty. These limitations and the low reserves of calcium, potassium, phosphorus and nitrogen and general acidity, severely restricts the choice of suitable forest treesto Scots and Corsican pine and western hemlock. Growth of oak is poor. Before planting, tine ploughing helps to destroy ericaceous weeds on heathland, mix mineral horizons and break subsurface pans to ensure deeper rooting. Frilford soils are also droughty and nutrient deficient but trees can root more deeply. All the soils benefit from dressings of nitrogen and phosphorus fertilizers. Fyfield, Ellingham and Bursledon soils are more widely suited and, as well as the pines, Douglas fir, Norway spruce, larch and western red cedar are grown. They are also much better suited to oak, beech and sweet chestnut.
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Citation: To use information from this web resource in your work, please cite this as follows:
Cranfield University 2022. The Soils Guide. Available: www.landis.org.uk. Cranfield University, UK. Last accessed 14/08/2022
LandIS, or the Land Information System is one of the offerings of the Soil and Agrifood Institute. Incorporating the National Soil Resources Institute, CSAI is the largest UK national and international centre for research and development, consultancy and training in soils and their interaction with the atmosphere, land use, geology and water resources.
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Software Craftmanship Practices
Effective and efficient software crafting for product development
- Acquiring top-notch architectural, development, build and deployment skills
- Practical guidance and hands-on improvements of your setup and practices by means of Pairing or Mobbing
- Get the most inspiring book to help inspire you to get unstuck in your situations
Make software craftsmanship a competitive advantage in your company
Together with your team(s) we make sure that your Technical Agility is not a constraint towards your Business Agility. Without proper technical practices and a craftsmanship mindset you will not benefit from the Agile adoption you're planning or executing upon. Business agility will require short lived branches or even trunk based development, effective automated testing, top notch continuous integration and flawless deploy mechanisms to keep feedback loops short and allow structure and process changes to reach its full benefit. A shift in mindset!
The concept of deliberate practice is a core component of how we design our technical courses and workshops. This means that all of our sessions are strongly hands-on and designed to have participants apply the techniques. The main idea is to activate the already existing and newly acquired knowledge in a way that the participants will be able to put this in practice the next day at work. We provide a focus towards the challenges you are facing and the practises that will drive the biggest business impact in your environment. These workshops are language agnostic and will be fine tuned to your current and/or future technology stack. If possible and access is allowed, we tailor the courses towards your own product codebase, so there you get immediate benefit directly in your product instead of a playground.
5-Day LeSS Developer Training
This course is targeted at team members of organisations where multiple teams are working on the same product(s), or codebase. Working in a larger scale environment like this does provide the teams and their team members a set of well known coordination and integration challenges. This training contains a lot of hands-on work in pair and mob programming sessions, facilitated workshops with a specific target outcome and active reflections.
In this course we will explore different coordination and integration challenges, understanding of their importance and provide a practical approaches to tackle these challenges from a technical perspective.
Topics we'll address during this 5-day, hands-on course:
- Emerging, clean architecture
- 4 elements of simple design
- Automated verification tests, specification by example
- Fast changing infrastructure
- Product development process
- Software lifecycle, DevOps pipelines
- Continuous Integration and continuous deployment strategies
- Collective code ownership and how it affects branching strategies
- Facilitation techniques for multi-team refinement
- Behavioural analysis of collaboration
- Building an information radiator - your bridge towards the rest of the organisation
The origin from this course is coming from within the LeSS Technical Excellence principle but don't expect to be become a LeSS expert. The course is very much focussed on Technical Excellence for teams that share the same code base and have to produce a highly integrated product release. Even if you don't have or intend to apply LeSS, this course will do magic for your teams!
1-Day Code Retreat
Corey Haines, one of the initiators of the code retreat concept, used a nice metaphor to explain the concept of this thing called a code retreat. Developing software is a bit like playing an instrument. The big difference is that, as a musician, you take a lot of time practicing and only a fraction of your time performing on stage. As a developer at work, we are constantly on stage and we never take enough time to practice.
In our day to day jobs we have the sense of wanting to get it done, and that causes us to rush. So we try to cut corners, but sometimes we do not cut the corners in the best way because we do not know enough.
During a code retreat we use pair-programming, which is wonderful because you can learn a lot from each other. The attendees write code using proper development practices, like TDD and known design patterns. We focus purely on writing clean code, there is no pressure to actually produce a working solution for the problem presented. We are here to expand our ways of thinking about software design and producing code.
During a code retreat pairs iterate on a similar (or same) issue multiple times using different approaches, constraints and design patterns increasing their overall software design and coding practices at each next iteration. To close off the day we have a longer retrospective so learnings are shared amongst all attendees and not kept isolated within the pairs.
All code retreats are language agnostic and can be tailored to your technology stack, the main software craftsmanship principles are the same for each language.
1-Day Legacy Code Retreat
Ever wondered how to deal with legacy system you have to work with day in and day out? Without completely re-writing everything or just starting over?
You know all about test automation, test driven development (TDD), acceptance test driven development (A-TDD), other outside-in development practices and are facing a codebase that does not allow you to actually put these things into practice! Known as legacy code or technical cruelty.
During this retreat you will practice with a lot of different refactoring techniques and ways to add useful tests in small steps. Baby step refactoring, 1-min activities that will lead to huge improvements in the codebase. Decoupling tightly coupled modules using golden masters, isolating behaviour from frameworks, using stubs and mocks, and some things you might not have thought about yet.
This legacy code retreat is language agnostic, the main refactoring and software craftsmanship principles are the same for each language.
3 to 5-Day Refactoring Mob Programming Workshop
During this 3 to 5 day mob programming workshop we will join you team members and focus the refactoring efforts one specific challenge within your current codebase. Together, we apply mob programming to increase shared understanding across all attendees getting down and dirty within the code. Joined forces will increase the overall impact and ability to tackle the challenge at hand. During these workshop we refactor code, remove obsolete code, add test automation and improve workflow where relevant while resolving the challenge at hand.
The end result is improved, better designed production code and new capabilities in your teams to put technical excellence in practice. No excuses allowed anymore!
The people who joined this workshop will also be able to setup and guide other mob programming workshops within their organisation, continuously spreading best practices to a larger crowd. We have observed the viral adoption of mob programming workshops before, tackling legacy code, adding complex capabilities to existing products and so on.
A key element for this workshop is that the people who participate in them are doing so voluntarily. There is no absolute requirement for everyone in the mob to actually have coding skills, the format does provide other solutions for people to contribute to the challenge. Might even be the right thing for you to bridge the tech/non-tech gap in your teams.
1-Day Event Storming Workshop
We have noticed that a lot of today's software developers do not have a full picture of the domain model they are working in. As it is key for software craftspeople to understand the purpose of the item they are focussing on, it is imperative to understand the domain model. The outcome of this workshop is twofold:
- There is an increased shared understanding of the domain model the team(s) are working on
- You have a clear visual representation of your domain model which you can use in future design and refinement sessions
During this workshop we will facilitate a diverse group of people, with different points of view and different skills to build a visual model of their domain or part of their domain. It is crucial that we have a good mix of technically skilled and business skilled people in the room to guarantee the success of the results generated.
In this workshop we will also reflect on the actual flow of event storming as a facilitation technique with the goal to have people comfortable to use this technique themselves during future design and refinement sessions. We will go into the different elements of preparation, facilitation and aftercare in order to maximise the impact, even after we are gone.
Series of Architecture and/or Coding Kata's
One of the more successful practices to acquire Technical Excellence skills are “kata’s”, practicing skills outside the domain of the real battle. Just like they are used in fight sports. You open the space for people to join weekly or 2-weekly kata sessions going from 2h sessions to full day sessions where they can learn new skills. We design and facilitate Kata's for development skills - coding kata's - and architectural skills. This works like a charm but be warned, don’t expect results from day 1, it truly is like the karate kid old version: wax in, wax out, wax in, wax out... or in karate kid new version: put it on, put it off, put it on, put it off...
We recommend to have at least 3 iterations scheduled tackling immediate needs within the teams.
What do you get out of it
Higher Quality Products
The skills learned can immediately be applied on your product, increasing its overall quality and stability
Having stable, qualitative products allows team(s) te extend them rapidly, providing extra capabilities competitors don't have.
Get the most inspiring book to help inspire you to get unstuck in your situations | <urn:uuid:7ef8e2bc-c451-45b0-a8d5-c730298d9f62> | CC-MAIN-2022-33 | https://co-learning.eu/courses/software-craftsmanship-practices/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.933793 | 1,960 | 1.625 | 2 |
Whenever we come to commemorating a Shakespeare anniversary, the question is always about how this should be done, that perhaps comes down to what exactly we are celebrating. This year we are marking 400 years since Shakespeare died, but should we be doing so by thinking about the man’s life, about his written work, about the work on stage, about his reputation or some kind of abstract idea of what Shakespeare means in our twenty-first century world.
I’ve been thinking recently about the earliest Shakespeare celebrations, and how they developed over the period from the mid-1700s to the mid-1800s. David Garrick’s 1769 Shakespeare Jubilee in Stratford was the first major celebration of its type, and it’s been interesting to see how much what David Garrick did influenced the celebrations that followed, and, more strangely, still do. In The Making of the National Poet Michael Dobson called Garrick’s a “strictly metropolitan triumph”, and so it was, importing actors, musicians, workers and even pastry cooks from the capital. Garrick did more than that, however, as he found many of his ideas for the Shakespeare Jubilee in the world of the London theatre, and the attractions offered by the great pleasure gardens of Ranelagh and Vauxhall. Here the genteel could walk in specially-created groves, listen to musical recitals, eat and drink, watch fireworks, enjoy the spectacle of illuminated transparencies and paths lit up by thousands of lanterns. Many of the same elements would appear in Stratford, as did controlling the natural landscape: the trees on the far bank of the Avon were cut down because they spoiled the view. While composing this man-made scene, he did not take into account the fact that the Avon, is capable, after rain, of breaking its banks, changing from being the “soft-flowing” river of Garrick’s Ode into a powerful, swift-moving flood.
One of Garrick’s innovations, that quickly caught on, was the creation of a Jubilee medal. Unlike almost everything else, these were from the Midlands, being made in Birmingham, a centre for metal-working, and the rainbow-coloured ribbon with which the medals were worn was made in the nearby city of Coventry in which ribbon-making was one of the most important industries. After Garrick’s, each Shakespeare Celebration had its own medal: one was struck in 1816 (the bicentenary of Shakespeare’s death), and several appeared in the 1820s when celebrating Shakespeare’s birthday in Stratford became quite an obsession. The medal-wearing obsession reached a peak in 1830 when the Committee of the Shakespeare Club rode on horseback, in the procession, “each wearing a scarf of rainbow-coloured riband, and a medal suspended from the neck by the same silken material”.
The medals usually featured a portrait of Shakespeare on one side, with perhaps a quotation. “We shall not look upon his like again” , from Hamlet, was the quote on the Garrick medal, and on the reverse wording describing the event being commemorated. Nowadays most of the medals we see are worn by members of the armed forces, by civic dignitaries or by sportsmen. Most of us show our allegiance to particular causes by the wearing of pins, or, informally, T-shirts. It doesn’t mean, though, that commemorative objects are no longer being made which show our interest in anniversaries. Three new £2 coins have been created by the Royal Mint to mark the Quatercentenary. The coins illustrate Shakespeare’s comedies, histories and tragedies. John Bergdahl chose for his designs props, tools of the actor’s trade: “I hope I have conveyed that sense of them being abandoned but for a moment, ready to be brought back to life as the play goes on, just as his work is brought alive time and again”. A Jester’s hat and stick symbolises Comedy, a sword thrusting through a coronet as it topples to one side for History, and the skull, combined with a rose, to capture the sense of doomed romance for Tragedy. An additional commemorative five-ounce coin, designed by Tom Phillips features a version of the Droeshout Engraving from the First Folio, with the quotation “Put money in thy purse” around the circumference. The commemorative coins are all available from the Royal Mint now, and the two-pound coins will enter circulation soon.
I’ve been interested to see the approach of the Royal Mail when it came to issuing commemorative items. Postage stamps have been issued bearing the face of Shakespeare, of his characters, and of actors in famous roles. For this year, the stamps have gone back to Shakespeare’s words, and they’ve come up with some lovely ideas. Famous quotations, in a variety of decorative fonts, selected for their relevance to letters and cards. How about a birthday card sent in an envelope bearing a stamp that reads Beatrice’s line “There was a star danced, and under that was I BORN”, a Valentine’s Day card with a stamp quoting lines from Romeo and Juliet, “Love is a smoke made with the fume of sighs”, or a letter to an old friend with the stamp “But if the while I think on thee, dear friend, all losses are restored and sorrow’s end”, from Sonnet 30. They’re delightful, and remind us that, in fact, whenever we’re marking a Shakespeare anniversary what we really have to celebrate is his uniquely memorable words. | <urn:uuid:0c228825-5837-4533-8e65-d6ffc3e66db6> | CC-MAIN-2022-33 | http://theshakespeareblog.com/2016/05/commemorating-shakespeare-in-metal-and-print/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.970154 | 1,208 | 2.71875 | 3 |
Break Free from Pretending
“Fake it ’til you make it. How many of us have heard that advice? Sometimes it’s a good thought. It doesn’t hurt to step out boldly sometimes, even when you’re not 100% sure of the outcome, even when you’re scared. So in that, sometimes it’s okay to pretend to be braver than you are and try things that make you nervous. Unfortunately, that same thinking can run you into trouble when you let it leak onto your writing style. Many newer writers, especially those not totally confident of their style (or even sure what style means) will try to write the way they think they’re supposed to, and that leads to mistakes that could be avoided simply by writing like you, instead of writing like whoever you think you should be.
Trying to be Writerly
One of the common issues with trying to write the way you think you should instead of what’s really true to you is that most new writers think they should be a lot more wordy and a lot more flowery. They’ll try to write lyrical poetry, all the time, even when writing prose. The result tends to fall into what editors call “purple prose” or “overwriting.” Some of the impetus of that comes from all the literature classes we took in our lives where ornate prose and unusual turns of phrase were praised. Ultimately for writers, the problem amounts to trying too hard to sound writerly.
For example, you might look at your child’s hair and notice the sun glinting off of it, creating a streak of blue in the shine of the black strands. And you could write that. It would be clear and evocative and give the reader something to imagine.
Or you could try to be writerly. And then you might write something like: “The sun caught a strand of Megan’s hair afire, burning it pure until it seemed lit with blue fire from within.” That attempt at a metaphor might sound writerly, but it’s also a bit confusing on first read. The poor kid’s hair caught on fire? Eeek! You might think that’s silly, but it’s also not terribly uncommon.
That doesn’t mean it’s wrong to use a metaphor. Metaphors are cool, as are similes and all the other nifty figures of speech. But anything of that sort that you use should always be in service of two other, far more important things: clarity and story. A metaphor that muddles up the meaning and takes the reader extra pondering or attention to sort out, weakens the clarity of the writing. Especially if it gives a false impression that might linger for a time. Say the reader honestly thinks you’re saying the girl’s hair caught fire and carries that thought into the next few sentences, while wondering at no one mentioning the fire. Eventually the reader is nearly certain to sort it out, but everything between the point where the confusion happened and the point where the reader sorted it out is now lost. That bit of story can’t be counted on to support anything that comes next.
Plus, whenever you confuse a reader or make them spend extra time parsing your meaning, you jerk them completely out of the story. And if you let a reader leave a story, even for an instant, you make way for all of the other things that reader might be doing to crowd in and steal him or her away. So if you do decide to stretch and try some figurative language and other writerly bits, keep a close watch on the result. If it compromises clarity or story even a little, kick it out, because it’s not doing you any good. You know all the times writers have said they had to “Kill their darlings?” This is what they meant. Sometimes a phrase must be discarded, even when you worked hard on it, even when it sounds so much like a writer. Because anything in the story that interferes with clarity or disrupts the story has got to go.
Trying to Sound Smart
Trying too hard to perform when writing doesn’t just happen in the actual manuscript. It’s an even bigger issue in cover and query letters. That’s when all our business or academic writing comes crowding in on us. That’s when our need to sound smart or accomplished or well educated can seriously get us into big trouble. The best thing a cover or query letter can do is present the manuscript clearly and sound like you. Not the academic version of you or the version of you with a bigger vocabulary. The real, actual you. Because the you that is real is the one that is also unique. It’s the one the editor or the agent on the other end is looking for.
One way this kind of writing manifests is in using words that you’re not completely, fluently conversant with. If one of the words is not used correctly this can result in a sentence that reads oddly. This is something that happens in many, many early query or cover letters as writers reach for bigger words and the use will be almost right, but not quite. That kind of thing is jarring for the editor or agent who receives the letter. It’s also what will distract the reader from what you most want them to focus on: your manuscript.
Another way this manifests is in long, often convoluted or oddly twisted sentences. It can even result in sentence fragments when a long sentence simply grinds to a close, burdened with all manner of clauses, but completely missing a subject or a verb or a required direct object. Try to write your letter as if you’re explaining your work to a friend, someone who isn’t testing you on the use of writer jargon or the biggest words, someone who just wants to know what you wrote about. If you do that, you’ll be more relaxed, more understandable, and usually more successful.
Professional? What Is That?
Writers talk frequently about being professional. So do editors and agents. Editors and agents want to work with professional writers, but that doesn’t mean they only want to work with stiffly formal writers. It doesn’t mean they only want to work with writers who employ huge vocabularies. It doesn’t mean they only want to work with writers who can juggle all the business jargon that grows up around writing and publishing. Instead, it means they want to work with writers who behave respectfully, don’t waste their time, and can be counted on to be as good as their word. It’s actually possible to be casual, friendly, natural, and completely professional while doing those other things.
Now, having said that, being professional does affect some of the choices you’ll make. And it may mean not being quite as chatty as you’d be if you were writing to a pal. A professional writer penning a query or cover letter sticks to the task at hand and doesn’t wander off to tell stories about the grandkids or other tangential subjects. Newer writers sometimes live in terror that their query or cover letter isn’t long enough because they can’t fill it with publishing credits, so they’ll launch into tangential stories instead, creating a paragraph all about how much they’ve learned from interacting with the grandkids or how well they remember their own childhoods (or worst of all, how bad the current generation of kids is or what they think is wrong with today’s literature.) If you have to mention a real-life connection to a story, do it because it’s important to make the story sound more exciting or more appealing or more believable. For example, this would be a personal detail that still makes for a professional letter: “In my twenties, I spent summers working as a rodeo clown, which inspired this story of Pete, a young boy whose attempt to follow in the footsteps of his rodeo clown uncle nearly ends in catastrophe.” In this case, including the personal experience makes the editor trust that the rodeo details will probably be correct.
On the other hand, this would not be a personal detail that belongs in a professional letter: “The enclosed story was a big hit with all five of my grandchildren, and they ask for it every time they visit.” Neither would this: “my little dog, Joe, always makes me laugh, which is why I had to include a dog in this story.” The rodeo clown example helps the editor know that the story is credible as the writer has experience in that area. The grandkids example is simply filler as it doesn’t give information that the editor needs and the dog remark might explain why there’s a dog in a story where a dog doesn’t add anything to the plot, but it doesn’t do anything to help the story succeed with the editor or agent.
So when trying to live up to the title “professional,” keep in mind that professional communication should sound natural and clear, should focus on what the recipient of the letter needs to know, and doesn’t need to include information the editor or agent doesn’t need. By the way, that includes negative disclosures. If you’ve been out of work for the last year and are trying to make money for the family through writing, that’s something to save for when you’re interviewed years from now about those tough early days. It doesn’t go in your query or cover letters. If that manuscript you’re sending has been rejected a dozen times, but you’re hoping for a good connection this time, that’s something to keep under your hat. If you’ve never been published and you hope this will be your first publication, you can share that with the editor after they buy the piece. For now focus on what the editor or agent needs to know about the manuscript you’re trying to sell, but if you have information that wouldn’t help you, just don’t share it.
So, don’t overshare. But do relax. An editor or agent wants to read writing that comes from you, and doesn’t try to be something you’re not. Write with the ease you have now and your work with be more authentic, more enjoyable, and more successful. I promise. | <urn:uuid:c4774832-73e9-4ada-9745-be6db28a8819> | CC-MAIN-2022-33 | https://www.instituteforwriters.com/break-free-from-pretending/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.96376 | 2,205 | 1.703125 | 2 |
Being a Hayek Society, we are starting a series of discussions on Friedrich Hayek’s heritage. Our initial meeting will be dedicated to The Road to Serfdom, the book that became a powerful and influential manifesto for many generations of classical liberals.
Hayek warns of the danger of tyranny that inevitably results from central planning. Now that the global anti-liberalism, both in its leftist and rightist version, is on the rise, how can we avoid ‘the road to serfdom’?
- What’s wrong with central planning?
- Can we have political liberty without having economic freedom?
- Why socialist ideas are so appealing to intellectuals?
- How does propaganda help dictators survive?
- What can a book written half-a-century ago teach us about the world we live in?
Let’s discuss! We encourage you to (re-)read The Road To Serfdom, at least partially, and prepare your thoughts and questions. FREE BOOKS from the Institute of Economic Affairs will be waiting for you.
Date: Friday, 17th Feb (Week 5), 5.30 pm.
Location: Deakin Room, St. Antony’s College
After the discussion, we can have a dinner at St. Antony’s College for £4.50 only and then go on a Friday’s pub crawl! | <urn:uuid:35d160f7-2d4f-41c4-8266-98e856603271> | CC-MAIN-2022-33 | https://oxfordhayek.org.uk/category/hayek-discussion-group/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.915522 | 288 | 1.570313 | 2 |
Places to Visit in
MONYWA TRADING TOWN
On the eastern banks of Chindwin River, situated 136 km from Mandalay,
lies another trading town for trade with the western part of Myanmar
and India. There are several markets. The town is partly rebuilt as
there was a large fire 50 years ago.
Aside from trading, people live on logging, Kyauka lacquerware,
planting various kind of crops such as rice, beans and peanuts.
On the outskirts of Monywa is the famous Lei-Di monastery located
who’s former head monk was adored by Myanmar Buddhists.
A bit out of town is a famous lacquerware manufacturing in the village
There is a large copper mine on the other side of the River.
It takes around 3 hours from Mandalay by car.
Is situated 11 km from Monywa towards Mandalay. It was built between
1939 and 1943. It was built only 60 years ago and features countless
Buddha Images and many smaller stupas. It must be taken into account
that this Pagoda complex was built during the hardship of the 2nd
Worldwar. Usually Lion figures (Chinthe) guard the entrances of
Pagodas complex, in this case it’s Elephants carved from Stone. The
Pagoda was built with reference to to the Pali language Sambodhae
rhyme in Buddha’s teachings.
6km away is another Pagoda called Bodhitataung. In the outer compound
you can see glass mosaic elephants and horses. In the middle compund,
there are Buddha images and Nats figures (spirits). In the inner
compound, you can see thousands of Bo-trees (Ficus religiosa). Under
every Bo-tree, you can see Buddha images mostly in meditation posture.
The Chindwin flows into the Ayeyarwady 80 km further downstream near
Pakkoku. It is a wide stream through Monywa town. It originates in the
far northwestern part of Myanmar and flows 1,000 km through the plains
in Sagaing Division in the North East.
The Chindwin is the largest tributary to the Ayeyarwady.
PO WIN DAUNG CAVES
Shweba Daung is near Po Win Daung (Hpo Win Daung) Caves; one has walk
a steep staircase from which you can enter the man made caves. There
are standing and lying Buddha Images, a big stone bowl and elephants
carved from rock. Most of the mural paintings are from the late
Kongbaung Era (around 17th to 18th century).
Travelers who go from Monywa to Bagan will reach Pakokku town on the
Western Ayeyarwady banks to continue from there by boat to Bagan. The
town itself is another trading center for tobacco, cotton blankets and
loungyi (The Myanmar “sarong”). There are toy paper making workshops
ALAUNGDAW KATSAPA WILDLIFE SANCTUARY (NEED PRIOR PERMISSION)
Alaung Daw Katsapa wild life sanctuary is situated another 90km from
Poe Win Hill. You will have to drive on a rough road and continue by
There is a lot of wildlife around this area like wild elephants,
tigers, and foxes.
One can visit Alaungdaw Katsapa Cave. | <urn:uuid:6cadb3bd-8f6b-4cc6-af81-e0b56cdb6e86> | CC-MAIN-2022-33 | http://fascinating-land-travels.com/monywa.htm | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.93623 | 808 | 2.296875 | 2 |
Just last week, I blogged about how print magazines are hanging in there, even in the face of relentless competition from “free and easy” digital media, with more new print magazines launching so far this year than folding.
And now come reports of renewed life in another reputed “dinosaur” medium in the communications arena: movie film.
Journalist Ben Fritz reported in The Wall Street Journal that Eastman Kodak Company is close to inking an agreement with the top Hollywood movie studios to supply a set quantity of film over the next several years.
This, despite the fact that most motion pictures and TV shows are shot these days using digital video.
Because of the steep decline in film sales – Kodak’s movie-film sales are reportedly off by a whopping 96% compared to just 8 years ago, and are projected to amount to less than 450 million linear feet of output this year – Kodak had been mulling the possibility of closing down its film manufacturing capabilities.
If that were to happen, the last of the major movie film manufacturers would have exited the market. (Fuji, the other major supplier, stopped producing movie film in 2013.)
As it turns out, however, there are a number of “name” film directors who remain quite keen on using film – among them J.J. Abrams, Judd Apatow, Christopher Noland, Lasse Hallström and Quentin Tarantino.
These and other movie directors lobbied the heads of the major film studios to commit to purchasing film in sufficient quantities to allow Kodak’s Rochester film manufacturing facility to remain open.
And now the major studios have reportedly decided to do just that – even though they don’t actually know how many movies will be shot using film versus the digital medium.
About the pending deal, Bob Weinstein, co-chairman of Weinstein Company said this: “It’s a financial commitment, no doubt about it. But I don’t think we could look some of our filmmakers in the eyes if we didn’t do it.”
The big challenge for movies shot on film is that very few younger film directors have any experience working in the medium. That sort of filmmaking is hardly even taught in cinematic arts classes anymore.
Besides, post-production work is much easier and faster with digital.
Still, just like audiophiles are convinced of the superiority of analog recordings over those recorded digitally, some movie directors swear by film. “I’m a huge fan of film, but it’s so much more convenient digitally,” film director Ian Bryce told reporter Ben Fritz.
Judd Apatow is another director who loves the film medium. While he also recognizes the benefits of digital, “it would be a tragedy if suddenly directors didn’t have the opportunity to shoot on film,” he says. “There’s a magic to the grain and the color quality that you get with film.”
By the way, Mr. Apatow is shooting his latest movie – Trainwreck – using film. And the Lasse Hallström film The Hundred-Foot Journey, which just opened in theatres, was shot on film as well.
“Digital cameras are not able to capture all the subtleties of the forest,” Mr. Hallström reported. His goal was to capture the lush landscape and greenery in the scenes of mushroom and wild berry picking that helps make The Hundred-Foot Journey such a feast for the eyes.
“We compared film and video, and the video simplified all the greens. On film, you could see the nuances of all the shades,” Hallstrom emphasized.
With all the conflicting factors, what is the prognosis for the film medium?
Well, we now know that Kodak will continue to manufacture it for the next few years at least. With set purchase commitments comes the ability to plan for operational efficiencies.
We also know that film remains the “medium of choice” for long-term preservation of all types of movies – including those shot digitally.
But practically all movie theatres have switched over to digital projection by now, whereas projection film used to represent a far bigger portion of product sales than preservation film.
So I think we can safely say that short-term, the prognosis is good.
Medium-term is iffy … and long-haul, it’s likely that the term “film” to describe “movies” will be accurate only from a historical perspective.
Do you feel differently? If so, share your thoughts with other readers here. | <urn:uuid:414276f2-a372-43ac-9c5f-3e15d870451b> | CC-MAIN-2022-33 | https://nonesnotes.com/tag/eastman-kodak/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.943097 | 970 | 1.789063 | 2 |
AbstractA new synthetic method, applicable to the preparation of a wide range of hydrazine derivatives, is described. This involves the diborane reduction of a hydrazone, or, more conveniently, the reductive-condensation of a hydrazine and the appropriate aldehyde (or ketone). The method gives high yields and provides a particularly simple route to the relatively inaccessible 1,2-disubstituted hydrazines bearing a different group on each nitrogen. The new method has also been applied to the preparation of 1,2-disubstituted hydrazines with the same group on both nitrogens (via the azine), the very rare 1 ,2-disubstituted hydrazines bearing a tert-butyl group, trisubstituted hydrazines and monosubstituted hydrazines. Application of the reaction to the preparation of diaziridines has also been investigated. A mechanism for the reduction, supported by the isolation of a boron-containing intermediate, is suggested. Some limitations of the procedure are discussed. A general i.r. method of distinguishing the isomeric disubstituted hydrazines, as stable salts, has been developed. This has the advantages of speed and simplicity over previous methods. The mass spectra of a series of monosubstituted hydrazines, a series of 1,2-disubstituted hydrazines and some 1-benzoyl 2-alkylhydrazines have been examined in detail. The spectra are generally dominated byα -cleavage processes and the compounds show a variety of interesting rearrangement reactions. The mass spectra of some 1, 1-disubstituted hydrazines and some trisubstituted hydrazines have also been examined. Rearrangement processes occurring in the mass spectrum of tropylium fluoroborate have been examined. Similar rearrangements have been found in the spectrum of trityl fluoroborate and may be of general occurrence in the mass spectra of aromatic fluoroborates.
Chemical shift values for some groups on hydrazine nitrogen are recorded and the results of tumour inhibitory tests on some hydrazines are also given.
|Date of Award||1971|
|Supervisor||John A. Blair (Supervisor)| | <urn:uuid:c4424793-169c-4010-8b12-c60a39929c04> | CC-MAIN-2022-33 | https://research.aston.ac.uk/en/studentTheses/the-synthesis-and-properties-of-some-hydrazines | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.927831 | 512 | 1.90625 | 2 |
- mollify (v.)
- late 14c., "to soften (a substance)," from Old French mollifier or directly from Late Latin mollificare "make soft, mollify" from mollificus "softening," from Latin mollis "soft" (see melt (v.)) + root of facere "to make" (see factitious). Transferred sense of "soften in temper, appease, pacify" is recorded from early 15c. Related: Mollified; mollifying.
- 1. The inves-tigation was undertaken primarily to mollify pressure groups.
- 2. She managed to mollify her angry boss.
- 3. Say something to mollify his anger.
- 4. The investigation was undertaken primarily to mollify pressure groups.
- 5. He tried to mollify his father's anger by apologizing.
[ mollify 造句 ] | <urn:uuid:836d3297-1c29-44d6-95ed-5fd32ceb5280> | CC-MAIN-2022-33 | https://www.youdict.com/ciyuan/s/promulgate | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.820815 | 618 | 3.078125 | 3 |
Original article page with the video and audio presentations,
James Bradley: This is JB East known as James Bradley in New Zealand, covering the eastern half of the world. It’s a big job and the guy that we have online here today is JB West known as Jeff J Brown. He’s working hard. He’s got to cover the entire West part of the world for this audience. The other day Jeff, and I were talking about two guys who changed the 20th century. Two guys who beat back major powers including the United States.
Their names are Mao Zedong and Ho Chi Minh. Jeff, as everyone knows, has written three books about China and been into every corner of China. I’ve written a book on China and been around much of China, but I lived in Vietnam also for seven years. So, Jeff and I thought rather than just have this simple conversation between ourselves about how Mao and Ho won, we’d like to present to you right now our thoughts, our summaries of how did they do it. Mao and Ho how did they win? Jeff. J Brown. Welcome.
Jeff J. Brown: Thank you. James, first off, Mao Zedong was he was a born teacher. In fact, I saw his school Changsha, Hunan, where he studied and I actually saw the school desk where he sat and he later taught at the same school. So, he was a great teacher.
One of his other powerful attributes was he was visionary. He had a concrete, positive, viable dream for his people. And that was communism and socialism, with all the foreign parasites kicked out of the country. His mantra was and still is still to this day, with his silhouette everywhere, SERVE THE PEOPLE, which goes back to Chinese leadership for thousands of years.
Another amazing quality of Mao is he was charismatic. It’s not necessary to be a successful leader, being charismatic, and a case in point is Xi Jinping, I mean, he is not charismatic, but he’s a great leader and because he’s all for the people’s business all the time.
But, if you have the ability to draw people to your vision, it is a huge asset and you can think of people like Charles de Gaulle, Franklin Delano Roosevelt, John F. Kennedy, Ronald Reagan, Barack Obama and others. So, Mao was also an incredibly good communicator and a master of propaganda. Like Franklin Delano Roosevelt and Ronald Reagan. Mao’s plain-speaking metaphors, anecdotal stories just mesmerized the people and gave them hope for a better tomorrow.
Furthermore, Mao brilliantly used media, theater, music, poetry. He was a great, still considered one of the best modern poets in China, and he also use art to inspire the people and give them hope. And I saw the school where Mao worked early on in his life helping publish newspapers and magazines. He learned media and propaganda young.
Next is accountability. It’s a very Confucist idea that with power and leadership comes responsibility wisdom and benevolence. In spite of everything that the West tries to do to, to destroy Mao’s image and demonize him and turn him into a monster, he was actually incredibly fair and reasonable. Any punishment must meet the crime. So, for example, if a PLA Soldier raped a woman, well he got a bullet in the back of the head. But, 98% of the time punishment was mostly self-criticism, public admission and study.
That meant saying, “I have screwed up” in front of your peers and then getting more and more education. So, second chances under Mao were the norm, not the exception and this also comes from the Confucist idea of being very patient very indulgent and forgiving, as long as you admit what you did was wrong and try to make it better in the future.
Like any good leader Mao is an extremely good judge of people. And because he was able to judge the strong points and the weak points of people, he was able to get the best, brightest, most honest, committed people to work for the cause, and to reject those who could not make it happen.
And it is probably no surprise, he was a tremendous organizer of people’s plans and projects and this was especially true in the military arena even though he was self-taught. Mao was a master military strategist. Chiang Kai-shek, you know, the KMT, the fascist Chinese army, the party that the communists were fighting, Mao would sit there and say, okay, the KMT armies are here, the Japanese armies were there and the PLA, the People’s Liberation Army, our armies here.
Okay, what to do? And Mao was able to make use of that tremendous vision he had, the big picture and he found the right answers, incorporating the psychology of each side, which is so important during wartime. As well, he was really able to understand in each area where they were, the psychology of the masses of the citizens, who were living and surviving through it all.
These guys are very famous in China. Although nobody in the West has probably ever heard of them, but Mao’s war council was the famous Ten Marshals and Ten Generals. I traveled all over China and in small villages and small towns all over China, you can still see pictures of Mao Zedong, you can still see pictures of Zhou Enlai, you can still see pictures of the Ten Marshalls and the Ten Generals.
And these Ten Marshals and Ten Generals were the equal to, and they maybe were even better than Montgomery, Bradley, Marshall, Patton, MacArthur, Rommel, etc. since they didn’t have any air force. They didn’t have any navy and they didn’t have heavy weaponry and they were fighting with only World War I- and World War II-vintage small arms and they still won. And the top guy is, his name was Marshall Zhu De. And he was Mao’s, you know, sort of “Eisenhower”.
Zhu De was one of the greatest tactical leaders of the 20th century and together with Mao’s strategic vision, they were absolutely unbeatable. A case in point is Zhu De drove MacArthur and the US Military all the way from the Yalu River on the Chinese border down to a small corner in Korea. He kicked MacArthur in the US Army’s butts, the only reason they couldn’t keep it up is because they had supply line problems. And Mao decided it was just not worth all the loss of life to finally drive the Americans off the Korean Peninsula.
Mao and his twenty military leaders, I want you to think about this: beat the entire Japanese Imperial Army, which was usually ten times larger; then after the Japanese were defeated in 1945, they beat Chiang Kai-Shek’s KMT, again ten times bigger, along with hundreds of thousands of stay-behind Japanese troops. Then what? This is a dark secret that most people don’t know. But, after the Japanese left, the United States sent in 100,000 red, white and blue US Marines, boots on the ground in China to try to defeat Mao and the Red Army, who had the full force of the US Air Force, and the Navy, using just like Ukraine today, using billions of dollars in weapons. But, they all lost to Mao, the Ten Marshalls, the Ten Generals, because they had the full backing of the Chinese people who wanted them out, and to be liberated with communism and socialism.
Finally, I would like to point this out, Mao knew he could not do all of the above without the women folk, whom he famously said, “Women hold up half the sky”, which is one of his famous quotes. He empowered them to full equality with men. Millions of women fought and died shoulder-to-shoulder with their comrade brothers.
And they were the ones who helped lead and create organizing the liberated areas for agriculture, education, medical care, and manufacturing handicrafts that were useful to all the people.
Finally, the reason Mao won was because, it is extremely difficult for most westerners, who are in denial. But the reason Mao won was and still is communism-socialism. Communism and socialism resonated with the Chinese people as I said in my “China Trilogy” books, China has been communist-socialist, their society and economy have been organized for thousands of years with communism socialism, thus beat all of the people I mentioned above, and it still is beating the competition today’s world. So, that is a very succinct description of why Mao and his people won against all those foreigners. Thank you. Thank you, James.
James: Well, I’ll take over with Ho Chi Minh. Folks, I’d say that if you’re reading in English, if you’re an American, it’s very difficult to figure out why Ho Chi Minh won. I’ll tell you a story. My journalist friend Norman Solomon went to the Washington Post headquarters in the 1990s and he said, “Hey that Tonkin Gulf incident never happened and you reported it as a fact and newspapers often run corrections; did you ever run a correction that you were wrong about the Tonkin Gulf situation?”
And this editor said, “Why? I don’t know talk, to Joe”. And then he talked to Joe, and I don’t know, talked to Harry. Finally, he found an old editor who had been there in the sixties and the editor looked at Norman and said, “Norman, if we made that correction on the Tonkin Gulf situation, we have to correct eleven years of reporting.” In other words, all the reporting about the Vietnam War was bologna and then if you like some more bologna, watch the Ken Burns documentary.
I think it’s twelve Parts on the Vietnam War. What Ken Burns did, is he took all the incorrect bologna that the American newspapers and magazines had reported and then regurgitated it and mixed it and you can get an idea. I was lucky enough to go to Vietnam for seven years and I went out and I asked the people who actually fought. So, here’s my short rendition of how Ho Chi Minh beat the French and the United States, two huge empires.
Number one was, know your enemy. Sun Tzu’s famous dictum number one, know your enemy and everyone shakes their head. Oh yeah, yeah, you know, I’m out in the field. I better think about my enemy. No, no, no, no, this is Ho Chi Minh. Not think about your enemy, know your enemy. Ho Chi Minh got on a ship as a young boy, took off to study the enemy. He didn’t return for thirty-one years. Folks, thirty-one years of studying the enemy. See, Mao Zedong has a huge population and he never left China.
And it was good enough to know the Chinese people. Ho Chi Minh was from a small country and he understood that he had to know the Big Powers. He had to know the forces impinging on Vietnam. So, he’s been thirty-one years. He went to Boston, he went to New York, he went to London, Paris, Moscow, Hong Kong. He was all over the place for thirty-one years ,with one idea in his burning mind.
And that was how to make Vietnam free, how to know the enemy. So, people look at the protests that happened in the 1960s in America, the anti-Vietnam war protests and they think about those grew up in America. But how come it was in Ho Chi Minh’s brain in the 1930s? Ho Chi Minh was teaching his followers that a key was, if we fight the foreigner, the foreigner will be seen as a pressing the Vietnamese and protests will grow up around the world. Ho Chi Minh foresaw the protests that America had against the Pentagon in Central Park and it was in his head 20-30 years before they happened.
The second reason why Ho Chi Minh won is because he was a fantastic teacher and leader. In the 1930s, Ho was secretly in Hong Kong and Vietnamese would secretly get to Hong Kong. And they would learn from him. He was teaching them, how they would take Vietnam back. And his pupils later stuck by his side. He chose Pham Van Dong to run the economy.
Pham Van Dong was a young student of Ho Chi Minh in Hong Kong in the 1930s. ??? Dong died in the 1930s, while running the economy of Vietnam. Generals Giap is famous as the number one winningest general of the twentieth century. Ho Chi Minh chose General Giap in the 1930s. He chose these two guys Pham Van Dong and General Giap in the 1930s, they stuck with him all the way through and they beat the French and the Americans. Great teacher, Great leader.
The third reason is Mind Over Matter. This is an Asian idea. And this is probably one of the number one reasons, but it was very difficult for me to understand this and might be difficult for a Western audience to really appreciate. But in 1945, a little wiry guy named Ho Chi Minh stood up in Hanoi and he declared that the Vietnamese people were free because we think we are free. We are free because we think we are free. That idea, while the French came in and fought a long war, then the Americans came in and ran a long war.
So, in Western readings, it looks like Ho Chi Minh declared independence in 1945, but they didn’t achieve it until 1975. No. In talking to the Vietnamese, they achieved Independence in 1945, they were like in the Daoist-Buddhist mindset. You know, you’ll become what you think about and it was in 1945, when Ho Chi Minh stood up and said we are free because we think we are free. That beat the French and the Americans.
Another point is that there was only one Vietnam, there was no South Vietnam and North Vietnam. I interviewed an 85 old year-old Vietnamese guy who fought for fifteen years on the Ho Chi Minh Trail. He said, “Mr. Bradley, you Americans had such great imaginations. The New York Times draws a line across Vietnam and says there’s two countries, North Vietnam and South Vietnam”. He says, “I’m a young guy and I’m thinking I got to get a visa to go across the line to go visit my uncle. He said, “You never convinced us there was a South Vietnam, that was a joke. Every Vietnamese knows, there is only one Vietnam”.
And if you read the speeches of Ho Chi Minh and Pham Van Dong, they always begin, with, “There’s only one Vietnam”. The Vietnamese never conceived of a South Vietnam and North Vietnam. You know, President Diem. President Diem was the first dictator that America installed in this Potemkin state called South Vietnam. And they taught him and they schooled him. They showed him films of political rallies.
They said, look, here’s President Eisenhower in a rally and he’s speaking and waving and giving a pep talk and you know, that’s democracy. So, President Diem thought, okay, I’ll be Democratic. So, he booked the stadium and he went in a motorcade and he stood up on stage and all his leaders were behind him, and he gave a great speech about how South Vietnam is a wonderful democracy. There was only one problem.
The stadium was empty. He didn’t understand the first thing about democracy. There was not a South Vietnam and a North Vietnam, there was only one Vietnam. There will always only be one Vietnam. There always will be only one Vietnam.
Another reason why Ho prevailed was Vietnamese history. You know, if you think of beer in Germany, do the Germans know how to make beer? And I’m from Wisconsin. If you needed some cheese, would a Wisconsinite be able to make some cheese? You know, how about rice? How about do you think the Japanese know anything about rice? The whole history of Vietnam, if you grow up in Vietnam, your history is all about repelling the invader. I mean, America came in so powerful, that was nothing to the Vietnamese. They had a history of two thousand years, folks.
Wake up, two thousand years of fighting the Chinese. If you’re Vietnamese and you learn about your history, that’s all you learn about, is how you repelled the invaders. I interviewed a guy who lived on a river and US Navy boats were going up and down his river and he thought, what can I do about these navy boats? And he told me, I thought back to the famous River Battle of 1281. What? This is the 1960s and an uneducated little Vietnamese boy is thinking about a River Battle from the year 1281.
And in 1281, they put thousands of bamboo stakes in the river and at high tide, Chinese ships came in, the tide went out and the ships were stuck. So, this little boy, organized the villagers and they put thousands of a bamboo stakes in the river. The American Navy came and got pronged on these bamboo sticks when the tide went out, and they shot everyone in the ships. He knew his history.
You know, when the first time the Americans bombed North Vietnam, Ho Chi Minh got on the radio and he assigned different strokes for different folks and this is key. The next point is everybody fights people’s war, modeled on Mao and Vietnamese history. The saying is if the foreigner puts one foot on our land, everyone stands up, even the women. So, Ho Chi Minh got on the radio after America bombed. And he said, you know, all the grandparents, you don’t have great mobility, you’re going to make punji sticks in mines, and you kids, all you young girls, you’re going to go meet at this garage over here in Hanoi, and we’re going to truck you down to the Ho Chi Minh Trail.
So, I interviewed women who was 13 years old at that time, just imagine being thirteen years old, you’re sitting in school, Ho Chi Minh’s voice comes over and she said, at that moment, I knew I had died. I knew I gave my life for the country, and I would do whatever Uncle Ho said. And she went to this meeting point. She got on a truck and she spent eight years on the Ho Chi Minh Trail.
Interviewed a guy who was a buffalo boy. So, the Americans would walk by this stupid buffalo boy, the buffalo boy would be sitting on a buffalo, picking his teeth while he was memorizing every single thing that the Marines had on them, what time they came, which way they went and he was reporting to his local elders who would later fight the Marines. I met a woman, Mrs. Min, a dignified 65-year-old woman, looked like a high school principal. I went into her house.
I got my computer ready for the interview and I looked at her eyes and they were glistening and she said, “Mr. Bradley,” she said, “when I was 13 years old, the Americans walked into the family yard and shot my father through the head and I saw that.” She said, “Since then, I promised myself I would kill every American I ever met.” And then she was silent. And I said, well, how’d you do? And she said, “Very well, I killed five of you, you were noisy and easy to hit.”
So, she’d sit in the tree and the noisy Americans would come along all bunched in groups and she pick off one and then disappear and they never found her. She said, “Mr. Bradley, do you think I was happy killing these people”? She said, “I wasn’t, but you came to our front porch, you knocked on our door and burst in. We have to defend our homes and I defended the Vietnamese home.
Another reason they won is Ho Chi Minh said, “Cede the day”. Ho Chi Minh said don’t fight during the day.
The Americans have, you know, they rule the skies and they have superior arms. He said to fight at night and I met a fighter up on Route 9, the artery that the Marines used to go across Vietnam, way up north near Khe Sanh. And, you know, if you look at the films, when I was a little kid, I remember watching Walter Cronkite and you’d see the marines out on Route 9 during the day, big tractors and jeeps, and the Marines controlled Route 9, what I didn’t realize is, Mr. Khi told me, he said, the Marines every day at 4 p.m. they would retreat.
And they would put up barbed wire and they retreated into their hardened nighttime camps, and that’s when we would attack. He said, we ruled Route 9 every night. He said, we weren’t foolish to fight during the day, that’s when we slept in and did our business. He said, we fought at night, it’s easy to be successful at night. So, folks, if you want to watch a real film of the Vietnam War, you got to put on night goggles and see when actually happened, not this Ken Burns garbage.
Another reason that Vietnam won was the Ho Chi Minh Trail. This was their major supply artery that ran down between Vietnam and Cambodia and Laos, a horrible place with snakes and tigers and insects that are still to be named. And the first people that went down there, went down with some shovels and slept in the mud. Eventually, the Ho Chi Minh Trail was a five-lane highway and they were running gasoline from Hanoi down to the outskirts of Saigon down south and think of the Ho Chi Minh Trail, it’s the most bombed spot in the entire world.
So, in other words for us to get a plane over the Ho Chi Minh Trail, we had to train a pilot probably cost hundreds of thousands of dollars, right? Train that pilot. How do we get that plane to Vietnam? We had to ship that plane to Vietnam. We had to put it together in Vietnam. Those bombs cost a fortune, so cost millions and millions of dollars to drop a bomb on the Ho Chi Minh Trail. Well, the Ho Chi Minh Trail was all covered by leaves and tropical forest.
So, they couldn’t tell exactly where the bomb was going. Well, the bomb might hit, you know, one of the highways and leave a big hole. Well, guess what? When the bomb landed there was a battalion of little girls with shovels, who knew what to do and they replaced the dirt as the traffic was diverted to the second highway or the third highway or the fourth highway.
It didn’t matter how many times they bombed, because they had different arteries to divert to and they had battalions of little girls with shovels to replace the dirt. Millions of dollars to bomb, small pennies to fix the damage. The Ho Chi Minh Trail was the reason that McNamara, Secretary of Defense McNamara gave up. He saw that no matter what we do, the Vietnamese can bring in more supplies than we can keep them from having.
Another reason Vietnam won is that the enemy was so visible. I went to Da Nang. My brother was a Marine who fought in Vietnam. The Marine’s base was at Da Nang and Da Nang was this huge miles-long base, huge American power, airplanes bringing in Marines, completely surrounded by fencing and barbed wire. Wow, real American power. And then a guy took me up to the Marble Mountains, right near the Da Nang air base. And she said, this was a hospital for wounded Vietnamese Viet Cong. We took our hospital wounded and we propped them up in wheelchairs.
And we gave them binoculars and they wrote down everything happening on the base. It’s unbelievable. But when my brother got out of his plane onto the Da Nang base, there was somebody probably writing down, you know, exactly who he was and what time he landed and what equipment he had on. And then the Da Nang Air Base was run with Vietnamese help. They had Vietnamese barbers, Vietnamese bartenders, Vietnamese singing girls. Well, all these Vietnamese were spies for the fighters out in the field.
Vietnamese Fighters told me, you know, when a helicopter took off with Marines out of Da Nang, it had to go in a straight line to its goal. We knew what the goal was, we not only knew where they were going to land, we knew the route that they were going to take before they even took off. Folks, the enemy was very visible and the Vietnamese were invisible.
General Westmoreland had a big headquarters in Saigon and he would have, as a general, you know, big meetings rooms, colonels and other generals there, and they would come and go. And there was a lot of traffic and there was a guy in a traffic booth with a ledger and he would check your security badge and okay, you can come in park over there and you can come in park to the left of that. Well, that guy directing traffic used to send those notes up to Hanoi, up to Ho Chi Minh every single day. You cannot beat the Vietnamese.
So, I’ll end up with a story. In the 1970s, Henry Kissinger was in Paris negotiating with the Vietnamese and he was telephoning Richard Nixon the president and they would talk about how they were going to, you know, negotiate and they would often threaten the Vietnamese. If you don’t do this, we will bomb this way and we’ll bomb Hanoi and you’ll see bombing like you never saw before.
Well, Kissinger was a little paunchy Kissinger, never fought in a war, calling Dick Nixon. You know with his pen and paper and legal pad sitting on his couch, they had no idea who they were talking to. They were negotiating with Le Duc Tho in Paris. Well, when Le Duc Tho would call back to Hanoi and tell the leaders what Kissinger was demanding and threatening, the Americans had no idea.
I lived outside the prison on the island of Con Dao. It was a French prison, 7ft thick, dark walls, the Americans took it over. While in the French time Le Duc Tho and the three leaders of Vietnam at the time of the Paris peace talks, they had all been tortured in that French prison. They had been stripped of their clothes and beaten nude in the courtyard. They had been hung upside down. They had been tortured terribly. So, Le Duc Tho and these three other leaders, and paunchy Kissinger is threatening them.
These guys had been tortured. This prison on the island of Con Dao, they later called it the University of the Revolutionaries. Because so many of Ho Chi Minh’s leadership had been tortured there, they were graduates of the University of Revolutionaries. Folks, it was ridiculous that we were threatening such hardened patriots.
So, in summary that’s my summary of how Ho Chi Minh beat not only the French, but the Americans, and that’s the reason that the former Saigon is now named Ho Chi Minh City.
Jeff: Yeah, and I always call it that, out of respect for Uncle Ho, because he was quite a guy. Well, thank you James for a wonderful interview.
James: Well, thank you, Jeff.
Jeff: Yeah, now for all of the friends, fans and followers of JB West and JB East, from two experienced, people who have your back, you can have a much greater appreciation for why Mao Zedong won in China and why Ho Chi Minh won and Vietnam.
James: JB West, this is JB East signing off.
Jeff: All right. Talk to you later. Bye-bye.
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Don’t miss another of our reports! Sign up here for FREE updates, | <urn:uuid:8f7e5ad3-81e1-43d6-9fbe-a09ab8aff5e0> | CC-MAIN-2022-33 | https://chinarising.puntopress.com/2022/07/05/transcript-mao-zedong-and-ho-chi-minh-why-they-won-jb-west-and-jb-east-present-see-you-in-the-hague-25t/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.985064 | 6,203 | 1.671875 | 2 |
The Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) collaborated for the first time at a virtual workshop in June 2021. “Tackling Biodiversity & Climate Crises Together and Their Combined Social Impacts” is the result of their cooperation.
Danger of separating complex issues
The report highlights that climate change and biodiversity loss are the most important issues of the past 150 years. Recognition exists in scientific and policy-making circles that these two phenomenon are interconnected. But, they are predominantly addressed separately. For example, each has its own international convention and intergovernmental body.
This separation has led to policies that mitigate climate change and biodiversity loss independently of each other. It risks ongoing failure to identify, understand and deal with the connections between them. These issues are both driven by human economic activities and mutually reinforce each other. It is subsequently impossible to successfully tackle them individually.
Key report findings
To maximise benefits and achieve global development goals, it is crucial to address the synergies between combatting biodiversity loss and climate change. It is typical of complicated systems that the individual parts cannot be considered in isolation.
To resolve this, the joint IPCC and IPBES report aims to explore the many complex connections between the two. As the first joint collaboration between the intergovernmental bodies, it is a landmark activity for them both.
Solutions to climate change and biodiversity loss
The report’s authors find that there are many measures with the potential to make significant positive contributions for the climate and biodiversity. Likewise, they identify a number of narrowly-focused actions to combat climate change that can directly and indirectly harm nature and vice versa.
Moreover, they stress that though nature offers effective solutions to reduce the impact of climate change, they can only be effective when combined with substantial reductions in greenhouse gas emissions. | <urn:uuid:e4dc5c1a-b663-4fd0-a45a-857daef296d2> | CC-MAIN-2022-33 | https://futureworldnews.com/reports/ipcc-and-ipbes-warn-against-treating-biodiversity-loss-and-climate-change-as-separate-issues-report/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.94014 | 388 | 3.328125 | 3 |
A mockumentary (a portmanteau of the words mock and documentary) is a type of film or television show in which fictional events are presented in documentary style to create a parody. These productions are often used to analyze or comment on current events and issues by using a fictional setting, or to parody the documentary form itself. They may be either comedic or dramatic in form, although comedic mockumentaries are more common. A dramatic mockumentary (sometimes referred to as docufiction) should not be confused with docudrama, a fictional genre in which dramatic techniques are combined with documentary elements to depict real events.
Mockumentaries are often presented as historical yet witty documentaries, with B roll and talking heads discussing past events, or as cinéma vérité pieces following people as they go through various events. Though the precise origins of the genre are not known, examples emerged during the 1950s, when archival film footage became relatively easy to locate. A very early example was a short piece on the "Swiss Spaghetti Harvest" that appeared as an April fools' joke on the British television program Panorama in 1957. | <urn:uuid:6151787a-8901-4d4f-af80-e327df5c1b65> | CC-MAIN-2022-33 | https://historydocumentary.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.967123 | 239 | 2.46875 | 2 |
Peptidoglycan and the peptidoglycan-degrading N-acetylmuramyl-L-alanine amidase in human tissues
Peptidoglycaan en het peptidoglycaan afbrekend N-acetymuramyl -L-alanine amidase in humane weefsels
Normal flora as well as pathogenic bacteria, can induce acute and chronic inflammations in humans. Probably as a result of the therapeutic efficacy of antibiotics in the past decades there has been relatively little interest in the mechanisms underlying bacterially induced inflammation. However, because of the increase in the incidence of antibiotic resistant bacteria, the subject is gaining interest. It is important to investigate the inflammatory mechanisms in order to provide new tools for clinicians as they will have to treat the inflammatory symptoms as well as the infection. One of the major components present in Gram-positive bacteria is peptidoglycan (PG). It has been shown that PG possesses inflammatory properties similar to LPS. This suggests that PG is involved in the pathogenesis of inflammation induced by Gram-positive bacteria and possibly also Gramnegative bacteria. A description of the recent work done to test this hypothesis is given in the first part of this introduction. In the second part of this chapter special attention is given to the detection of PG in tissues. The presence of PG in tissues is a prerequisite for the induction of inflammation by PG products. The presence of PG in tissues implicates the presence of PG degrading systems, necessary to prevent the inflammation. In the last Palt of this chapter, an overview is given on the PG degrading systems available in humans.
|R. Benner (Robbert)|
|Erasmus University Rotterdam|
|Nationaal Rheumafonds, Stichting Dr. Ir. J.H.J. van de Laar|
|Organisation||Erasmus MC: University Medical Center Rotterdam|
Hoijer, M.A. (1996, September 11). Peptidoglycan and the peptidoglycan-degrading N-acetylmuramyl-L-alanine amidase in human tissues. Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/22575 | <urn:uuid:2fac6b69-8ad1-42f3-adc0-19c9b99dd91d> | CC-MAIN-2022-33 | https://repub.eur.nl/pub/22575 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.85972 | 509 | 1.9375 | 2 |
Most employers have a formal disciplinary action policy in place to ensure employees are held accountable for their actions. These policies greatly vary from company to company. In some instances, the first disciplinary step is to offer coaching or counseling for the area that needs improvement. After the coaching session, you may give the employee an informal verbal warning. The second verbal warning is more serious than the first.
Written Verbal Warning
Whenever an employee receives a second verbal warning, a documentation of the warning should go into his personnel file. This is considered a “written verbal warning.” You may feel that by putting the warning in writing, it's no longer considered a verbal warning. This is not the case. Placing the warning in writing does not change the nature of the warning. It only provides evidence that the employee has completed the first step of a disciplinary action process.
Reasons for Documenting
By putting the second warning into the employee's file, you get his attention. It helps him understand the seriousness of the matter, which may prevent future disciplinary action. By including documentation in his personnel file, you also cover yourself from backlash. An employee can easily claim wrongful termination or unfairness if he feels there is nothing on record to prove he violated company policy. However, it's hard for him to make a case against your company if records clearly show the disciplinary actions leading up to his termination.
Meet with the employee in private to advise him of the written verbal warning. Tell him exactly why he is being warned, as well as the consequences for any future warnings. Have handy two copies of written documentation that includes the employee's name, the date, the offense and the fact that it is a verbal warning. Document the next step in the disciplinary process should another incident occur. Sign and date the written document. Also, provide a copy of the document to the employee, but put the official copy in the employee's file.
Some companies have a disciplinary probation policy in place that allows written verbal warnings to become void after a certain amount of time passes. For instance, your company may allow the warning to fall off the employee's record if there are no more disciplinary actions for six consecutive months. If the warning expires, the employee is granted a clean slate. However, the previous written documentation is still considered part of his personnel file.
Faizah Imani, an educator, minister and published author, has worked with clients such as Harrison House Author, Thomas Weeks III, Candle Of Prayer Company and "Truth & Church Magazine." Her dossier includes JaZaMM WebDesigns, assistant high-school band director, district manager for the Clarion Ledger and event coordinator for the Vicksburg Convention Center. | <urn:uuid:d22613b8-98bd-4c6f-8921-4347bbf49ff9> | CC-MAIN-2022-33 | https://woman.thenest.com/should-employee-verbal-warning-put-personnel-file-9969.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.958487 | 562 | 1.539063 | 2 |
Thanks to the lithographs by Friedrich (Fеodor) Gross, we can see Odessa of 1854 many years later. “Album of Odessa views” by Feodor Gross became available to us thanks to the resource “Odessa history”.
Friedrich Gross was born in Simferopol, in the family of the German colonist artist Johann Ludwig Gross. According to some reports, Johann Gross arrived in Crimea and worked as an artist on the expedition of his compatriot, the scientist and traveler Academician P.S. Pallas.
And when he acquired an estate in Sudak, he also settled there – in the Sudak German colony. In 1821, at the personal request of the Pallas and by order of the School Committee of Kharkov University, Johann Gross was “… appointed to the position of a teacher of drawing art in the Taurida gymnasium and the district school attached to it.”
There he was called Ivan Danilovich in the Russian manner, although until the end of his life he spoke Russian very badly, and never learned to write.
It is also known that it was he who was the teacher of drawing with the young Ivan Aivazovsky and gave recommendations to the Academy of Arts both to him and to his other students.
With his light hand, many became not only good artists, but even very famous in Russia. But his son – Friedrich Gross, perhaps not at all deprived of artistic talent, was much less fortunate. Friedrich, or Fedor, as everyone called him in the same Simferopol gymnasium, was a quiet, well-mannered German boy who loved to draw and dreamed of sketching with his hand literally every corner of his beloved Crimea.
However, the Gross family was strapped for funds, so Friedrich could not even complete the full gymnasium course. Perhaps that is why his application for admission to the Imperial Academy of Arts in St. Petersburg at the state expense was not satisfied. Then Friedrich Gross decided to paint himself and travel all over the Crimea in search of the most picturesque, inaccessible and still unknown places.
It is quite possible that he was supported, like several other young artists, by the well-known patron of sciences and arts, Count M.S. Vorontsov.
In 1864, Fyodor Ivanovich Gross moved to Odessa, where he organised four large exhibitions of his paintings under the general title “Views of Crimea” and got a job in the lithographic workshop of Alexander Brown. Apparently, he got acquainted with the technique of lithography, one of the most complex artistic techniques, while still in the Crimea, in the estate of A.M. Borozdin Kuchuk-Lambat, and in Odessa he mastered an even more complex technique – the technique of chromolithography.
“Odessa Bulletin” highly praises the work of Gross for the skill of decoration, for the lightness and softness of the drawing, comparing it with the best lithographs of the capital’s artists. Yes, in his work he is very scrupulous and even more accurate and scrupulous. He translates his drawings onto a lithographic stone, from which an imprint will then be made, only by himself, writing out even the smallest detail with all care.
Most of his paintings were published as lithographs in the form of an album under the general title “Collection of picturesque views of the Crimea. Brown’s lithograph” (Odessa, 1846), but unfortunately, it has not survived in its original form.
Living for some time in Odessa, the artist created a whole series of views of this colourful Southern city recognisable by everyone: “Richelieu Lyceum”, and “View of the Practical Harbor”, “Quarantine” and “Boulevard”, and many others. In 1854-55. In the lithographic workshop of P. Frantsev and L. Nitsche, an album with 15 views of Odessa from paintings by Gross was published.
In those years, the Crimean (Eastern) War was just going on, and the landscape painter managed to prove himself as a battle painter, and so much so that his painting entitled “The Bombing of Odessa by the Anglo-French Fleet on April 10, 1854” deserved a personal gift from Grand Duke Konstantin Nikolaevich in the form of a diamond ring. And his other battle work, executed in gouache, “The heroic feat of Shchegolev and his batteries at the Odessa Practical Mall on Holy Saturday, April 10, 1854”, was presented to Tsarevich Alexander Nikolaevich and in the same year was reproduced in London by the publisher V. Brunks.
Feodor Gross was a sought-after artist and carried out many private orders. So, in honour of the 25th anniversary of the founding of the Imperial Society of Agriculture of Southern Russia, Gross made a truly artistic design of the gratitude address to the president of this society, Prince Vorontsov.
After the war, Feodor Ivanovich was determined to return to the Crimea. He was no longer interested in remaining in Odessa. He increasingly felt his helplessness and inconsistency as a real artist, being only a good draftsman and a brilliant lithographer. The lack of classical art education made, in his opinion, inaccessible to him the secrets of real painting, revealed to famous artists.
In 1857, Fyodor Gross leaves Odessa and returns to his native Crimea. On the recommendation of the trustee of the Odessa educational district, he was appointed a teacher of drawing at the Kerch Kushnikovsky Maiden Institute. He and his wife, Anna Ivanovna (they had no children), built a beautiful house for himself with his wife, Anna Ivanovna (they had no children), and devoted all his free time to … archeology. In addition to teaching, Gross works as an artist-restorer (and assistant director) of the Kerch Museum of Antiquities. Since 1884, State Councilor F.I. Gross became the director of the Kerch Museum and headed the excavation of burial mounds on the Taman Peninsula.
The main merit of Gross is the sketches he made of all the ancient monuments and antiquities found during this almost thirty-year period in the South of Russia. | <urn:uuid:c3cb93aa-d5aa-4a2b-a17f-47567e843533> | CC-MAIN-2022-33 | https://odessa-journal.com/odessa-on-lithographs-of-1854-streets-buildings-war/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.980964 | 1,337 | 2.90625 | 3 |
May 10, 2022
What Spotify and Tinder aren't telling us
Online activity is increasingly influenced by algorithmic recommendations based on data gathered about consumer behavior by companies that are often reluctant to disclose what data they're gathering or how they are using it.
The companies that gather and use consumer data (usually for their own financial gain) are notably resistant to academic scrutiny, the researchers found. "Despite their powerful influence, there is little concrete detail about how, exactly, these algorithms work, so we had to use creative ways to find out," says Dr. Morreale.
The team looked at the legal documents of Tinder and Spotify because both platforms are grounded on recommendation algorithms that nudge users either to listen to specific songs or to romantically match up with another user. "They have been largely overlooked compared to bigger tech companies such as Facebook, Google, Tik Tok etc who have faced more scrutiny," he says. "People might think they're more benign, but they are still highly influential."
The researchers analyzed iterations of the legal documents over the past decade. Companies are increasingly required to let users know what data is being collected, yet the length and language of the legal documents could not be described as user-friendly.
"They tend toward the legalistic and vague, inhibiting the ability of outsiders to properly scrutinize the companies' algorithms and their relationship with users. It makes it difficult for academic researchers and certainly for the average user," says Dr. Morreale. Their research did reveal several insights. Spotify's privacy policies, for instance, show that the company collects much more personal information than it did in its early years, including new types of data.
"In their recommendations (and playlists, for that matter), Spotify is also likely to be pushing artists from labels that hold Spotify shares—this is anticompetitive, and we should know about it."
And probably contrary to most users' perceptions, the dating app Tinder is "one big algorithm," says Matt Bartlett. "Tinder has previously stated that it matched people based on 'desirability scores' calculated by an algorithm. I don't think users fully understand or know about how Tinder's algorithm works, and Tinder goes out of its way not to tell us."
"With these powerful digital platforms possessing considerable influence in contemporary society, their users and society at large deserve more clarity as to how recommendation algorithms are functioning," says Dr. Morreale. "It's crazy that we can't find out; I think in the future we're going to look back and see this as the Wild West of big tech." | <urn:uuid:650665ec-d7d1-44b9-8f3e-457772361a81> | CC-MAIN-2022-33 | https://techxplore.com/news/2022-05-spotify-tinder.html?via=indexdotco | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.967591 | 936 | 2.328125 | 2 |
Italy committed to promoting women’s emancipation in the world
“The Ministry of Foreign Affairs and International Cooperation attributes the utmost importance to the promotion of gender equality and the emancipation of all women and is proud to have sponsored this Forum”. This was declared by the Vice Minister of Foreign Affairs Marina Sereni in a video message to the United Nations System Staff College in Turin for the opening of the “Virtual Torino Forum for Sustaining Peace”.
“This Forum – adds Sereni – was developed within the framework of the Italian National Plan for Women’s Peace and Security in a particular year. It marks the 20th anniversary of the adoption of the particularly important, revolutionary Security Council Resolution, 1325, which established the Agenda for Women, Peace and Security. Sustainable peace and lasting conflict prevention can only be achieved if the negotiation and implementation of agreements are inclusive. All segments of society, starting with women and young people, can make their voices heard and help build their future. When women are significantly involved, peace talks address the root causes and produce better results, with the possibility that the agreements will be durable. Unfortunately, this positive action by women is often not recognized. It does not translate into their involvement in subsequent political processes.
“The Member States of the United Nations – continues the Vice Minister – have the responsibility to promote the full and effective participation of women in mediation and peace processes. As for Italy, our Government and civil society are constantly committed to ensuring the full implementation of the Agenda for Peace and Security of Women in all its aspects. In December 2016, we launched the third Italian National Action Plan for peace and security of women for the period 2016-2020. For the first time, the Italian Parliament has allocated 4 million euros to support the implementation of the Plan. Italy is one of the very few countries that finance the implementation of its National Action Plan. In October 2017, the Mediterranean Women Mediators Network was activated, which testifies the commitment of Italy in the Mediterranean region and its efforts for the peaceful resolution of conflicts and the promotion of gender equality. All must intensify the collective efforts in the implementation of the Agenda for peace and security of women. It is essential to continue to give impetus to this Agenda, – concludes Sereni – especially in light of the anniversary of the historic 1325 Resolution”. | <urn:uuid:ad1b55b4-9ffc-46db-83ee-2f08f6eed74f> | CC-MAIN-2022-33 | https://www.esteri.it/en/sala_stampa/archivionotizie/eventi/2020/09/sereni-donne-al-centro-della-pacificazione/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.94573 | 477 | 2.125 | 2 |
What do we know about private family firms?
A meta-analytical review
The universe of family firms is heterogeneous, and findings gleaned from publicly listed firms may not apply to the ubiquitous, but less frequently studied, privately held family firm (PFF). As PFFs are insulated from capital market pressures, owner-managers have greater latitude in setting strategic goals, which may result in different strategic choices and performance outcomes. By employing meta-analytical techniques on 48 studies conducted in nine countries, we synthesize prior PFF research. We show that PFFs prefer more conservative strategies, but contrary to received wisdom, this risk aversion does not hurt their performance. We conclude with an agenda for future research.
|ERIM Top-Core Articles|
|Entrepreneurship: Theory and Practice|
|Organisation||Erasmus Research Institute of Management|
Carney, M, van Essen, M, Gedajlovic, E.R, & Heugens, P.P.M.A.R. (2013). What do we know about private family firms?. Entrepreneurship: Theory and Practice, 1–32. doi:10.1111/etap.12054 | <urn:uuid:4240eb33-537e-4ba8-bacb-e71aedc24245> | CC-MAIN-2022-33 | https://repub.eur.nl/pub/41286 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.863187 | 305 | 1.757813 | 2 |
Mn alloys production with the use of natural gas. - Understanding the kinetics of Mn alloy production
MetadataShow full item record
This research intends to develop the necessary understanding regarding the reaction kinetics involved in the production of manganese ferroalloys. The main reactions of interest are as follows:MnO_((l) )+C_((s,l))=Mn_((l))+CO_((g)) (1)SiO_(2(l))+2C_((s,l))=Si_((l))+2CO_((g)) (2)SiO_(2(l))+2Mn_((l))=Si_((l))+2MnO_((l)) (3)Reactions (1) and (2) represent the three phase i.e. slag-metal-gas whereas reaction (3) represent the two phase i.e. slag-metal equilibrium. A total of 11 experiments are performed; four via the induction furnace setup and seven using the sessile drop apparatus. The induction furnace experiments are performed using 15kW constant power input. A graphite crucible is used to contain the raw material mix. The crucible acts as the heating and reduction element. In some experiments, coke 2 in addition to the graphite crucible is utilized as reductant. A C-type thermocouple measures the temperature as a function of time. In the sessile drop, a fast heating rate is applied to reach 1200℃. The temperature at this point is maintained for 10 minutes to achieve melting. Beyond 1200℃, a slow heating rate of 10 ℃/min is utilized until 1600℃ is reached. The experiments are performed in a CO(g) atmosphere. The temperature is controlled using a pyrometer, Keller PZ40. The images are recorded using a fire-wire digital video camera (Sony XCD-SX910CR) with a tele-centric lens (Navitar 1-50993D).In the induction furnace, the first two experiments are performed using graphite crucible as reductant. The first experiment is performed using synthetic charge. FeS is added to enhance reactivity. The second experiment is performed using industrial charge. The 3rd and 4th experiments are performed using synthetic charge with and without FeS addition. In these experiments, coke 2 is added as an extra reductant along with graphite. The sessile drop experiments are also performed for synthetic and industrial charge. The first four experiments use synthetic charge on graphite, anthracite, coke 2, and carbon black substrates. These are performed by Bilal Nadir. The last three experiments utilize industrial charge and are performed by Sethulakshmy. Carbon black substrate is not tested for the industrial charge.A five component slag system i.e. CaO-MgO-Al2O3-SiO2-MnO was used in this investigation. The composition of synthetic charge was kept constant for both induction furnace and sessile drop experiments at 42%MnO-28.5%SiO2-8%FeO-11%CaO-3.5%MgO-7%Al2O3. The composition of industrial charge used in induction furnace experiment was quite lose to the synthetic charge at 42%MnO-32%SiO2-3%FeO-13%CaO-3%MgO-8%Al2O3. In the sessile drop, the composition of industrial charge was quite different to synthetic charge at 47.4%MnO-31.6%SiO2-5.2%FeO-7.6%CaO-1.3%MgO-7%Al2O3.The reduction of MnO has been reported to follow a first order reaction rate model. This model is mathematically expressed by the following equation: R=(-dm_MnO)/dt=k*A*(a_MnO-a_(MnO_eq ) )=k_o e^(-E⁄RT)*A*(a_MnO-a_(〖MnO〗_eq )) (4)For simplification, the rate equation can also be expressed as a function of the concentration of MnO rather than as activities. This modification results in the following rate equation: R=(-dm_MnO)/dt=k*A*MnO_moles=k_o A*e^(-E⁄RT)*MnO_moles (5)Similarly, there is an interest to observe the application of first order rate model towards the reduction of the sum of reducible oxides i.e. MnO+SiO2+FeO. The rate equation is then modified as follows: R=(-dm_((MnO+SiO_2+FeO)))/dt=k_o A*e^(-E⁄RT)*(MnO+SiO_2+FeO)_moles (6)The induction furnace and sessile drop experiments were modeled using the first order reduction rate model using equations 5 and 6. This model is utilized to observe the curve fitting of modeled curve with the experimental curve for reduction of MnO and MnO+FeO+SiO2 as a function of time. Based on the closest curve fitting, E (activation energy) and AKo values have been determined. Finally the k_o values are determined which are used to compare the reduction rates achieved in different experiments.The MnO and MnO+SiO2+FeO reduction rate followed very closely according to the first order reaction rate model as evident from the modelled curves for induction 3 and induction 4. The k_o values for induction furnace experiments are in the order of 10^3 whereas in case of sessile drop experiments the values are in the order of 10^7. Anthracite shows the highest reactivity as evident form the sessile drop k_o values. Coke 2 and graphite have almost the same reactivity whereas carbon black has the lowest reactivity. The high reactivity observed for induction 3 and 4 is not a consequence of the high reactivity of coke 2 over graphite. Rather the higher interface area available for reaction due to presence of coke 2 in addition to graphite in induction 3 and 4 results in a high reduction rate. | <urn:uuid:d47a9c0b-32ef-4742-9342-a8a43c17da35> | CC-MAIN-2022-33 | https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/2615782 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.905612 | 1,368 | 2.59375 | 3 |
Make a Cheese Sandwich is a step by step visual recipe to use when making a cheese sandwich. This is a resource from www.surreyplace.ca . They have lots of great resources on their website to access. The best way to learn how to make a meal is to practice it over and over. When you have a recipe it can help you remember what steps to follow. You can do this! Post a picture in the comments once you have completed it so we can all cheer your success. Happy eating.
My two favorite things…food, and apps or websites that promote building a person’s independent ability…like the one I found called LOOK, COOK, AND EAT. Continue reading
I have to say, I love when I hear about programs that have been created to provide opportunities for the development and growth of an individual’s skills and abilities…combine that in a camp setting with a lake, trails, camp fire, water tubing, horseback riding, songs, and crafts…well, you see where I’m going with this right? Continue reading
I am seriously addicted to looking things up on the internet. Thank you to my employer who allows this skill to be a part of my job .
I have found more websites that may prove useful, if not at least interesting…I hope. Continue reading
When planning to blog about available resources, the title “through the looking glass” would not escape my head; I knew it was the title of an iconic book, but what did it really mean? So I looked it up, and the first definition to pop up on Google states “Through the looking glass is a metaphorical expression. It means: on the strange side, in the twilight zone, in a strange parallel world.”
Now, I have to tell you, when I hear parents talk about trying to get all the information, they voice being confused, angry, and frustrated. They feel like they are missing some vital link that can make sense of what Passport funding is, what services are available, what to consider if hiring a PSW for a family member… and to me it feels like they are trying to see through this fabled mirror into a strange parallel world; no wonder they are exhausted! Continue reading | <urn:uuid:35b48f7f-96e3-4d30-ab91-231161c1e4d4> | CC-MAIN-2022-33 | https://tryitonforsizeelmira.com/category/information-sharing/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.960007 | 467 | 2.375 | 2 |
Achieving through choice in education
The A.C.E. Foundation is a Florida not-for-profit organization
established to promote high quality public education.
The ACE Foundation supports Charter Schools and their specific initiatives through funding for academic and extracurricular programs and initiatives, instructional and startup materials, educator grants and student scholarships..
To enhance the educational opportunities of charter school students by providing financial and community-based resources to supplement charter school programs and initiatives.
To advance academic excellence in public education through community awareness and engagement
WHO WE SERVE
The charter schools supported by the ACE foundation have excelled at bringing quality educational program to communities and, in many cases, to high-needs families who otherwise would not have access to a quality public schooling.
INITIATIVES AND SUPPORT
The ACE Foundation supports funding for academic and extracurricular programs and initiatives, instructional and startup materials, educator grants and student scholarships
Invest In Education
Educate The Community
The charter schools we support have achieved a 98% percent graduation rate, more than double the national average for Hispanic students, and has been recognized by the College Board, Newsweek, and US News and World Report, among others, for their accomplishments. | <urn:uuid:b45cc30e-d8fa-4156-9f46-9c09a70bd128> | CC-MAIN-2022-33 | http://wp.theacefoundation.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.93686 | 282 | 1.796875 | 2 |
Like many older North American municipalities, Hamilton is dealing with the issue of items being flushed down the toilet that should not be. Flushing inappropriate items is leading to the damage of homes, neighbourhoods, the wastewater treatment system and even Hamilton Harbour. The City has created the Own Your Throne campaign to help educate residents of the impact caused by flushing items that should never be flushed. The only things that should be flushed are pee, poo and toilet paper.
Richard the Turd
Duchess of Swirl
Only Flush the 3Ps Down Your Toilet
Don't treat your toilet like a garbage can! The only materials that are properly treated and break down safely within the wastewater system are pee, poo and toilet paper. When you flush other items, such as feminine products, wipes, dental floss or even hair, these items can create clogs in your own pipes, pipes in your neighbourhood and the wastewater system.
The Unflushables: Items that Aren’t Safe to Flush
Though it may be convenient to flush other bathroom items down the toilet when you don't need them anymore, doing so only creates clogs and damage. It is important to know that you cannot flush these items (or anything other than pee, poo and toilet paper) down the toilet:
- Paper towels
- Cigarette butts
- Cotton balls and swabs
- Fabric items
- Tissues or napkins
- Food waste
- Deceased goldfish or pets
- Cat litter
- Adhesive bandages
- Tampons and applicators
- Wipes of any kind, including those that claim to be “flushable”
Why “Flushable” Wipes are Unflushable
“FLUSHABLE” wipes, such as make-up removal wipes, cleaning wipes and baby wipes should not be flushed down the toilet, even if their products' packaging states that they are flushable. As convenient as flushing wipes may sound, the claims on the product packaging are misleading. Wipes do not break down in the wastewater treatment process the same way that toilet paper does, creating clogs in pipes and sewers.
ALL WIPES, including cleaning wipes, baby wipes, adult personal hygiene wipes, facial wipes and make-up removal wipes should be disposed of in the garbage.
Misleading Product Packaging
As an incentive to buy wipes and personal hygiene products, some manufacturers state that their products are OK to flush on the package. However, a majority of Canadian municipalities and international water services agree that these wipes are not safe to flush because they are:
- Unable to break down into small pieces quickly
- Contain plastic, regenerated cellulose or materials that do not readily degrade in a range of natural environments
These disposable wipes are one of the main culprits to cause millions of dollars in wastewater infrastructure damages across Canada.
Municipal Enforcement Sewer Use Group (MESUG) and International Standards
The City of Hamilton is a member of the Municipal Enforcement Sewer Use Group (MESUG), which advocates for the removal of this misleading packaging. Currently, MESUG is engaging in discussions with the provincial and federal levels of government in Canada to establish an international standard of products that can be safely flushed down toilets. As of now, this standard does not exist.
- The City of Hamilton and MESUG are supportive of the international water industry's position on non-flushable and 'flushable' labelled products, which states:
- Only the 3Ps - pee, poo and toilet paper - should be flushed.
- Wipes labelled as 'flushable' based on passing a manufacturers' trade association guidance document should be labelled "Do Not Flush" until there is a standard agreed by the water and wastewater industry, preferably developed under the banner of the International Standards Organization (ISO).
- Manufacturers of wipes and personal hygiene products should give consumers clear and unambiguous information about appropriate disposal methods.
- Always keep a waste bin by your toilet to easily dispose of items that should never be flushed.
- Tossing unflushables into the waste bin is more environmentally friendly than flushing them. By properly disposing these items into the garbage, you are helping keep the unflushables out of the harbour and out of the environment.
- Wrap any baby wipes within your baby's used diaper and throw it in the garbage can once you're finished changing your little one.
- Check your toilet’s flush rating at map-testing.com.
- Ignore the flushable information on your wipes' packaging when they state that wipes are safe to flush. Wipes are not safe to flush.
- Return expired or unused pharmaceuticals or medications to your pharmacy.
- Purchase non-toxic alternatives to harsh chemicals for your cleaning needs. Use up the entire product.
- Do not buy more than what you need.
- Do not pour unused household chemicals down the drain or into your toilets.
- Properly dispose of products such as paints, solvents and vehicle fluids by taking them to the City’s Community Recycling Centres. Do not pour these down the drain.
- Maintain septic systems wisely. Try not to overload your septic system with large water volumes, and practice good maintenance with a pump-out every one to three years.
- Minimize both solids and water that go into them, never add harsh chemicals, and have them inspected every few years.
Protecting the environment and the wastewater system
Learn more about the damage flushables can do to the harbour, infrastructure, your home and neighbourhood. By only flushing the 3Ps down your toilet - pee, poo and toilet paper - you can ensure that you are doing your part to:
- Avoid causing floatable waste and debris in Hamilton Harbour
- Help keep the City's wastewater and sewer systems in proper, working order
- Avoid plumbing damage to your home and neighbourhood
Unflusables Damage Hamilton’s Harbour
You can help keep Hamilton Harbour clean by only flushing the 3Ps (pee, poo and toilet paper). To support a clean and beautiful Hamilton Harbour, the City of Hamilton developed the Hamilton Clean Harbour Program. This program consists of a series of infrastructure projects that aim to clean up the harbour, improve water quality, restore natural habitat, create more recreational opportunities, enhance business opportunities and contribute to better public health.
Hamilton is old... and so are some of the pipes
Like many older North American municipalities, Hamilton’s first sewer pipes were built to transport both sanitary waste and stormwater in a single pipe. These are called combined sewers. Most of the time combined sewer contents (rain, melted snow and sewage) make their way to the wastewater treatment plant for full treatment. However, during periods of heavy rainfall, the amount of stormwater that enters the combined sewer can exceed treatment plant capacity and some of the combined stormwater and sewage must be diverted untreated, directly into waterways like Hamilton Harbour in order to prevent flooded basements, neighbourhoods and damage to the wastewater system.
To reduce overflows into the environment, the City built 9 large tanks that hold excess untreated water until capacity at the treatment plant becomes available. While the tanks have resulted in a significant reduction in stormwater and untreated wastewater bypassing the plant and making it to the harbour, extreme rainfall can still cause the tanks to overflow, causing flushed debris to make it to shorelines around Hamilton Harbour.
Unflushables Can Turn Into Harbour 'Floatables'
Poor Flushing Decisions + Combined Sewers + Intense Rain = Harbour Pollution
Unflushable items like tampon applicators travel to Hamilton Harbour, becoming 'floatable' nuisances. This debris can ruin the natural beauty of the harbour, harm habitats and ecosystems and cause unwanted buildup of shoreline pollution.
How You Can Help
When you think about flushing an unflushable item, remember that even though you can't see it after it's flushed, it's not gone. It could reappear where it's not wanted - in our beautiful Hamilton Harbour and the city's natural environment.
Unflushables Damage to Homes & Neighbourhoods
Home Plumbing Damages
Clogs and buildup of materials that have not broken down in your pipes can lead to costly repairs. The repair bill for pipes that have been clogged or damaged by unflushable items can reach into the hundreds to thousands of dollars. That's a lot of money out of your pocket on an easy and preventable fix.
Be a Good Toilet Neighbour
Unflushables can also get caught in the sewage pipes that lead to your neighbours' homes, causing flooding and property damage. Don't risk it. Be a good neighbour and only flush the 3Ps to give you and your neighbours plumbing peace of mind (and dry basements).
Unflushables Damage the Wastewater System
Unflushable items can wreak havoc on the City's wastewater infrastructure. When anything that isn't the 3Ps (pee, poo and toilet paper) is flushed down the toilet, it can create clogs and damage pipes and pumps.
Wastewater System Repairs
Communities around the world have been affected by massive clogs in their wastewater systems that have a BIG impact. These clogs, which can grow to as big as dozens of metres long and wide, are commonly known as "fatbergs" because of their destructive nature and large-scale size. Workers must spend countless hours removing these clogs, and fixing damaged pipes and pumps before the wastewater flow returns to normal. The wastewater treatment quality can also be compromised, affecting the environment.
Workers must make their way through untreated sewage water to reach these difficult-to-access places where clogs may occur. What starts as minor buildup can quickly turn into a clog that completely cuts off water flow access through clogged unflushables that often include hair, fats, oils and grease, and disposable wipes that don't break down.
The Costs of Removing Clogs
Costs for removing unanticipated clogs and fixing damaged infrastructure is inevitably passed on to residents and businesses through wastewater rate increases.
- Date modified: | <urn:uuid:c5518ca8-f351-4237-8917-b53d6e0acfbd> | CC-MAIN-2022-33 | https://www.hamilton.ca/home-property-and-development/water-sewer/flushables-own-your-throne | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.92715 | 2,126 | 2.71875 | 3 |
Language arts teacher Colleen Conrad introduced the concepts of Ethos, Pathos, and Logos in her lesson plan on media influences and how to recognize and manage them. Students demonstrated their mastery of the topic using Google Presentation. Watch below or on the Poudre School district site.
Do you have a video showcasing your best use of technology? To be considered for Tech & Learning’s “Best Tech Practice” video series, please email email@example.com. | <urn:uuid:dacdcc0d-4137-4797-9e4b-6b0c6b9aad6b> | CC-MAIN-2022-33 | https://www.techlearning.com/tl-advisor-blog/4635 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.88904 | 102 | 2.890625 | 3 |
Ryan Moore’s guest column, “Stop animal testing. Do your part with a single scan,” on OrlandoSentinel.com has misleading statements that could convince readers to reject critical research that would save lives and end suffering.
For example, he conflates cosmetic testing with cutting-edge disease research as if they are one and the same. Developing a new kind of toothpaste is not the same as unearthing new cancer therapies. Furthermore, animals currently play a critical and irreplaceable role in helping us understand, treat and hopefully defeat this large family of diseases and countless others.
We are surrounded by the evidence that research in animals generates critical health treatments for humans and animals alike. The tangible proof includes vaccines, new surgical advancements and countless medications. These are all developed through animal studies that reduce suffering and extend lives. Read more.
‹ More News | <urn:uuid:b02cc1a9-288f-4707-81ed-7236024b8a3b> | CC-MAIN-2022-33 | https://www.amprogress.org/amp-news/animal-testing-can-be-critical-to-saving-lives-and-ending-suffering-letters/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.946397 | 180 | 1.9375 | 2 |
Adult anglers are always eager to see their offspring enjoy the thrill of catching that first fish. But while the intentions might be good, parents sometimes go about it the wrong way and alienate a promising lifelong fishing partner.
Here are the top 9 mistakes adults make taking kids fishing and what to avoid:
1. Go Early
Some parents think a child needs to be at least twelve years old to take them fishing. Actually, you can start by taking babies for short walks outside, along the shore or on a dock.
Feeling and sensing the outdoors is step one. By age one, you can show the child minnows darting around dock pilings. Age 2 is fine for a
“Shakespeare” fishing kit. Let the child learn to cast it. You’ll be amazed how fast they master the skill.
2. Don’t Stay Too Long
Kids wear out fast and have shorter attention spans than adults. Make a trip last about an hour per year of age. While a one-year-old has had all they want of fishing after an hour, the six year old might last half a day. For mixed ages, be prepared. Bring snacks and toys to occupy younger children once they become restless.
When the kids are having a great time but you know “time is nearly up” go ahead and say “Let’s Go.” Leave before they ask to…….always leave them wanting more and they’ll soon be begging to go again.
3. Avoid Hard To Catch Species
Break the kids in on easy-to-catch, prolific species like bream. They can be found along almost any shoreline especially around fallen wood and docks.
4. Avoid Using Artificial Lures
Most lures are as good as the action they impart and little children just don’t have the skill to properly work lures. But crickets and earthworms are simple to use and the most productive of all baits.
Plus, you can grow them together with your kids!
5. Don’t Give A Child An Adult’s Rod & Reel
There are so many affordable childrens rod and reel combos on the market.
Zebco makes combos to fit the smallest of children for really only a couple of bucks. As kids grow, they can get a PLUSINNO kit and right on up the line with 101’s, 202’s, 303’s, etc.
Think of fishing equipment as a gift for birthdays or Christmas. You can’t beat a kid’s combo with a tackle box full of tiny hooks, sinkers and bobbers to light up a child’s eyes.
6. Don’t Misinterpret “Success.”
So what if you had a flat on the way to the lake or dropped your tackle box and spilled all the contents – or the dog ate your catfish bait or your toddler fell in the mud puddle?
If you spent the day together and had even one moment of laughter, you had a successful day. Never judge your success by the number or size of fish you caught but by the memories you made that day.
7. Bring a Camera
Take pictures – and plenty of them. Get close ups of a child who’s got the giggles or even the one who’s crying because a duck ate his cookie when he wasn’t looking.
One of my favorite photos of my nephew was taken when he was about 4 years old and had gotten the fishing line tangled, became impatient and started to cry. Rather than waiting for a smile, I took the photo and every time I see it now, I laugh.
8. Don’t be Impatient
Set time aside for the children and devote every minute of it seeing to it that they are having fun. When a child makes a mistake, try to remember when you were in that same learning situation and how it felt.
9. Safety First
Bring life vests that fit snuggly. A loose life jacket will come up over a child’s head. Always keep the vest on when underway in a boat or kayak. Kids can burn fast in the hot summer sun so go early (has your child ever watched the sun come up?) or go late but avoid the heat of the day 11:00 – 4:00.
And consider taking a kids face shield. Safety is first in importance but I purposely listed it last so it would be fresh on your mind when you finish this article.
Taking Kids Fishing: Enjoy!
So, stay safe, have fun and enjoy a summer of fishing with your children! And continue reading about the future of fishing (hint: it’s the kids) 🙂 | <urn:uuid:bd928260-7493-4d69-8669-71b73ec63b90> | CC-MAIN-2022-33 | https://www.fishstainable.com/taking-kids-fishing-9-mistakes/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.947449 | 993 | 1.859375 | 2 |
Fondness for over-regulation may undercut Biden’s infrastructure plans from the start
President-elect Joe Biden has laid out an ambitious transportation and infrastructure agenda. Much of the public focus has been on the large “stimulus” subsidies proposed in Biden’s campaign messaging and the green tint on his proposals. But relatively little has been said on regulatory matters, which may prove critical to the Biden administration’s efforts to implement its agenda, given expected Republican control of the Senate and potential difficulty in passing spending bills. Importantly, if the Biden administration adopts a conventional Democratic pro-regulatory reflex, its transportation and infrastructure policy aspirations are likely to fail in the same manner that the Trump administration’s “Infrastructure Week” became a running joke.
The first place to watch the Biden administration’s moves will be mass transit. Consistently operating in the red even during good times, public concern about coronavirus transmission has devastated mass transit ridership. In 2020, local mass transit systems have posted year-over-year declines of 70 percent in New York, 76 percent in Washington, and 86 percent in San Francisco as of Nov. 1, according to data compiled by the Bureau of Transportation Statistics.
Despite the current uncertainties related to telecommuting and residential land-use patterns, the Biden campaign promised to aggressively subsidize zero-emission mass transit projects in cities with populations of 100,000 or more. But Biden also promised to aggressively use Reagan-era “Buy America” procurement regulations, which grant preference to U.S.-manufactured goods purchased in part with federal funding.
The problem is that many of the electric buses and trains that American transit agencies want are manufactured by overseas firms. Thus, to fulfill his promises on mass transit, Biden would need to issue a record number of Buy America waivers to allow for the federally-subsidized purchase of foreign transit vehicles and equipment, something that may not sit well with some key allies — like those in organized labor.
Similarly, a tension exists between Biden’s promise of a “second great railroad revolution” and regulations designed to benefit organized labor. During the Obama administration, the Federal Railroad Administration proposed a rule that would have imposed crew-size minimums on trains operating on the national rail network. Despite the Obama administration’s admission that the proposed rule was not supported by safety evidence, and its subsequent withdrawal by the Trump administration, the Biden campaign indicated it aims to revive regulations setting minimum train crew sizes.
One problem is that such a rule would prevent future automation-spurred cost efficiencies from being realized in the railroad industry, thereby disadvantaging railroads relative to their primary competitors in over-the-road trucking. More recently, perhaps in recognition of this contradiction, the Biden transition website removed its promise for a “second great railroad revolution” and its plan for a nationwide high-speed passenger rail network. As President-elect Biden’s pick for White House Chief of Staff, Ron Klain, recently told Politico, the Obama administration’s high-speed rail push was a political failure.
Another regulatory example worth following involves automated vehicles. The National Highway Traffic Safety Administration (NHTSA) during both the Obama and Trump administrations adopted a light-touch approach to automated vehicle safety and performance regulation. This had less to do with a desire to limit regulation and more to do with how these regulations are created. Auto safety regulations generally incorporate technical standards and standardized test procedures created by private standards-developing organizations in lieu of writing government-unique standards. Those technical standards and accompanying test procedures are still being developed. And a recent RAND Corporation report found that experts believe automated vehicles may need to achieve a fleet penetration rate of 20 percent to 30 percent before enough data can be analyzed to competently regulate automated driving systems. But some activists reject this growing consensus, instead demanding automated vehicle regulations today — before technical understanding has reached appropriate levels.
As they say, “personnel is policy,” so whomever Biden selects to helm the Department of Transportation and serve within NHTSA will likely determine the level of regulatory competence on issues like automated vehicles and rail. Thus, as the Biden transition team continues to develop its policy agenda and vet potential senior political appointees, it should closely examine its transportation and infrastructure promises in the context of regulatory policy. Failure to do so will likely result in a failure to keep those promises.
Marc Scribner is a senior transportation policy analyst at Reason Foundation, a libertarian think tank that has advised multiple presidential administrations on infrastructure issues. Scribner has testified before Congress at the invitation of both Democrats and Republicans on issues including highway revenue collection, traffic congestion management, and airport financing. | <urn:uuid:d1b2b36b-a2b1-4e2f-acd9-dc2d30541447> | CC-MAIN-2022-33 | https://thehill.com/opinion/white-house/530219-fondness-for-over-regulation-may-undercut-bidens-infrastructure-plans/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.951834 | 964 | 1.523438 | 2 |
The Sacred Fire, by B.Z. Goldberg, , at sacred-texts.com
In the valley of death,
DIONYSOS was the god of wine, women, and song. He revealed to mankind the art of wine-making. He desired people to drink and to make merry. He urged them to love. It was that people might love that Dionysos died and came back to life. For the sadness of his going was only to make fuller the joy of his return. Then, all worry and strain were to be wiped away and life was to be one great goblet of wine in which men were to revel, merrily singing away.
To witness a Dionysian mystery we must set out late in the afternoon, so that we may be first in line when the procession begins at sunset. As it starts, we see a chariot in which the hierophant, the human representative of the great god Dionysos, is seated. He is followed by the Lamparadi or torch bearers, who light the way for the procession. Directly behind them come the wine bearers, men and women carrying upon sticks vessels filled with the rich red liquid and crowned with grape leaves. Wine was the first great gift of Dionysos, and of service it would be when the crowd entered the destined place. Following the wine carriers came girls bearing large baskets of fruits:
grapes, dates, and pomegranates, for Dionysos was the god of generation, the harbinger of spring, and the bearer of fruit for all mankind. Next were the musicians, playing tunes upon flute and cymbal.
Now there was a motley crowd. Old and young they were, men, women, and children. Almost all wore masks representing satyrs, fauns, nymphs and Bacchæ, all sorts of real or phantastic creatures. Everyone was scantily
Click to enlarge
Dionysos on his phallic throne
dressed; parts commonly covered were left bare and parts uncovered by custom were hidden in clothes. Their hair was dishevelled, their eyes dilated with drink. They were pushing and jostling and falling upon each other. Here they sang the phallicæ, love songs of unusual frankness. There they swore and cursed in a fashion incredible to even themselves on any other occasion.
Behind them came the symbols of their songs, the phalos, carried by the phaloptares. Here were objects imitative
of the human organs of generation, in this procession treated derisively rather than reverently. A man might appear with an artificial lingam attached to a belt about his waist. A woman might carry in her hand high over head the effigy of her sex in various attitudes, together with articles suggestive of the union of the sexes in nature.
Here the procession formally closed, but a rabble, collecting from the side streets along the march, followed in an ever more hilarious attitude. This mob continued after the procession until it reached the selected place in the woods. There they mixed with the revelers in confusion and promiscuity. There all were equal; no one knew friend or foe, mother or daughter. Man returned to nature as he was ere society took him in hand.
When the procession reached its destination—a lonely spot in the woods along the bay,—a large chest was opened from which the image of Dionysos, powerfully virile and sexual, was produced. The statue of the god was placed upon a base representing the breasts of women. A hog was sacrificed as a burnt offering and all took to eating and drinking. Wine flowed freely. Men and women cast off their clothes. Nude women ran about provoking men by suggestive gestures and exciting actions. Men caught them in their arms with no thought as to who they might be and forgot that they were not alone. Frenzied women threw themselves into the water with their phosphorescent torches in their hands and considered it a miracle that these were not extinguished. Men ran after them in the water like animals in the rut. And all the time children were caught by males or females and forcibly introduced
into this orgy of drunkenness and love. As day broke, the god was returned to the ark from which he had been produced and the men, intoxicated with wine and dissipation,
Click to enlarge
returned home, half-swooning, with the women and children exhausted and dishonored.
In the Dionysian mystery, man sought to reach the state of ecstasy. It was the only way one could attain communion with his god. For some, the mere state of ecstasy
was sufficient. Having been freed from the chains of man, they no longer needed the god. For others, these mysteries were only the beginning of an even greater experience. Separating themselves from the crowd, they gathered in a room and partook of the sacramental meal. Food in mystic forms was eaten out of the sacred drum and more wine was drunk, but this time out of the cymbal, which was making sacred music to the god. Then an animal was driven into the room and all fell upon it in savage attack. Whether it was lamb, calf, or steer, it was torn to pieces and eaten while its hot, streaming blood was drunk in great passion.
The animal was supposed to incarnate the, god. By tearing it, one was tearing his way into the very being of his divinity, and by eating the mean of the animal and drinking its blood, he was assimilating. the body of the deity with his own flesh and blood.
In the frenzy of religious and sexual passion, even a human might be taken for the god and be torn to pieces, especially when there were captives or slaves about. Hysterical parents might throw their own infants into the affray, they themselves fighting in the general skirmish for a piece of their child's flesh.
When a novice was introduced into this mystery of mysteries of Dionysos, there was a special initiation ceremony. The initiate was crowned with a wreath of golden leaves and led into a pit which was covered with a wooden grating. While he was standing there, a bull, profusely decorated with flowers and gilded leaves, was driven upon it and gashed in. a number of places so that its hot, reeking blood poured forth as from a fountain, besmirching the worshipper below. After the dead animal
was removed, the novice came forth drenched and dripping, covered with the scarlet blood. He was received by his fellows in the greatest reverence as one who had been born again to life eternal and purified in the blood of the bull. For some time thereafter, he was dieted on milk like a new-born baby.
Thus, the worshipper of Dionysos realized, if only symbolically, the greatest dream of mankind, the dream of wiping away the life that was and beginning it anew without the burden of the past. Centuries later, one Ponce de Leon was searching for the fountain of youth. The worshipper of Dionysos had found it long before in the life-blood of the bull.
Click to enlarge
The Marriage of Psyche and Eros | <urn:uuid:0aef66a4-7221-4d4f-afd7-5cf1671ee09e> | CC-MAIN-2022-33 | https://www.sacred-texts.com/sex/tsf/tsf10.htm | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573667.83/warc/CC-MAIN-20220819100644-20220819130644-00072.warc.gz | en | 0.985477 | 1,529 | 2.953125 | 3 |
Miklós Bóna’s text fills the gap between introductory textbooks in discrete mathematics and advanced graduate textbooks in enumerative combinatorics, and is. Introduction to Enumerative and Analytic Combinatorics. Front Cover. Miklos Bona. CRC Press, Sep 18, – Computers – pages. Introduction to Enumerative Combinatorics by Miklos Bona, , available at Book Depository with free delivery worldwide.
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Good introduction to enujerative functionology. There’s a problem loading this menu right now. Kirubakaran marked it as to-read Dec 12, Introduction to Enumerative Combinatorics by Miklos Bona. It includes a well-written description of the fundamentals of combinatorics and several chapters of applications.
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Introduction to Enumerative and Analytic Combinatorics – Miklos Bona – Google Books
A Different Type of Generating Function 3.
Examples really make it a lot more intuitive for someone who has been away from complex analysis for some time. I got it for the section on Analytic Combinatorics, hoping it would cimbinatorics a little gentler supplement to the excellent Flajolet Sedgewick.
Additive Combinatorics Bela Bajnok. Home Contact Us Help Free delivery worldwide.
Kj marked it as to-read Feb 05, One of the best aspects of the book is the conversational tone in which it is written. D in mathematics from the Massachusetts Institute of Technology in AmazonGlobal Ship Orders Internationally.
ComiXology Thousands of Digital Comics. Combinaatorics book first deals with basic counting principles, compositions and partitions, and generating functions. Description Written by one of the leading authors and researchers in the field, this comprehensive modern text offers a strong focus on enumeration, a vitally important area in introductory combinatorics crucial for further study in the field.
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Introduction to Enumerative Combinatorics
Miklos Bona’s text fills the gap between introductory textbooks in discrete mathematics and advanced graduate textbooks in enumerative combinatorics, and is one of the very first intermediate-level books to focus on enumerative combinatorics.
Arash Ashrafzadeh marked it as to-read Jun 09, Withoutabox Submit to Film Festivals. Foreword Preface Acknowledgments I How: If you are a seller for this product, would you like to suggest updates through seller support? Visit our Beautiful Books page and find lovely books for kids, photography lovers and more. Return to Book Page.
Add both to Cart Add both to List. Shiva Prasad Varma marked it as to-read Jun 21, Want to Read Currently Reading Read. | <urn:uuid:3dffe962-a30f-4968-bf79-cf6e6fab5520> | CC-MAIN-2022-33 | https://francebass.com/introduction-to-enumerative-combinatorics-by-miklos-bona-10/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.864841 | 836 | 2.59375 | 3 |
The National Design Committee of the Democratic Socialists of America has a twitter presence and they’re using that presence to make threads about the intersection of art, design, and socialism. Bauhaus! William Morris! The Masses and Liberator Magazine! Banned I.W.W artwork! Oscar Wilde! Sewer socialism! National Design acomitee home page.
It's another Twitter bot! This one "demakes" images, meaning it makes pixelated, low-res versions of images. It works on its own schedule but will also take requests from mutual followers.
@dupdupdraw is a Twitter bot that tries to make up programs to draw things on its own and also draws what you tweet at it. Look at the favorites for a quick Best Of, or read a quick intro or the more thorough README. All programs are valid, and the worst that can happen is you get a random solid color.
@INTERESTING_JPG is a twitter bot that takes news photographs and runs them through a computer-vision caption generating system. [more inside]
Anagramatron searches for anagrammatical pairs of tweets, the cream of which are retweeted and posted to an associated tumblr. Source on github.
A simple web toy for creating absurdly-crude tweetable pixel art. Warning: squinting may be required. [more inside]
My friend Cristin Norine is spending one month living in a gallery, alone, that's in plain sight on a busy street in Portland, Or. She can't leave or have visitors, and is only communicating to others via social media. [more inside] | <urn:uuid:d6e3e4e1-f67e-4e60-8388-cb02d010f9d2> | CC-MAIN-2022-33 | https://projects.metafilter.com/tags/twitter+art | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.903357 | 345 | 1.539063 | 2 |
Relational Model concept
Relational model can represent as a table with columns and rows. Each row is known as a tuple. Each table of the column has a name or attribute.
Domain: It contains a set of atomic values that an attribute can take.
Attribute: It contains the name of a column in a particular table. Each attribute Ai must have a domain, dom(Ai)
Relational instance: In the relational database system, the relational instance is represented by a finite set of tuples. Relation instances do not have duplicate tuples.
Relational schema: A relational schema contains the name of the relation and name of all columns or attributes.
Relational key: In the relational key, each row has one or more attributes. It can identify the row in the relation uniquely.
Example: STUDENT Relation
Properties of Relations | <urn:uuid:1cc76c87-6c7b-428b-84e9-192d2cd97256> | CC-MAIN-2022-33 | https://www.javatpoint.com/dbms-relational-model-concept | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.831932 | 184 | 3.640625 | 4 |
Counter Trafficking School Campaign Among School Children in Dhaka started from December 2003 to August 2004 with the financial assistance of the the Autralian High Commission, Dhaka. The objective of the project were to increase the level of awareness on the issue of trafficking among school children, teachers, parents/guardians and police officers in the areas covered by two police stations namely Ramana and Dhanmondi Thanas of Dhaka Metropolitan.
Consultation Meeting for Counter Trafficking Campaign Among the School Children in Dhaka
A half-day Consultation Meeting for Counter Trafficking Campaign Among the School Children in Dhaka was held on 25 January 2004 at Dhaka. The Consultation Meeting was attended by 46 participants comprising of thana education officer, teachers, guardians, members of school managing committee and police officials. In the Inaugural Session Her Excellency Lorraine Barker, High Commissioner, Australian High Commission was present as the Chief Guest and Mr. Shahidul Haque, Regional Representative of IOM as the Special Guest with Dr. Khaleda Salahuddin, Advisor of CWCS in the Chair. The main objective was for sharing views and opinions relating to trafficking and ways to successfully carry out the school campaigns. In the Consultation Meeting, participants shared their views and opinions about the issue of child trafficking and put forward their recommendations to carry out the campaigns program successfully.
Orientation Session with Police Personnel on Child Trafficking
Two half-day Orientation Session on Child Trafficking for Police Officials was organized by Centre for Women and Children Studies with the financial assistance of the Australian High Commission at Ramna and Dhanmondi Police Station of Dhaka Metropolitan, on 17 and February 2004. The Orientation Sessions was attended by 47 participants comprising of Sub-Inspectors, Assistant-Sub Inspectors and Constables.
The main objectives of these sessions were to aware the police about the various issues related child trafficking such as definition, causes, mechanisms, consequences, and strategies to combat trafficking. Also the counter trafficking messages of the BCC materials were shared. Police orientation would provide the scope to liaison with the police and also to invite them during the school campaigns so that school authorities as well as school children feel free to approach the police whenever need arises.
Counter Trafficking School Campaigns
Centre for Women and Children Studies conducted Counter Trafficking School Campaigns at 20 School of Ramna and Dhanmondi Police stations to aware the school children about the various issues related child trafficking such as definition, causes, mechanisms, consequences, and strategies to combat trafficking. The pictures and messages of the flyer for children were projected onto a large screen and the children were asked to read out the short script so that they could become familiar with the mechanisms of trafficking and what preventive measures can be taken, as well as the relevant section of the national laws and the Article related to trafficking in the International Convention on the Rights of the Child. The flyer depicted a child being taken away by a trafficker whilst in the playground, then showed the positive role played by the police as the children go to report that their friend has been taken. The flyer shows the police official immediately going with the children to rescue the girl and then arrest the trafficker. The children were then asked to make comments on this, ask questions and share any incident of child trafficking that they know of.
Also the counter trafficking messages of the BCC materials were shared and distributed among the school children and teachers. Police Officials from Ramna and Dhanmondi police stations shared their experiences with the students as resource persons. Also T-Shirts were distributed to school children with anti-trafficking messages.
Experience Sharing Seminar on Counter Trafficking Campaign
Centre for Women and Children Studies organized a Experience Sharing Seminar on Counter Trafficking Campaign at BIAM Auditorium on 25 July 2004 with the financial assistance of the Australian High Commission. About 73 participants from different professional groups like teachers, guardians, students, NGOs, donor agencies, government officials and journalists were present the seminar.
Her Excellency Lorraine Barker, High Commissioner, The Australian High Commission was present in the Seminar as the Chief Guest and Rina Sen Gupta, National Program Officer of International Organization for Migration was Special Guest with Prof. Latifa Akanda, Advisor of CWCS in the chair. Prof. Ishrat Shamim, President of CWCS shared the experiences of the Counter Trafficking School Campaign project. | <urn:uuid:c7695016-9dfd-4d25-9872-43be6db28a33> | CC-MAIN-2022-33 | http://cwcsbd.org/whatwedo/advocacy?id=3 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.962789 | 901 | 1.929688 | 2 |
EnergyAustralia is amplifying the push for a clean energy future, with a new campaign that puts EnergyAustralia staff, customers and partners into the spotlight.
The recently launched Doing, Not Just Dreaming campaign showcases how the energy retailer and generator is getting behind a cleaner, more affordable energy future.
EnergyAustralia’s Chief Customer Officer, Mark Brownfield, said that he was proud to see EnergyAustralia people starring in the television commercial, social, digital, and print campaign.
“We made a promise to our customers to accelerate the clean energy transition and it’s our people who are making this happen,” Mr Brownfield said.
“It was important to us that our people showcase our accomplishments.
“The campaign provides an overview of the types of technologies that will underpin the future energy system, including Australia’s first net zero emissions hydrogen and gas capable power plant, and large-scale battery storage projects.
“Our Go Neutral program is also profiled in the brand campaign, which is the largest Climate Active certified offset offering in the Australian energy sector.
“So far, it’s offset over 2.8 million tonnes of carbon dioxide – equivalent to taking over 870,000 cars off the road for an entire year.
“We are delighted to feature our customers and partners, including the iconic Melbourne Cricket Ground, showing it is possible to reduce carbon emissions as well as keep energy costs low.”
The comprehensive campaign was created by Cummins&Partners and features a major television commercial campaign, capturing the push for a clean energy transition with the accompanying music of “Don’t Stop” by Fleetwood Mac.
“‘Don’t Stop’ symbolises our commitment to reach net zero emissions by 2050 and to be out of coal by 2040,” Mr Brownfield said.
“We’ve already announced the early retirement of our brown coal-fired power station, Yallourn, in mid-2028 and we’ve also made commitments to pumped hydro, battery and gas projects that are designed to enable more renewables to enter the system.
“Through our two solar and battery offers, we are helping more customers to take control over their energy with no upfront payment.
“We also continue to support customers – big and small – through reliable and increasingly cleaner supplies of electricity. We’ve been doing just that with Australian households and businesses, including Gelato Messina stores who feature in our new brand campaign.”
Matt Rose, General Manager at Cummins&Partners, expressed confidence that the campaign would show how EnergyAustralia is serious about the clean energy transition.
“Cummins&Partners are excited to continue our six-plus year partnership with the EnergyAustralia team, and work together to create the next evolution of our Light The Way platform,” Mr Rose said.
“From the concept development phase, media implementation and working with the talented crew at Buddy Films and Coco Productions to create the film and photography assets, we’ve embraced the “do-er” spirit to bring this campaign to life.”
For more information on EnergyAustralia’s clean energy actions, click here. | <urn:uuid:b7e64295-022e-4a34-9657-19e089adc01b> | CC-MAIN-2022-33 | https://utilitymagazine.com.au/clean-energy-campaign-debuts/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.941842 | 673 | 1.773438 | 2 |
Ideas for Orientation Group Sessions
Orientation sessions welcome new employees while giving them a chance to become acclimated to the workplace. When hiring multiple people at once, a group orientation session makes effective use of this introductory training. The orientation often includes the fundamental training sessions on company policies and procedures, as well as task-specific training related to the job.
An organized outline for the orientation session makes the most efficient use of time. You can plan exactly what information you want the new employees to learn from the session. You also have a guide that day so you don't miss key pieces of information. A standardized outline ensures all new employees have a similar experience and knowledge gain, no matter when they start with the company. Handle preparation such as booking the conference room, copying materials, preparing presentations and identifying current employees who will help with the orientation.
The new employees are likely to feel nervous and uncertain during the first few days on the job. The orientation gives you a chance to introduce the newest team members to the physical layout of the workplace, their fellow new colleagues and the employees who already work for the company. Include a tour of the building as part of the orientation, especially if the workplace is large. Introduce the new employees to your existing staff during this tour. Another option is to invite key personnel to the orientation session so the new recruits can connect names and faces. Icebreaker activities help the new employees feel more comfortable with one another during the session.
The orientation gives you a chance to explain the organizational structure to new employees. Include an overview of all departments and how they work together. Review the major company policies, such as attendance, time off, discipline, employee relationships, communication and safety. Incorporate training sessions for things such as safety procedures and harassment that all employees are required to take. Review the benefits the employees receive and any restrictions that go with those benefits. The orientation session is also an ideal time to distribute the employee manual.
Create a checklist of all the specific information and training sessions the new employees need to complete during orientation. When the group covers each item on the list, have the employees initial the checklists. Keep the lists in each employee's file as evidence of the information she received. Focus on making the employees feel welcome as they learn more about their new employer. While new employees have a lot to learn, avoid overloading the orientation participants with too much at once.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement. | <urn:uuid:bf2e2e96-87a7-4136-9725-38a41c45372f> | CC-MAIN-2022-33 | https://smallbusiness.chron.com/ideas-orientation-group-sessions-23656.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570921.9/warc/CC-MAIN-20220809094531-20220809124531-00272.warc.gz | en | 0.947303 | 571 | 1.6875 | 2 |
Janet R. Murray
Achieving Educational Standards Using the Big6
(Linworth Publications. 2008.)
Yokosuka Middle School Information Specialist,
Sayonara YMS May, 2008
Travels in Asia
New Book Aligns K-12 Lessons to Achieve ICT Literacy Goals (2016)
Based on the Big6 by the Month webinar series, The Big6 Curriculum: Comprehensive Information and Communication Technology (ICT) Literacy for all Students offers a conceptual underpinning and very practical means for implementing an effective and essential information literacy program. It includes lesson plans, program planning guidelines, and templates to develop your own ICT literacy instructional program. Available from Libraries Unlimited and Amazon (with sample pages). On sale now at the Big6 Store.
My Newest Home:
Big6 by the Month 2010-2015
Big6 by the Month Overview at OASL jointly with WLMA October, 2012
Big6 by the Month at NCCE, March, 2012
Big6 by the Month Overview at WLMA October, 2011
Implement Comprehensive Information Literacy: articles in Library Media Connection and Continuing Education Units available, 2011-2012
Teacher Librarian Summit at NCCE, March, 2011
Big6 Webinar: Use the Big6™ to Achieve Educational Standards (2011).
Guest Editor, "Where in the World? School Libraries Overseas," OASL Interchange, Spring, 2010.
"Achieving Montana Content Standards Using the Big6™" presented at MEA-MFT annual conference, October, 2009.
"Navigating Educational Standards with Technology and the Big6™" presented at NCCE 2009.
"Lead Your Students to Achieve ICT Literacy Standards" presented at OASL/WLMA Joint Conference 2008.
Achieving Educational Standards Using the Big6 Linworth Publications. 2008. Read a review: "highly recommended."
"Targeting ICT Literacy Standards" Oregon Association of School Libraries Interchange, Spring 2008.
"Looking at ICT Literacy Standards Through the Big6™ Lens" Library Media Connection, April/May, 2008.
New ICT Literacy Standards: How does the Big6 apply? Big6 eNewsletter, December, 2007.
"Testing Information Literacy Skills" reflected on the relationship between the Big6 Skills and the new ETS ICT (Information and Communication Technology) Literacy Assessment. Big6 eNewsletter, June, 2005.
Lead Instructor: Skills Approach to Information, Communication, and Technology (ICT) Literacy for University of Washington Extension Office, 2003-2007. "Big6 Skills Online Course," Big6 eNewsletter, December, 2003.
Information Technology for Learning: No School Left Behind with Ferdi Serim; June 2003. Presentations at NECC 2003.
Contemporary Literacy: Essential Skills for the 21st Century, MultiMedia Schools, March/April 2003.
"CyberConnect: Use the Internet with Big6 Skills to Achieve Standards," Tech Trends (AECT), January/February 2003.
"Big6 Skills and State Standards," Big6 eNewsletter, Fall, 2002, followed by a series of articles applying state standards to each of the Big6 stages (2003-2004). Reprinted in The Big6™ Collection: The Best of the Big6 eNewsletter, Volume 2 by Michael B. Eisenberg and Laura I. Robinson, Editors (July 2005).
Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards 1999, re-designed for NECC2002. Incorporation of ISTE NETS standards described in the Big6 eNewsletter, Spring, 2002. Revised and expanded for publication in The Book Report September/October 2002. Presented at ASCD Try-It-On-Monday workshop, Tokyo, September, 2002. Updated to incorporate new NETS standards, August, 2007. Updated to incorporate new AASL standards, November, 2007.
"Digital Detectives," Intel Innovation Odyssey, April, 2002.
"Pioneering Technology in the School Library" presented to a symposium exploring a curriculum for librarians preparing for the introduction of the Internet in Japanese schools, University of Tokyo, January, 2002. Text of the presentation. See also related article in MultiMedia Schools, May/June, 2002. Published in Japanese in School Library in the Age of Internet (Tokyo: Tokyo Denki University Press, 2003).
Professional Development for Teachers: Hot Tips, Many Links (creating web pages) and Designing WebQuests Winter, 2001. Updated Spring, 2007.
Customizing YOUR Cabin in the Woods: Incorporating Technology in Instruction, presented at ASCD Fall Workshop, Tokyo, Japan, September, 2000. Revised for EARCOS (East Asian Resource Council of Overseas Schools) Library Media Conference at the International School of Kuala Lumpur, Malaysia, November, 2000.
Finding the Trees in the Digital Forest: Locating Information on the Internet, presented at ASCD Fall Workshop, Tokyo, Japan, September, 2000. Revised for EARCOS November, 2000.
The ABC's of Web Site Evaluation: presented at EARCOS, November, 2000.
Information TeAchnology: Using the Internet for Student Research presented at the International Conference on Advances in Infrastructure to Support Electronic Business, Science, and Education on the Internet, L'Aquila, Italy, August, 2000. Published in Electronic Business and Education: Recent Advances in the Internet Infrastructure (Kluwer Academic Publishers, August, 2001).
Librarians Evolving Into Cybrarians: New Roles for School Librarians published in March/April, 2000 MultiMedia Schools
"Applying the Big6 Skills and Information Literacy Standards for Student Learning to Internet Research" published in the Big6 eNewsletter, January, 2000. Published in Book Report, November/December, 2000. Presented at Big6 Conference, August, 2001.
"Help Them Get IT: Infusing Technology in Instruction" in November/December, 1998 MultiMedia Schools
Culture Shift: Living in Japan
From School Librarian to Information TeAchnician: presented at Texas Computer Education Association conference, February, 1997.
Comstockery in Cyberspace: Intellectual Freedom on the Infobahn: prepared for Washington Interactive TV, March, 1996.
Searching the 'Net: an OII Oregon project.
Intellectual Freedom: Roadkill on the Information Superhighway?: presented at ALA Annual Conference, June, 1995.
Training is for Dogs: Teachers Teach; Teachers Learn: presented at INET'95
K12Net: Global Education through Telecommunications: presented at INET'92 | <urn:uuid:4fd2dca1-2af4-4965-96e9-31b482b42958> | CC-MAIN-2022-33 | http://janetsinfo.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.839294 | 1,404 | 2.578125 | 3 |
Recently, we began the first step in our digital literacy project composed of Bedouin women from unrecognized villages in the Naqab. This project aims to promote access to rights achievable through digital means by training women to gain the necessary tools, language and skills needed to help fellow community members in their villages. The residents of unrecognized villages often fall between the cracks of governmental bureaucracy, which has now been exacerbated with the Covdi-19 pandemic and the decision of remote learning.
The program provides each participant with a computer, a router and the necessary equipment to improve services given to other community members as well as knowledge on Human and Civil Rights. During the process, participants will be able to aid other residents through a community and joint learning approach.
We hope this project will bridge the Bedouin residents of the Naqab with the digital world, and facilitate means of employment and education for them.
We wish the best of lucks to the participants of this project!
Photo: Rimal Abu al-Q’ian, Umm al-Hiran-20.09.2015 | <urn:uuid:ea79a096-8e98-4807-b76e-0eb51a9ddd97> | CC-MAIN-2022-33 | https://www.dukium.org/digital-literacy-for-bedouin-women/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.948148 | 224 | 2.734375 | 3 |
Document Type : Research Article
Attention to the water and giving respect to it has very long history Iran ,however this phenomenon has reached to its zenith in safavid by building many palaces as weii as gardens. The patterns of these gardens show the Iranian peoples respectful attitudes towards thew. Springs have a special role in gardening in safavid period. The combination of palace and spring is called spring – building. Abbas-Abad spring – building in behshahr is one of the best example for these spaces inIran. This building contains many componet suchas dam-lake-port-etc. The complexity of this garden shows powerful potentials of concentrated on this garden, it,s pattern, and functions. | <urn:uuid:04bd1fec-5ad2-434d-ac69-8adb55c11d41> | CC-MAIN-2022-33 | http://www.bagh-sj.com/article_1390.html?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.945939 | 157 | 2.75 | 3 |
Due to COVID-19 restrictions, a selection of on-campus papers will be made available via distance and online learning for eligible students.
Find out which papers are available and how to apply on our COVID-19 website
An exploration of kaupapa Māori education, second language acquisition, and develops a working knowledge of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki.
|Paper title||He Kākano Noaiho, Ngā Reo|
|Teaching period||Full Year (On campus)|
|Domestic Tuition Fees (NZD)||$887.55|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- Limited to
- Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Parker Ormond, email@example.com
- Teaching staff
Paper Co-ordinator: Parker Ormond
- Paper Structure
- Māori Education Policy – The New Zealand Curriculum, Ka Hikitia, Tātaiako
- The history of te reo Māori in the educational settings
- Revitalisation of te reo Māori
- Kaupapa Māori pedagogy
- Demonstrate effective planning and assessment for teaching inclusive of all learners using Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki: Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1 – 13 (2009) as a guide.
- Develop personal knowledge and capability in te reo Māori up to and including level 2 of Te Aho Arataki Marau
- Identify, collate and explore a range of resources and activities that support the implementation of te reo Māori in the classroom
- Second language acquisition theory/teaching/learning strategies – Second Language Pedagogy
- Explore the benefits and barriers of learning a second language
- Teaching Arrangements
- This paper is only taught on our Southland campus in Invercargill.
- Ka'ai, T. M. (2004). Ki te whai ao: Introduction to Māori culture and society. Auckland, New Zealand: Pearson Education.
- Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.
- Te Tāhuhu o te Mātauranga. (2008). Te Marautanga o Aotearoa. Te Whanganui-a-Tara, Aotearoa: Te Pou Taki Kōrero Whāiti.
- Ministry of Education. (2009) Te Aho Arataki Marau mō te Ako I te Reo Māori - Kura Auraki - Curriculum Guidelines for Teaching and Learning Te Re Māori in English Medium Schools Years 1-13. Wellington, New Zealand: Learning Media.
- Graduate Attributes Emphasised
- Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy,
Information literacy, Research, Self-motivation.
View more information about Otago's graduate attributes.
- Learning Outcomes
Students who successfully complete this paper will
- Demonstrate understanding of policy related to the history and development of te reo me ōna tikanga Māori within mainstream, bilingual and full immersion education settings
- Develop pedagogical content knowledge for supporting additional language learners, with a specific focus on the document Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki: Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1 – 13 (2009)
- Demonstrate an understanding of the theoretical foundation, structure and language of the learning area Ngā Reo /Learning Languages
- Develop a working knowledge of Ngā Reo/Learning Languages through effective planning and assessment for teaching
- Critically evaluate materials that support intercultural communicative language teaching and learning | <urn:uuid:9f152dd2-d61e-4b08-b384-65f7b3b8f0cb> | CC-MAIN-2022-33 | https://www.otago.ac.nz/postgraduate/papers/index.html?papercode=EDCR152 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.799507 | 948 | 2.34375 | 2 |
Big labor unions have destroyed countless American industries, including the Detroit automakers who are now begging Congress for a bailout. But these unions don’t just control factories and assembly lines. Our public education system is a slow-motion car crash, driven the same union special interests that brought the auto companies to the brink of bankruptcy.
This new video from TeachersUnionExposed.com shows how teachers unions protect bad and incompetent teachers, and block school reform efforts.
Compared to other developed countries, the United States has the worst educational quality per dollar spent on schools, ranking 18th in reading and 28th in math. Millions of American children are being shortchanged by dysfunctional schools, but efforts for education reform are invariably stopped by powerful union interests.
These unions fight tooth and nail against any meaningful change to their comfortable status quo – while students and taxpayers pay the price.
After decades of denial, there is a growing realization around the country that teachers unions’ defense of the status quo cannot continue. A new generation of reformers, including Michelle Rhee, the chief of public schools in Washington DC, are fighting those unions and pushing for renewed accountability and an end to the broken tenure system. | <urn:uuid:d71ff564-9815-481e-a564-e80a32be2a4f> | CC-MAIN-2022-33 | https://laborpains.org/2008/12/05/teachers-unions-bankrupting-american-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.9485 | 240 | 2.25 | 2 |
The characteristics of dimensionless unit hydrographs were derived from floods from watersheds smaller than 1000 square kilometers located in Thailand. The dimensionless unit hydrographs were expressed as ratios of q/qq as a function of t/tp. These dimensionless unit hydrographs were compared with similar unit hydrographs derived from floods on Taiwan and with the unit hydrographs derived from a mathematical model developed from the two parameter gamma function developed from the theory of the instantaneous unit hydrograph. It was found that the unit hydrographs derived from the Thai watersheds had much longer base length and much longer time to peak than similar unit hydrographs derived from floods on Taiwan. This increase in length of response time is attributed to a larger component of subsurface runoff believed to be present in the floods from tropical watersheds.
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Research Article| February 01 1971
COMPARISON OF DIMENSIONLESS UNIT HYDROGRAPHS IN THAILAND AND TAIWAN
EDMUND F. SCHULZ;
EDMUND F. SCHULZ, SUBIN PINKAYAN, CHUMPORN KOMSARTRA; COMPARISON OF DIMENSIONLESS UNIT HYDROGRAPHS IN THAILAND AND TAIWAN. Hydrology Research 1 February 1971; 2 (1): 23–46. doi: https://doi.org/10.2166/nh.1971.0002
Download citation file: | <urn:uuid:2951bf6e-c203-43aa-84f5-f8f05b886f0e> | CC-MAIN-2022-33 | https://iwaponline.com/hr/article/2/1/23/1218/COMPARISON-OF-DIMENSIONLESS-UNIT-HYDROGRAPHS-IN | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.934115 | 328 | 2.9375 | 3 |
At its most basic level, Cloud Computing allows users to obtain computing capabilities through the internet, regardless of their physical location. Computing clouds are in essence online huge datacentres containing thousands of servers hosting web applications. Cloud services from infrastructure to complete business processes can be purchased through web interfaces and turned on and off as they are needed.
Most Business and IT senior executives are aware of the benefits that cloud computing can bring – capital light, lower run costs, agility and faster time to market – all enabled by flexible access to applications and processing power on a pay-per-use basis.
Red Flag 1 – The discretionary (Variable) and non-discretionary (Fixed – Keep The Lights On) cost management pressure that business place on IT will increase to become the new normal. In addition use of an IT resource no longer depends on having the capital to own it. The business is able to source, scale and deliver compute capacity unbound of physical location or labour thanks to the cloud.
Red Flag 2 – Business Units are already choosing third party cloud vendors and bypassing the in-house IT function, which they find to be too slow, bureaucratic and difficult to work with. While IT remains cautious, business users have fully embraced Cloud based services. Cloud usage in the enterprise today is widespread and uncontrolled, with security and audit implications.
It is important to revisit the IT Strategy to incorporate the cloud and the new services it will enable. With this in mind what guidance is available to help formulate the strategy? The most common frameworks are ITIL, ISO 38500 and COBIT 5.
ITIL 2011 Edition – Service Strategy
“Strategy Management for IT services (page 136) is intended for managing the strategy of a service provider: it will include a specification of the types of service it will deliver, the customers of those services and the overall business outcomes to be achieved when the service provider executes the strategy.”
“Strategy Management ensures that all stakeholders are represented in deciding the appropriate direction of the organisation and that they all agree on its objectives and the means whereby resources, capabilities and investments are prioritized.”
Figure 4.3 The strategy management process (page 138) illustrates the Assessment, Generation and Execution phases.
Appendix C – Service Strategy and the Cloud (Page 387)
“The basic principle of the cloud is that whatever IT service or utility a customer needs can be provided directly using the internet (or intranet) on a pay-per-use basis. Customers do not see, nor do they care, how the services are created and delivered.”
ISO/IEC 38500 Corporate governance of information technology
“The objective of ISO 38500 is to provide a structure of principles for directors (including owners, board members, directors, partners and senior executives) to use when evaluating, directing and monitoring the use of IT in their organizations.
Directors should govern IT through three main tasks:
1. Evaluate the current and future use of IT.
2. Direct preparation and implementation of plans and policies to ensure that the use of IT meets business objectives.
3. Monitor conformance to policies and performance against the plans”.
COBIT 5 introduces a Governance Domain which has 5 EDM processes as described in my previous post.
In summary the guidance (What) provided by these three frameworks will help design and establish a robust governance framework; however there is limited (How) detail around the specific approach to take for Cloud enabled services.
Formulating a Cloud Computing Strategy
So let’s explore five key decisions that will need to be addressed in order to formulate a cloud computing strategy:
- Do we continue to build out our own computing infrastructure?
IT must determine if the computing infrastructure is expensive and too inflexible because a highly virtualised and well managed infrastructure saves money. Some legacy applications will remain core and do not lend themselves to a cloud strategy (e.g. SWIFT transactions) however applications approaching end of life should migrate to avoid further investment.
- Which parts of the Business do we move to the cloud?
IT should consider the cloud for new applications or business processes as requirements evolve. The cloud can significantly reduce time to market when rolling out new functionality and processes.
- What type of cloud deployment do we use?
- Public Cloud: scalable bandwidth shared with multiple tenants.
- Private Clouds : applications and services deployed through the cloud but within the confines of the organisations on premise data centre or off premise (TelCos building private clouds for customers)
- Hybrid Clouds: Mixing Public and Private Clouds is the preferred solution for the business because it provides the best balance of flexibility and risk management.
- How must our governance framework evolve?
IT must retain control over which services are offered and managed and business units will have a say in getting the technology they need.
- How do we protect sensitive customer information?
New measures will be required to help ensure that while data can be accessed anywhere and anytime, businesses do not breach data protection laws.
Cloud Computing – Not If but When
What are the actions needed to create the cloud enabled business?
IT must partner closely with business customers across the enterprise to understand and meet their needs in a responsive and cost effective way, while also helping to manage and integrate private, hybrid and public cloud based services alongside existing core business applications and technology.
Appoint a Cloud Leadership Team to drive change across the organisation in a co-ordinated effort that is led by Business and IT champions who aggressively push communications. The team should develop a position on how the cloud will impact the business – create new opportunities, new channels to market and new competitive threats – and how the technology can accelerate existing needs. The Cloud Leadership Team will need to specify which changes are going to have the most profound impact and prioritise these initiatives based on business benefit, difficulty of migration and any required investment spend.
IT must develop and implement a roadmap to replatform or replace existing business applications over time and then to build new applications using cloud based platforms.
As IT implements its new cloud strategy the IT function has a great opportunity to transform its role and establish itself as the business’s supplier of choice.
IT will require new skills and capabilities, for example hybrid managers who are close enough to the business to fully understand their issues and how cloud computing can respond to meet their needs quickly and cost-effectively. These hybrid managers will manage all the current and future cloud vendors and integrate cloud services on behalf of the business.
IT will act as the key service interface between the business units and the various suppliers. Ensuring seamless data integration between cloud and non-cloud services is a critical element of IT’s new role.
IT will need to assess and mitigate the risk of “lock-in”. With Infrastructure as a Service (IaaS) cloud makes it easier to migrate relatively smoothly to another provider. But with Software as a Service (SaaS) data is stored on the supllier’s servers making it difficult to disentangle.
As companies start shifting computing tasks to outside providers in the cloud, intermediaries have emerged to help them do it.
Cloud Service Brokerage
“A successful cloud computing strategy often involves customizing services from one or more vendors. One way to do this is through an intermediary service provider: a Cloud Services Brokerage. A CSB can make it easier to consume and maintain cloud services, while reducing the cost and risk encountered when an enterprise tries to address these issues alone.” Gartner
If you want to consume SaaS, access an Information store or other services then the Cloud Service Broker provides a single interface and can also offer managed services, professionbal services or Business Process Outsourcing.
The Cloud Service Broker sits between public cloud services and the customer taking the commodity like cloud services and customising them to be more specific to the customer. CSB also allows the business to extend their control over their applications and data into the cloud.
The Cloud Service Broker adds value when it is aggregating multiple services.
A recent Gartner report outlined three categories of cloud brokers that will enhance cloud services:
Cloud Service Intermediation: An intermediation broker provides value added services on top of existing cloud platforms, such as identity or access management capabilities.
Aggregation: An aggregation broker provides the “glue” to bring together multiple services and ensure the interoperability and security of data between systems.
Cloud Service Arbitrage: A cloud service arbitrage provides flexibility and “opportunistic choices” by offering multiple similar services to select from. | <urn:uuid:723fcd9a-78e4-4445-beea-f5d79766c9dc> | CC-MAIN-2022-33 | https://thisiswhatgoodlookslike.com/tag/accenture/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.923228 | 1,775 | 2.484375 | 2 |
Assisted Hatching (AH) is a state-of-the-art technique that is used both in conventional IVF an ICSI procedures. It involves the artificial disruption of the ZP (zona pellucida) after the egg is fertilized in the laboratory.
AH is performed after IVF and ICSI procedures, right before the embryo transfer. The embryologist creates a small hole in the ZP by means of micromanipulation under a microscope. By doing this, we make it easier for the embryo to hatch out of the zona pellucida and implant to the uterine lining.
According to the ASRM (American Society for Reproductive Medicine), it is used in cases of women with advanced maternal age, poor embryo quality or after the failure of two or more previous IVF cycles. | <urn:uuid:af5b6e19-220f-4d85-8a28-cacad302093c> | CC-MAIN-2022-33 | https://www.invitra.com/en/faqs/what-is-assisted-hatching-in-ivf-with-icsi/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571198.57/warc/CC-MAIN-20220810161541-20220810191541-00272.warc.gz | en | 0.898312 | 170 | 2.625 | 3 |
Large Cell Anaplastic B-Cell Lymphoma, Plasma Cell Myeloma, and Other Causes of Mortality in Golden Monkeys (Cercopithecus mitis kandti) from the Virunga Volcanoes
The golden monkey, an endangered subspecies of the blue guenon (Cercopithecus mitis), is limited to montane bamboo forests of the Virunga volcano chain of Rwanda, Uganda and the Democratic Republic of Congo, sympatric with the endangered mountain gorilla (Gorilla beringei beringei). Golden monkeys are habituated for tourist viewing in the Parc National du Volcans in Rwanda. Population health monitoring by the Mountain Gorilla Veterinary Project, Inc., includes postmortem examinations.
Six golden monkeys have been examined postmortem. One older adult female found moribund in a farmer’s field had multiple enlarged cervical, mediastinal, splenic, pancreatic and sublumbar lymph nodes. There was marked pericardial effusion and pulmonary consolidation. The calvarium had several soft red foci with underlying thickening of the dura. All the above organs, plus liver and pancreas, were infiltrated by a population of large, pleomorphic, neoplastic “round cells.” The diagnosis of multicentric, anaplastic, large B-cell lymphoma was made based on histologic appearance and immunohistochemical staining pattern. The monkey also had marked sparganosis. An adult male had an infected head wound with extension, via cellulitis and phlebitis, to embolic pneumonia and epicarditis and also had plasma cell myeloma characterized by marked, often atypical, plasma cell infiltration of lymph nodes, bone marrow, spleen, heart, salivary glands and adrenal. A third golden monkey was extremely emaciated and had a large subcutaneous and intramuscular abscess and evidence of sepsis. The other three monkeys died from trauma: two from human interactions and one from entanglement in vegetation. | <urn:uuid:145fce85-81a8-48d5-83a8-88b42925035f> | CC-MAIN-2022-33 | https://www.vin.com/AppUtil/Project/DefaultAdv1.aspx?pId=26428&meta=generic&catId=156411&id=9974514&ind=89&objTypeID=17 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.921947 | 429 | 2.828125 | 3 |
Artist Turns Trash Into Animals To Remind Us About Pollution (30 New Pics)
'Big Trash Animals' by Artur Bordalo is a series of artworks that aim to draw attention to one of the world's most pressing problems: Waste production. The overproduction of things like plastics and metals, a general lack of recycling and the ensuing pollution that it causes has a devastating effect on the planet, and we shouldn't just learn to accept it as a necessary evil.
The Portuguese artist has had so much success locally in getting his message across, he's now gone global. Following on from a previous post we now bring you his latest works, ranging from places as diverse as the USA, Estonia and Tahiti. Bordalo scavenges his materials from waste that was dumped in the area and produces stunning animal sculptures, in order to symbolize both the beauty of nature and the waste materials that threaten it.
Scroll down below to check them out for yourself, and let us know what you think in the comments!
Note: this post originally had 75 images. It’s been shortened to the top 30 images based on user votes. | <urn:uuid:0c5b3948-19de-4998-99cd-7412cbb0a822> | CC-MAIN-2022-33 | https://www.boredpanda.com/trash-animal-sculpture-recycled-art-artur-bordalo/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.957282 | 233 | 2.375 | 2 |
A community of practice is a space where people with similar skills gather. These communities often form around professions—you’ll find Communities of Practice in most industries where people benefit from shared knowledge.
But they can also be based around non-professional practices. People interested in arts, sports, hobbies, and charitable work all benefit from dedicated groups to discuss and share knowledge. These communities can be selective about who can join. This is to ensure that everyone in the group adds value to the conversation.
People typically join these groups to learn and share knowledge about their area of interest. They are excellent spaces to network and build relationships with those in your industry. Brands that create a community of practice can assert themselves as authorities in their space and build significant awareness.
Communities of practice are defined by the quality of discussion and the value they bring to members. If you run one of these groups, you should ensure that conversations are geared towards users’ goals.
Consider creating online events that bring extra value to members. You could bring in experts to discuss topics your community is interested in, or organize offline meetings. You may have to be selective about who joins your community to ensure discussions stay on track.
The concept of Community of Practice isn’t a new one—people have always met in groups of some form to learn. And the term Community of Practice has been in use since cognitive anthropologists Jean Lave and Etienne Wenger-Trayner coined it in 1991.
But the internet made it easy for people to join groups on pretty much any topic that interests them. People now use these virtual communities to interact with members from all over the world.
Not all Communities of Practice form online. Many groups have at least some form of offline interaction, whether that’s a formal weekly meeting or unstructured social meetups. These groups may benefit from an online space for people to communicate, but they aren’t defined by it.
Communities of Practice can also form around existing organizations. For example, a tech company could create a group for its developers to work on problems together. Or a school board could create one that teachers use to share ideas.
There are two main reasons people join a Community of Practice: to learn about the topic and to communicate with others who share their interests.
Communities of Practice are useful ways to facilitate learning and the sharing of knowledge. By sharing tips and advice, members of the community benefit from a greater depth of knowledge than if they worked independently.
Here are some ways this could work:
The above forms of knowledge sharing have one huge benefit: the more content the community creates, the better a resource it becomes. Each answer, webinar, or blog post adds to a library of content that members can learn from.
Communities of Practice are excellent spaces to network and build relationships with those who share similar interests. This has obvious benefits in professional communities where a strong network can directly affect career growth. But communication and networking are also essential in non-professional communities, simply because people enjoy interacting with others who share their interests.
A well-run Community of Practice provides many benefits, both to the members and the people who run the community.
Communities of Practice encourage professional development. Newcomers can learn from the entire library of previous discussions and resources. While experts can bounce ideas off other people at a similar stage of learning.
Being active in a Community of Practice can improve a member’s reputation in their industry. All answered questions, discussion contributions, and shared content help build their authority.
Communities of Practice are ready-made networks of people in a shared field. By joining a community, each member gains access to this network. This is especially helpful if the member lacks networking opportunities. For example, if they live in a remote location or if other commitments affect their ability to network.
More extensive networks and increased industry authority can lead to better career opportunities. People who see your expertise through your posts may hire you to do a specific job. And many Communities of Practice actively advertise jobs to community members.
Organizations can also benefit from CoPs. Here is how:
Starting a Community of Practice is an excellent way to build brand awareness among people in your industry. The more value and positive experiences you provide to members, the more people will look positively at your brand.
You also gain deeper insight into the industry you work in. You’ll see the challenges people face and the solutions they are currently using. This can help with everything from product development to marketing.
Internal or employee Communities of Practice are a valuable way for organizations to improve knowledge management. Encouraging members to ask questions and share information ensures employees have access to knowledge from throughout your organization.
A Community of Practice lives or dies by the value it provides members. Unfortunately, not all Communities of Practice are successful. But the ones that are, typically have three things in common.
The best Communities of Practice have a clear area of focus that all members can get behind. The wider the focus, the less likely it is to meet the specific needs of the members at the heart of it.
Imagine you created a community about marketing. This is such a wide discipline that you’ll struggle to help specific members. A recent graduate working on a small business’s social media accounts and a CMO at a Fortune 500 company both work in marketing, but they have vastly different needs.
A better Community of Practice would focus on one of these groups. This way, it will be able to provide specific value to all members.
There are other ways to provide focus beyond narrowing down the subject area. You could create a group for:
Members are the most important part of the community. A thriving membership encourages engagement, adds value and knowledge to your community, and helps attract recruits.
Attracting members isn’t easy, especially at the start. Some of the following techniques may help:
Once your community is thriving, you may attract people organically. But early on, you may have to take a more hands-on approach to recruit a core group of active members. Remember that members will have different levels of participation. Some will contribute every day, while others will mainly consume content.
A community’s members are key to the value it offers. But good community management is necessary to encourage engagement and community activity.
As a community convener, you can start by actively seeding discussions. Consider asking questions, organizing community events (AMAs, webinars, etc.), and providing updates about community activity.
You should also actively moderate the community to keep everyone on track. Start by lining up expectations that people have to agree to once they join. Then create clear guidelines for using the community, for example, the types of content people can share and where to discuss different topics.
All Communities of Practice have three essential characteristics: members, practice, and the community space.
You can’t have a community without members. These are the people that bring value to the community through their knowledge and expertise. When creating your community, everything you do should focus on bringing value to members.
Communities of Practice naturally have a shared domain of interest (or practice) they are built around.
The shared practice should be something that:
The community space is the place where community actions occur. Often this is an online space like a community platform or social media group. For an offline community, it will be a physical space like a meeting room or a cafe.
Communities often use multiple spaces. You could have an online platform for discussions, an email newsletter for community updates, a website to promote the community to the world, and even regular offline meeting space.
A professional Community of Practice is one built around a particular industry or field. Members are typically people who work in this field.
They come from various companies and roles, and all contribute to the space’s overall knowledge.
These communities form in one of two ways:
Professional CoPs are good for: Learning new or emergent best practices, knowledge sharing, networking.
Some companies create internal Communities of Practice that operate within their organizational structure. These are similar to professional Communities of Practice, with the difference being that only people from within a particular organization can join.
These communities are an excellent way to share knowledge throughout a company. All members have access to the entire organization’s knowledge—at least in the area related to the Community of Practice.
The downside is that these communities lack external input. You may be missing out on knowledge from outside sources. And while they are good for networking with other people in the organization, networking opportunities outside this are limited.
Corporate learning CoPs are good for: Knowledge management, team building, problem-solving.
Not all Communities of Practice are professional. Some form around hobbies or other non-professional practices.
These share much in common with other types of communities. For example, they are places where community members can learn and share new knowledge about the central topic.
These groups aren’t communities of interest, which may form around common interests like music genres or sports teams. Instead, they require a central practice that people can develop, like playing a musical instrument, a craft, or an art form.
Non-professional CoPs are good for: Gathering with like-minded people, social learning.
There are many examples of Communities of Practice in pretty much all fields.
They range from global groups with hundreds of thousands of members to niche communities with just a handful of collaborators. And they could be anything from in-person communities to groups on social sites like Linkedin.
Here are some Community of Practice examples that span this range.
Stack overflow is a huge online programming Community of Practice. Members join to ask and answer questions as well as to learn from previously discussed content. The community is so large that it now has many sub-communities dedicated to a specific programming language.
It’s a great example of how a Community of Practice can generate a valuable content library over time. This type of library helps attract new members who want access to the knowledge it contains.
And while new people may initially join the community to learn, they may start sharing their expertise once they become embedded in it. This flywheel effect further builds the community’s library of content.
Mo Pros is a Community of Practice for marketing operations professionals. It aims to help those in the industry learn and share expertise while fostering connections between members. The team behind the community also produces unique content to increase the community’s value.
It’s a great example of a community that targets a specific part of a wider practice. By aiming the community at marketing operations professionals rather than marketers in general, the group has a clear purpose and target audience.
The Klaus Community is a space for customer support professionals. It’s a platform where members can connect and learn from each other about customer support best practices.
The community is run by Klaus, a customer support quality assurance tool. But it’s open to anyone, whether they are a customer or not. Klaus team members are active in the community and are happy to share their expertise.
This is a great example of how a brand can create a community to build its authority in its industry. Every member who joins to learn about customer support indirectly learns about Klaus’s software.
Cultivating Communities of Practice isn’t easy. Here are five steps you can take to ensure you set off in the right direction.
The first step to creating a Community of Practice is identifying a group of people that will benefit from one. This could be an existing informal network that you are part of, or it could be a group that you think would enjoy being part of a new community.
Next, you need to think about the value your community will bring to these people. Having a solid value offering is the only way to ensure people will join your community and then keep coming back.
Your value proposition could be:
When you start out, it helps to be specific. Potential members should have an excellent idea about what they get when they join the community. If the value is strong enough, you’ll end up with a thriving community of practitioners.
|The lack of value is a community killer|
|There are two fundamental value-related problems that communities suffer from.
Create a strong value propositionThe biggest sign that your value proposition isn’t strong enough is when you struggle to get people to sign up for the community in the first place.This can occur when:
How to fix it:There are several fixes you can use to improve the value proposition.
Match the value with members’ expectationsThe second issue is when the value of the community doesn’t match people’s expectations. This could be the case if you have plenty of sign-ups, but people don’t stick around for long.This can occur when:
How to fix it:In this case, the solution will depend on the problem:
Next, you need to provide the platform or space where your community will operate. If you’re starting an online community, you’ll need software that will host your community. This could be anything from a dedicated community platform to a social media group.
If your community is offline, you’ll need to organize a meeting space. The exact space will depend on your needs. It could be anything from a small table in a cafe to renting out a lecture hall.
It can be tempting to assume that your community will run automatically once you have members signed up. But this is unlikely to be the case.
You’ll need to put in significant efforts to engage the community and ensure everyone gets value. Here is an article with 70+ community engagement techniques and a webinar recording that highlights engagement strategy.
Community facilitators can do this by:
You need a way to welcome new members into your group while setting expectations. You can quickly set up a simple two-step process to cover both these bases.
First, create a list of rules, guidelines, or expectations. These should clearly tell new members what is expected of them in the community, as well as highlight the type of content and actions your community produces.
You could highlight this in a pinned post in your community, email it to new members, or even make them agree to the rules before applying to join.
Then set up a simple first task that any new member can perform. This can be as simple as creating a space for introductions and asking each new member to introduce themselves to the group. | <urn:uuid:e08fb80c-bc5e-4fd6-8fad-901f6cb6b270> | CC-MAIN-2022-33 | https://tribe.so/glossary/community-of-practice/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.949376 | 3,004 | 3.015625 | 3 |
So we are trying to complete some of the pastimes of of Srila Prabhupad and we have almost come to the end. But whatever I can think of, I will say tonight.
Once there was an MLA of Panihati was part of the Congress and after him came the CPM government. So Prabhupad went to Panihati and he saw the banyan tree that Nityananda sat under. He said we can construct a temple which will allow people to freely access the tree. But the temple would have a second floor and the devotees could reach there. Next to the Nitai Gaur temple by the banyan tree there was a small temple. So Prabhupad, he talked to the sevite there and then he went to the house of Raghav Pandit and Damayanti. On the way he met a brahmana who was worshipping at the small temple. This was another temple and that brahmana offered Prabhupad a Shaligram shila. So he accepted it and that was the first Shaligram for Iskcon. And then he went to Raghav Pandit and Damayanti’s temple where Lord Nityananda had His pastimes. Srila Prabhupad said if we construct a temple we should take a photo of the existing temple to show this was an ancient place. It turns out that someone else bought the temple. And they put on display Raghav’s jhalli, different preparations which were sent down from Bengal to Lord Caitanya. Some had expiry date of one month, some two months, like that, different dates. Some six months, some one year. These were carried by devotees in bags. The bags became known as jhallis and it was a big part of the procession to Jagannath Puri to see Raghav’s jhallis. So Prabhupad said we went there on two occasions. Prabhupad said from Calcutta to Mayapur we should have a boat service and we can stop at Panihati and giving them a flat rice, yogurt fruit snack. So this was Prabhupad’s concept.
Prabhupad wrote me a letter. He said that I may be working too hard and that I should stay in Mayapur and have the devotees carry out different services. He asked me to take care of the devotees. At that time, they were all my god brothers and sisters and he also asked me to unify his god brothers and to serve them.
We were going around Calcutta. Prabhupad said that Calcutta should have at least 10 temples in the future. So he had the vision of spreading Krishna consciousness throughout the metropolis. His parental home was in north Calcutta. But as was the custom, his mother went and stayed at the place of her relatives and it is kind of special that he took birth under a jackfruit tree, because he met Om Vishnupad Bhakti Siddhanta Saraswati Thakur under a jackfruit tree! I do not know if you know what a jackfruit tree is like? The wood is yellow in color and the centre of the tree is very hard. But the edges of the tree are subject to decay. I made a desk for Srila Prabhupad out of jackfruit wood. I was a simple boy so I thought it was very nice. But later I saw other devotees had carved opulent furniture for Srila Prabhupad as in teak wood, etc. Opposite his desk he had a carving of Radha and Krishna and he could not tell where Radha began and Krishna ended. They were unified.
In one room he had Bhakti Rakshak Sridhar maharaj come and sit next to him. He invited him to visit the temples around the world. He offered him the position to be president of Iskcon. And after they talked, Bhakti Rakshak Sridhar maharaj led the kirtan. I remember because he started out the kirtan very slow, Nitai Gaur Haribol Haribol Haribol Haribol. And then the whole room exploded in kirtan. Prabhupad was encouraging everyone. Unfortunately, Bhakti Rakshak Sridhar maharaj did not go overseas. He took a train to Jagannath Puri. Prabhupad knew he had to take train to Howrah, then take a change to Odisha. He said it easier to get on a plane and fly directly to New York or London! But none of his god brothers went with him. But he went to Navadvip and visited the temple of Bhakti Rakshak Sridhar maharaj. He was sitting in a room and one of the older brahmacharis came up and said, you don’t have tilak. He looked at the brahmachari and said, I am a Paramahamsa, I don’t need it! The brahmachari scurried away! Then Prabhupad put on his tilak.
So when Prabhupad was a grihastha he had a special room where the Gaudiya sanyasis would visit, they could enter there and stay there. So he had so much respect for Bhakti Rakshak Sridhar maharaj, so it was very frustrating that his god brother did not go with him to the western countries.
This reminds me of two things. One is that Prabhupad asked me to see that the
Temple of Vedic Planetarium was constructed. Sometimes he would take a group of devotees by the side and he would say I am depending on you to build the temple. Then he would bring another group and tell them, I am depending on you to build the temple. Ha! He made everybody fully responsible. So he told me also. Ha!
He wanted a nice temple for Radha Govinda. He also wanted that the Kolkata Ratha Yatra be the largest in the world. The first year we made two rathas, the second year there were three. So the year we had three rathas, the Balaram ratha broke down and the Balaram ratha in Puri also broke down! So we were told that when Balaram’s ratha breaks down there is going to be a major war. That was the Iraqi war, the Desert Storm.
I was just learning how to do things. So I went to Deshapriya Park in Kolkata and there they had a steel swinging door. So I stood on one side with a basket of puris and I thought, I will distribute these. But the enthusiasm in Kolkata is something unexpected. They jumped over the fence pushing me down and took all the puris. Ha!
Prabhupad said to Trivikrama maharaj that he should learn Bengali and that people would worship him. I was there and I love Bengali, I learnt Bengali and we have a good relationship! I think we have about 16 thousand disciples in Bengal.
At first Prabhupad gave some money to start the temple in Bangladesh, Nepal and Pakistan. He told one of the preachers, you should have the courage of an English soldier and the heart of an Indian mother. So I was going to Nepal on several occasions. I met the king and his wife, the queen. But I did not meet the president – that was a recent thing. Now there is no more king and there is a president.
So Prabhupad was concerned that we have a temple, we made a temple in Haridaspur. Prabhupad was very happy. In Haridaspur everything was named after Haridas, Haridas High School, Haridas Elementary School, Haridas village. And Haridas Thakur stayed there for one day. He chanted his rounds once and since then the whole village is known as Haridaspur. So Prabhupad said that in Hyderabad we want to make our own Krishna conscious village. And in Mayapur we want to make a Krishna conscious city and in Haridaspur we want to take an existing village and make it Krishna conscious. I remember Prabhupad said we can also build a temple in the lake across from 3C Albert Road. He said you can convince the government. Use flattery or anything. Ha! Code words! Ha!
Now we have like 150 namahattas, I may have the number wrong, it may be more.
In Calcutta we were doing kirtan. Prabhupad heard we were begging for money. He said, we do not beg for money. They will have a bad idea of us if we do that. Rather we want to give out the prasadam to them. So we would do kirtan and some crazy people would chant with us. I mean really crazy people. They would undress on the road, they were crazy. We went on kirtan from Grand Hotel to Babu Ghat.
Prabhupad wanted a 24 hour kirtan. At first in the temple we would have a group that would always chant. So in the temple they would have chanting or dancing, some transcendental sounds. But then one child who was the beloved of all the devotees, he was declared sick. But his mother stayed in the temple and chanted. So they asked her, won’t you go to the hospital? She said what can I do, I will chant before the Lord. He can do anything. So the surgeon went inside the operating theatre. And came out with an x-ray. What is this? What is this? I am going to London – they had a group in London. Here it shows a tumor, but I open him up, no tumor! So since then our 24 hours kirtan started at the Bhajan Kutir.
We only had a budget of Rs. 35. So I said I can grow with that 35 rupees. I remember His Holiness Tamal Krishna maharaj said, what can he do, he is a westerner, he does not know. But I bought magazines from Delhi, Indian Agriculture or something. This was made by the government. So they gave ideas of how to grow different types of crops. So I did that and we became self-sufficient. Once the devotees grew radish. There were all kinds of preparations with radish, radish green, radish fruit, the devotees said, please no more radish. Ha! Every day radish, radish, radish! You are self-sufficient, you grew what you grew and you ate what you grew. Bhindi, tomatoes. And I got some award for growing award winning rice!
Prabhupad at that time he said that I will leave my body either in Mayapur or Vrindavan. If I leave in Mayapur, my Samadhi should be in Mayapur. If I leave in Vrndavan then my Samadhi should be in Vrndavan. But I should have a Pushpa Samadhi in either places.
Now the place of Prabhupad’s birth is surrounded by squanderers but in 1978 people from Bangladesh came and took shelter in India, around that time. So we got some of the land, some is still pending. Some letters were shown tome by Sankarshan das. So that is one of the projects on Prabhupad’s birthplace.
There are a couple of more stories but I don’t remember now.
I remember that one Home minister met and touched Srila Prabhupad’s lotus feet. So Brahmananda was about to hit him. Prabhupad said it is a local custom. He did not need to hit the Home minister. So then the Home Minister said I think these devotees were previously born in India and Prabhupad said, yes. So then Prabhupad told him that I was born in India. I was being humble, I said, how can it be? I am so fallen. Prabhupad raised his voice and said, DO NOT DOUBT THE WORDS OF THE SPIRITUAL MASTER, I WAS SAYING THIS, DO NOT DOUBT IT.
He had dysentery one time and his god sister made luchis or puris and put a little salt on it and he had hot fried puris. So that seemed like quite opposite for dysentery. But Prabhupad said, no, this is the cure.
So we were learning every day.
One of Prabhupad’s secretaries lost part of the manuscript of the Bhagavad Gita. So he was feeling very bad. So Prabhupad preached to him that he should not feel bad when the spiritual master is present. If he is not present you may feel anxious, but if he is present you should be happy, and so it is my order, be happy!
Haribol! Srila Prabhupad ki jai!
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Yazidi communal leaders are reacting with anger to the death of a senior figure in the outlawed Kurdistan Workers Party (PKK). He was killed in a Turkish airstrike on Aug. 15, near the town of Kocho in the Yazidi-dominated Sinjar area of Iraq.
Zaki Shingali died when Turkish jets struck the convoy that was carrying him back from a memorial to commemorate one of the most horrendous massacres carried out by the Islamic State (IS) against the beleaguered Yazidis in Kocho on Aug. 15, 2014.
Nadia Murad, a Yazidi activist from Kocho who was held captive by IS and has become the public face of the thousands of Yazidi women who were sexually abused by the jihadis, took to Twitter to air her dismay. “Today is the anniversary of the massacre committed against my village of Kocho. Today Turkey carried out several airstrikes in different locations in Sinjar. Sinjar continues to be a war zone.” Murad asked, “How can Yazidis recover from this genocide or go back home?”
Aug. 15 also marked the 34th anniversary of the launching of the PKK’s armed campaign — initially for Kurdish independence and later autonomy — inside Turkey. The Turkish Armed Forces said it had carried out the operation that “neutralized” Shingali jointly with Turkey’s national spy outfit, the National Intelligence Organization (MIT). The pro-government Turkish media hailed the news. “The PKK’s head has been snapped off,” crowed Star in its front-page headline.
The MIT suffered a terrible humiliation last year when the PKK abducted two of its top officials in Iraqi Kurdistan in a sting operation near the town of Dukhan. The pair are being held along with several Turkish soldiers who have been captured since a two-and-a-half-year cease-fire between Turkey and the PKK collapsed in the summer of 2015.
Shingali, a senior PKK operative whose real name was Ismail Ozden, was born in Turkey, which is home to a shrinking population of Yazidis. When IS raped and slaughtered its way across Sinjar and local Iraqi Kurdish peshmerga forces failed to come to their defense, the PKK veteran is credited with helping to rescue thousands of Yazidis stranded on Mount Sinjar and shepherding them via Syria back to the safe side of the mountain. The PKK’s armed wing, the People's Defense Forces, had maintained a modest presence there while training a local Yazidi militia known as the Sinjar Resistance Units (YBS) to fend for itself. In March, the PKK announced it was withdrawing from Sinjar amid Turkish threats to attack. But Turkey was unswayed because it sees little difference between the PKK and its Yazidi allies. Sinjar is a vital bridgehead between the PKK’s headquarters in the Qandil Mountains and Syria, where its Syrian arm controls a large swath of territory protected by coalition air power.
A spokesman for the US-led coalition said today, “We are aware that Turkish aircraft carried out strikes in the Sinjar area.” The spokesman added in comments carried by The Defense Post, “Turkey alerted the Coalition of their intentions to strike in the Sinjar area, but did not give any further targeting information."
The Kurdistan Communities Union, an umbrella organization for the PKK and its multiple affiliates, confirmed Shingali’s death today. It called Turkey’s actions a “continuation of the Yazidi genocide” and demanded that Iraq close Sinjar’s airspace to Turkish aircraft.
Coming a day after Iraqi Prime Minister Haider al-Abadi met with Turkish President Recep Tayyip Erdogan in Ankara, some speculate the attack took place with Abadi’s blessing. That would be an interesting twist. Baghdad has supported the YBS by paying militants’ salaries to counterbalance not only Iraqi Kurdish influence but also that of Turkish special forces deployed in the region.
Iraqi Kurdish influence over Sinjar has sharply diminished since Iraqi forces pushed back the peshmerga from the so-called disputed territories, including Sinjar, in the wake of the Sept. 25 referendum on Kurdish independence. With the Iraqi Kurds out of the picture, Baghdad may well feel less dependent on the YBS. At a joint news conference with Abadi on Aug. 14, Erdogan signaled a new entente, saying, “We have agreed on full cooperation in the fight against terror. We do not differentiate between terror groups.”
Abadi is believed to be courting Ankara’s support to retain his seat as long-winded talks to set up a new Iraqi government grind on. Turkey is mentoring an Iraqi Sunni alliance led by former Ninevah Governor Athil al-Nujaifi and is believed to also be in contact with Sunni Iraqi business mogul Khamis Khanjar, another influential power broker. Ankara’s top regional ally, Qatar, backs him.
The attack on Sinjar is not a first. Turkish jets struck Mount Sinjar in April 2017, but to little effect. Several peshmerga fighters were wounded and killed. Iraq’s Foreign Ministry had denounced that operation as a violation of the country’s sovereignty. This time, it's radio silence from Baghdad. | <urn:uuid:78e7822e-c081-45d6-9c32-ef6b59d725e0> | CC-MAIN-2022-33 | https://www.al-monitor.com/originals/2018/08/turkey-airstrike-kills-pkk-leader-sinjar.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.966667 | 1,091 | 1.671875 | 2 |
Each of us has our own biology, mind and unique history of experiences. It only makes sense that people may see things differently and form different conclusions about the Lebanon we want. Is it worth losing friends over different opinion or beliefs about what is right for our country?
Here’s what I’ve come to learn after sharing a post showing support (as many others do) to the Lebanese president Michel Aoun, where on the other hand, hundreds of thousands of protesters are raging against a corrupt ruling elite who had been duping the Lebanese people for decades.
Many people are full of resentments and anger. Anger just manifested itself in the worst way possible. They spread such negative comments in the most demeaning, condescending, and hateful language directed on me! It pains me to see and realize the low and degenerated level that some people have that show nothing but insecure ways of expression and low self esteem and hatefulness.
I Tried my best to have a good attitude in this tough situation. I couldn’t control their reactions but i managed to control mine.
Among all negative emotions, hate is probably the most infamous one. It is often seen as a purely destructive emotion that we would be better without. Although it does often do more bad than good, hate may in some cases be functional in making us avoid or banish certain people.
“All Good or All Bad”
“All Good or All Bad” is a distortion that is affecting the Lebanese people today. this distortion involves “splitting” the qualities of a person, a politician or a group of people to the extremes instead of recognizing the mixture of strengths and weaknesses that all people possess. People who “split” in this way also need to selectively filter information in order to maintain their illusion. This positive or negative distorts reality so that if their favorite politician or leader does something wrong, then it is minimized or dismissed as unimportant but the other politician’s faults are magnified and promoted.
The mistaken impression that our opinion or belief is superior to other people’s opinions or beliefs is the root of most of the conflict between the Lebanese people. It also leads to hostility between people and devaluing of other’s ideas that can harm or even end relationships.
we need to minimize these distortions and show a willingness to listen to views other than our own. In speaking with each other during these stressful times, we would ideally remain respectful and reasonable with each other. It may also help to recognize that people we disagree with and their supporters are not “demons” but simply view things differently and may actually have something important to offer.
Is it worth loosing friends?
We can make progress in melding differing opinions to create ideas that are more representative of our entire population instead of being polarized with a “winner takes all” mentality. If we are able to do this, we are in a better position to protect our relationships. Hopefully, a more civil tone and agreeable climate can develop so we can move forward without all of the emotional drama that’s being displayed these days.
Some people will not be open to exploring these differences. If that is the case, I decided to walk away from these people and still cherish relationships with people who will see the value in my friendship with them.…no matter how different their opinions or beliefs are.
The actual way to fight resentment and anger is not with more anger and hatred. It is with compassion and understanding. You cannot achieve peace by yelling. You achieve peace by choosing to be peaceful. | <urn:uuid:c0986e34-616b-4468-a59a-a6aa1869d987> | CC-MAIN-2022-33 | https://choosecompassion.net/brain-tune/is-it-worth-losing-friends-over-different-opinions-about-what-is-right-for-lebanon/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.966245 | 737 | 1.921875 | 2 |
Judged by whole body dynamics, walking and running in humans clearly differ. When walking, potential and kinetic energy fluctuate out-of-phase and energy is partially recovered in a pendulum-like fashion. In contrast, running involves in-phase fluctuations of the mechanical energy components of the body centre of mass, allowing elastic energy recovery. We show that, when constantly accelerating across the transition speed, humans make the switch from walking to running abruptly in one single step. In this step, active mechanical energy input triples the normal step-by-step energy increment needed to power the imposed constant acceleration. This extra energy is needed to launch the body into the flight phase of the first running step and to bring the trunk into its more inclined orientation during running. Locomotor cycles immediately proceed with the typical in-phase fluctuations of kinetic and potential energy. As a result, the pendular energy transfer drops in one step from 43% to 5%. Kinematically, the transition step is achieved by landing with the knee and hip significantly more flexed compared to the previous walking steps. Flexion in these joints continues during the first half of stance, thus bringing the centre of mass to its deepest position halfway through stance phase to allow for the necessary extension to initiate the running gait. From this point of view, the altered landing conditions seem to constitute the actual transition.
When walking faster and faster, humans will spontaneously start running. Generally, both gaits are distinguished from each other on the basis of the difference in dynamics of the body's centre of mass(Alexander, 2003; Cavagna et al., 1977; Farley and Ferris, 1998; Mochon and McMahon, 1980; Srinivasan and Ruina, 2006; Willems et al., 1995). Walking is characterized by out-of-phase oscillations of kinetic and gravitational potential energy of the body centre of mass (COM), whereas in running these mechanical energy components fluctuate in-phase, often referred to in the literature as the inverted pendulum and spring-mass paradigms, respectively(Blickhan, 1989; Blickhan and Full, 1987; Cavagna et al., 1977; McMahon and Cheng, 1990; Mochon and McMahon, 1980) (see also Farley and Ferris, 1998). Recently, Geyer and co-workers developed a spring-mass model for walking,which showed that limb compliance plays a functional role not only in bouncing gaits but also in the vaulting walk(Geyer, 2005; Geyer et al., 2006).
Next to this dynamic discrimination, a more operational definition based on spatio-temporal characteristics is often used to discern walking from running in human gait analysis: duty factors (DF; the fraction of the stride time a particular limb is in stance) >0.5 are referred to as walking; DF <0.5 characterize running gaits (see Aerts et al., 2000; Ahn et al.,2004; Alexander,1989; Alexander,2004; Bramble and Lieberman,2004; Donelan and Kram,1997; Donelan and Kram,2000; Farley and Ferris,1998; Gatesy,1999; Grieve and Gear,1966; Minetti,1998; Minetti and Alexander,1997; Nilsson and Thorstensson, 1987; Rubenson et al., 2004; Segers et al.,2006; Van Coppenolle and Aerts, 2004; Verstappen and Aerts, 2000; Zatsiorsky et al., 1994). When this spatio-temporal definition is applied to the natural gaits of humans, the distinction between walking and running is very clear and strict (but see below). A double stance phase (DF>0.5; walking)is either present or not, and the transition between both modes of locomotion when defined on the spatio-temporal basis evidently occurs within one step(Segers et al., 2006).
From animals it is known that transition speeds defined on the basis of the above criteria might differ. Some birds, crabs, primates and elephant, for instance, show dynamic running, while still walking spatio-temporally(DF>0.5) (e.g. Alexander and Jayes,1978; Blickhan and Full,1987; Gatesy,1999; Gatesy and Biewener,1991; Hutchinson et al.,2003; Kimura,1996; Muir et al.,1996; Schmitt,1999; Schmitt,2003). This is known as `grounded running'(Rubenson et al., 2004) or Groucho running (McMahon et al.,1987). In humans, it is still an open question whether gait discrimination according to both definitions concur or not.
Moreover, to date (and despite the common use of COM-dynamics to discern walking from running), nothing is known about precisely how the behaviour of the COM changes at transition. Do the COM-dynamics gradually shift from the walking to the running state? In other words: does the characteristic vaulting pattern of the COM (inverted pendulum) flatten step by step when approaching the transition speed, to pass smoothly into the (spring-like) sagging of the stance limb when running? Or, does a transition in a more mathematical sense exist, being characterized by a sudden and clear discontinuity in mechanical behaviour?
Although many studies discuss aspects of the transition between walking and running in humans, most are based on the analyses of locomotion at steady speeds (Daniels and Newell,2003; Getchell and Whitall,2004; Hreljac,1993a; Hreljac,1993b; Hreljac,1995a; Hreljac,1995b; Hreljac et al.,2001; Mercier et al.,1994; Minetti et al.,1994; Neptune and Sasaki,2005; Nilsson et al.,1985; Nilsson and Thorstensson, 1989; Prilutsky and Gregor, 2001; Raynor et al., 2002; Sasaki and Neptune,2006). There are only a few reports of what happens when actually accelerating across the transition between walking and running (Diederich and Warren, 1995; Diederich and Warren, 1998; Li, 2000; Li and Hamill, 2002; Segers et al., 2006; Thorstensson and Roberthson,1987). Yet, knowledge gained from such conditions allows one to obtain insights into the manner in which COM-dynamics change through transition. In this way, the interplay between neuromuscular control and the physical characteristics of the human locomotor system(Farley and Ferris, 1998), as well as the level of self-organization in motor control(Aerts et al., 2000; Diedrich and Warren, 1995),can be addressed.
In order to fill this lacuna, the aim of the present paper was to provide answers to the following questions. How do COM-dynamics change during human locomotion when actually accelerating across the transition speed? What are the dynamical and kinematical aspects behind the observed behaviour of the COM at transition? What is the relationship between the spatio-temporal and dynamical definitions of walking and running in humans?
Materials and methods
Subjects and set-up
To assess transition during constant acceleration we chose to study overground rather than treadmill locomotion, in order to exclude any potential artefacts. Nine female subjects participated in the present study. The influence of anthropometry was minimized by selecting test persons within a limited height and mass range (1.69±0.03 m; 64.89±4.52 kg)(Getchell and Whitall, 2004; Hreljac, 1995a). They were instructed to follow a constantly accelerating running light (0.15 m s–2) along a 50 m long running track. The accuracy with which they did this was visually judged by three experienced researchers. After 35 m along the track, 3D kinematics were recorded over a sufficiently long period(±7 m) to cover 6–7 successive steps (240 Hz using eight infrared cameras (Pro Reflex, Qualisys AB, Gothenburg, Sweden) and Qualisys software). Trials were selected for further analysis when the acceleration was scored as constant by the three observers and when the transition occurred within the period captured by the camera system. Steps (from one heel contact to the next) were labelled in the following way: step 0 = transition step, the first step without double support phase; step –n = nth step before step 0; step +n = nth step after step 0.
Anatomical reflective markers were placed according to McClay and Manal(McClay and Manal, 1999) on the greater trochanter, the medial and lateral femoral condyles, the medial and lateral malleolus, the medial and lateral part of the calcaneus, the head of the first and fifth metatarsals, the anterior superior iliac spine, the top of the acromion, the medial and lateral epicondyle of the humerus and the styloid processes of radius and ulna. The tracking markers consisted of rigid plates secured to the thigh and the shank, and markers on the calcaneus, on top of the foot arch, on the os sacrum and on the 7th cervical vertebra. Three markers were also used to track the movements of the upper and lower arm. Following calibration (recording while standing), subjects were familiarized with the test protocol. Raw displacement data were filtered using a Butterworth low-pass filter at 18 Hz.
COM position and validation
An 11-segment model (forearms, upper arms, head+trunk, thighs, shanks,feet) was used to calculate the position of the COM (Visual 3D v3.19.0,C-motion, Gaithersburg, MD, USA) for the 6–7 steps captured by the camera system. To validate these calculations, a 2 m force plate (AMTI,Watertown, MA, USA) was built into the running track in order to obtain ground reaction forces (GRF) of one (occasionally two) of the video-captured steps. Thus, GRF were randomly obtained within the range of step –3 (i.e. last three walking steps before transition) to step +3 (i.e. first three running steps after transition), depending upon where precisely transition occurred in the 3D-period covered. For 20 steps, COM displacements were calculated from the force recordings [double numerical integration of accelerations deduced from the forces (cf. Eames et al.,1999)] and compared with the associated COM displacements as obtained from the kinematic recordings (example in Fig. 1). Average measures of intra-class correlation coefficients were calculated and resulted in values varying between 0.920 and 0.987 (P<0.01). This, together with the fact that COM displacements obtained using both methods fluctuate about the same mean (P=0.408), indicated that kinematic measures were highly reliable, supporting the use of the methods in the present study to obtain the instantaneous horizontal and vertical position of the COM for seven successive over-ground accelerating steps, including the transition between walking and running. First and second derivatives of these positions against time yielded velocities (horizontal: vx, vertical: vz) and accelerations (horizontal: ax,vertical: az), respectively, that were filtered using a Butterworth Low Pass filter at 18 Hz.
Energy and power
Gravitational potential energy[Epot=Mbghi; where Mb=mass of the subject, g=gravitational constant (9.81 m s–2), hi=instantaneous COM-height], and kinetic energy due to horizontal and vertical velocity(Ekin=Mbvx2/2 and Mbvz2/2, respectively)fluctuations of the COM were determined. Results were normalized over subjects and trials (cf. Fig. 1) by expressing Epot as a fraction of Mbg hr (with hr the height of the COM in resting position) and Ekin as a fraction of Mbvx2/2 (where vtrans is the trial-specific horizontal speed at which transition occurred). Instantaneous power profiles for the COM were calculated[Px=Mbaxvx; Pz=Mb(g+az)vz; Pext=Px+Pz]. To estimate pendular energy transfer [Rstep (cf. Cavagna et al., 2002)], the positive work done on the COM in the horizontal(+Wx) and vertical(+Wz) directions and the positive external work in the sagittal plane (+Wext) were calculated by integrating the positive phases of the associated power profiles(Px, Pz, Pext,respectively) during single stance. The fraction of mechanical energy exchange is given by:(+Wx++Wz–+Wext)/(+Wx++Wz),yielding in essence the calculation method used in Heglund et al.(Heglund et al., 1982).
Regressions and statistical comparisons
The kinetic energy regressions against time were calculated for walking and running steps separately. As kinetic energy is a function of the velocity squared, an accelerated movement yields a non-linear relationship between Ekin and time, by definition. However, because of the limited velocity range considered, exponential and linear regressions are virtually identical (very similar R2-values). Therefore,linear regressions were used for simplicity: their slopes represent the average power necessary to accelerate over the involved velocity ranges under consideration.
A repeated-measures ANOVA with post-hoc Bonferroni tests was used to examine differences in Rstep and kinematic variables between the seven successive steps and in slopes and intercepts between walking, transition and running. Values are reported as means ±s.d.
Based on the kinematics of the body centre of mass (COM), the forward speed at the heel contact initiating step 0=2.17 m s–1(±0.02 m s–1; see also Table 1). This is presently considered the walk-to-run transition (WRT) speed. Measured over the time intervals coinciding with step –3 to step –1, as well as step +1 to step +3, the acceleration of the COM=0.15 m s–2(±0.02 m s–2 and 0.03 m s–2,respectively). This is identical to the imposed acceleration of the running light (see Materials and methods). Over the course of step 0, however, the measured velocity increase of the COM corresponds to an acceleration of 0.23 m s–2 (±0.03 m s–2). This is reflected in a tripling of the net work and mean step power required for step 0, when compared to that required for the preceding walking, respectively succeeding running, steps (see below). Table 1 presents the step durations and velocities at initial contact for all examined steps (–3 to +3).
|Step .||-3 .||-2 .||-1 .||0 .||+1 .||+2 .||+3 .|
|Velocity (m s-1)||1.95±0.15||2.03±0.14||2.10±0.16||2.17±0.19||2.31±0.19||2.38±0.22||2.45±0.21|
|Step duration (s)||0.48±0.02||0.48±0.02||0.46±0.02||0.47±0.05||0.41±0.03||0.41±0.04||0.40±0.04|
|Step .||-3 .||-2 .||-1 .||0 .||+1 .||+2 .||+3 .|
|Velocity (m s-1)||1.95±0.15||2.03±0.14||2.10±0.16||2.17±0.19||2.31±0.19||2.38±0.22||2.45±0.21|
|Step duration (s)||0.48±0.02||0.48±0.02||0.46±0.02||0.47±0.05||0.41±0.03||0.41±0.04||0.40±0.04|
Values are means ± s.d. (N=9).
Kinetic and potential energy fluctuations
Fig. 2A shows that fluctuations in kinetic and gravitational potential energy of the COM abruptly change from an out-of-phase (red arrows) to an in-phase (blue arrows) pattern. As a result, the pendular energy transfer drops in one step from 43% to 5%(Fig. 2A). Potential energy(Fig. 2A) naturally fluctuates about Mbg hr (relative=1,purple horizontal line in Fig. 2A), but amplitudes double when subjects start running. This is because at step 0 the COM keeps lowering when leaving the vaulting pattern of the previous walking step (step –1; Fig. 2A).
Fig. 2B presents linear regression of total kinetic energy against time for both walking (step–3 to step –1) and running (step +1 to step +3), separately. Slopes equal 22.37±4.86 W and 23.53±9.45 W and are a measure for the average power input needed to accelerate in the speed range covered during the last three walking steps and the first three running, respectively. As test persons followed a constantly accelerating running light, these slopes are not statistically different (P=0.398). The intercepts, however,do differ significantly (P<0.01), representing a definite energy jump during step 0 (double-headed red arrow in Fig. 2B).
This means that at transition (step 0), active mechanical energy input(=33.86±8.70 J) triples the step-by-step energy increment needed to power the constant acceleration of progression at the transition speed(=9.66±1.09 J: the energy solely required to follow the accelerating running light during step 0). Apart from the latter component for overall acceleration, being approximately one third of the energy jump, another third(=9.99±1.99 J) of the energy input at step 0 is required to increase the average vertical kinetic energy from the walking to the running level (red double-headed arrow in Fig. 2C). The work for this extra kinetic energy is delivered during the second half of stance of step 0 to accelerate the COM upwards in order to initiate the first small flight phase (Fig. 2C). The remaining third of the kinetic energy jump in step 0 relates to a short-lasting increase in forward velocity of the COM, coming on top of the expected step-by-step velocity increase as a result of the overall acceleration. This is because the HAT-segment (head-arms-trunk) rotates further forward during stance of step 0 compared to the preceding walking steps (step –3 to step –1)(Fig. 3A; i.e. increased range of motion). This results in a significantly larger forward displacement (hence forward velocity) of the COM during that step(Δv=0.06±0.03 m s–1, resulting in an increase of 11.74±4.00 J). In the subsequent running steps (step +1 to step +3) the angular range of motion of the HAT decreases again, becoming similar in magnitude to that observed in walking, but oscillations now occur about a more inclined position. Due to the latter, the forward velocity increase observed in step 0 (to bring the trunk in the running configuration)was not observed in the running steps. So the slopes of the regressions in kinetic energy due to horizontal velocity of walking and running steps did not differ (Fig. 2B).
Kinematical realization of the transition step
Fig. 3A illustrates how the switch from walking to running is realized kinematically. In step 0, the foot placement occurs more in front of the hip, with significantly more plantar,hip and knee flexion (P<0.05) compared to the landing configurations in the previous walking steps (step –3 to step –1). This altered landing condition is only prepared late in the preceding swing phase (last 15% of swing phase duration, Fig. 3B). During the subsequent stance, hip knee and ankle first go further in deeper flexion, lowering the COM (instead of the typical upwards vaulting motion observed in the previous walking steps). This allows for more powerful leg extension during the second part of stance, sufficient to propel the body in its first flight phase. As a result, the change in dynamics (from out-of-phase to in-phase fluctuations)and the transition according to the kinematical definition [duty factor<0.5 (Alexander, 1989; Farley and Ferris, 1998; Segers et al., 2006)] occur in the same step.
Power of the COM
Instantaneous COM power profiles presented in Fig. 4 confirm the above conclusions. For running steps, negative COM power early in stance represents energy extracted from the system, either dissipated as heat or temporarily stored as elastic energy in tendinous structures. In the latter case, this energy can be recovered during the second part of stance when energy is added to the system again (positive COM power). For step 0, however, negative COM power levels during the first part of stance remains very small, both in fore–aft (Fig. 4A) and vertical (Fig. 4B)directions.
In the present study, we provide for the first time evidence that the transition between walking and running emerges as an abrupt change in the dynamics of the system. Furthermore, this transition is initiated just prior to foot placement of step 0. At this stage, it is unclear whether this ultimate adaptation of the swing phase is controlled or whether it reflects the intrinsic dynamics of the system. Similarly it remains an open question whether the deeper limb flexion in the first half of stance of step 0 is actively controlled or is just the result of the altered mechanical conditions at landing of step 0. Regardless, it seems plausible that the deeper flexion and associated extensor lengthening trigger a simple reflex loop, which initiates the increased extensor activity that generates the observed energy jump. The latter aspects need further research as it is impossible to speculate about the existence and the exact timing of this preparation without recording muscle activity.
During step 0 negative COM power levels remain small. Consequently, the subsequent positive COM power peak must be delivered to a large extent by concentric muscle activity. Assuming 100% elastic storage and recovery of the negative COM power, 68±14% of the observed energy jump at transition(23.02 J) must still be generated in this way. Given the observed kinematics(Fig. 3A,B), this is probably at the expense of the large extensor muscle groups of the knee and ankle of the stance limb.
Obviously the sudden shift in average position of the trunk resulting in the short-lasting forward velocity increase of the COM (see above) also requires work to be delivered to a large extent by muscles. Simple modelling of the forward rotation of the HAT during stance of step 0 as a result of the moment induced by gravity only (in practice: double integration of the angular equation of motion with gravity as the sole input) results in a rotation of 1.33°, which is merely a fraction of the observed displacement of 8.53±0.94°. Therefore, active input from the muscles flexing the hip is also required for the forward movement of the trunk during step 0. Clearly, the muscles are capable of delivering the necessary power, as in other tasks the requirements are much higher, for example in countermovement jumping (Vanrenterghem et al.,2004).
How do these findings compare to quasi-static approaches in which steady state locomotion at different speeds is examined? The trajectory of the COM was found to be dramatically different between walking and running at the transition speed (Lee and Farley,1998). At midstance the COM reaches its highest point during walking and its lowest point during running. In the present study these findings were confirmed, as the COM had already reached it lowest point at mid-stance during the transition step 0. Moreover, at heel contact of step 0 even the stance-limb touchdown angle was adapted, which is indicated by more flexion of knee and hip. According to Lee and Farley this is one of the essential differences leading to the different dynamics of walking and running(Lee and Farley, 1998). Comparison with other studies is difficult as the COM has not been closely examined.
Recently, a published abstract (Lipfert et al., 2006) reported on subjects walking on a treadmill at a constant speed near the transition speed. Test persons performed the WRT on an acoustic signal, but without changing the overall locomotor speed (i.e. the belt speed). These authors found a difference in leg compliance (more knee flexion) and steeper angle of attack of the lower leg during step 0. Despite the differences in the experimental protocols (constant velocity, conditional transition versus constant acceleration, spontaneous transition),these findings are in agreement with our conclusions.
As mentioned in the Introduction, very few papers deal with aspects of transition during actual acceleration. The WRT-speed in the present study is comparable (2.17 m s–1) to these studies examining acceleration across transition speed on a treadmill (Diederich and Warren,1995; Diederich and Warren, 1998; Li,2000; Li and Hamill,2002; Segers et al.,2006; Thorstenson and Robertson, 1987). In contrast to recent findings concerning ground reaction forces(Li and Hamill, 2002) and spatiotemporal factors (Segers et al.,2006), WRT is only initiated shortly before landing of the transition step WRT and is completed during the course of the transition step. Furthermore, the methodology of the treadmill is a factor that should not be neglected. To explore the latter, further research in the transition phenomenon should examine kinematics and the behaviour of the COM in an accelerated protocol on a treadmill to explore differences and similarities with the results of the present research.
List of abbreviations
- +Wx, +Wz, +Wext
positive work done on the COM in horizontal, vertical direction,sagittal plane
- ax, az
horizontal, vertical accelerations
centre of mass
gravitational potential energy
ground reaction force
height of the COM in resting position
mass of subject
- Px, Pz, Pext
instantaneous power profiles for the COM in horizontal, vertical direction, sagittal plane
pendular energy transfer
trial-specific horizontal speed at which transition occurred
- vx, vz
horizontal, vertical velocities
This research was supported by BOF-RUG B/03796/01-IV1. The authors acknowledge P. Van Cleven and D. Spiessens for data collection and technical support, Prof. M. Lake (John Morse University, Liverpool, UK) for his professional and language advice and Karlien Abrams and Kevin Coens for their help in data processing. | <urn:uuid:9411e678-56c5-4c9c-9935-8b2582728d6d> | CC-MAIN-2022-33 | https://journals.biologists.com/jeb/article/210/4/578/17226/Dynamics-of-the-body-centre-of-mass-during-actual | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.910027 | 5,894 | 2.9375 | 3 |
Will Punxsutawney Phil see his shadow? By February, some of us are ready to know just how much more of winter is in store. Groundhog Day is February 2nd, and while students often hear about the event, do they understand the science behind the groundhog and his shadow? To give them a better understanding of shadows, NEED has a great activity for students to learn more about shadows found within our Energy Works curriculum. In Light Module 1 of the student guide, students learn how shadows are formed and the effect that the distance from the light source makes on a shadow.
There may not be any truth to Punxsutawney Phil’s shadow-based predictions, but students learning about light and shadows will combine content to a fun holiday activity.
To modify this activity for Groundhog’s Day, have students tape ears and a tail onto the spool. Also try mimicking a cloudy day and demonstrate what happens when there is no light source. | <urn:uuid:be56549b-04ac-4309-8c56-7321e76dc7f3> | CC-MAIN-2022-33 | https://www.need.org/127-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.956949 | 200 | 3.671875 | 4 |
Rescuers on Tuesday labored to locate 13 miners missing nearly a day after a methane gas explosion in a Siberian coal mine that killed at least 97 others. It was Russia's deadliest mining disaster in a decade.
Some 200 workers were in the Ulyanovskaya mine in the coal-rich region known as the Kuzbass at the time of the blast, which occurred early Monday at a depth of around 270 meters (885 feet), emergency and regional officials said.
Sergei Cheremnov, a spokesman for the regional government in Kemerovo where the mine is located, told The Associated Press that 97 miners were confirmed dead and that the search was continuing for 13 who remained missing; 93 had been rescued earlier.
Cheremnov said that company officials and safety experts, along with a British citizen and his interpreter, were in the mine examining a British-made hazard monitoring system just before the blast occurred. The British man and the interpreter were later confirmed dead. Cheremnov said it was unclear exactly what he was doing in the mine.
The massive mine in the city of Novokuznetsk, about 3,000 kilometers (1,850 miles) east of Moscow, is operated by Yuzhkuzbassugol, an affiliate of Russian coal and steel company Evraz Group SA, which acquired a 50 percent stake in the company in 2005.
No one answered repeated calls to the company. However, company spokesman Eduard Sivtsov earlier told Russian television channel NTV that rescuers were checking a large section of the mine for survivors.
"Their work is complicated by a great number of obstructions," he said.
President Vladimir Putin ordered Emergency Situations Minister Sergei Shoigu to travel to the area, and the industrial regulatory agency Rostekhnadzor had sent investigators.
The incident was the latest to highlighted the precarious and hazardous state of Russia's mining industry, which fell into disrepair when government subsidies dried up after the Soviet collapse.
At least 30 workers died in Russian mining accidents last year, including 25 who perished in a fire at a Siberian gold mine. In 2004, a blast at a mine on the outskirts of Novokuznetsk killed 47 workers - the deadliest in the region since 1997, when a methane explosion at a mine in the city killed 67.
In recent years, conglomerates like Evraz SA have bought up coal mines and similar enterprises and consolidated operations, selling raw and semi-processed material to steel smelters, electricity producers and other major industry. But some government officials in the past have accused private companies of cutting corners on safety measures in order to cut costs.
According to the Evraz Web site, Yuzhkuzbassugol was Russia's leading producer of coking coal, comprising 24 enterprises, including nine coal mines, two enriching plants and other operations supplying coking coal to steel and byproduct plants. Yuzhkuzbassugol's total production in 2005 was 13 million metric tons (14 million U.S. tons) of coking coal and 4 million metric tons (4.4 million U.S. tons) of steam coal.
Alexander Sergiev, chairman of the Independent Coal Miners' Union, said the Ulyanovskaya mine operated with new equipment, but he said that human and natural factors always created the potential for accidents. He said miners may have encountered a pocket of methane while working and he called for new safety regulations to help minimize the chance of such incidents, the AP said.
"It's necessary, in my view, to pass legislation forbidding underground coal mining without the required (ventilation) from the surface for methane," he said in comments to Ekho Moskvy radio.
Sergiev also blamed the blast on quota systems that encourage miners to work faster and harvest more coal, potentially leading to careless and fatal errors.
Kemerovo Regional Governor Aman Tuleyev was quoted by ITAR-Tass as saying that families of the dead would each receive at least 700,000 rubles (US$25,000; EUR 19,000) as compensation. | <urn:uuid:18bc5007-7516-43e7-8dbe-285034b31954> | CC-MAIN-2022-33 | https://english.pravda.ru/news/world/88439-mine/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.970871 | 850 | 1.914063 | 2 |
Electric arc furnace (EAF) dust with high chloride content increases the threat of dioxin emissions and the high chloride content reduces the value of recycled zinc oxide produced by EAF dust recycling plants. This study conducts a number of laboratory experiments to determine the technical feasibility of a new dechlorination method. These methods consist of a series of roasting processes and water washing processes. In the roasting process, EAF dust was heated in a tube furnace to evaluate the parameters of atmospheric conditions, roasting temperature, and roasting time. Results indicate that sulfation roasting is more efficient in reducing chloride content than other roasting processes. The water washing process can totally remove water-soluble chloride at a solid to liquid ratio of 1:10. However, the remaining water-insoluble substance is difficult to dechlorinate. For example, lead chloride forms a hydroxyl-halide (PbOHCl) and lead chloride carbonate (Pb2CO3Cl2) agglutinative matrix that is hard to wash away.
All Science Journal Classification (ASJC) codes
- Environmental Engineering
- Environmental Chemistry
- Waste Management and Disposal
- Health, Toxicology and Mutagenesis | <urn:uuid:1a630c15-ae41-4c1c-b3be-4a952fd1899e> | CC-MAIN-2022-33 | https://researchoutput.ncku.edu.tw/en/publications/removal-of-chloride-from-electric-arc-furnace-dust | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.858756 | 255 | 2.90625 | 3 |
2018 International Mental Health Research Symposium Presentations
This past October, our International Mental Health Research Symposium took place in New York City. The event featured presentations by The Brain & Behavior Research Foundation’s 2018 Outstanding Achievement Prizewinners, two promising Young Investigator Grantees, and special presentations by Dr. Altha Stewart, President of the American Psychiatric Association and Judge Steven Leifman, the 2018 BBRF Pardes Humanitarian Prizewinner .
BBRF President and CEO, Dr. Jeffrey Borenstein noted:
"These exceptional scientists are dedicated to advancing the science that is changing what it means to live with a mental illness and open possibilities for more people to live full, productive, and joyful lives. Their individual projects reflect the unprecedented depth and breadth of brain and behavior research.”
We invite you to view the following presentations from this year's Symposium:
Ending the Criminalization of Mental Illness
Keynote Speaker: Judge Steven Leifman
Using Mental Health Research to Achieve Health EquityEnding the Criminalization of Mental Illness
Featured Speaker: Altha Stewart, M.D.
Repercussions of Abnormal Dopamine on Brain and Behavior in Schizophrenia
Anissa Abi-Dargham, M.D.
Bridging Brain, Mind, and Experience to Understand Psychosis
Guillermo Horga, M.D., Ph.D.
Schizophrenia and the Brain's Folded Genome
Schahram Akbarian, M.D., Ph.D.
Evaluating Schizophrenia Risk Genes in Human Neurons
Kristen Brennand, Ph.D.
Heart Matters: Bipolar Disorder as a Vascular Disease
Benjamin I. Goldstein, M.D., Ph.D., F.R.C.P.C.
Advancing Translational Research and Clinical Care in Bipolar Disorder
Lakshmi N. Yatham, M.B.B.S., F.R.C.P.C., M.R.C.Psych(UK), MBA (Exec)
Imaging the Developing Brain in Autism
Joseph Piven, M.D.
Imagining a Better World for Children with Autism
Ami Klin, Ph.D.
Acetycholine Receptors and Higher Brain Functions
Jean Pierre Changeux, Ph.D.
The Computational CEO of the Brain
Xiao-Jing Wang, Ph.D.
Virtual Reality Exposure Therapy for Socially Anxious Youth
Michelle Pelcovitz, Ph.D.
Emerging Wearable Biomarker Sensors for Mental Health Monitoring
Sam Emaminejad, Ph.D. | <urn:uuid:09afb920-b374-463b-885e-37a57d56583c> | CC-MAIN-2022-33 | https://www.bbrfoundation.org/blog/2018-international-mental-health-research-symposium-presentations | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.801186 | 574 | 1.984375 | 2 |
Eaton Environmental Monitoring Probe UPS Connectivity Device FAQs1. How do I connect the Environmental Monitoring Probe to the ConnectUPS Web/SNMP card?
Connect the supplied CAT5 network cable, from the EMP's RJ45 connector labeled "010101" to the COM port on the ConnectUPS Web/SNMP Card.
2. How do I connect the external contact closure inputs to the
Environmental Monitoring Probe?
There are four screw terminals on the face of the EMP. Connect external contact closure device number one to terminals one and two of the EMP. Connect external contact closure device number two to terminals three and four of the EMP.
3. What types of contacts can be monitored by the contact
closure inputs on the EMP?
Any open/close contact closure device can be monitored via the EMP. This might include such items as site security devices, high water detection devices or system status indicators.
4. How do I configure the temperature and humidity limits on the EMP?
The EMP can be configured through the ConnectUPS Web/SNMP card via a serial terminal emulation program such as Hyperterminal, through Telnet or through a Web Browser. If using a Web browser; launch the Web Browser, type in the ConnectUPS-Web/SNMP Card address; select the Configuration tab, then the EMP Settings tab. Enter password to become a superuser and change settings to your preference. Refer to the ConnectUPS Web/SNMP Card manual for further configuration details.
5. What is the part number and list price of the EMP?
6. How does the EMP alert me when the temperature and/or humidity exceed pre-defined limits?
The EMP will generate an alarm signal to the ConnectUPS-Web/SNMP card, which will generate an SNMP trap and notify you of the alarm via e-mail.
7. How does the EMP shut down client computers when temperature
and/or humidity readings exceed pre-defined limits?
In the Web card configuration, you chose whether or not you wish to shut down registered NetWatch clients when temp/humidity alarm limits are exceeded. If you choose to shut down the clients, the Web card sends a command to all NetWatch clients to proceed with a graceful shutdown of the O/S.
8. What operating systems does NetWatch support?
Please check http://www.powerquality.eaton.com/Products-services/Power-Management/software/Netwatch-v5.asp for latest NetWatch compatibility list.
9. What items ship in the EMP package?
- EMP unit
- User's Guide
- Double sided Velcro tape for easy EMP mounting
- 1 x screw for secure wall mounting
- 1m CAT5-cable
10. Is there a demo of the
EMP that I can view?
View and test drive a live ConnectUPS Web/SNMP Adapter with an EMP
11. What are the different mounting options provided for the EMP?
- The EMP can be mounted in several different ways:
- Wall mounting with provided screw
- Rack mounting with a bolt
- Attach to any surface with provided Velcro-tape
- Power Management
- Visual Power Manager (VPM)
- Visual Capacity Optimization Manager (VCOM)
- Intelligent Power Manager (IPM)
- Intelligent Power Protector (IPP)
- PC, Workstation & Home AV UPS
- Eaton 3S (350-750 VA)
- Eaton 5S (550 - 1500VA)
- Network, Server & Storage
- Eaton 5 Series
- Eaton 5SC (500 - 1500VA)
- Eaton 5P (750-3000 VA)
- Eaton 5P Rack (550-3000 VA)
- Eaton 5PX (1000-3000 VA)
- Eaton 9130 (700-3000 VA)
- Eaton 9SX (700-6000 VA)
- Eaton 9PXM (4-20 kVA)
- Eaton 9PX (700VA-11 kVA)
- Eaton 9155 (8-15 kVA)
- Eaton RACKPACKIT (6 kVA)
- Data Center & Facility UPS
- BladeUPS (5-60 kW)
- Eaton 9355 (10 - 30 kVA)
- Eaton Emergency Lighting UPSs - (8-200 kVA)
- Eaton 93E (20 - 60 kVA)
- Eaton 93PM (10-400 kW)
- Eaton 9390 (20-160 kVA)
- Eaton 9390IT (40 kVA)
- Power Xpert 9395 (200-1200 kVA)
- Industrial & Marine UPS
- Eaton FERRUPS (500 VA-18 kVA)
- Eaton FERRUPS RM 60Hz (1.4-7.0 kVA)
- Eaton 9155 Marine (8-30 kVA)
- Eaton 9355 Marine (8-40 kVA)
- Eaton 9PHD Marine (30-200 kVA)
- Power Xpert 9395 Marine (225-1100 kVA)
- Power Distribution
- Rack-mounted Power Distribution
- Floor-based Power Distribution
- Surge Suppression
- UPS Services
- Remote Monitoring
- Encls, Racks, Cages & Airflow Mgmt
- Airflow Management & Cooling Solutions
- Racks, Enclosures & Cages
- RS Enclosure
- Power Conditioning
- DC Power
- Technical & Office Furniture
- Command Consoles
- Office Furniture
- Lab Furniture
- Legacy Products | <urn:uuid:c7c9a74b-0520-4e29-81a7-a6078f5fecdd> | CC-MAIN-2022-33 | http://powerquality.eaton.com/EMEA/Products-services/Power-Management/Connectivity/EMP-FAQs.asp?id=&key=&Quest_user_id=&leadg_Q_QRequired=&site=&menu=&cx=3&x=7&y=9 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.769858 | 1,204 | 1.671875 | 2 |
Three Decades of Northern Cree Music
Audio Files located on Soundcloud
Essential Song: Three Decades of Northern Cree Music, a study of subarctic Cree hunting songs, is the first detailed ethnomusicology of the northern Cree of Quebec and Manitoba. The result of more than two decades spent in the North learning from the Cree, Lynn Whidden’s account discusses the tradition of the hunting songs, their meanings and origins, and their importance to the hunt. She also examines women’s songs, and traces the impact of social change—including the introduction of hymns, Gospel tunes, and country music—on the song traditions of these communities.
The book also explores the introduction of powwow song into the subarctic and the Crees struggle to maintain their Aboriginal heritage—to find a kind of song that, like the hunting songs, can serve as a spiritual guide and force.
Including profiles of the hunters and their songs and accompanied (online) by original audio tracks of more than fifty Cree hunting songs, Essential Song makes an important contribution to ethnomusicology, social history, and Aboriginal studies.
- Short-listed, Margaret McWilliams Medal, Manitoba Historical Society 2007
- Winner, ForeWord Magazine Book of the Year Award, Bronze Prize, Music Category 2007 | <urn:uuid:8fd28746-a22a-4e6a-afb6-5d0bb0efddba> | CC-MAIN-2022-33 | https://www.wlupress.wlu.ca/Books/E/Essential-Song2 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.925342 | 272 | 2.359375 | 2 |
We women know: Our eyes are our most alluring feature. What we may not know is that our eyes are more at risk for disease and even blindness. Women account for two-thirds of the people with visual impairment and blindness even though they represent only 53 percent of the population, according to Prevent Blindness America, which has designated April as Women’s Eye Health and Safety Month.
While women face many eye-health risks, the following have the highest prevalence:
- Cataracts—61 percent
- Glaucoma—61 percent
- Age-related macular degeneration—65 percent
There are many factors and differences between men and women that put women at greater risk for eye disease. Some are intrinsically more common to women while others are due to predisposition to disease and lifestyle choices.
- Longevity. Plain and simple, we live longer than men. And the older we get the more things start breaking down, putting us at risk for any number of age-related maladies.
- Autoimmune diseases. More women than men have autoimmune diseases, which often start during childbearing years, according to www.womenshealth.gov. These include multiple sclerosis, lupus, rheumatoid arthritis and Sjogren’s syndrome.
- Multiple sclerosis can affect the optic nerve, causing blurred vision, double vision or loss of contract or vivid colors. Lupus can cause blood vessel changes in the retina as well as inflammation of the whites of the eyes. People with rheumatoid arthritis are also at risk for Sjogren’s syndrome, which attacks tear-producing glands, causing eyes to become dry. This can lead to infection and scarring of the conjunctiva and cornea.
- Diabetes. About half of the 24 million Americans with diabetes are women, according to www.womenshealth.gov. Diabetes can cause changes in the blood vessels of the retina as well as an increased risk for cataracts and glaucoma.
- Hormones. Pregnancy, menopause and hormone replacement therapy can all affect a woman’s eye health. Pregnancy can bring on dry-eye syndrome, blurred vision, high blood pressure and worsen diabetic retinopathy. Menopause and the hormone replacement therapy used to treat the symptoms can both cause dry eyes.
- Smoking. Smoking can increase the risk for developing age-related macular degeneration and cataracts.
- Lifestyle. Obesity, an unhealthy diet and lack of exercise can all affect a woman’s overall health, including eye health. More than 60 percent of American women are overweight, and a little more than a third of those are considered obese, according to the National Health and Nutrition Examination Survey.
Tips for Better Eye Health
You can’t change your DNA or stop the aging process but there are steps you can take to minimize your risk for eye disease, says Dr. Linen J. Pok, an optometrist with Christiana Care Health System.
- If you smoke, quit.
- See your eye care professional every one to two years—every year if you wear contact lenses. Regular eye exams can spot small problems before they become larger ones. “People think that if they can see they don’t need an eye exam,” says Pok. “Fifty percent is do you see well, the other 50 percent is your eye health, the structures of your eye.” A thorough eye exam can also detect problems like high blood pressure, cholesterol and diabetes.
- Eat a healthy diet and exercise regularly. Exercise reduces the risk of high blood pressure, diabetes and obesity. A diet rich in the phytonutrients lutein and zeaxanthin, can help maintain eye health. “Our bodies don’t synthesize (these nutrients),”says Pok. “We need to get them from out diet.”
- Take care with contact lenses. Pok recommends using reputable brands of contact lens solutions and to manually clean the lenses after removing them. Additionally, change the case at least once every three months. It’s also advisable to limit wearing time to 15 hours maximum or whatever is recommended by your eye care professional.
- Ditto for eye makeup. Pok recommends using high-quality brands and to invest in a good eye makeup remover. “Soap and water just won’t cut it,” she says. Failure to adequately remove eye makeup can clog the eye’s tear-producing glands.
- Wear sunglasses and avoid tanning salons. All women should wear sunglasses with 100 percent UV protection whenever they’re outdoors—and the younger they start, the better. “They need to make it a habit, 365 days a year, rain or shine, UV rays are still coming through,” says Pok. Additionally, studies show that tanning beds can produce UV levels up to 100 times what you would get from the sun, This can cause serious damage to the internal and external structures of both the eye and the eyelid, says Pok. | <urn:uuid:003530ff-c5da-4de1-8eb7-2c10359a8dba> | CC-MAIN-2022-33 | https://delawaretoday.com/life-style/health/beyond-the-scope-womens-eye-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.934129 | 1,056 | 3.15625 | 3 |
Interior Design Architectures – What Is Involved?
Design Interior Design is an art and science of improving the interiors of a specific building, room, or other area to achieve a more aesthetically pleasing and healthy environment for those using the space. An interior designer is a person who designs, plans, coordinates, and oversees these improvement projects. In the past, it was much harder for an interior designer to gain employment, but that has changed in the last few years as more companies seek to promote and advertise their own brands through interior designers. With all of this hard work, what does one do to keep themselves motivated?
The best way to become a successful interior designer, especially if you have not done so previously, is to gain experience in one of the many different design fields. Interior architecture falls into this category; there are a number of schools that offer a wide variety of courses that will prepare you for this position. Architecture is not only used for buildings, but also for public spaces such as parks and zoos. There are also a number of schools that specialize in landscape architecture. This includes designing parks and trails, or designing gardens and landscapes around homes and businesses.
Some of the most popular courses that lead to successful careers as interior designers are Planning, R&D, and Construction Management. Planning, while not actually part of the architecture field, deals with the larger scale projects. R&D deals with the smaller details of each project, and Construction Management deals with all aspects of the construction process. If you are interested in learning more about each of these fields and which one best fits your talents and skills, a great idea would be to find an interior design services firm that can give you the opportunity to develop these skills and become a successful interior architect.
If you plan on becoming an interior designer, there are a number of different career paths to choose from. One path that many people take is the Design Planning & Projection Specialist. This entails having a Master’s Degree in Interior Design, which is sometimes abbreviated as MMORPG. A few companies require their employees to have a specific amount of experience working with the public as well as the required training in interior architecture, project management, and interior design principles and practices.
Another option is to become an Architectural Designer, which is often times referred to as Landscape Architect. This requires a Bachelor’s Degree in Arts (BA) with a major in Landscape Architecture. While there are a number of degree programs available at most colleges, those who already have a Bachelors are encouraged to continue and pursue additional degrees in order to open up even more career options in this industry. Many individuals that enter the field find it to be a challenging, yet rewarding career option.
If you are looking to get into the world of architecture or work in the field of interior design services, then there are a number of different things that you need to keep in mind. Most interior designer jobs are going to require you to gain a certain amount of experience working in the field, whether that is through working directly with clients or on your own. There are also a number of classes you can take to help prepare for your career as an interior architect. Whether you are someone who wants to be a landscape architect or someone who wants to be an interior designer, it is a challenging profession but one worth working in. | <urn:uuid:3e346527-c492-473f-ad04-0e16e019afcd> | CC-MAIN-2022-33 | https://ercap.org/index.php/2021/08/15/interior-design-architectures-what-is-involved/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.970215 | 680 | 2.75 | 3 |
12月 30 th, 2021
A regular loan is a kind of mortgage that is not element of a particular federal government regimen, such as Federal Housing Administration (FHA), Department of Agriculture (USDA) or perhaps the Department of experts’ issues (VA) mortgage software. However, conventional financial loans are commonly compatible with “conforming loans”, being that they are required to adapt to Fannie Mae and Freddie Mac’s underwriting requisite and loan limitations.
The majority of homeowners pick conventional mortgage loans because they offer best interest costs and financing words — normally generating a lowered monthly payment. And since we choose a fixed-rate loan over an adjustable-rate financial, they do not need to worry about rising financial rate, making it more straightforward to budget.
Types of non-conventional financial loans consist of all government-backed financial loans and financial loans that don’t satisfy Fannie Mae or Freddie Mac’s requirements. Government backed loans range from the FHA, VA, or the USDA. Jumbo loans may non-conventional since they are not required to adhere to the guidelines and meet or exceed the borrowed funds sums ready by Federal National Mortgage Association, Freddie Mac computer, FHA, VA, and USDA. Typically:
Without having the backing associated with government, main-stream financing consumers create a more impressive possibilities into the institutions exactly who question the mortgage. As a result, borrowers must see three fundamental requisite.
The typical down payment for a traditional mortgage try between 3 and 25 % of property’s appreciate depending on the debtor’s credit score rating and monetary disease. Like, a $100,000 house could require a $20,000 advance payment.
But based on a lender’s distinctive requirements, a debtor may be able to deposit less than 3 per cent at closure. Just keep in mind, this choice is typically only available to those exactly who see additional requirement, like being a first-time homebuyer. Recall, with a more substantial downpayment, https://fasterloansllc.com/payday-loans-wy/ residents also enjoy quick assets in their room.
To qualify for the standard mortgage, the monthly mortgage repayments and month-to-month non-mortgage credit must fall within particular range. For instance, a lender may need the month-to-month home loan repayments (which could put fees and insurance coverage) perhaps not surpass 28 % of the gross monthly money. Additionally, their monthly home loan repayments, whenever along with the other month-to-month loans money (auto loans, figuratively speaking, credit cards, etc.), might be simply for no more than 36 percent of gross monthly money.
Your credit score additionally performs a built-in character whenever qualifying for a traditional loan. Indeed, many loan providers require the very least FICO credit rating of approximately 620 to acquire acceptance.
While there are lots of positive points to acquiring the standard mortgage, the sort of financing you obtain is powered by issue which could never be in your control — for example FICO scores and various other aspects explained above. But if you have the option to determine your loan type, there are essential strengths. Eg:
Conventional financing processing tends to be most streamlined since the borrower deals straight because of the loan provider and isn’t dependent on federal government approvals. Thus, mainstream loan applications typically have faster and less complicated acceptance processes.
It is more likely to prevent financial insurance fees (MIPs) with standard financial loans than with authorities insured debts, largely because standard financing call for larger down payments. But as soon as you deposit below 20per cent, you may nevertheless wanted home loan insurance rates (MI). The quantity are under what you would purchase a government debts with the same down-payment, depending on their credit score rating profile, as well as other elements.
Private loan providers may participate for your needs in case you are considered good credit score rating issues considering earnings, credit rating also points. Due to this, you might be ready obtain a more appealing interest.
Traditional debts is available through exclusive lenders and costs aren’t ready by government. This implies the costs can differ extensively among loan providers — not an awful thing because you might spend less. The key should become knowledgeable and comparison shop.
The bottom line is that mainstream financial loans are really only available to borrowers with a good credit score many readily available profit for down payment. If you’re privileged getting an appealing debtor, then you may have the ability to acquire a loan at a lower cost and now have it processed faster than with a government guaranteed mortgage.
But before you decide to submit an application for the standard loan, ensure that you consult with at least certain home loan professionals. Keep in mind, each lender provides various costs, conditions and charges, so it’s far better see that loan quote (LE) just before committing to one establishment. This additional analysis shall help you secure the very best financial words easy for your future home loan. | <urn:uuid:10e031d7-352d-45db-b39b-c48a751c1d96> | CC-MAIN-2022-33 | https://staffmany.com/what-s-the-standard-financing-just-how-do-i-be/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.952162 | 1,062 | 2.359375 | 2 |
There’s so much information out there that it can be difficult to decide what to try or how you’re ever going to stick to your new weight-loss plan. .
CNN values your feedback 1. How relevant is this ad to you? 2. Did you encounter any technical issues? Cancel Submit Your effort and contribution in providing this feedback is much appreciated. Close icon Life, But Better Fitness Food Sleep Mindfulness Relationships Life, But Better Fitness Food Sleep Mindfulness Relationships Audio Live TV Settings Log Out Live TV Audio International US International Arabic Español Life, But Better Relationships Why Type A people often struggle with weight loss programs 02:39 - Source: CNN
There is no magic bullet to losing weight. It does require some effort on the patient’s part. However, once any disease or medical condition is ruled out as the cause of the weight gain, it comes down to improved nutrition and getting plenty of regular exercise.
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Ginger also helps boost bone health, strengthen the immune system, and increase appetite. This spicy root is also good for mitigating obesity and relief from menstrual pain.
Our bodies do not produce enough Choline on their own which means that we must supplement our intake through the food we consume or other sources. Choline has a number of potential benefits for those who are dieting: Choline has been shown to contribute to normal fat metabolism.Choline has been shown to support a normal homocysteine metabolism.
Protein powder for weight loss: Delicious & healthy choices that you can consider
Children may be more sensitive to the side effects of this drug, especially weakened bones, slowed growth rate, and decreased sweating. Consult your doctor or pharmacist for more details.
Looking for help to lose weight the healthy way? If your goal is to lose weight and start living an active and healthier lifestyle, you've landed on the right…
Exercising regularly whilst eating healthily can help transform your sense of wellbeing, giving you:
An apple is a very effective way to keep the weight gain at bay. This has many nutrients that also aid in weight loss. They are filled with fibre content that will curb the appetite. You can just snack them anytime you feel hungry. This fruit helps to maintain blood sugar and regulates the appetite with proper energy levels. This has pectin that lowers cholesterol and is also a low-sodium food to avoid any water weight gain. Take two green apples and cut them to halves. Take three stalks celery, with no leaves. One small cucumber and 8 leaves kale. ½ lemon piece and piece of ginger. Put all of them in the blender and blend well. You can optionally add some sprig of mint. This is an ideal home remedy for weight loss that will cleanse your body first. 22. Asparagus:
Paleo diet vs. vegan diet, which is better? These are two of the trendiest diets out there. “Going Paleo” is something you hear more and more these days, especially in athletic communities such as CrossFitters. It’s modeled after what our ancient (specifically, Paleolithic) ancestors would have eaten thousands upon thousands of years ago. The paleo concept of going grain-free can be greatly beneficial, as you strip away nutritionally bankrupt, starchy calories that spike insulin levels and instead usually replacing with more vegetables. Following that hunter-gatherer lifestyle can aid in getting more minerals, more omega-3 foods, more protein and more healthy fats overall in your diet. In fact, if you follow the Paleo diet in the right way, there’s evidence it can help improve autoimmune illness and support weight loss. Along with jettisoning grain, sugar (a major inflammatory and disease creator) is forbidden. Instead, the diet relies on popular anti-inflammatory foods like wild-caught salmon, blueberries, leafy greens and nuts. Unfortunately, for many who follow the Paleo diet, they tend to consume probably a little bit too much meat, in my opinion, as well as some toxic animal substances. Additionally, they really do not stress organic in that diet. For example, I’ve known people on the Paleo diet where their diets consisted of consuming conventional butter and fried bacon — if you eat that every meal, it could be considered a Paleo diet.
Try down-sizing your plate, since the same serving of food looks like less food on larger plates, tricking your brain into eating less.
7 Ways to Heal Inflammation & Lose the Weight For Good!So you can finally lose weight
One study compared the effect of low protein intake (1.0 grams per kilogram per day) to high protein intake (2.3 g/kg per day) on lean body mass over a short term caloric deficit. On average, the low protein group lost about 1.6 kilograms (3.5 pounds) of muscle mass while the high protein group only lost 0.3 kg (0.66 pounds) of muscle mass (6).
As for me, I could probably drop a few more pounds if I went on some super-restrictive diet. But I'm not going to do that because I refuse to be miserable. This is my life, and I plan to enjoy it. | <urn:uuid:d925e1e9-057e-4af9-9799-ea71df02be1d> | CC-MAIN-2022-33 | https://canadian-drugwqae.com/why-weight-loss-is-hard-in-2022.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.926084 | 1,522 | 1.835938 | 2 |
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Chromite Ores From Oman . The world reserves of Chromite Ores is estimated to be billion metric tons. About 2% of these reserves or 30 million metric ton is loed in the Sultanate of Oman. The Sultanate of Oman started mining chromite ores and exporting these ores since early 1980s.
Chromium. Chromium (Cr) is a hard, bluish metallic element. The only ore of chromium is the mineral chromite and 99 percent of the world's chromite is found in southern Africa and Zimbabwe. Geologists estimate that there are about 11 billion tons of mineable chromite ore in the world, enough to supply the current demand for hundreds of years.
and other refractory uses. Export prices of Philippine chromite have been increasing, following the trend of world prices. As of April 2021, the average price of chromite ore was at US 160/MT. The Project also coincides with the strong demand for chromite ore from China and the rest of the world. CMIintends to capitalize on this increasing demand.
In 2015, although India's chromium ore export significantly reduced, it is retaining same existence outlook. Global Use of Chromite as Cast Sand in 2015 "Chromite" with refractor property is used as cast sand in ferrous and nonferrous cast industry as well as for making cast parts required in automotive, ship construction and heavy industrial facilities.
world biggest exporter of chromite ore. biggest producer of chromite in the world world biggest exporter of chromite ore ZXing Machinery. South Africa Leads World in Chromium but China Fears Growing Mar 8 2012 South Africa is the world's biggest producer of .
Chromite mining south country holds 72 of global chromite resources which includes more than 41 of the worlds reserves and during 2014 the industry produced 15mt of chromite chromite mining process in south africa south africas raw chrome exports soar as mining weekly sep 20 2013 south africas longstanding position as the top.
Top 10 Largest Metal Mining Companies 2020: Global The world's top 10 largest metal mining companies are some of the biggest contributors for the global metals production, metals trading, and metals investing, therefore driving the global metal mining industry grow with a strong and steady speed Metal mining industry, also known as metal ore mining industry, refers to the industrial
· Chromite mining in Turkey started in 1850; since then, Turkey has had an important role in the world chromite market. Turkey produces chromite ore and ferrochrome. It is estimated that Turkey has produced about 45 metric tons of chrome ore. Chromite production is mainly exportoriented. Turkey has one chrome and two ferrochrome chemical plants.
Fossil fuel Largest Producer Second largest producer Complete list Coal China India List of countries by coal production: Natural Gas United States Russia List of countries by natural gas production
Ferrochrome is produced by electric arc melting of chromite and chromium ore. Most of the world?s FerroChrome is produced in South Africa which has large domestic chromite resources. The production of steel is the largest consumer of Ferrochrome, especially the production of stainless steel with a chromium content of between 10 and 20%.
· Copper ore export value worldwide by country 2020. Chile was the world's largest exporter of copper ore based on value in 2020, with exports that .
As a Chromite foundry sand Supplier in China, we founded our production base of chromite sand in Lianyungang Port. We import crushing chrome ore from South Africa, wash, dry, dust cleaning, sieve, test and pack in china port, then export to all over the world directly.
Sukinda chromite mine is one of the largest chrome ore mines of our country. It is also the only chrome ore mine being operated by the Company. All the ferro chrome producing units of Tata Steel like ferro alloy plant, Bamnipal, TS alloys, Gopalpur and other conversion plants need the high and medium grade chrome ore for producing ferro chrome ...
Ferrochrome; chromite ore by using the root of charcoal is produced in electric arcresistance furnace demotion. As mentioned above, the world produced more than 90% of metaallurgical chromite ore industry in ferrochrome production. Developed one of the country's industry entered the base of the stainless steel is also one of the elements that cannot be substituted ferrochrome.
· Gypsum: Oman is the world's largest gypsum exporter by weight, shipping approximately million tons of in 2019 to ASEAN and South/East African countries, according to a local news article. Chromite: Approximately 30 million metric tons of chromite ore are loed in Oman, according to the Oman Chromite Company.
· The nation's coal reserves are the fourth largest in the world. India's other natural resources include bauxite, chromite, diamonds, limestone, natural gas, petroleum and titanium ore.
Chromite mining and processing: The chromite ore minerals will be mined from chromite mine, before the crushing, dry magnetic separation or wet magnetic separation system is Africa, Kazakhstan, Turkey, India are the world's largest producers of chromite ore. world biggest exporter of chromite ore. world biggest exporter of ...
· Total shipments from the world's secondlargest iron ore exporter over the first half of the year stand at tonnes, according to our tracking of vessel movements. While this represents a 13% increase on shipments over the same period in 2020, and a 2% increase on those in 2019, these two years were themselves very poor reference points.
The nation's coal reserves are the fourth largest in the world. India's other natural resources include bauxite, chromite, diamonds, limestone, natural gas, petroleum, and titanium ore.
world biggest exporter of chromite ore. Zimbabwe holds 19% of global chrome ore reserves and is the second largest chrome ore reserve in the world after South Africa. With the demand for chrome increasing, Zimbabwe is steadily improving its position in global supply.
Between World War I and the end of the stockpiling program in 1958, more than half of Oregon's total production of chromite came from Josephine County, followed by Grant County. Evidence of mining in the form of primitive roads, pits, tunnels, cabins, and mills can still be found on the landscape, including in the Kalmiopsis Wilderness.
Metallurgical chromium ores pass through magnetic separators to reduce SiO2 percentage below 1% for that purpose. Two major chromite cast sand manufacturers in the world are South Africa and China. Year 2015 Global Chromite Use in Chromium Chemicals Sector. In 2015, only 3% of the world's chromium production is used in chromium chemicals.
chromite mines have produced percent of the world's total chromite production (Stowe, 1987b). In 2010, about 25 percent of the world's chromite production came from podiform chromite deposits, and this percentage has held for the past 50 years (Papp, 2011; Leblanc, 1987). Podiform chro
Chromite Ore. Chromite ore Megnees Ore Iron Ore we are sellars of these items please contract us we are export 100 tons to no limits. Supplying Ability: 100 Tons. Time Services. Time Services. Contact Person: Mr. altaf ismail. Address: B7 Mehran Ext GulEIqbal Block16, Karachi, Sindh Pakistan, Pakistan, 75000. | <urn:uuid:bed48d54-d253-4d8b-a103-0d6c4acd65ee> | CC-MAIN-2022-33 | https://projektiky.cz/2021-Dec-15/38938.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.914182 | 1,558 | 2.234375 | 2 |
Forming the landscape
Immense changes which have occurred in the last 1.8 million years – the Quaternary period – have created the New Zealand landscape of today. The Southern Alps have risen thousands of metres, eruptions have created lofty volcanoes and buried large areas of the central North Island under rock, and huge glaciers have spread out from the mountains. During the Quaternary period, marine sediments continued to accumulate in coastal basins. Terrestrial rocks and sediments from this period cover the surface of much of New Zealand, and include coastal sand dunes, the sediment in river beds, and the scree on mountain slopes.
The Southern Alps
The uplifting of the Southern Alps has gradually accelerated, and today they are among the fastest-rising mountains in the world. Many of New Zealand’s mountain ranges have long straight fronts because blocks of bedrock are being pushed up along major faults. The highest rate of uplift is at the plate boundary, along the Alpine Fault. The land east of the fault is rising at average rates of 1–2 metres per century. The rock forming the summit of Aoraki/Mt Cook was below sea level less than a million years ago. In other areas the rock is being bent, crumpled and squeezed up. Erosion has kept pace with uplift, however, so the mountains have rarely been much higher than they are now. Rivers, glaciers and gravity have, during the Quaternary period, carved out the entire landscape we see in the Southern Alps.
About 2.6 million years ago, a little before the start of the Quaternary period, earth plunged into cycles of repeated climate cooling known as ice ages. During glacial periods, average temperatures dropped by as much as 4.5°C, and lots of heavy snow fell on New Zealand’s high mountains. The steadily accumulating snow hardened into ice, forming huge glaciers that moved downhill into lower regions. At the height of glacial periods, glaciers blanketed the mountains from Fiordland to west Nelson, with smaller glaciers in the North Island’s Tararua and Ruahine ranges and on the central volcanoes.
Glaciers act as giant conveyor belts, moving rock debris from the mountains to lowland areas, and dumping it in great ridges, called moraines, along the flanks and front ends of the glaciers. When the glaciers later melted, these ridges were left, outlining the former extent of the ice. On the South Island’s West Coast, moraine ridges hundreds of metres high extend down to the coast and out under the sea. In the eastern South Island, remnants of moraines indicate that ice once reached the top of the Canterbury Plains. Rock debris carried by the glaciers was also flushed down rivers, filling river valleys with thick gravelly deposits.
During the ice ages, massive glaciers and ice caps formed and retreated many times worldwide. Few deposits of early glaciations survive in New Zealand – they were usually overrun and destroyed by glaciers during later advances. In addition, in the rapidly rising mountains, glacier debris tended to be quickly eroded away by rivers.
All of the ice-sculpted landforms of the Southern Alps are the product of advances and retreats of the ice in the South Island during the last 250,000 years. The most extensive moraines are from the most recent glaciation, the Ōtira Glaciation, which reached its maximum around 18,000 years ago. As ice has retreated, the depressions behind some of these moraines have filled with water, creating some of New Zealand’s most scenic lakes, such as Te Anau, Wakatipu, Tekapo and Pūkaki. | <urn:uuid:e84bee84-9de4-4d89-8f03-91598b3a9a1f> | CC-MAIN-2022-33 | https://teara.govt.nz/mi/geology-overview/page-8 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.967167 | 774 | 4.5625 | 5 |
Former UC Berkeley registrar and director of admissions Robert Bailey offers an expert look at the public research university’s more than 150-year history.
A public research university in Berkeley, California, UC Berkeley was founded more than 150 years ago and remains the flagship and oldest campus of the University of California. A former UC Berkeley registrar and director of admissions, Robert Bailey takes a brief look back on the incredible history of the university, which today instructs tens of thousands of students in hundreds of undergraduate and graduate degree programs.
“Founded more than 150 years ago, in 1868, UC Berkeley is the flagship and the oldest of the ten campuses of the University of California,” explains Robert Bailey. UC Berkeley has now grown, he goes on to tell, to today instruct more than 40,000 students in over 300 undergraduate and graduate degree programs across a variety of disciplines.
UC Berkeley’s history can be traced back to the establishment of the private College of California in early 1868. “Almost immediately merging with the state-run Agricultural, Mining, and Mechanical Arts College to form the University of California, UC Berkeley’s charter was signed on March 23, 1868, by California Governor Henry H. Haight,” Bailey reveals. “UC Berkeley officially opened in September 1869, based temporarily in nearby Oakland, while the university’s all-new campus in Berkeley underwent construction,” he adds.
The new campus’ construction, Robert Bailey goes on to point out, reached its first milestone in 1873, with the completion of its so-called North and South Halls. “It was then,” adds the former UC Berkeley registrar, “that the university’s first 189 students moved to the site we know today.”
As of last year, Berkeley alumni, researchers, and faculty members now include a total of 107 Nobel laureates, 25 Turing Award winners, and 14 Fields Medalists. “Berkeley alumni, researchers, and faculty members have also won 45 MacArthur Fellowships, 20 Academy Awards, 19 Wolf Prizes, and 19 Pulitzer Prizes,” adds former UC Berkeley registrar Robert Bailey.
Since 1930, UC Berkeley researchers have discovered or co-discovered more than 15 chemical elements of the periodic table. “Discovering or co-discovering 16 chemical elements of the periodic table, UC Berkeley researchers have discovered more than any other university on the planet,” Bailey reveals.
Elsewhere, and in more recent years, UC Berkeley has become known as one of the leading U.S. universities in producing internationally renowned entrepreneurs, according to Bailey, and UC Berkeley alumni have gone on to found many world-famous companies globally.
“UC Berkeley’s motto, taken from the third verse of the Book of Genesis, the first book of the Hebrew Bible and the Old Testament,” he adds, wrapping up, “is ‘Fiat lux,’ or ‘Let there be light.'” | <urn:uuid:f35d6d1a-c371-484d-bac6-6a731f2534e2> | CC-MAIN-2022-33 | https://ebiznewswire.com/robert-bailey-shares-a-brief-history-of-uc-berkeley/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.942224 | 624 | 2.65625 | 3 |
31995L0046 - SV - EUR-Lex - europa.eu
NOTE: The following article Directive 95/46/EC of the European Parliament and of the Council of 24 October 1995 on the protection of individuals with regard to the processing of personal 20 Mar 2006 Commission Directive 95/45/EC of 26 July 1995 laying down specific purity criteria concerning colours for use in foodstuffs (2), sets out the 22 Dec 2016 Directive 95/46/EC is repealed with effect from 25 May 2018. References to the repealed Directive shall be construed as references to this 7 Feb 2017 It shall replace the present Data Protection Directive (DPD 95/46/EC), Provisions under Chapter V of GDPR regulate data transfers from EU 1 Dec 2020 95/46/EC: A sound system for the protection of individuals. Paul De Hert. a,b to replace the EU Data Protection Directive 95/46/EC. 3.
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The Directive contains 33 articles in 8 chapters. of 6 October 1995 on uniform procedures for checks on the transport of dangerous goods by road Objective This Directive lays down the number and type of checks carried out by Member States to ensure that the transport of dangerous goods by road complies with safety conditions and laws on the transport of dangerous goods by road. EU law Download Order Council Directive 95/69/EC of 22 December 1995 laying down the conditions and arrangements for approving and registering certain establishments and intermediaries operating in the animal feed sector and amending Directives 70/524/EEC, 74/63/EEC, 79/373/EEC and 82/471/EEC EU law Download Order Commission Directive 95/45/EC of 26 July 1995 laying down specific purity criteria concerning colours for use in foodstuffs (Text with EEA relevance) The Data Protection Directive (officially Directive 95/46/EC on the protection of individuals with regard to the processing of personal data and on the free movement of such data) is a European Union directive which regulates the processing of personal data within the European Union. It is an important component of EU privacy and human rights law. Whereas the principles of the protection of the rights and freedoms of individuals, notably the right to privacy, which are contained in this Directive, give substance to and amplify those contained in the Council of Europe Convention of 28 January 1981 for the Protection of Individuals with regard to Automatic Processing of Personal Data; In 1995, the European Commission (the “EC”) implemented Directive 95/46/EC, also known as the Data Protection Directive (the “Directive”), to ensure a high level of protection and free movement of Personal Data within the European Union (the “EU”).
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Some countries, for example Spain and Portugal, have traditionally taken a restrictive stance on anonymous whistleblowing. Directive 2011/7/EU onlate payments incommercial transactions European Implementation Assessment In April 2018, the Committee on Internal Market and Consumer Protection of the European Parliament requested an implementation report on Directive 2011/7/EU on late payments in commercial transactions, appointing Lara Comi(EPP, Italy) as rapporteur.
Vem är personuppgiftsansvarig enligt EU:s allmänna
a,b to replace the EU Data Protection Directive 95/46/EC. 3. and the. Directive 95/46/EC of the European Parliament and of the Council of 24 October. 1995 on the Protection of Individuals with Regard to the Processing of Personal within the EU. The GDPR has replaced a European Directive in force since 1995, and it replaces national data protection laws by directly applicable EU law. 11 Dec 2014 (1) Directive 2011/95/EU of the European Parliament and the Council of 13 December 2011 on standards for the qualification of third-country 24 Oct 1995 Directive 95/46/EC of the European Parliament and of the Council of 24 October 1995 On the protection of individuals with regard to the 19 Oct 2010 Union,.
135 sid, 1995, Pris: 238 SEK exkl. moms. finns i revisorslagen (2001:883) och i förordningen (1995:665) om revisorer.
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Directive 95/46/EC of the european parliament and of the council of 24. October 1995 on the protection of individuals with regard to the processing of personal data and on the free movement of such A directive adopted by the European Commission in 1995 that sets out the framework for data protection regulation in the European Union (EU) ( Directive 95/46/EC ). The directive regulates the processing (including the collection, use, storage, disclosure, and destruction) of personal data about individuals. Each of the 27 EU member states, Norway and Liechtenstein (which are European Economic Area countries but not EU member states), has separately implemented the directive into its own EUROPEAN PARLIAMENT AND COUNCIL DIRECTIVE No 95/2/EC of 20 February 1995 on food additives other than colours and sweeteners THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, Having regard to the Treaty establishing the European Community, and in particular Article 100a thereof, Having regard to the proposal from the Commission (1), European Parliament and Council Directive 95/16/EC of 29 June 1995 on the approximation of the laws of the Member States relating to lifts (repealed) So in 1995 it passed the European Data Protection Directive, establishing minimum data privacy and security standards, upon which each member state based its own implementing law. But already the Internet was morphing into the data Hoover it is today. In 1994, the first banner ad appeared online. Currently the main environmental threat from biowaste (and other biodegradable waste) is the production of methane from such waste decomposing in landfills, which accounted for some 3% of total greenhouse gas emissions in the EU-15 in 1995.
EU-kommissionen har gett ut en guide till maskindirektivet. Guide to application of the Machinery Directive, uppdaterad vägledning på engelska, extern För att få använda maskiner tillverkade före 1995 gäller föreskrifterna om användning
amending Council Directive 96/98/EC on marine equipment = Decision hav upprättades av sex fiskande länder (inkl PL men exkl EU) 1995. 1 Riksdagen 1994/95. officiella EU-språken samt finska, isländska, norska och svenska. förordningen att gälla i Sverige från den 1 januari 1995.
The Data Protection Directive is binding within the member states of the EU and regulates how personal data is collected Refworld is the leading source of information necessary for taking quality decisions on refugee status. Refworld contains a vast collection of reports relating to situations in countries of origin, policy documents and positions, and documents relating to international and national legal frameworks. EU Directive (1995). Directive 95/46/EC on the Protection of Individuals with Regard to the Processing of Personal Data and on the Free Movement of Such Data. has been cited by the following article: TITLE: The Court, FCC and Internet Policy: Partly with South Korea.
2018-06-19 · While AMLD4 presented a more seismic shift in the EU’s regulatory approach as its first new AML/CFT directive in nearly 10 years, and AMLD5 in many ways merely iterates on AMLD4, it is likely that the majority of EU countries will be slow to build domestic frameworks that fully comply with AMLD5, preferring where possible to take a wait-and-see approach. 2020-02-25 · The EU Whistleblower Protection Directive does not affect the power of EU countries to decide whether private or public entities and competent authorities need to accept and follow up on anonymous whistleblowing messages.
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1 Riksdagen 1994/95. officiella EU-språken samt finska, isländska, norska och svenska. förordningen att gälla i Sverige från den 1 januari 1995. 93/117/EC, Commission Directive 92/107/EEC, Commission Regulation (EEC) No 793/93 eur-lex.europa.eu considérant que la directive 84/528/CEE du Conseil, du 17 septembre 1984, concernant le rapprochement des législations des États Exchange - Deutsche Börse 17 november 1995 börsnoterades Adidas, som aktie Factsheet: EU-regulated Onlinepizza västerås Tyska börsen frankfurt. | <urn:uuid:c802f1ad-6c87-40fe-bbfd-f4c569f206dc> | CC-MAIN-2022-33 | https://hurmanblirrikeghtt.netlify.app/31268/34765.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.763664 | 2,003 | 1.726563 | 2 |
Chimeric antigen receptor engineered T cells can eliminate brain tumors and initiate long-term protection against recurrence.
CAR therapy has shown promise in treating cancer, but at the cost of unexpected toxicity against normal tissues, not predicted by preclinical testing. We are working to generate more physiologically relevant models for preclinical CAR toxicity testing, and in doing so, have discovered that CAR therapy induces immunogenic cell death, with the potential for cures.
Johnson, LA; Sanchez-Perez, L; Suryadevara, CM; Sampson, JH
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References / Additional Resources
American Academy of Cosmetic Dentistry. Whitening survey. 2012 [cited 2019 Feb 20]. Accessed November 12, 2019.
American Dental Association. ADA Council on Scientific Affairs. Tooth whitening/bleaching: treatment considerations for dentists and their patients. 2009 Sept [updated 2010 Nov; cited 2019 Feb 13]. Accessed November 12, 2019.
Kugel G, Ferreira S. The Art and Science of Tooth Whitening. Inside Dentistry. 2006 Sep;2(7). Accessed November 12, 2019.
Eachempati P, Kumbargere Nagraj S, Kiran Kumar Krishanappa S, et al. Home-based chemically-induced whitening (bleaching) of teeth in adults. Cochrane Database Syst Rev. 2018 Dec 18;12:CD006202. doi: 10.1002/14651858.CD006202.pub2.
da Costa JB, McPharlin R, Hilton T, et al. Comparison of two at-home whitening products of similar peroxide concentration and different delivery methods. Oper Dent. 2012 Jul-Aug;37(4):333-9. doi: 10.2341/11-053-C. Epub 2012 Mar 21.
Luque-Martinez I, Reis A, Schroeder M, et al. Comparison of efficacy of tray-delivered carbamide and hydrogen peroxide for at-home bleaching: a systematic review and meta-analysis. Clin Oral Investig. 2016 Sep;20(7):1419-33. doi: 10.1007/s00784-016-1863-7. Epub 2016 Jun 11.
Cordeiro D, Toda C, Hanan S, et al. Clinical Evaluation of Different Delivery Methods of At-Home Bleaching Gels Composed of 10% Hydrogen Peroxide. Oper Dent. 2019 Jan/Feb;44(1):13-23. doi: 10.2341/17-174-C. Epub 2018 Aug 24.
Maran BM, Burey A, de Paris Matos T, et al. In-office dental bleaching with light vs. without light: A systematic review and meta-analysis. J Dent. 2018 Mar;70:1-13. doi: 10.1016/j.jdent.2017.11.007. Epub 2017 Dec 29.
García-Godoy F, Villalta P, Barker ML, et al. Placebo-controlled, 6-week clinical trial on the safety and efficacy of a low-gel, 14% hydrogen-peroxide whitening strip. Compend Contin Educ Dent. 2004 Aug;25(8 Suppl 2):21-6.
de Geus JL, Wambier LM, Boing TF, et al. At-home Bleaching With 10% vs More Concentrated Carbamide Peroxide Gels: A Systematic Review and Meta-analysis. Oper Dent. 2018 Jul/Aug;43(4):E210-E222. doi: 10.2341/17-222-L.
CBS Boston. Curious If Teeth Whitening At Mall Kiosks Is Safe. CBS Broadcasting Inc. 2010 Oct 1. Accessed November 12, 2019.
Good Morning America. Whitening Kiosks at the Mall. ABC News.
Serraglio CR, Zanella L, Dalla-Vecchia KB, et al. Efficacy and safety of over-the-counter whitening strips as compared to home-whitening with 10 % carbamide peroxide gel--systematic review of RCTs and metanalysis. Clin Oral Investig. 2016 Jan;20(1):1-14. doi: 10.1007/s00784-015-1547-8. Epub 2015 Aug 7.
Majeed A, Farooq I, Grobler SR, et al. Tooth-Bleaching: A Review of the Efficacy and Adverse Effects of Various Tooth Whitening Products. J Coll Physicians Surg Pak. 2015 Dec;25(12):891-6. doi: 12.2015/JCPSP.891896.
American Dental Association. Seal of Acceptance FAQ. Accessed November 12, 2019.
ADA News. ‘Glamorous’ teeth whitening product earns ADA seal. 2017 Jun 19. Accessed November 12, 2019.
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Originally published by LA Times
Just under 80% of the 15,667 asylum cases from El Salvador were denied from fiscal years 2012 to 2017, according to the Transactional Records Access Clearinghouse, a project with Syracuse University that monitors immigration data through public records requests. About 78% of the 11,020 Honduran cases and about 75% of the 10,983 Guatemalan cases were denied.
Those trends could change as case law established in the last couple of years has helped more Central Americans show how their stories line up with requirements for asylum.
"There's a steeper hill to climb, I think, in the Central American cases," said Dana Leigh Marks, a spokeswoman with the National Assn. of Immigration Judges. "They involve cutting-edge legal arguments. The case law is still evolving. Whether it's a liberal or a conservative trend, the reality is law is based on case precedent. The more precedent that builds and makes that principle clearer, the more established it's going to be and the more consistent it's going to be."
Under asylum law, people seeking protection must show that they have been persecuted or have a well-founded fear that they will be persecuted because of their race, religion, nationality, political opinion or membership in a social group.
Being afraid of general violence or rampant crime is not enough to win a case.
Some Central Americans have more traditional cases under the race or political opinion categories, but most are fleeing gang violence or domestic violence. Such cases tend to require asylum-seekers to show that the bad things that happened to them were because they are part of a particular social group.
More are winning their cases than before, according to Ginger Jacobs, an immigration attorney in San Diego, especially in the last two years.
Women who could show that they're being targeted because they are women have a better chance of winning their cases, Jacobs explained. This could include women who were gang raped or are victims of domestic violence.
People who can show they fear persecution because their family has been targeted also have a better chance of winning. Members of the LGBTQ community also have an easier time showing that they're members of a targeted social group.
Judges have started understanding, Jacobs said, how gang violence is intertwined with governments in the Northern Triangle — Guatemala, El Salvador and Honduras.
Having an attorney can also make a difference in how likely someone is to win a case.
About 95% of asylum-seekers from Honduras without attorneys lost their cases over the last six years, according to TRAC data. Of those who had attorneys, just over 70% lost. People from El Salvador and Guatemala have seen similar results.
For some countries, such as China, having an attorney can make a dramatic difference. Nearly 79% of Chinese asylum-seekers who didn't have attorneys were denied protection over the last six years, compared with just under 18% of those who did, according to TRAC data.
A TRAC report found that immigration judges from the same court often differ drastically. In San Francisco, where Marks hears cases, the highest grant rate is 97.1% and the lowest is 9.4%. In Los Angeles, the highest is 29.4% and the lowest is 97.5%. In San Diego, the high and low are 88.1% and 46.2%.
"Credible testimony alone can be sufficient if it's consistent with a country's conditions," Marks said. "That's part of why grant or denial rates among different judges vary so much. It's very hard to specifically pin down what is enough to meet your burden of proof."
Matthew Holt, a San Diego immigration attorney, explained that he thinks about Central American cases as "gang plus," meaning there's gang violence involved plus the person has a characteristic or took some kind of action to make him or her part of a protected group that is targeted by the gangs.
"The Central Americans we're seeing, they're children, youth, young adults, lots of females and small business owners," Holt said. "These are all these people that are trying to get ahead and they can't because the gangs in Central America are murdering them."
Two 2013 cases set precedents that have helped make cases for people who testified against gangs or worked to stop gang violence. Rocio Brenda Neriquez-Rivas witnessed gang members kill her father in El Salvador and testified against them. Then she fled to the U.S.
Courts at first denied her asylum claim, but a Ninth 9th Circuit decision found that someone who testified against a gang in court counts as a member of a social group.
Holt said attorneys and asylum-seekers have to keep fighting to make case law that protects the vulnerable, but he said he worries that the process would be too slow for many currently fleeing harm.
Not everyone who loses their asylum case is deported from the U.S. Many apply simultaneously for protection under the Convention Against Torture and withholding of removal, options that allow the person to stay in the U.S. but do not allow that person to get a green card, travel outside the country and return, sponsor family members or naturalize.
Less than 2% of Convention Against Torture applications were granted in fiscal 2016, according to data from the Executive Office for Immigration Review. About 7% of withholding cases were granted that year. | <urn:uuid:1ecdcc8f-d916-4cbd-b23b-c5a39e6303a1> | CC-MAIN-2022-33 | https://unitedwestay.org/how-likely-are-asylum-seekers-from-central-american-caravan-to-win-their-cases/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.977866 | 1,092 | 2.015625 | 2 |
Thinking about starting a career in real estate? First of all, congratulations! Second, being a fully licensed real estate agent is not the only role you can play in the industry. There are a number of different career paths in real estate that will bring you a great sense of responsibility, determination, and success. Being a real estate professional takes certain characteristics like being a self-starter and having a mentality of “being your own CEO.”
Let’s break down a few of the different careers in real estate and see which one best matches your interests, professional experience, and skillset.
- Real estate investor – an individual who is knowledgeable in the real estate market and understands where and when to buy properties in order to collect the greatest return. This person buys a piece of property or land to improve upon and re-sell in hopes of profiting from the sale. An investor can choose their level of involvement in the venture, from simply funding the project to actually being involved in the day-to-day operations and renovations.
- Real estate agent – an individual who helps and facilitates the process of buying and selling properties or land.
- Commercial – sell properties to/for businesses.
- Residential – sell properties to/for homeowners.
- Real estate broker – an individual who has prior experience as an agent and who has the necessary education and qualifications to now manage multiple agents in an office. They oversee all agents in their office and provide guidance. Check out our blog on what it takes to become a real estate broker to learn more.
- Commercial – working with businesses.
- Residential – working with individuals/homeowners.
- Real estate developer – an individual who purchases a piece of land, then builds upon that land to eventually sell to either a business or homeowner. They are responsible for the funding, planning, and building of this project in a way that will return the most profit.
- Real estate wholesaler – an individual who purchases a property that needs work, assesses the necessary renovations that the property will need, then re-sells the property to an investor. They do not physically perform the renovations, they simply just determine what the value of the repairs will cost and find a buyer who is willing.
- Property manager – an individual who manages the property itself. They do not in fact own the property themselves but ensure that the financial and physical aspects of the property are maintained. They essentially act as a middle man between the tenants of the property and the owner of the property, making sure that both parties are satisfied.
- Home inspector – an individual who is knowledgeable in the real estate industry and who has an eye for structural needs. They examine the property and determine any flaws or defects that will arise issues for the seller, buyer, or agent.
- Real estate appraiser – Similar to a home inspector, an appraiser needs to be knowledgeable in the industry. They determine the value of a property monetarily based on many factors including the property itself, the market, the location, etc.
- Commercial – determines the value of a business property
- Residential – determines the value of a home
- Leasing agent – an individual who works with the owner of a property to find tenants to lease the property (either commercial or residential). They are the face of the property but do not actually own the property itself.
- Real estate assistant – an individual who performs administrative support to both the broker and the agents in an office.
- Real estate consultant – an individual who has experience and knowledge in the real estate industry and provides feedback, advice, and overall guidance to investors or companies who are interested in purchasing a piece of property or land.
- Real Estate Loan Officer – an individual who works with the client and guides them in obtaining a load suitable for their needs in order to purchase a property.
- Mortgage broker – an individual who serves as the middleman between the lender of a loan, and the client who is receiving the loan. They aid in providing the client with advice and information regarding their specific loan.
- Foreclosure specialist – an individual who handles the foreclosure process for the bank or private lender. They work with the client on obtaining and filing the proper documentation and process the foreclosure in a seamless fashion and timely manner.
- Community development manager – an individual whose main responsibility is the expansion and improvement of different community programs. They oversee what needs to be done and serve as a manager for these projects to ensure their success.
We’ve only scratched the surface on some of the different career paths in real estate. If you are seriously considering a career in this industry, check out realtyonegroup.com and you will get a much better understanding of what it is like to be part of the real estate world. | <urn:uuid:0d1be4fa-f11d-480c-96b6-dbc098a5526d> | CC-MAIN-2022-33 | https://rogbluegrass.com/different-real-estate-career-paths/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.947436 | 972 | 1.96875 | 2 |
Entry updated 17 November 2021. Tagged: Game, Theme.
Term used to describe films produced by recording the output from a Videogame as it is being played. This approach can produce visuals comparable in quality with those created by conventional computer animation techniques for considerably less effort, though clearly the choice of subject matter is affected by the nature of the game being used. Early examples of the form were created by players of Quake (1996) by adding (generally humorous) voiceovers to footage of carefully staged player-versus-player combat recorded in the game. The term itself was coined by Hugh Hancock (? -2018) by misspelling the earlier and less widely known "machinema", itself a neologism created by Anthony Bailey from "machine" and "cinema". Hancock popularized the new word by using it in the name of the website he launched in 2000, Machinima.com, which attracted a wider range of creators using a variety of games. A measure of fame was gained for the form with the release in 2003 of the first episodes of Red vs Blue: The Blood Gulch Chronicles (see Halo: Combat Evolved), an entertaining satire of First Person Shooter games. In the twenty-first century Machinima has become steadily more popular, both as an amateur art form and a way of creating promotional videos for games, with recent releases such as the Hollywood simulation The Movies (2005 Lionhead, Win; 2007 Mac), designed by Mark Webley, Adrian Moore, Peter Molyneux, including explicit support for its creation. [NT]
- Matt Hanson. The End of Celluloid: Film Futures In The Digital Age (Mies, Switzerland: RotoVision, 2004) [nonfiction: includes a chapter dealing with Machinima and Full Motion Video: pb/]
previous versions of this entry | <urn:uuid:9a23e5f2-d0af-410c-8c7d-f3c329f6d2a0> | CC-MAIN-2022-33 | https://sf-encyclopedia.com/entry/machinima | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.957744 | 386 | 2.078125 | 2 |
- This event has passed.
Making a difference: how can edvisors influence learning and teaching? (TELedvisors July webinar)
28 July @ 12:00 pm - 1:00 pm AEST
Edvisors – learning designers, academic developers, education technologists and other people in 3rd space roles – have a lot to offer when it comes to facilitating good learning and teaching. We bring rich and varied experience from both our past careers and our time working with many educators in our institutions.
Yet for a range of different reasons, many of us feel under-utilised when it comes to meaningfully shaping and supporting good learning and teaching.
This month’s TELedvisors Network webinar will explore how our teams work, how we work in our teams and is intended to kickstart a wider discussion about what else we can and should be doing to make a difference.
Dr. Alexandra Mihai is Assistant Professor of Innovation in Higher Education in the Department of Educational Research and Development, School of Business and Economics, Maastricht University. Previously she worked as Learning Designer at University College London (UCL), Curriculum Designer at the Institute of European Studies, Vrije Universiteit Brussel (VUB) and led the Centre for Teaching Innovations at the Hertie School of Governance in Berlin. Alexandra has a strong background in e-learning, learning design and innovative teaching strategies. In her PhD she analysed in how far technology is used in teaching practices at European universities. She is also the creator of The Educationalist blog
Identities and roles of Centers for Teaching and Learning in the post-pandemic Higher Education landscape
This talk is based on the preliminary results of my current Fulbright research on Centers for Teaching and Learning in the US. The main themes to be addressed are: identity and positioning of CTLs, organisational culture and career development, CTL offer and programming and the integration of support on pedagogy and educational technology.
Sarah Thorneycroft – Program Director of Digital Education, University of New England, Higher Education IT influencer and long time TELedvisor
Dr Steph Toole – Manager, Learning Design at the University of New England
The Art of Impact
While edvisors bring a rich range of expertise with them, translating that expertise into impact can be difficult in complex systems like universities, and how we work as people in context is often overlooked as a critical praxis domain. Sarah Thorneycroft and Steph Toole from UNE have been leading an integrated model of learning design that’s grounded in intentional design of praxis, and will share some of the ways that edvisors can design and cultivate personal, interpersonal and organisational practices to increase impact. | <urn:uuid:8917fd7f-59f3-4a4e-b9be-8389995e601f> | CC-MAIN-2022-33 | https://ascilite.org/events/teledvisors-webinar-8/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.94102 | 565 | 1.539063 | 2 |
What does it take to build a great interscholastic athletic program? It takes many things—the right mix of coaches, sports teams, policies, and finances—including sports teams and their coaches being able to implement teamwork and dedication into their daily lives. However, the glue that holds a great athletic program together is an intelligent, driven athletic director. From directing events to managing finances, athletic directors have many roles as leaders in the sports field. As elementary, middle, and high school sports continue to motivate student-athletes to further their education, the athletic director’s role has a lingering impact on the lives of those they work with. Students and professionals looking to further their education, wondering how to become an athletic director and have an impact in athletics, can earn an Online Master of Athletic Administration.
What Does an Athletic Director Do?
The process of building a successful interscholastic athletic program relies on leadership from a qualified athletic director. Often an active coach already in the program earns the job because of having a good head for sports. Other times, the position goes to a school administrator who wants to help the school athletes to achieve their athletic goals. Sometimes a dedicated sports administrator who has the sole responsibility of running the school’s athletic program earns the job. Regardless of who ends up with the position, becoming a successful athletic director takes hard work and dedication.
Since sports is an integral part of the student-athlete experience, athletic directors have an impact on the lives of countless students. According to the NCAA, 8 million high school athletes are in the U.S. While these students primarily work alongside their teammates and coaches, their athletic directors make important decisions regarding the games they play and the recruiters they meet. Part of an athletic director’s job description is taking time to know the sports teams and making decisions that will benefit them in the sports season and the long term.
Athletic Director Job Description
Interscholastic athletic directors need to be passionate about education and sports. They should care about their student-athletes and make it their goal to give their athletes the best opportunity to succeed by creating the best athletic programs possible. An athletic director’s job description covers all aspects of the athletic program funded by a school or an institution. Building a championship program takes dedication and knowledge of not just sports but also business, communication, finance, safety, budgeting, human resources, law, and more. Athletic directors are responsible for hiring coaches and other staff members and selecting and purchasing equipment. They budget their allocated funds for practices, matches, meets, games, championships, and travel to various sporting events.
Sports teams’ administrative responsibilities fall to athletic directors who arrange the seasonal schedules for practices and games. They communicate with multiple sports teams and coaches to coordinate training, games, and equipment usage. Athletic directors are also responsible for staying up to date on sports policies. They can cultivate a space for their athletes to succeed, as well as welcome college recruiters and professional sports teams to watch their players.
Education, Salary, and Skills of Athletic Directors
Some athletic directors work primarily in administrative positions, while others also work as coaches and trainers. Based on the work they do, athletic directors have different qualifications. All athletic directors have an athletics or athletic education background. For some positions, it’s sufficient for athletic directors to have a bachelor’s degree in physical education. However, most athletic directors earn a master’s degree in sports management, education administration, or athletic administration. Since athletic directors have varying levels of education, their salaries may vary. However, according to PayScale data from January 2020, athletic directors make a median annual salary of about $60,000.
When questioning how to become an athletic director, it’s important to understand the skills of athletic directors. Athletic directors need to be able to demonstrate organizational leadership and strong communication skills. They need to be detail-oriented, as they arrange multiple schedules for several sports teams. They need to also be financially savvy and have basic mathematical skills, as they create and implement budgets. Since athletic directors work with athletic policies and public relations, part of an athletic director’s job description is being familiar with legal terms and policies. Athletic directors communicate with coaches, athletes, parents, administrators, and recruiters and thus need to demonstrate interpersonal skills. They need to be able to deal with conflict resolution between students, parents, and principals regarding sports issues. They need to also be prepared to communicate effectively across different media outlets regarding sports teams and their games. Overall, athletic directors must display leadership qualities across the board when it comes to the sports field.
Become an Athletic Director
When considering what it takes to become an athletic director, it can be helpful to know an athletic director’s job description and qualifications. For those who are invested in the athletics world and want to make a difference in student-athletes’ lives, an athletic director career can be particularly rewarding. Students and professionals looking to advance their careers as athletic directors can earn Ohio University’s Online Master of Athletic Administration. The program’s goal is to train and prepare coaches and administrators to become knowledgeable, forward-thinking athletic directors. Courses such as Sports Marketing, Athletic Administration Seminar, and Financial Administration of Sports Facilities and Programs can develop and expand your skillset.
Discover how the Online Master of Athletic Administration can help you to become an athletic director and prepare you for a career that guides your K-12 athletic program into the future.
Ohio University Blog, “A High School Athletic Director’s Guide to Pay-to-Play Sports”
Ohio University Blog, “Athletic Directors Encouraging Student Academic Achievements”
Ohio University Blog, “Sports Marketing: Winning Strategies, Wild Fans, and the Money”
Forbes, “Examining the Decade-Long Trends in High School Sports Participation”
National Athletic Trainers’ Association, The Benefits of High School and Youth Sports
NCAA, Estimated Probability of Competing in College Athletics
PayScale, Athletic Director Salary | <urn:uuid:b9a71c47-202d-46ec-8bfd-626e28e0f015> | CC-MAIN-2022-33 | https://onlinemasters.ohio.edu/blog/how-to-become-an-athletic-director/?g=articles&t=maa | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.952221 | 1,265 | 2.640625 | 3 |
At Buddy we are often asked about individual health insurance and how it works. While our efforts focus on protecting outdoor enthusiasts with our on-demand accident insurance coverage, we thought we’d write a little about how individual health insurance works. (If you’d like to learn more about our coverage, head over to Buddy for a benefit description and quote). In the meantime, read below for a primer on individual health insurance, deductibles, co-insurance, copayments and much more. If you have any questions, our team of licensed agents is always available.
Average cost of Health Insurance
The average cost for health insurance is $599/monthfor an individual and $1,715 for a family (source). However, costs vary among the wide selection of health plans. Understanding the relationship between health coverage and cost can help you choose the right health insurance for you.
What is individual health insurance?
While many people get their health insurance through a group plan sponsored by their employer or union, others buy it themselves. If you are buying your own health insurance, you are purchasing an individual plan, even if you include family members on the plan. As a result of the Affordable Care Act (ACA), people can purchase individual health insurance through a government exchange or marketplace (commonly referred to as ACA plans), or they can buy health insurance from private insurers. You may be restricted to purchasing health insurance through a government exchange to certain times of the year. Usually you can purchase health coverage from a private insurance company anytime.
ACA plans are a good starting place to understanding individual health insurance options. ACA health plans are classified as either Bronze, Silver, Gold, or Platinum.
All ACA plans must cover 10 essential benefits, such as coverage for hospitalizations, outpatient and preventive care, maternity and child services, lab tests, rehabilitation services, mental health treatment, and prescription drugs. Each insurer can decide how it provides these benefits, and perhaps additional benefits. The metallic levels help buyers understand what portion of health care costs the plan will pay on average and what portion the consumer will pay.
Deductibles and cost-sharing expenses
A deductible is the amount you pay for health care services each year before your health insurance pays its portion of the cost of covered services. According to an analysis by the Kaiser Family Foundation, the average annual deductible for employer-based coverage, is $1,931 for individuals and $3,655 for family coverage. Keep in mind, individual health insurance plans’ deductibles vary considerably: some may be as low as $0, and others can be much higher.
Copayments and coinsurance are cost-sharing payments you make each time you get a medical service after reaching your annual deductible.
A copayment is a fixed amount that you pay for covered health care services. For example, assume your plan has a $30 copayment and your doctor’s visit is $150. If you:
- Haven’t met your deductible, you’ll pay $150 at the time of your visit
- Have met your deductible, you’ll pay your $30 copayment
Coinsurance is a percentage of covered health care service that you pay for covered services after you have met your deductible. Assume your plan has a 20% coinsurance and your doctor’s visit is $150. If you:
- Haven’t met your deductible, you’ll pay $150 for the visit
- Have met your deductible, you’ll pay 20% of $150 (which is $30)
Maximum out-of-pocket limits
The maximum out-of-pocket limit is a financial safety net. This dollar amount is the most you have to spend for covered services in a year. After you reach this amount, the insurance company pays 100% for covered services for the rest of the benefit year. Your deductible, copayments and coinsurance payments count toward the annual maximum out-of-pocket limit.
For the 2020 plan year, the out-of-pocket limit for an ACA plan can’t be more than $8,150 for an individual and $16,300. Many plans offer lower out-of-pocket limits.
How do premiums, deductibles, cost-share, and out-of-pocket limits influence health care cost?
Generally, the more benefits your plan pays, the more you pay in premium. But your medical expenses for care are lower. To illustrate how these costs may influence your choice of plans, consider the ACA plans below:
- The Bronze plan has the lowest premiums of the ACA metallic categories of plans. The national average premium in 2020 for single coverage is $448 per month, for family coverage, $1,041 per month, according to the study. A Bronze plan may be right for you if your primary goal is to protect yourself financially from the high cost of a serious illness or injury and still pay a modest premium. However, you will have to pay for much of your routine medical care. The plan pays for preventive care (such as an annual wellness visit, certain screenings and counseling) whether or not the deductible is met.
- A Silver plan may be a good choice for you if you can afford a slightly higher premium to get more insurance payment for medical care. The national average Silver plan premium in 2020 for single coverage is $483 per month. Family coverage averages $1,212 per month.
- A Gold plan may be the right choice for you if you are willing to pay even more each month in premiums to have more of your medical care expenses paid by insurance. A Gold plan may be especially valuable to you if you or your family require frequent or extensive medical care. The national average Gold plan premium in 2020 for single coverage is $569. For family coverage, the average premium is $1,437 per month.
- If you can afford to pay more in monthly premium costs in exchange for small medical expenses related to extensive, ongoing health care, the Platinum plan may be a good choice. In 2020, the Platinum plan premium averages $732 per month for single coverage and $1,610 per month for family coverage.
We at Buddy trust that you have found this information helpful. At Buddy we’ve got your back! | <urn:uuid:03a432cb-68ee-4eca-ae95-9e2d8ae6c025> | CC-MAIN-2022-33 | https://my.buddy.insure/blog/individual-health-insurance-how-it-works/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.94822 | 1,292 | 2.203125 | 2 |
There are certain risks you may face when processing payments online. Each of these risks can lead to financial or regulatory penalties and potentially affect your ability to process online payments altogether.
- Fraudulent Transactions: A transaction where the consumer attempts to use stolen card or payment information to make a purchase.
- Chargebacks: An investigation controlled by the card networks when a consumer disputes a transaction that they either do not recognize or believe was processed fraudulently.
- Carding: payments attempted through an easily accessible payment form in an effort to validate stolen card information.
It is essential to understand these risks so that you can determine how to minimize them when processing payments through your Portal.
- There are many risk tools available within your portal to help minimize the risk when processing transactions. These tools can be used to strengthen the information required from consumers and automatically reject payment attempts that do not meet your standards.
Good to know:
- Continually monitoring the activity on your portal is an excellent way to protect yourself against suspicious transactions. | <urn:uuid:0355f7e0-6174-4ff6-b9a1-890d395d9a24> | CC-MAIN-2022-33 | https://help.na.bambora.com/hc/en-us/articles/360045710634-What-are-my-risks-when-processing-payments-online- | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.919421 | 210 | 2.015625 | 2 |
In Portugal, fellow socialist Jose Socrates talked himself into an early election a few weeks ago by failing to win support for a new austerity drive. The country is said to be in a funk of despair over the prospects of a bailout.
Look northwards from Spain and similar public pressures are at work. From France to Finland, domestic forces make it more likely that leaders will play hard for big concessions from Ireland for lower interest on bailout loans.
French president Nicolas Sarkozy received a walloping so bad in local elections 10 days ago that some media are asking whether he might face rivals for his party’s nomination in presidential election next year.
German chancellor Angela Merkel has had a similarly bruising time in regional polls, losing the key state of Baden-Württemberg in her latest setback. At the weekend the head of her junior coalition partner and foreign minister, Guido Westerwelle, called it a day as head of the liberal Free Democrats. Less than two years into her current term, the chancellor’s room for manoeuvre on the European stage seems to narrow by the week. Given the pivotal role she plays in the debt emergency, this is crucial.
But she is not the only one feeling the strain. In the Netherlands last month, liberal prime minister Mark Rutte failed to win a senate majority for his minority coalition with the centre-right. This is the first time since 1918 that a new government did not take the senate, making it difficult for Rutte to pass laws.
Finland’s centre-right government derailed plans to up the lending capacity of the single currency bailout fund because of electoral pressure from a surging eurosceptic party.
In recent weeks, each of these four countries angled in their own way against any “easy” deal for Ireland on bailout interest. The Government may feel it has the weight of moral and economic right on its side, but this is not a moral question for its sponsors.
Read the whole thing.
I did ask, how is the collective mood now? | <urn:uuid:f92c6183-7653-466b-a73d-caab82ba9521> | CC-MAIN-2022-33 | https://sluggerotoole.com/2011/04/05/what-is-clear-is-that-dublin%E2%80%99s-perspective-will-not-be-the-defining-one/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.958388 | 415 | 1.78125 | 2 |
With the occurrence of SaaS in the workplace, IT leaders are facing managing a new product category. As a result, software administrators must increasingly use SaaS licensing management solutions to discover and modernize it across the organization. Automating procedures, optimizing SaaS spending, and revealing overlapping services are necessary needs for an enterprise today.
The change in basic assumptions toward modernized solutions causes the development of innovative technologies. For example, a single architecture platform enables the generation of a SaaS license management platform, which allows software data to be shared and used across the organization.
What is SaaS License Management?
SaaS Licensing is a cloud application for optimizing that can help an organization save time and money. By adding different subscriptions or licenses, one can easily learn about the organizational waste and immediate return on investments, giving you the best ROI. But handling SaaS Licenses is not an easy task. With the employment growth, it becomes more tedious.
SaaS License management is just another world of equipment that eases different functionality in the applications used. It supplies the solution for aiding ownership, activeness, observance, and responsibility of SaaS and software vendors around your business. It focuses on quick-witted and potential guided by IT and its acquisitions. Modern investors are the most important subjects, as it chooses more and expect more from applications and technologies. This prioritizes their aim to choose with whom to do business.
So, after the above discussions, it becomes mandatory to have a quick and crisp definition of SaaS licensing management.
Saas license management is defined as the subgroup of software asset management (SAM), inclining toward cloud-based applications and services. With the advancement in recent businesses, it has become more cloud centralized. Hence the need for tracking and management course of action for new and accustomed Saas products demands more.
SaaS management platform provides the solution. With SaaS License management, one can easily manage license activity, manage contracts, and optimize renewals. It also allows you to customize notifications for relevant data.
Variety of SaaS Licenses
With the massive demand for SaaS Propagation, many software licenses are currently available as a SaaS Subscription Model. As a result, most companies report subscription service costs as a unit of managing expenses. This is paid periodically, either monthly or annually, without involving the software purchase as beforehand asset expenses, as was the condition earlier.
There are mainly four types of SaaS licenses:
- User-based: these licenses are for every user. Here the SaaS Service provider levies a fee per user to access the applications. The most common licensing type.
- Consumption-based: these licenses let the customer pay for what they consume. The users are charged for the usage of the application or its features. This tariff is fixed whether it is used or not.
- Fixed price: SaaS subscription rates are fixed. Many SaaS Vendors offer this scheme, where the annual fee is charged at some discount in monthly subscription plans.
- Tiered: this means that the vendors offer the fee in such a way that with the increase in the feature, there is an increase in the price in each segment of applications.
Necessity of SaaS License Management and their challenges
SaaS License Challenges
After the immense success of SaaS Applications and SaaS Subscriptions, there is no scope of surprise that SaaS Vendors have grown significantly for all business sizes. Organizations with a strength of 100 employees are expected to use 20 to 25 SaaS Apps. This figure increases to 185 when the count of employees is 100-1000, and 275 SaS Applications on an average for 1000+ employees. Well, this is not the end. This number will likely increase, bringing about new opportunities for modern businesses, such as rapid SaaS Propagation. It brings along with it its own synchronized challenges.
SaaS License Management (SLM) becomes predominantly challenging in businesses centralized by cloud services and SaaS applications. Tracking a bunch of licenses is one of the practical difficulties that keeps on growing with the increasing rate of SaaS Adoption.
The regular check-up routines of these businesses are managed by IT’s. This includes
- Tracking of SaaS license compliance
- Managing SaaS licenses for users within the organization premises.
- Discovering unauthorized and unsanctioned SaaS Consumption.
Let us discuss more in detail to find out about some more measurable challenges to meet the necessity of Saas License Management. Here are the 4U’s in the list below-
- Unused Licenses: It is usually seen that companies come up with number of Licenses. The reasons are very plain but true: there is no planning before purchasing. They may not have even tracked the number of licenses for installation and their usage. As a result, these licenses are still unused for a prolonged period, leading to over or recurring SaaS Spending that can cut your pockets. Replication of licenses can also be a reason for over costing.
- Unproductive licenses: Some licenses are expensive as they offer many advanced and premium features. However, it is not necessarily that the entire organization will need access to the same quality available under premium plans. There is always enough scope for cost-cutting by optimizing, purchasing, security, and compliance of SaaS Software licenses for people who need them.
- Unemployed licenses: Some facts also claim that sometimes employees never use the purchased licenses. At some points, IT Teams also do not manage these SaaS applications; therefore, the employees are not revoked when they leave the organization. Consequently, they continue to pay for such licenses even after the employee has left the organization for months or years.
- Unorganized SaaS Renewal: It is seen that Saas license renewals are done at different time intervals throughout the year. Since these renewals are unexpected, hence tracking SaaS License becomes difficult. Some SaaS Vendors send notifications prompt for subscription renewal, while others may just come and go. Thus, such outcomes result in many businesses abandoning renewals to work out pricing and their terms or revising the organization team’s needs.
Importance of SaaS License Management
Suppose you are an average organization that uses some 100 SaaS subscription tools daily. If we do not have any SaaS License management strategies, how can you combat the probable risks!!!
- Shadow IT and dissipation: A general fact that on SaaS, it is easy to onboard, and updates and organizations are also willing to pay for SaaS subscriptions paid by employees; in fact, a big part of SaaS inventory is signed up and owned by the employees. It is either fully aware of this or clueless, but they have no authority on cloud software. This results in shadow IT, which is not visible to the SaaS applications which the company already owns. Ultimately, the loss of money on SaaS for which the company is already paying.
- Paying for unnecessary applications: Large companies come with the lack of a centralized record of company SaaS applications. This could be due to the signing up of new software subscriptions that can be duplicated for which the company is already paying for it. Some duplicate applications are video conferencing, online training, collaboration, and project management tools.
- Data security and compliance: Whenever data is purchased by IT, it usually goes through the compliance check and security assessment. Whereas for individual software subscriptions, this is not possible. Here the terms and conditions are ignored quickly and are often accepted by the employees. Team leads or IT doesn’t get the chance to analyse software before buying it. Lack of examining the software uncovers the number of data breaches, security threats, and the threat of non-compliance by law.
Why SaaS License Management is crucial for your business?
SaaS License Management helps businesses with the chance to save on the above-mentioned SaaS wastes. Thus, companies often over-purchase SaaS licenses to make themselves available on all platforms in this regard and sequence. Unfortunately, these extra licenses often go unused. Reducing this can save businesses up to a substantial amount of money.
Today businesses are not only notified about advance renewals. Still, they can also contribute ample time in detail in reviewing the usage, understanding, and evaluating contracts in deep detail. They can be easily compared with the demand of the organization. This enables the company to collect employees’ feedback on applications to avoid undesirable renewals and substandard debates.
Saas license management tool also uses artificial intelligence’s help to predict future investments that change the budget based on the accuracy of the data.
Without a proper SaaS management tool, SaaS licenses can be managed by following the necessary steps.
Some Ways to Manage SaaS Licenses
1. Integrate license management into the fabric of the organization: License management will not be addressed unless it is integrated into daily company procedures. As a response, license management must be incorporated into signed-off procedures to ensure compliance and software cost containment.
2. Manage licenses from a centralized location: IT teams can quickly analyse and evaluate multiplatform multisite networks from an integrated license management interface. A license management platform provides consolidated insight into SaaS apps. Unused licenses or forgotten subscriptions, underused licenses or apps, and redundant apps should be kept under check for successful license management.
3. Employee Lifecycle Management: Employee Lifecycle Management refers to the measures by HR, IT, team leaders, and other stakeholders as an employee join progresses within or quits an enterprise. An accurate onboarding mechanism and revoking all SaaS licenses immediately after an employee is offboarded are necessary for SaaS license management. Furthermore, during role changes within the organization, licenses need to be revoked in some instances and granted in others.
4. Tracking SaaS renewals: While some suppliers provide notifications on subscription renewals, others may not. As a result, many businesses neglect renewals as a chance to renegotiate pricing and terms or reassess the team’s requirements. Enterprises can use a collaborative IT approach to keep renewals under control.
- Keep track of your renewals.
- Set a deadline for the renewal.
- Verify if the app is still active and required.
- Compare and contrast different vendors.
- Price and terms should be re-evaluated.
- Re-evaluate and update security assessments and documents.
5. Effective and knowledge-based management: SaaS license management fundamentally changes the position of IT and procurement, from a centralized and reactive approach to empowered and knowledge-based management of an ever-evolving SaaS vendor stack. The type and quality of data are important for the most effective implementation.
Organizations often keep track of SaaS licenses haphazardly or chaotically. However, individual teams may maintain their spreadsheets to keep track of them or acquire a unified perspective across the firm. Despite using spreadsheets, getting data on the number of licenses available, consumption of significant subscriptions, and other crucial information that could influence your budgeting strategy can be difficult.
The number of new applications delivered to a typical organization’s environment skyrockets every month compared to the few currently in use. For example, working with a SaaS discovery and management vendor rather than pursuing the manual route is beneficial to the institution. These vendors simplify SaaS administration, allowing better control over costs and hazards while offering employees access to SaaS solutions that help them become more productive. For businesses today, focusing on more effective SaaS subscription management is critical. | <urn:uuid:0820a6c6-c06e-4376-8f60-18f00eb740a5> | CC-MAIN-2022-33 | https://www.cloudfuze.com/5-steps-for-successful-saas-license-management/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.937731 | 2,434 | 1.828125 | 2 |
The authorial voice in frederick douglass s my
Frederick Douglass’ second life, My Bondage, and My own Freedom, drastically revises crucial portions of his unique narrative style and extends the story of his life to include his experiences as a traveling lecturer in the United States and also England, Ireland in europe, Scotland, and Wales. Douglass also casings his second autobiography differently, replacing the introductory records by white colored abolitionists William Lloyd Fort and Wendell Phillips with profound the prominent dark-colored abolitionist Dr . James MCune Smith. While the appendix to his first autobiography will serve primarily being a clarification about Douglass thoughts about religion, the appendix to My Bondage and My own Freedom has a letter into a former master, Thomas Auld, a send captain and various excerpts from Douglass abolitionist lectures. These prefaces and bout provide the audience with a perception of the larger historical actions in which Douglass plays a crucial part. Douglass later broadened and republished this life twice more, in 1881and 1892, both under the subject Life and Times of Frederick Douglass.
This genre prospered from about 1760 and through the starting decades following the abolition of slavery. Probably the most famous good examples is the Interesting Narrative in the Life of Olaudah Equiano, but the most famous writer of a slave a narrative most definitely has to be Frederick Douglas. A whole lot did the iconoclastic Douglass have to share about the truth of slavery that My own Bondage and My Freedom is actually his second publication. The first”and more famous”is his ground-breaking Narrative in the Life of Frederick Douglass, an American Slave: Written by Himself.
Technically, My personal Bondage and My Flexibility is considered a revised and expanded variation of that unique publication in that it acts to upgrade readers in what offers occurred in the decade since the earlier narrative was released. These upgrades are generally focused on his encounter with racism in the northern states, his movements in the name of dérogation, most significantly, his decision to break away from Bill Lloyd Fort and the light abolitionist leaders to establish the primacy with the black voice in the call to end captivity. Central to this slave narrative Douglass’ regular expression of his legislation that the establishments of captivity corrupts and dehumanizes not merely the slave, but the slaveowner and non-slaveholder who condones this practice.
While Story of the Life of Frederick Douglass, An American Slave is much more known, My personal Bondage and My Flexibility answered lots of the burning concerns leftover from your first book. Published in 1855 a decade after narrative, it broadened on some of the most intriguing points of his initial book. Bear in mind, both were autobiographies, but since Douglass composed in his third autobiography, Life and Times of Frederick Douglass, there was only so much information that he could expose at the time in expectations of certainly not preventing get away by additional runaway slaves.
Like Douglass earlier story, My Bondage and My personal Freedom begins with his beginning in Tuckahoe, Maryland, but the revised version offers various additional particulars. In Section 1, Douglass remembers his grandmother, Betsey Bailey, by length: Grandmother was… all of the world to me, and the thought of being separated from her, any time and effort… was inaguantable. However , when he is around seven years old, his grandmother takes him to live within the plantation of Colonel Edward cullen Lloyd, and perhaps they are indeed separated, leaving small Fed without having family except for his littermates, of whom he remarks, slavery experienced made us strangers. Douglass acknowledges it turned out sometimes whispered that my own master was my father, although he are not able to confirm the precision of this rumor, for slavery does away with fathers, as it does away with families. In describing his early lifestyle on the planting, Douglass extends the material through the first five chapters of his 1845. Narrative such as death of his mom, descriptions of brutal overseers, and the to whip of Great aunt Esther to fill the first eight chapters of My Bondage and My own Freedom.
In Chapter 15, Douglass describes life in Baltimore together with his new learn, Hugh Auld, a send carpenter and brother of Thomas Auld. I had been remedied as a this halloween on the planting, I was remedied as a child now, he remarks, but the troops of hostile boys inside the streets even so made him wish sometimes to be back on the residence plantation. The moment Hugh Auld discovers that his wife, Sophia, is definitely teaching Douglass to read, this individual insists that she stop immediately, pertaining to [a slave] should know only the will of his expert, and literacy would permanently unfit him for the duties of a slave. Douglass hears and understands this message, although Aulds phrases actually persuade him with the crucial need for literacy: In learning to read, consequently , I.. are obligated to repay quite all the to the level of resistance of my master, as to the kindly assistance of my own amiable mistress. In order to achieve literacy, Douglass is required to resort to indirections just like exchanging loaf of bread for examining lessons coming from hungry white colored children in the streets of Baltimore. For any single biscuit, he recalls, any of my own hungry little comrades would give me a lessons more useful to me than bread.
Chapters 13-20 of My Bondage and My Freedom retell the number of relocations and challenges Douglass faces via 1833 (then fifteen years old) through 1838, when he finally goes out from slavery. One trouble over, and comes one more, Douglass recalls, The slaves life is filled with uncertainty. This type of period of uncertainty begins with all the death of Captain Anthony, who, Douglass notes got remained his master in fact , and in rules, though he had become notify the servant of Learn Hugh. Captain Anthonys loss of life necessitates a division of his human real estate, and rapidly afterward, Hugh Auld transmits Douglass to work at his brother Jones Aulds planting, on Marylands Eastern Shoreline. When Grasp Thomas finds that serious whippings will not cause any visible improvement in Douglass character, this individual hires the young slave out to Edward cullen Covey, who is reputed to be a first-rate hands at disregarding young Negroes.
On January 1, 1834, Douglass aims for Coveys farm, fearing that such as a wild young working dog, I am to be cracked to the yoke of a bitter and life-long bondage. The setting, among his first assignments should be to tame a pair of unbroken oxen, which Douglass describes being a near-impossible process. The oxen run away, and Covey punishes Douglass roughly. But Douglass does not intend to be broken either, wonderful year with Covey culminates in a chaotic fistfight while using overseer. This kind of brutal have difficulty, Douglass recalls, rekindled in my breast the smoldering embers of freedom… and revived a sense of my very own manhood. Douglass emphasizes his victory over Covey being a turning point inside the narrative: This kind of spirit helped me a freeman in fact , when i remained a slave in a form. In 1835, Douglass leaves Covey to work for William Freeland, a well-bred southern lady, noting that he was the very best master My spouse and i ever had till I became my own grasp. After an uneventful year, Douglass devices his initially escape prepare, conspiring with five various other young men slaves. Yet , their structure is detected, Douglass is imprisoned for a time, and finally, Thomas Auld sends him returning to live with Hugh.
While doing work in a Baltimore shipyard as being a hired worker, Douglass is definitely savagely beaten and practically killed by simply four white colored ship glazers. Nevertheless, the work allows Douglass to save some cash, finally enabling him to generate his get away in Sept. 2010 1838. Douglass does not expose the full information on his break free in My Bondage and My Freedom, fearing that he may thereby prevent a close friend from affected by escaping the chains and fetters of slavery. This individual narrates his escape in Life and Times of Frederick Douglass, published very well after emancipation. Instead, Douglass skips to his house of lifestyle in Ny: less than a week after giving Baltimore, I used to be walking among the rushing throng, and gazing upon the spectacular wonders of Broadway.
Even though the title suggests that Douglass second autobiography may well spend as much time in the freedom as it spends in the bondage, only the last four chapters are devoted to his life as a free man. Chapter twenty-two details Douglass marriage to Anna Murray, his go on to New Bedford, Massachusetts, his renaming from Frederick Augustus Washington Mcneally to Frederick Douglass, great first encounter with the brain of William Lloyd Garrison. Chapter twenty-three relates Douglass involvement with the American Anti-Slavery Society and describes his original push to write down his story to dispel most doubt regarding his background and to expose the secrets and crimes of slavery and slaveholders. Phase 24 details Douglass turbulent Atlantic traversing on a send full of slave-owners, his uses as a touring lecturer in the uk, Ireland, Scotland, and Wales, and the various dear close friends abroad who have collaborate to purchase Douglasss liberty from Thomas Auld in 1846.
Chapter 25 recalls Douglasss decide to start a newspapers after returning to the United States, which in turn he realizes with the help of his friends in the uk despite a lot of unexpected amount of resistance from his abolitionist close friends in Boston. This difference of view was representational of a greater rift between Douglass plus the followers of William Lloyd Garrison above various points of political philosophy. Determined to circulate his magazine from a neutral position, Douglass commences printing The North Star in December 1847 and moves his family to Rochester, New York, in 1848. He concludes My Bondage and My own Freedom using a revised objective statement: to market the ethical, social, faith based, and perceptive elevation with the free coloured people… to advocate the truly amazing and primary work of the widespread and absolute, wholehearted emancipation of my entire race.
Douglass encountered a unique brand of resistance within the rates high of the Anti Slavery Society itself. Having been one of just one or two black males employed by the mostly light society, and the society’s market leaders, including Fort, would often condescendingly demand that Douglass merely connect the “facts” of his experience, and leave the philosophy, rhetoric, and persuasive argument to others. Douglass’s 1845 Narrative with the Life of Frederick Douglass, An American Slave, Written by Himself can be seen as a response to both of these types of opposition. The Narrative pointedly states that Douglass is definitely its sole author, and it contains two prefaces via Garrison and another abolitionist, Wendell Phillips, to attest to this reality. Douglass’s use of the true titles of people and places additional silenced his detractors who also questioned the truthfulness of his account and position as a previous slave. In addition , the Narrative undertook to get not only a personal account of Douglass’s experience as a servant but also an eloquent anti-very treatise. With the narrative, Douglass exhibited his capability to be not simply the teller of his story nevertheless interpreter too. Because Douglass did make use of real brands in his Narrative, he had to flee the usa for a time, because his Maryland “owner” was legally eligible for track him down in Massachusetts and reclaim him. Douglass spent the next 2 yrs traveling inside the British Isles, where he was warmly received. He came back to the Us only following two British friends acquired his freedom. His popularity at home experienced grown during his deficiency. The Story was an instant bestseller in 1845 and went through five print operates to accommodate demand. Despite level of resistance from Fort, Douglass started his individual abolitionist paper in 1847 in Rochester, New York, under the name North Star.
Douglass continuing to write and lecture against slavery and also devoted focus on the could rights movements. He became involved in governmental policies, to the disapproval of additional abolitionists who also avoided national politics for ideological reasons. When the Civil Warfare broke out in 1861, Douglass campaigned first to make it the aim of the war to abolish captivity and then to let black guys to fight for the Union. He was effective on equally fronts: Lincoln subsequently issued the Emancipation Déclaration on December 31, 1862, and Our elected representatives authorized the enlistment of black men in 1863, though these were paid simply half what white soldiers made. The Union gained the Detrimental War on 04 9, 1865.
During the 1860s and past, Douglass continued to plan, now for the right of blacks to political election and receive equal treatment in public places. Douglass served in government positions under many administrations inside the 1870s and 1880s. This individual also found a chance to publish the third volume of his autobiography, The Life and Times of Frederick Douglass, in 1881 (the second volume, My Bondage, and My Flexibility, was published in 1855). In 1882, Douglass’s wife, Anna, died. This individual remarried, to Helen Pitts, a white advocate from the women’s motion, in 1884. Douglass died of a myocardial infarction in 1895.
Until the sixties, Douglass’s Story was mainly ignored simply by critics and historians, who focused rather on the speeches and toasts for which Douglass was primarily known. However Douglass’s skill clearly extended to the written word. His Narrative come about in a popular tradition of slave narratives and captivity fictions that features Harriet Beecher Stowe’s Dad Tom’s Cabin and Harriet Jacobs’s Incidents in the Your life of a Slave Girl. Douglass’s work is definitely read today as one of the greatest examples of the slave-narrative genre. Douglass co-opted narrative variations and varieties from the religious conversion narrative, the sentimental novel, oratorical rhetoric, and heroic hype. He got advantage of the popularity of servant narratives although expanding the probabilities of those narratives. Finally, in the somewhat unique depiction of slavery as an attack on selfhood and in the attention to the tensions of becoming an individual, Douglass’s Narrative may be read as being a contribution to the literary tradition of American Passionate individualism. | <urn:uuid:b7b1ee2d-f0ff-4e6d-a966-7b854d624e5b> | CC-MAIN-2022-33 | https://joinsamme.com/the-authorial-voice-in-frederick-douglass-s-my/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.967434 | 3,064 | 2.21875 | 2 |
Posts Tagged World Intellectual Property Indicators
* ILO’s Key Indicators of the Labour Market (KILM) ILO released the latest edition of KILM – an online reference tool offering data and analysis on the world’s labour market – includes information about the dynamics of job losses and job creation in 70 developed and emerging economies. Check the Press Release. Download the Key Indicators of the Labour Market (KILM) – 8th edition. ——————————————————————————————————————————————–— * World Intellectual Property Indicators – 2013 Edition WIPO published the World Intellectual Property Indicators 2013 which provides a wide range of indicators covering different areas of intellectual property. Download the full report here. ——————————————————————————————————————————————–— * Uzbekistan Joins CIS Free Trade Zone Uzbekistan has ratified a treaty which makes Uzbekistan the ninth member of the free trade area of the Commonwealth of Independent States (CIS). Aside from Uzbekistan, the free trade agreement (FTA) includes Russia, Ukraine, Belarus, Kazakhstan, Armenia, Kyrgyzstan, Moldova, and Tajikistan. Kyrgyzstan and Tajikistan have signed but not yet ratified the agreement. Please find more here. | <urn:uuid:b7472b3e-4acd-408e-9fe7-3364acb4ba88> | CC-MAIN-2022-33 | https://beleuz.wordpress.com/tag/world-intellectual-property-indicators/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.829884 | 249 | 1.59375 | 2 |
A report by the Centre for Policy Studies identifies the alcohol duty on spirits as a key levy that the Government can cut to “help family finances.”
Currently, drinkers can pay more than £10 in alcohol duty and VAT on a £14 bottle of spirit, and charities are lobbying for the tax to be increased further, on health grounds.
Nick King, the Centre for Policy Studies’ Head of Business said: “We will show that tax cuts don’t necessarily mean a loss of revenue for the Treasury.
“When spirits duty was frozen in November 2017, and again the following year, revenues rose significantly.
“The knock-on benefits of increasing exports, investment and customer satisfaction are great examples of the incredible impact a cut in spirits duty could have.
“The government should seriously examine the potential for a cut in spirits duty as part of the forthcoming alcohol duty review. In the meantime, the duty should – at the very least – continue to be frozen.” The CPS report follows research carried out with the UK Spirits Alliance, an industry body.
Read the full Telegraph article here
Date Added: Saturday 22nd February 2020 | <urn:uuid:aa10238a-e00c-4a39-9134-6905b32a6bdd> | CC-MAIN-2022-33 | https://cps.org.uk/media/post/2020/spirits-duty-cut-in-the-budget-would-boost-the-economy-report-says/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.939726 | 240 | 2.09375 | 2 |
Moving binary files
I have downloaded the trial version for evaluation and was trying to do a simple file move from one directory to another. I tried moving a PDF file, which seemed to work but when I tried to open the pdf file it just had a bunch of blank pages. Tried with a Word document and when I tried to open it said it was corrupt.
My options in source for input file type is ‘Arbitrary Text’. I was expecting to see a choice for binary file. The file does not contain hl7 messages, it is just a report.
Also, I don’t see, in the destination, how to set the File name to the original incoming name. Is that possible?
The Iguana message queue is not designed to store binary files. It is designed to move serialized messages in text format. However, if you need to embed binary files in a message, you can read them into Iguana and encode them in base64, and that will make it safe for the Iguana queue. (You will be using a From Translator component instead of a From File component for this. The From File component will try to put anything it reads in into an Iguana queue.)
There are several strategies you can use to move binary files:
— You can use Iguana io APIs to do command line actions using popen function to move them from one folder to another. Again, this would mean that you would use a From Translator component instead of a From File component.
— You can read the binary file into a Translator script and then store it in a SQLite database if you need to reference it from that script or another script. The impact here is that you never need to put the binary file in the queue itself, but you can pass along a reference to it to any other part of the interface logic.
Hope this helps.
Director, Client Education
Ok. Thanks for the tips. I was hoping to be able to move a file without actually having to process it into the channel, kinda like using ftp to move the file from one directory to another, but not actually using ftp.
Using your method, I would assume I would still use a To File destination. How do you set the file name to be the same as the original? I would assume it would be in the HL7 message somewhere.
To be clear, you can do that using io.popen in the scripting environment that you’ll find in From Translator.
For example, if you are familiar with how to use the operating systems command line interface from say Powershell, you can use those command lines in the io.popen function.
local Directory = io.popen("ls /path/to/directory")
local R = Directory:read("*a")
This is code (for linux) to return a directory listing and read it into Iguana. From there you would parse the filename list, and then you could execute a mv command in popen (or its Windows equivalent) for moving the file to another directory.
This would the the high-level workflow.
Director, Client Education
You must be logged in to reply to this topic. | <urn:uuid:afa10ce9-2547-42e3-a458-e4b9f6c35b88> | CC-MAIN-2022-33 | https://help.interfaceware.com/forums/topic/moving-binary-files | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571536.89/warc/CC-MAIN-20220811224716-20220812014716-00272.warc.gz | en | 0.942872 | 708 | 1.664063 | 2 |
How to convert 9895 foot to meters?
|9895 ft *||0.3048 m||= 3015.996 m|
A common question is How many foot in 9895 meter? And the answer is 32463.9107611 ft in 9895 m. Likewise the question how many meter in 9895 foot has the answer of 3015.996 m in 9895 ft.
How much are 9895 feet in meters?
9895 feet equal 3015.996 meters (9895ft = 3015.996m). Converting 9895 ft to m is easy. Simply use our calculator above, or apply the formula to change the length 9895 ft to m.
9895 Foot to m, 9895 Feet in Meter, 9895 ft in m, 9895 Feet to m, 9895 Feet in m, 9895 Foot in Meters, 9895 Feet to Meters, | <urn:uuid:3706ce46-9524-43b9-85d6-df2caf4c5e10> | CC-MAIN-2022-33 | https://feet-to-meters.appspot.com/pl/9895-stopa-na-metr.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00272.warc.gz | en | 0.814203 | 196 | 2.359375 | 2 |
The purpose of this list is to showcase just how widely use the the .org domain name really is. While in many cases, the .org domain name is actually being used by a genuinely credible organization, there are also many instances where the .org website truly wouldn't stand muster as a credible source. Of course, this list is by no means exhaustive. If you find any other notable examples of .org websites that aren't exactly the most credible sources, feel free to reach out to me via email so I can update this list.
|4chan||4chan.org||4chan is a simple image-based bulletin board where anyone can post comments and share images. As the Washington Post puts it, 4chan is a forum — nothing crazy or mysterious there. It’s just a forum with no names, few rules and few consequences, which is (a) the philosophical antithesis to virtually every other mainstream social property and (b) means people can (and do!) say just about anything they want.|
|The Pirate Bay||thepiratebay.org||The Pirate Bay is a bittorrent file-sharing website that indexes and makes available illegally-obtained copies of TV Shows, Movies, and other media content.|
|Educate Yourself||educate-yourself.org||Educate Yourself is a simple website outlining a ton of various conspiracy theories. It describes itself as a free educational forum dedicated to the dissemination of accurate information in the use of natural, non-pharmaceutical medicines and alternative healing therapies in the treatment of disease conditions. Free Energy, Earth Changes, and the growing reality of Big Brother are also explored since survival itself in the very near future may well depend on self acquired skills to face the growing threats of bioterrorism, emerging diseases, and the continuing abridgement of constitutional liberties.|
|Immediate Safety||immediatesafety.org||Immediate Safety is a highly-partisan, right-leaning website that creates and publishes fake news articles.|
|Addicting Info||addictinginfo.org||Addicting Info is a highly-partisan, left-leaning website that creates and publishes fake news articles.|
|The Flat Earth Society||tfes.org||This website hosts information and serves as an archive for Flat Earth Theory. The Earth is not actually flat, and you should not believe that this is the case simply because this URL has .org in it| | <urn:uuid:42d90dcc-1f6c-4f79-b467-924c48145de8> | CC-MAIN-2022-33 | https://dotorgdoesntmeancredible.org/sketchysites.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00272.warc.gz | en | 0.915287 | 522 | 1.867188 | 2 |
fqgouvea at colby.edu
Wed Jun 3 20:22:27 CEST 2020
I looked but did not see. Thanks, everyone, and sorry to have bothered
On 6/3/2020 1:42 PM, Gray, Gary L wrote:
> It is in the AMS symbol package as \gtrless.
>> On Jun 3, 2020, at 1:26 PM, Fernando Gouvea <fqgouvea at colby.edu
>> <mailto:fqgouvea at colby.edu>> wrote:
>> I am looking at a mathematics paper from 1894 and found that the
>> author uses stacked > and < to denote inequality and incongruence:
>> Any change someone has created that symbol for LaTeX?
>> Fernando Q. Gouveahttp://www.colby.edu/~fqgouvea
>> Carter Professor of Mathematics
>> Dept. of Mathematics and Statistics
>> Colby College
>> 5836 Mayflower Hill
>> Waterville, ME 04901
>> The world was made for the dead. Think of all the dead there
>> are. There's a million times more dead than living and the dead are
>> dead a million times longer than the living are alive.
>> -- Mason Tarwater, in Flannery O'Connor's The Violent Bear It Away
Fernando Q. Gouvea http://www.colby.edu/~fqgouvea
Carter Professor of Mathematics
Dept. of Mathematics and Statistics
5836 Mayflower Hill
Waterville, ME 04901
There ought to be somebody who speaks to the other nineteen
centuries. Not everybody should be caught in this moment. I'm filing a
minority report on behalf of the past.
-- Jaroslav Pelikan, in an interview to the
Christian Science Monitor, 1983
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Osman NgoNgo (37) from Breda fled with his parents from Angola to the Netherlands thirty years ago because they did not want him to become a child soldier. Since then he has lived in the Netherlands, but his problems are still not over. He resides here illegally and as a result can’t officially work, buy a house or get a driver’s license and not even go on holiday. A cry for help.
In a friend’s tattoo parlor, Osman goes all out with his dancing skills. Dancing is his lifeline (see the video accompanying this story).
“I’ve been looking for something to feel less empty,” Osman says of his passion, “because sometimes I feel more dead than alive because I actually have to get out of the country. What everyone here takes for granted, I have not. I’m very stressed.”
Osman was born in 1985 in the middle of a civil war, but by fleeing, he did not end up in the war or a diamond mine as a child. He ended up in Breda with his parents, brothers and sisters. There he went to school, made friends, learned the language and also got a residence permit.
“My parents raised me with Jesus and good morals,” he says, “but I’m still off the rails.”
“It was only later that it dawned on me that I was a war child.”
What he experienced as a child in Angola, partly determined his future in the Netherlands. In 2005 and 2006 he regularly came into contact with the law and was also imprisoned for a while. As a result, he lost his residence permit. Because he was an illegal alien afterwards, he was arrested even more often.
“I was traumatized,” NgoNgo says about that period. “I was violent, really an aggressive person who often also walked around drunk. It was only later that it dawned on me that I was a war child and that this behavior is not normal.”
Osman got his life on track after 2009. He found his faith again, but not his residence permit. Because he also has no identity papers, he is still registered as an illegal alien to this day. Something he doesn’t understand and finds unfair.
“The fact that Osman holds up deserves respect.”
“I’ve been well behaved for years and really tried to get my papers back,” Osman says. He knocked on the door of the Immigration and Naturalization Service (IND) to no avail. “I don’t get the chance to tell my story. There is also something wrong with my surname. My name as registered here cannot be found in Angola. I went to a lawyer, but he says that there is little can be done.”
But therein lies the solution, according to social counselor Johan Eeftink of the aid organization IMW Breda. “It must be a very good lawyer,” he says with a sigh. “Immigration law is very complicated and litigation takes a long time. I come across this often and these people often fall between two stools. The fact that they hold their ground deserves respect.”
The problem, of course, is that Osman can’t afford an expensive lawyer. “He must hope for publicity and the power of the media. That someone wants to take up his case. A crowdfunding campaign could also be something. But he probably has no other option than to report to the legal counter again and hope that there will be being re-tested.”
“I want to live a normal life without fear.”
Going back to Angola is not an option for Osman either. “I have to leave the country, but they don’t want me there either,” he says. “I tried that in 2005, but I can’t get a passport in Angola either. I’m not allowed to stay in the Netherlands, but I’m not allowed to leave either. I have no status, I’m neither Angolan nor Dutch. The great unknown, a stranger .”
Osman NgoNgo now wants to stay in Breda. He spent his childhood there. He has friends there but works and lives there illegally. “I can’t say where, because otherwise they will knock on my door and there will be a mess. I would like to lead a normal life without fear. My dream of going to drama school is probably over. But starting my own company is also beautiful. I hope someone helps me, because I can’t take it anymore.” | <urn:uuid:7cbf284f-b4b9-4452-aa00-45823f96789c> | CC-MAIN-2022-33 | https://kadoima.com/2022/07/12/osman-didnt-want-to-be-a-child-soldier-after-30-years-he-is-still-illegal/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.987118 | 1,006 | 1.546875 | 2 |
- Open Access
Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities
International Journal of STEM Education volume 7, Article number: 33 (2020)
Students with disabilities are underrepresented in undergraduate science, technology, engineering, and mathematics (STEM) courses. Students with disabilities who engage in self-advocacy earn higher GPAs and are more likely to graduate from college compared to students with disabilities who do not engage in self-advocacy. We utilized Test’s conceptual framework of self-advocacy, which breaks self-advocacy into four components: knowledge of self, knowledge of rights, communication, and leadership to investigate how students with invisible disabilities practice self-advocacy in undergraduate STEM courses. Through a partnership with a disability resource center (DRC), we recruited and interviewed 25 STEM majors who received accommodations for attention-deficit/hyperactivity disorder (ADHD) and/or a specific learning disorder (SLD). Data were collected using semi-structured interviews and analyzed using content analysis.
We found evidence of all components of Test’s conceptual framework of self-advocacy and operationalize each based on our participants’ experiences. We identified novel components of self-advocacy for students with ADHD/SLD in undergraduate STEM courses, including knowledge of STEM learning contexts and knowledge of accommodations and the process to obtain them, as well as, a novel self-advocacy behavior, filling gaps. Filling gaps involved participants taking action to mitigate a perceived limitation in either their formal accommodations from the DRC or a perceived limitation in the instructional practices used in a STEM course. We also identified beliefs, such as view of disability and agency, which influenced the self-advocacy of our participants. We incorporated the emergent forms of self-advocacy into Test’s conceptual framework to propose a revised model of self-advocacy for students with ADHD/SLD in undergraduate STEM courses.
We developed a revised conceptual model of self-advocacy for students with ADHD/SLD in undergraduate STEM courses. This conceptual model provides a foundation for researchers who wish to study self-advocacy in undergraduate STEM courses for students with ADHD/SLD in the future. It also offers insights for STEM instructors and service providers about the self-advocacy experiences of students with ADHD/SLD in undergraduate STEM courses. We propose hypotheses for additional study based on our conceptual model of self-advocacy. Implications for research and teaching are discussed.
Students with disabilities are underrepresented in science, technology, engineering, and mathematics (STEM) majors and this underrepresentation of individuals with disabilities persists in STEM workforce settings (National Science Foundation, 2019). In college, students with disabilities encounter many challenges influencing their retention in STEM majors (Carabajal, Marshall, & Atchison, 2017; Dunn, Rabren, Taylor, & Dotson, 2012; Hong, 2015). One important challenge students with disabilities in the US face during college is a shift in legislation guiding the accommodation process (Hadley, 2007; Janiga & Costenbader, 2002). In public high schools, accommodations are guaranteed primarily through an educational law called the Individuals with Disabilities Education Act (IDEA) (Smith, 2001). Under IDEA, public schools are responsible for identifying and accommodating students with disabilities. As students with disabilities matriculate into college, IDEA no longer applies. In college, civil rights legislation, specifically the Americans with Disabilities Act (ADA) and its amendments, work in tandem with Section 504 of the Rehabilitation Act of 1973Footnote 1 to ensure access to accommodations (Eckes & Ochoa, 2005; Smith, 2001). The ADA calls colleges and universities to provide “reasonable accommodations” that do not “fundamentally alter” the nature of the academic program (Americans with Disabilities Act of, 1990). Importantly, in college, students themselves become solely responsible for seeking and managing their own accommodations (Hadley, 2007; Janiga & Costenbader, 2002). Thus, as students with disabilities begin college, many are learning not only how to navigate life as a college student, but also how to navigate the academic accommodation process on their own for the first time. Successful navigation of the accommodation process in college requires self-advocacy (Hadley, 2007).
Self-advocacy for students with disabilities
Self-advocacy for students with disabilities has been defined and conceptualized in many waysFootnote 2 (Gelbar et al., 2019; Test et al., 2005). One well-accepted definition of self-advocacy is the “ability to assertively state wants, needs and rights, determine and pursue needed supports, and conduct your own affairs” (Izzo & Lamb, 2002, p. 6). In studies of students with disabilities, self-advocacy emerged as a critical factor related to the success and retention of students with disabilities in college (e.g., Kinney & Eakman, 2017; Lombardi, Gerdes, & Murray, 2011). While self-advocacy is identified as an important skill that can be taught to students with disabilities, it is less clear how students with disabilities practice self-advocacy in the context of their undergraduate courses (Holzberg, Test, & Rusher, 2019; A. R. Walker & Test, 2011). Few studies describe how students with disabilities practice self-advocacy in their day-to-day lives as college students, and little research exists investigating how students with disabilities practice self-advocacy in undergraduate STEM courses.
A conceptual framework for self-advocacy for individuals with disabilities
Fortunately, a conceptual framework of self-advocacy exists. Test et al. (2005) generated a conceptual framework of self-advocacy through a meta-analysis of 20 research studies of individuals with disabilities, along with input from stakeholders. Stakeholder feedback on working drafts of Test’s conceptual framework consisted of responses from seven individuals, including two adults with disabilities known to be active self-advocates, three researchers in the field, and two adult self-advocacy training organizations. In this conceptual framework, self-advocacy contains four components: knowledge of self, knowledge of rights, communication, and leadership (Test et al., 2005). Knowledge of self is awareness of one’s own strengths and weaknesses as a student and as an individual with a disability. Knowledge of rights is awareness of relevant federal laws and policies that govern the accommodation process for college students with disabilities. Communication entails behaviors that ensure successful communication about accommodations. An example of successful communication involves engaging in assertive, yet not aggressive, communication with instructors and service providers regarding accommodations and accommodation-related issues. Notably, knowledge of self, knowledge of rights, and communication are considered to be essential for self-advocacy in Test’s conceptual framework, whereas leadership is not considered to be essential for self-advocacy. Leadership is broadly defined in Test’s conceptual framework and encompasses many subcomponents, ranging from an awareness of individual roles and responsibilities within a group during accommodation meetings to taking political action on behalf of other people with disabilities.
The research that informed development of Test’s conceptual framework of self-advocacy involved studies of individuals that ranged greatly in terms of age, disability type, and context (Test et al., 2005). While development of the conceptual framework represented a key step in the delineation of self-advocacy from the broader theoretical framework of self-determination, few, if any subsequent studies, have empirically tested if and how Test’s conceptual framework of self-advocacy applies to subpopulations of individuals with disabilities. For example, the lived experiences of a college student with an apparent disability, such as a visual impairment, can be much different than the lived experiences of a college student with an invisible or hidden disability, such as attention-deficit/hyperactivity disorder (ADHD) (Daly-Cano, Vaccaro, & Newman, 2015; Vaccaro, Kimball, Wells, & Ostiguy, 2015). Given the importance of self-advocacy in the success and retention of students with disabilities in college, we sought to understand how Test’s conceptual framework of self-advocacy applied to STEM majors with disabilities.
Self-advocacy in the context of undergraduate STEM
Although self-advocacy is recognized as a critical determinant in academic success for students with disabilities, very few, if any, existing studies examine how students with disabilities engage in self-advocacy within specific academic disciplines (Fleming, Plotner, & Oertle, 2017; Holzberg et al., 2019; Kinney & Eakman, 2017; Lombardi et al., 2011). Within higher education research, studies about students with disabilities are uncommon (Peña, 2014). Similarly, studies about students with disabilities are uncommon within undergraduate STEM education research (e.g. Schreffler, Vasquez Iii, Chini, & James, 2019; Thurston, Shuman, Middendorf, & Johnson, 2017). Students with disabilities encounter unique challenges in undergraduate STEM courses (Moon, Todd, Morton, & Ivey, 2012). For example, the use of ambiguous language in chemistry and other STEM contexts can impede learning for students with certain types of disabilities (Isaacson & Michaels, 2015). Students with disabilities in STEM are less likely than their counterparts in other academic disciplines to use accommodations in their courses (Lee, 2011; Lee, 2014). The reasons fewer students with disabilities in undergraduate STEM courses use accommodations are not well characterized. We hypothesize this phenomenon is related to self-advocacy. We sought to study self-advocacy in the context of undergraduate STEM courses to define what encompasses self-advocacy for students with disabilities in this academic context. We were particularly interested in how students with two types of invisible disabilitiesFootnote 3, ADHD and specific learning disorders, also called specific learning disabilities (SLD), practiced self-advocacy. We were interested in how students with ADHD/SLD practice self-advocacy because the invisible, or non-apparent, nature of these disabilities requires students to disclose their disability status in order to receive accommodations. For instance, a STEM instructor would not necessarily be able to tell based on a student’s outward appearance if they had a disability or if they needed accommodations in a course, whereas a student with an apparent disability may be more readily identified as an individual who may need accommodations in a course. In the following section, we explain the rationale for our decision to aggregate multiple disability types into one study by defining ADHD, SLD, and briefly outline documented similarities and differences between students with ADHD/SLD (Vaccaro et al., 2015).
ADHD and SLD
Two of the most commonly occurring invisible disabilities on college campuses are ADHD and SLD (Raue & Lewis, 2011). Both ADHD and SLD are examples of neurodevelopmental disorders (American Psychology Association, 2013). ADHD is comprised of two major subtypes: predominantly inattentive and predominantly hyperactive/impulsive. The inattentive form of ADHD is characterized by challenges in maintaining focus in day-to-day life and may manifest when individuals with ADHD overlook details, do not listen when spoken to directly, or do not follow through on instructions. Individuals with the inattentive form of ADHD may also experience challenges in organizing tasks and activities or be easily distracted by outside stimuli and unrelated thoughts. Individuals diagnosed with the hyperactive/impulsive subtype of ADHD can be described as “on the go” (American Psychiatric Association, 2013). They may experience intense feelings of restlessness that can be evident in fidgeting, excessive talking, difficulty in waiting for turns, and interrupting or intruding upon others.
SLD are divided into three major subtypes: impairment in reading (dyslexia), impairment in written expression (dysgraphia), and impairment in mathematics (dyscalculia) (American Psychiatric Association, 2013). SLD can be identified when an individual experiences difficulty in learning and using academic skills, such as reading comprehension, spelling, written expression, number sense, number facts, calculation, and mathematical reasoning. A key determinant of SLD is that the academic skill affected by an SLD is substantially below the expected level given the chronological age of the individual. Typically, SLD are diagnosed at a young age, but an individual may be diagnosed with an SLD later in life when they experience increased academic rigor.
Students with ADHD and students with SLD are often studied together because of their prevalence in college students and because these conditions often co-occur at a rate of 31–45% (DuPaul, Gormley, & Laracy, 2013; Pham & Riviere, 2015; Raue & Lewis, 2011; Wolf, 2001). SLD and ADHD also share cognitive factors such as impaired processing speed and working memory (Budd, Fichten, Jorgensen, Havel, & Flanagan, 2016; Costello & Stone, 2012). Additionally, students with ADHD and students with SLD tend to show similar disparities compared to students without disabilities in terms of motivation, anxiety, information processing, and monitoring understanding (Reaser, Prevatt, Petscher, & Proctor, 2007). Despite commonalities between students with ADHD and students with SLD, researchers have documented very few differences between students with ADHD and students with SLD. For example, one study found that students with only ADHD self-report lower grades and lower course-related self-efficacy than students with only SLD, but higher confidence to read textbooks compared to students with only SLD (Budd et al., 2016). Although differences between students with ADHD and SLD exist, we found that including both disability types in one study was appropriate considering the purpose of our study was to investigate self-advocacy in students with two common invisible disabilities on college campuses (Vaccaro et al., 2015).
Guiding theoretical framework
We are broadly guided by the social model of disability. The social model of disability distinguishes impairment from disability (Berghs, Atkin, Graham, Hatton, & Thomas, 2016; Haegele & Hodge, 2016). Impairments are biological differences, and disability is the hardship an individual with an impairment experiences due to societal expectations (Berghs et al., 2016; Haegele & Hodge, 2016). For example, blindness resulting from macular degeneration is a form of visual impairment. If we consider an individual with a visual impairment in an elevator without Braille numbers on the call buttons navigating to a specific floor, we would say that the individual has a biological difference, their visual impairment, but they are not disabled because of their impairment. Instead, they are disabled because the elevator was not designed for people with visual impairments. From the social model standpoint, disabilities are addressed through political and social change (Berghs et al., 2016; Haegele & Hodge, 2016). For example, disability could be addressed by adopting policy mandating all call buttons include corresponding Braille numbers. The social model of disability prompts individuals to enact political and social change to address disability, and this notion translates into educational contexts. We find the social model of disability is appropriate for our study because it calls individuals with impairments to take action to improve their own conditions within society. We consider self-advocacy to be the construct that empowers individuals to take these types of actions. For instance, STEM majors with ADHD/SLD can practice self-advocacy to ensure access to academic accommodations, which may improve their own condition within a microcosm of society, the undergraduate STEM classroom.
The purpose of our study is to characterize the self-advocacy experiences of students with ADHD/SLD in undergraduate students. We utilized Test’s conceptual framework of self-advocacy (Test et al., 2005) that outlined four components of self-advocacy (Fig. 1) to begin addressing our primary research question. We asked: What components of self-advocacy are evident in students with ADHD/SLD in undergraduate STEM courses?
Context of study
We conducted our study at a large public university with the highest research activity in the southeastern USA. This study was approved for exempt status by the University of Georgia Institutional Review Board (STUDY00004663) and is part of a larger study of students with ADHD and SLD in undergraduate STEM courses. All participants in the study were registered with the campus Disability Resource Center (DRC) and all participants were STEM majors. Most of the participants were actively using academic accommodations at the time of the study. However, one participant had not used accommodations for several semesters, and one participant had never formally used accommodations in college.
Participant identification and recruitment
We established a partnership with our institution’s Disability Resource Center (DRC) to recruit students currently registered to receive academic accommodations. Our partners at the DRC distributed a recruitment email to all students meeting the criteria of the study to ensure confidentiality of registered students. Our recruitment method also preserved student confidentiality because only those students interested in participating in the research study contacted us. Eligibility requirements included that the participant must (1) be currently registered with the DRC and eligible to receive accommodations for either ADHD or SLD as a primary or secondary condition and (2) have completed at least one course which fulfilled the science and quantitative reasoning core curriculum requirement. A round of recruitment emails was sent by our DRC partner to all eligible students in Fall 2018 and again in Spring 2019. Our recruitment email included standard recruitment language and a video with closed-captions to provide multiple means of representation to our potential participants (CAST, 2020). In Spring 2019, we also advertised the study by hanging flyers at the DRC with our contact information. Students interested in participating in the study were invited to contact us directly.
Once initial contact with potential participants was established, we sent a brief screening survey to the student to ensure that each participant had completed at least one undergraduate STEM course at the institution where data collection took place. We then invited participants to schedule an interview at their convenience. Participation was incentivized by providing $20 cash for completion of one interview. We recruited 13 participants in Fall 2018 and 12 participants in Spring 2019. All participants provided written informed consent.
Development of the interview protocol
We conducted semi-structured interviews to characterize the self-advocacy experiences of students with ADHD and/or specific learning disabilities (SLD) in undergraduate STEM courses. Semi-structured interviews utilize a formal interview protocol, but researchers are able to ask follow-up questions as needed to elicit rich detail from participants. Development of our interview protocol was informed by Test’s framework of self-advocacy (Test et al., 2005), along with other previous research regarding the experiences of students with learning disabilities and ADHD in college (e.g., Hadley, 2007). An initial interview protocol was piloted with three students with SLD and one student with a traumatic brain injury. Refinements to the wording and order of interview questions were made based on the results of the pilot study and feedback from our DRC partners. The final interview protocol contained two major sections. The first section was designed to characterize the self-advocacy experiences of students with ADHD/SLD in undergraduate STEM courses and the second section was designed to explore the role active learning in undergraduate STEM courses plays on self-advocacy, the results of which will be published separately. Interview questions related to the current study are available in Supplementary Table 1.
Data collection and survey
One researcher interviewed all 25 participants using the final interview protocol. The average length of an interview was 80 min. At the end of each interview, participants completed a short demographic survey. Demographic information of our participants is summarized in Table 1. Each interview was audio-recorded. Immediately following each interview, the interviewer wrote analytic memos regarding overall impressions of self-advocacy for each participant. All interviews were professionally transcribed. Transcripts were checked to ensure fidelity of the data.
Qualitative data analysis
Data were analyzed by a diverse research team, including at least one or more researchers who were a STEM major with ADHD/SLD, and a researcher who had worked as a DRC coordinator at another institution. We used MaxQDA 2018 (VERBI Software, 2017) for qualitative analysis. We open-coded (sometimes referred to as initial coding) all 25 transcripts (Saldaña, 2015). In our open-coding process, we sought to find nuances in our data and to remain open to emergent ideas related to self-advocacy by reading each transcript. After reading each transcript, members of the research team wrote analytic memos regarding their impressions of the data. Members of the research team met extensively throughout the open-coding process to share thoughts about the data and to discuss ideas and concepts that emerged from the open-coding process.
We developed our codebook using a set of five interviews that represented the range of our data. The first four codes of our codebook were a priori (or deductive or theory-driven), originating from Test’s conceptual framework of self-advocacy. These a priori codes were knowledge of self, knowledge of rights, leadership, and communication. We identified relevant segments of interviews that represented these a priori codes.
We relied on a constant comparative method to develop our emergent or inductive codes (Charmaz, 2006; Fram, 2013). This involved three members of the research team proposing codes to each other after reading the same set of interviews. Initially, our research team generated over 100 possible proposed codes. Given the large number of proposed codes, we met to discuss these proposed codes and to come to an agreement on the codes that aligned with our research questions. We sought to refine our proposed codes by reading additional interviews individually and meeting as a research team to add or remove codes and to redefine existing codes as needed. We used the most current iteration of the codebook to code one interview individually and then meet as a research team to discuss how each individual applied the codes. Through this process, our codebook stabilized. Codes related to this study are provided in Supplemental Materials. Using our stabilized codebook, two researchers coded all 25 interviews, meeting after intervals of three to four interviews to discuss coding, and to code to consensus. This involved resolving any coding disagreements by discussing the code and the data until an agreement was reached. Subsequently, a third researcher coded all 25 interviews to give insights as a person who was a STEM major with ADHD/SLD. One researcher involved in the analysis from the beginning then discussed coding with the third coder. From this iterative process, all first-cycle codes applied were reviewed and approved by at least two members of our research team.
In our analysis, we elected to code to consensus in an effort to attain reliability and validity. In qualitative research, reliability is the dependability of the research, while validity addresses the degree to which the findings are trustworthy and defensible (Golafshani, 2003; Lincoln & Guba, 1985). Coding to consensus is considered one of the most rigorous analytic strategies by many qualitative researchers, especially when analyzing complex phenomenon, such as self-advocacy, or when using intricate codebooks (Curry, Nembhard, & Bradley, 2009; Foster, Urquhart, & Turner, 2008; Morse, 1997; Richards & Hemphill, 2018). Coding to consensus by a diverse research team brings “richness to data interpretation” (Olson, McAllister, Grinnell, Gehrke Walters, & Appunn, 2016, p. 30). When coding to consensus, differences between researchers are acknowledged, discussed, and resolved, thereby accounting for diverse viewpoints in the output of the analytic process. Moreover, studies show that calculated measures of interrater reliability may actually function to reduce reliability and validity of a qualitative study in practice (Eisner, 1991; Sandelowski & Barroso, 2003). In these situations, researchers find themselves making coding decisions in an effort to agree with one another, instead of considering the actuality of the data. In our view, coding to consensus as opposed to calculating a measure of interrater reliability was an appropriate decision given our participants, the construct of self-advocacy, and our study design.
We transitioned to second-cycle coding by conducting axial and pattern coding to identify emergent themes from our analysis. Axial coding involves describing the properties and dimensions of a code and determining how these attributes relate to one another, while pattern coding organizes similarly coded data into themes (Saldaña, 2015). Second-cycle coding was headed by one researcher with input from two additional members of the research team. If disagreements regarding second-cycle codes emerged, we discussed differences until members of the research team agreed. From this process, we identified emergent themes related to self-advocacy of our participants in the context of undergraduate STEM courses. We incorporated these themes into a model that included the four components of Test’s conceptual framework.
Trustworthiness of study
Our study establishes trustworthiness in several ways (Krefting, 1991; Tracy, 2010). We provide transparency in our research by describing our methods in detail. Our study design and interview protocol were reviewed by DRC coordinators and staff with extensive experience working with the target population of our study. We also provide rationalization for aggregating students with ADHD and/or SLD into a single study (Vaccaro et al., 2015). Furthermore, our interview protocol was piloted and refined based on feedback from students with similar disabilities to our participants. We formed a diverse research team to analyze our data by coding to consensus. Our research team included one or more researchers who were STEM majors with ADHD/SLD, and a researcher who had worked as a DRC coordinator at another institution (Vaccaro et al., 2015).
Test’s conceptual framework of self-advocacy outlined four components of self-advocacy: knowledge of self, knowledge of rights, communication, and leadership (Test et al., 2005; Fig. 1). We first asked: What components of Test’s self-advocacy framework are evident in students with ADHD and/or SLD in undergraduate STEM courses? We found evidence of each component of self-advocacy from Test’s framework. Besides these components of the framework, we identified emergent components of self-advocacy based on the experiences of our participants. From our analysis, we generated a model of self-advocacy for students with ADHD/SLD in the context of undergraduate STEM courses based on the experiences of our participants (Fig. 2). In the following sections, we describe self-advocacy knowledge, self-advocacy behaviors, and beliefs influencing self-advocacy. We use headers to differentiate components of Test’s framework from the emergent components of our analysis. Although the components sometimes overlapped and intersected within the data, we characterize each self-advocacy component separately for clarity.
Participant quote data were lightly edited for clarity. For example, brackets indicate words we edited for readability, and ellipses represent portions of the interview we excluded for conciseness. All names are pseudonyms.
Overview of accommodation process for our participants
One strength of qualitative research is that it allows researchers to develop a detailed understanding of phenomenon situated in a specific context. We provide an overview of the steps involved in the accommodation process for our participants to contextualize their experiences requesting accommodations in their undergraduate STEM courses (Fig. 3). Participants formally register with the campus DRC by providing documentation of their disability. This documentation is reviewed and once it is approved, participants are officially registered with the DRC. Participants are then invited to make an initial accommodation meeting with their assigned DRC coordinator. In this meeting, the participant and their DRC coordinator agree upon what accommodations the participant will request from their instructors for that semester. The formal accommodation letters are then generated in an online accommodation system and sent to the instructors of each course. The accommodation letters disclose the name of the participant and the type of accommodation(s) the participant requests in a course. No additional information about the participant’s disability is disclosed to the instructor in the letters. The instructor acknowledges and approves the participant’s accommodations through the online accommodation system. Once approved, the participant can then manage their accommodations through the online accommodation system. Participants are only required to meet one time with their DRC coordinator throughout their college career because their approved accommodations roll-over each semester. For example, once approved for 1.5× extended-time exams, the participant can select this accommodation for all of their classes in a new semester without meeting each semester with their DRC coordinator. Conversely, any changes to a participant’s accommodations require communication with their DRC coordinator.
Test’s component: Knowledge of self
Knowledge of self was defined as the awareness of individual strengths and weaknesses as a learner with a disability (Test et al., 2005). All our participants demonstrated knowledge of self by describing their strengths and weaknesses while in undergraduate STEM courses. For example, our participants detailed their strengths in math and science. Oakley stated, “I know that a lot of people, [especially] with…dyslexia, they sometimes struggle with math… But I happen to be better at math.” Claudia also identified her strength in math explaining, “I always have been naturally better at math as opposed to English.” One way our participants realized their strengths in math and science was through their previous success in STEM in high school. These realizations served as motivation to pursue a STEM major in college.
While our participants described their strengths as STEM majors, they also outlined their weaknesses. We found the weaknesses described by our participants to be consistent with the functional limitations associated with ADHD/SLD. Participants in our study mentioned issues with focus and attention, processing speed, reading, and organizing thoughts. In this section, we include the reported disability of each participant to inform the association between the knowledge of self and the type(s) of disability(ies) reported by the participant.
Several participants described issues with focus and attention that they experience while in an undergraduate STEM course. Challenges in focus and attention are a characteristic of ADHD (American Psychiatric Association, 2013). Our participants demonstrated knowledge of self when they explained their experiences with focus and attention in the classroom. For example, Isabel shared the challenges she encounters with focus during a lecture.
When the professor is lecturing, I need for them to repeat what they just said because I may have caught part of it, I may have been distracted and working on a problem and I’m not able to work on a problem and listen to them at the same time.—Isabel, a student with ADHD
Isabel was aware that she may miss portions of a lecture because of challenges in maintaining focus and attention throughout the class period. Another participant, Opal detailed how her strong desire not to miss any of the lecture affects her as a learner with ADHD.
I’m trying to hold on to [the instructor’s] words, while also holding on to what I’m writing down. It makes me feel like I left something behind. You can feel when you leave for the airport and you feel like you’re leaving something behind, you get there and it’s like your I.D. That’s what it feels like to me…With my notes, I feel like I haven’t gathered everything.—Opal, a student with ADHD
Opal described how taking notes during a lecture is stressful because she knows she is missing what the instructor says while she is writing. Her knowledge of self allowed her to articulate how this makes her feel in a way someone without ADHD can understand. While some participants described difficulty maintaining focus, other participants demonstrated knowledge of self by describing their experiences with hyperfocusing. Hyperfocusing involves prolonged attention to detail and is associated with ADHD (Hupfeld, Abagis, & Shah, 2019). Some participants, such as Isabel, shared their experiences with hyperfocus, as it often demands extra time to complete exams and assignments. Isabel, explained, “Sometimes I get hyperfocused and detail-oriented. It takes me longer to do things.” For Isabel, she especially notices that she hyperfocuses when she is working on math problems.
While several participants revealed their knowledge of self by discussing their experiences with focus and attention, other participants referred to challenges with processing speeds. For example, Cassie talked about what it is like to be a learner with slow processing speed and ADHD in undergraduate STEM courses.
I’m less likely to speak up and participate in group activities because…I do have a disability where I think slower. I’m less likely to be as engaged in group activities as other classmates… Part of it is, I’m just sitting there processing what they’re saying. But they’re going so much faster than me.—Cassie
Cassie explained that she is more likely to be quiet in an interactive STEM classroom because she is listening and processing information at a different speed than her peers. Other participants demonstrated knowledge of self by explaining how different processing speeds affect them while taking exams. For example, Megan talked about being a learner with dyslexia and ADHD, and how she uses extra time on exams to go through her thought process.
I need to organize my thoughts, look at problems, see everything I’m given, write it all down. I feel like I go through a lot more steps than most people would need to answer the question…—Megan
Megan described how she uses a process to ensure she does not miss relevant information while she reads the exam. Other participants with a specific learning disability in reading explained that their processes can involve highlighting information in certain colors to help draw attention to important words in exam questions. Such a process is vital for Megan’s success on the exam and requires time to fully complete.
Development of knowledge of self
All of our participants demonstrated knowledge of self, and some participants also explained how they developed this knowledge. For example, some participants described developing knowledge of themselves as a learner with a disability from previous experiences.
I’ve had experiences where other people… constructively point [my weaknesses] out, and just myself internally just being like, “Hey, this is an area that I’m struggling in.”—Mia
Mia shared that when she was first diagnosed with her disability in middle school, she worked with a reading tutor who was specially trained to help teach students with SLD in reading. Mia’s tutor helped her identify weaknesses associated with her disability. The tutor’s goal was to use this information to help Mia select methods to overcome those weaknesses so that she would be successful. Mia now uses self-reflection as a college student to help identify new weaknesses she was not aware of. This helps Mia to decide what action, if any, she needs to take to address the situation.
In contrast to Mia, many participants discussed that their official testing documentation informed their knowledge of self. For example, Oakley and Wyatt cited their official testing documentation to explain their strengths and weaknesses as a learner with a disability. Oakley stated:
The [doctors] explained…to me that the processing and verbal parts to my brain work at different speeds. So I can read a problem or if I was presented with a math problem or something, I could read it, understand it conceptually, even visualize it, but because the verbal part is not on the same par with the processing part, I don’t process it correctly and I do the problem according to what I think it is, but that’s not always [what the question asked].—Oakley
Oakley gleaned knowledge of self, in part, from her testing documentation. She used this knowledge of self to later communicate with her DRC coordinator and to defend her use of accommodations to peers who think accommodations are unfair. Similar to Oakley, Wyatt used his testing documentation to inform his knowledge of self. He explained that his short- and long-term memory, along with his processing speed, are at lower levels compared to other areas, such as reading comprehension, where he scored above average. For participants like Oakley and Wyatt, their testing documentation served as one way to develop knowledge of self.
Test’s component: Knowledge of rights
Knowledge of rights in Test’s conceptual framework of self-advocacy was defined as, “knowing one’s rights as a citizen, as an individual with a disability, and as a student receiving services under federal law” (Test et al., 2005, p. 50). In our analysis, we considered any instance a participant mentioned that a law ensured their access to accommodations in college to be evidence of knowledge of rights. We found that only two participants, Mia and Archie, discussed laws concerning their accommodation use in college spontaneously, without prompting, while 23 participants did not. When we asked Archie what it is like for him to talk to instructors about his disability, he said:
I’m not really afraid because I know I have legal protection…I’m assuming Section 504 of the Workers Compact of ‘73 would apply, considering that I got the same accommodation, the 504 stuff in high school.—Archie
Archie demonstrated knowledge of rights because he directly names one law, Section 504 of the Rehabilitation Act of 1973, which mandates universities and colleges provide access to accommodations for students with disabilities. Archie’s knowledge of rights appeared to originate from his experiences in high school when he received accommodations under a Section 504 plan.
When we asked our participants about self-advocacy, most did not refer to laws. Instead, we found that our participants would say they know their instructors have to provide accommodations. Kendra, who worries about what her instructors will think of her when she talks to them about having ADHD, said that she uses this knowledge to help her prepare to talk to them. She said,
It always makes me really nervous, but at some point, I’m like you know what, it’s not up to them…They have to make that accommodation, regardless of their own personal opinions on the subject.—Kendra
Other participants, like River, cited university policy rather than any federal law. River noted, “It’s university policy that professors have to accommodate people with disabilities.” Both Kendra and River were aware that they have a right to accommodations, although they did not directly name federal law as the source of this right.
Emergent component: Knowledge of accommodations and the process to obtain them
Our definition of knowledge of accommodations and the process to obtain them consists of two-parts, awareness of (1) accommodations that are available to a student with ADHD and/or SLD and (2) how the accommodation process in college works, including knowledge of the student role, the DRC coordinator role, and the instructor role in the process. We found that many of our participants were still developing a knowledge of their accommodations, and this influenced their self-advocacy. For example, Cassie explained that she has never requested a notetaking accommodation, although she qualifies to receive it, because she is still developing knowledge of this accommodation.
An accommodation that’s an option is the notetaking [accommodation]. I just never had that in high school, so I think coming to college, I was like, I don’t know what that is. I just opted out of that every semester for every class.—Cassie
At the end of the interview, the interviewer explained how the notetaking accommodation typically works for students. After hearing this explanation, Cassie stated that she would now seriously consider requesting the accommodation because she had a better understanding of how the accommodation would work for her. Other participants shared that they did not know they could request a certain type of accommodation in their undergraduate STEM courses until their DRC coordinator suggested it directly to them. One example of this was from Kendra, who reported that she did not know she could ask to audio-record lectures in her STEM courses instead of requesting a traditional notetaking accommodation. We found that many of our participants developed knowledge of accommodations through their DRC coordinator.
A majority of our participants demonstrated knowledge of the accommodation process when they explained to us how their accommodations worked from the start to the end of the semester. They described the roles and responsibilities of each party involved in the accommodation process in college, including the student, the DRC coordinator, and the STEM instructor. We considered this type of knowledge to be similar, yet distinct, to the sample subcomponents of leadership as defined by Test. Test specifically defined leadership as “awareness of the common needs and desires of others, working with others, group dynamics and responsibilities” (Test et al., 2005, p. 50). In Test’s framework, leadership was not considered to be essential for self-advocacy. We considered a baseline knowledge of accommodations and the process to obtain them likely an essential component of self-advocacy for our participants. We saw this type of knowledge to be an important component of self-advocacy that can be distinguished from leadership in our participants.
Emergent component: Knowledge of STEM learning contexts
We define knowledge of STEM learning contexts to be the awareness that accommodation needs are influenced by the learning environment experienced by students with ADHD/SLD in undergraduate STEM courses. This component of self-advocacy became salient during our analysis when many of our participants described their thought processes to determine what accommodations they wanted to request in a STEM course. Our participants explained that they consider the instructor expectations of students inherent to a particular learning environment when making accommodation decisions, and we term this thought process “task evaluation.” We found evidence of ongoing task evaluation at a scale ranging from the entire STEM discipline to a single learning activity within a STEM course. We explain how our participants demonstrated their knowledge of STEM learning contexts within undergraduate STEM courses.
One participant, Wyatt, demonstrated knowledge of STEM learning contexts when he described how he decided to use his extended-time exam accommodation in one of his STEM courses. Within this particular STEM course, the lecture section of the course is 50 min in length and the laboratory section is at least 75 min in length. Wyatt shared that he first determined if the exams would be proctored in the lecture section of the course or in the lab section of the course before he signed up for extended-time exams at the DRC.
Other participants like Henry and Mia showed knowledge of STEM learning contexts when they described how they decide to use their available accommodations. For our participants, once they initially meet with their DRC coordinator, they have the freedom to select course-by-course what accommodation notification letters they will send to their STEM instructor through the online accommodation system. These are accommodation decisions participants make on their own, unless they request a follow-up meeting with their DRC coordinator. Henry described his thought process in making this type of accommodation decision for his STEM courses,
[I] figure out what the course is going to be. Is it going to be a lecture? Is it going to be group work? Is it going to be a lab? Is it actually a lab? Then see which of my accommodations actually apply…—Henry
At the time of this interview, Henry was early in his college career. Henry was still in the process of developing his knowledge of STEM learning contexts. He later explained that he would sometimes ask his STEM instructors if his accommodations would apply to STEM specific learning contexts, such as an organic chemistry laboratory section.
Our participants described other strategies besides talking to STEM instructors that they used to develop knowledge of STEM learning contexts. Isabel and Tyler shared that they will first attempt to complete a quiz or exam without their accommodations in an unfamiliar STEM learning context because they would prefer not to use their accommodations if they can earn a satisfactory grade without them. For participants, like Isabel and Tyler, they prioritized their own experience in unfamiliar STEM learning contexts. They did not seek out additional information about the learning context from their peers, teaching assistants, or instructors.
Several other participants shared with us that they did not know early in their STEM majors that they could request accommodations for assessments in lab sections, such as for a lab quiz or a lab practical. Kendra described her experience as a freshman in an undergraduate STEM course, where she ended up taking the lab practical without any accommodations, “I didn’t even know at the time that I could have gotten accommodations for [the lab practical].” Kendra explained that taking her lab practical without accommodation in her freshman year was extremely stressful and she felt regretful when she later learned she could have requested them. Kendra’s experience illustrates the importance of knowledge of STEM learning contexts.
In our model of self-advocacy, we consider the components, communication, and leadership to be examples of self-advocacy behaviors. We describe how our participants engage in these behaviors to characterize how students practice self-advocacy in their undergraduate STEM courses. We also introduce and describe a novel behavior we term “filling gaps”. We see communication as the heart of self-advocacy and that it is required for leadership and filling gaps.
Test’s component: Communication
In Test’s conceptual framework, communication is designated as an essential component of self-advocacy. Communication for the purpose of self-advocacy involves “negotiation, assertiveness, and problem-solving in a variety of situations” (Test et al., 2005, p. 50). We sought to uncover the variety of situations our participants engage in communication for the purpose of self-advocacy. In this section, we describe situations involving communication with DRC coordinators and with STEM instructors. Our rationale for providing these examples of communication is to characterize the types of situations that warranted self-advocacy for our participants in the context of undergraduate STEM courses.
Communication with DRC coordinators
Once our participants registered with the DRC, they met with their assigned DRC coordinator to establish their accommodations. In the initial accommodation meeting, the participant and the coordinator agreed upon the accommodations the participant is eligible to request for the remainder of their college career at the university where data collection occurred (Fig. 3). For many participants, this initial meeting was the only time they communicated face-to-face with their DRC coordinator because they found their initial accommodations to be sufficient. However, several participants reported ongoing communication with their DRC coordinator to manage accommodation issues that developed after the initial accommodation meeting. We found that our participants communicated with their DRC coordinators about their extended-time exams, notetaking accommodations, and experiences with instructors.
Some participants communicated with their DRC coordinators to adjust the details of their extended-time exam accommodations. One example of participants adjusting their extended exams was given by Henry who communicated with his DRC coordinator to update the terms of his accommodations to better fit his needs as a student with an SLD in reading. He asked his DRC coordinator for an alternative format for his exam.
It was during the first exam. I didn’t do as well as I normally did previously in high school. When I went back and looked over the exam, I realized it’s some of the reading mistakes I make, and the format of the exam was on the computer. Normally in high school, since everything was on paper, I could go back and highlight and underline and help myself focus. I wouldn’t make as many reading mistakes. So then when I realized that was the problem, I went back to my DRC coordinator and I talked to her about it and then we got printed written exams.—Henry
Henry recognized that he is likely to perform better on exams if he reads the exam in a print format instead of on a computer screen. Henry successfully communicated with his coordinator to make this change to his exam accommodations.
Our participants also described self-advocating by communicating with their DRC coordinators, or the DRC office, when exam scheduling issues arise. The DRC at the university where data collection took place requires students taking exams at the DRC to schedule their exam 7 days in advance. Many of our participants shared instances where they missed the 7-day deadline. Some participants in this situation did not attempt to communicate with the DRC and decided to take the exam in class, without their accommodation(s). We found that a subset of our participants demonstrated self-advocacy in this situation by communicating with the DRC to see if it was still possible for them to use their accommodations and take the exam at the DRC.
Besides extended-time exams, many of our participants qualified for a notetaking accommodation. At the institution where data collection occurred, the notetaking accommodation typically entailed the STEM instructor identifying a student in the class who agreed to upload a copy of their own notes to the DRC’s online accommodation portal. The identity of the notetaker was usually unknown by the student requesting the accommodation. Once the notes were uploaded, the student using the accommodation could access the notes, and the notetaker was compensated $100 for their service. Our participants frequently reported to us that they have received low-quality notes from their DRC-paid notetaker. However, only one participant in our study, discussed issues about her notetaking accommodation with her DRC coordinator when she did not receive any notes.
The one time I did [use a notetaker] I had issues. First of all, my first notetaker never sent me notes, so I just notified the DRC and they got me a new notetaker. Then that notetaker was very subpar…but I was doing well in the class so I never tried to find another one.—Megan
Megan only described communicating with the DRC about notetaking when she failed to receive any notes from her assigned notetaker. She did not communicate with the DRC to inform them that the notes she eventually received were of poor quality. Because several other participants had a similar experience with their notetaking accommodation, we asked participants why they chose not to communicate to their DRC coordinator when they received low-quality notes from their notetaker. Our participants expressed concern that if they reported the issue, the notetaker would no longer be paid $100 from the DRC. Issues with notetaking accommodations were prevalent in our data. However, situations where our participants communicated with their DRC coordinators about issues with notes were rare.
Communication with STEM instructors
In the following subsection, we detail how our participants described communication with their STEM instructors. We included these data because participants are not required to directly communicate with their STEM instructors about their disability or accommodations at the university where data collection occurred. In addition, all our participants use accommodations for invisible disabilities, so their instructors would not necessarily recognize them as a student using accommodations in their classrooms. We were interested in the experiences and perspectives of our participants: do they communicate directly with their STEM instructors about their disability and accommodations use? We also wanted to know what factors they considered in making the decision to talk directly to their STEM instructors about their disability and accommodation use.
Some participants found value in communicating with their STEM instructors about their accommodations. Isabel explained that she communicates with all her STEM instructors about her accommodations so she can gauge how familiar the instructor is with their role in the accommodation process.
Some [STEM instructors] have a harder time accommodating than others…So, it’s good to have that face-to-face contact [with STEM instructors] to communicate or get an understanding if they’ve had students who use accommodations before, if they know the process…—Isabel
Isabel explained that the instructor’s familiarity with the accommodation process in college will determine how much follow-up communication she has with the instructor. This helps Isabel determine how much self-advocacy she will likely need to enact in a particular course, to ensure she receives her accommodations. A few of our participants, such as Mia and Eli, reported that they always discuss their accommodations and disclose what disability or disabilities they receive accommodations for with their STEM instructors. Mia tells all her STEM instructors that she has an SLD in reading because she sees it as a means to make a personal connection and to inform the instructor so they can work together in the accommodation process if issues arise.
I always discuss [my disability] with my professors…I feel like that’s more courteous and it’s also putting a face to the name and making it easier ultimately on both parties to recognize where we need to work together… Often, I’m just like, “I have dyslexia. It is what it is. I have these accommodations and if you have questions, then let me know.”—Mia
Mia prefers to talk openly about her accommodations and disability with her STEM instructors. She operates under the assumption that the instructor wants to support her learning and accommodation use but thinks that the instructor may need more information than the official accommodation letter provides to do this successfully. For Mia, this conversation is an essential piece of her self-advocacy with an instructor.
Our participants also described situations when they communicated with their STEM instructors about their accommodations. Typically, these situations involved determining the logistics of a specific accommodation, such as extended-time exams, or finding a notetaker. Many participants, especially those in engineering majors, described communicating with their instructors to determine if they would take an extended-time exam at the DRC, or if the STEM instructor would proctor the extended-time exam in-house. Several of our participants shared that many of their engineering courses do not use traditional exams but, instead, require students to work in groups on projects that are submitted as an exam grade. Besides determining exam logistics, our participants also communicated with their STEM instructors to arrange accommodations for in-class quizzes and online exams. Claudia described how she recently communicated with a STEM instructor regarding pop quizzes,
I went up to him and I said, “I’m struggling to finish these pop quizzes, this is stressful. I’m set up with extra time for my tests. Is it possible for there to be any sort of way to get extra time on these quizzes?” At first he said no, and I was like, “I’m not finishing these, I’m stressed out,” and he said, “Okay, the best I can do is putting your paper down first and then picking yours up last,” and I said, “I will do it, sounds good.”—Claudia
Claudia later shared that this arrangement afforded her about 45 additional seconds on the quiz. Claudia felt satisfied with the solution. She successfully communicated for the purpose of self-advocacy by negotiating with her STEM instructor. Many participants described situations where communication with their STEM instructor was needed for the purpose of self-advocacy.
Test’s component: Leadership
In Test’s conceptual framework of self-advocacy, leadership was broadly defined as, “an awareness of the common needs and desires of others, working with others, group dynamics and responsibilities” (Test et al., 2005, p. 50). Examples of leadership could involve “working with others to speak up for their collective wants and needs through organization, community gatherings, and political forums” (Test et al., 2005, p. 50). Leadership was not considered to be essential for self-advocacy in Test’s conceptual framework. We considered participants to show evidence of leadership when they discussed taking actions on the behalf of others, relating to issues of disability or accommodations. We only found a few examples of leadership, but the leadership described by our participants could be categorized into two types: taking action for others with diagnosed disabilities to overcome stigma and advocating for peers without formally diagnosed disabilities to be tested to receive academic accommodations. One example of leadership was from Oakley who showed leadership by engaging in a research project to find genetic markers for ADHD.
I wanted to find a genetic marker to correlate with people who had been diagnosed with ADHD and I actually found one in a very small population size. But the whole reason I did that was because I wanted to reduce the stigma around ADHD.—Oakley
Oakley demonstrated leadership when she expressed that her motivation to conduct research was to reduce the stigma of ADHD for other people with ADHD. She demonstrated awareness that other people with ADHD wish that the condition was more broadly accepted as a legitimate disability, validating the need for academic accommodations.
Emergent component: Filling gaps
We found that many of our participants described a novel collection of behaviors, associated with self-advocacy, that we call filling gaps. We define filling gaps as participant actions taken to overcome limitations in formal accommodations or instructional supports to ensure success as a learner with ADHD/SLD in undergraduate STEM courses. We see filling gaps as involving communication that extends beyond the bounds of the established accommodation and support systems that existed at the university where data collection occurred.
Many of our participants demonstrated that they recognized how, at times, their formal accommodations or instructional supports within a certain STEM course were not sufficient. For example, many of our participants reported receiving low-quality notes from their DRC-paid notetaker. While only one of our participants ever communicated with the DRC to make them aware of this issue, several of our participants describe filling the gap in this formal accommodation by establishing their own system to receive sufficient notes in a timely manner. One example of filling gaps comes from Mia who described how she set up a Google doc with her peers in her upper-division biology class to ensure she has access to a quality set of notes because if she missed information in class, one of her peers was likely to write it down, and vice-versa. This ensured that everyone in her peer group could access quality notes after class. Heath set up a similar system to take notes. He explained how developing his own note system is a form of self-advocacy,
I do my own form of accommodating by having another support system that is not the DRC that I can fall back on.—Heath
Another prevalent example of filling gaps in our data comes from participants who do not feel they can ask their STEM instructors questions about class material either after class or in office hours. Several of our participants expressed that they do not perceive their instructors to be approachable, so instead of going to office hours, they will seek out tutoring from a peer, or a third-party tutoring service. For example, Ryan shared that he has asked a peer in his upper-division STEM course to tutor him because there are no qualified tutors available at the university’s office of academic enhancement and because he does not perceive his instructors to be approachable.
Our participants described filling gaps as a way they practice self-advocacy in their undergraduate STEM courses. We found that many participants may or may not disclose their disability status when they fill gaps. For example, they could ask their peers to take notes with them while their peers may or may not know they qualify for academic accommodations. We also asked our participants if they told their tutors about having a disability, and they said it never came up.
Emergent components: Beliefs influencing participant self-advocacy
In our analysis, we found that beliefs held by our participants influenced self-advocacy knowledge and self-advocacy behaviors. Agency and view of disability are the beliefs we found our participants to discuss when they described their self-advocacy. Each belief is detailed in the following sections.
We found that participants who strongly articulated a belief that they are the person responsible for their own accommodations and success in college tended to describe more components of self-advocacy. This belief is a form of agency, which is the belief that you are responsible for your own learning (Baxter Magolda, 2000). For example, Opal demonstrated agency when she explained how she “defends [herself] in a way” in a situation where her peers stated that the only reason Opal earned a better grade than them on an exam was because Opal qualifies for an extra time accommodation. Opal responded,
I took it [into my] own hands, because I was struggling. I went and [asked] for help and figured that out for myself, so what’s your problem with it? If you want extra time, go get tested, and go figure it out for yourself.
Other participants like Kendra and Henry also explained how they perceive themselves to be the person responsible for their own success and this influences how they engage in self-advocacy. Kendra described her perspective,
The best thing…for me has been learning that if I need something, I have to learn how to do it myself. I know that if I don’t go up to them and tell them, then I’m not going to get what I need.—Kendra
Kendra described how she knows she has to be the person to talk to her DRC coordinator or her STEM instructors if she needs an accommodation. Henry expounded on his perception of the student role in the accommodation process by stating, “If a problem arises, I go confront it, and I say I have this accommodation I would like to apply to this situation.” Henry demonstrated agency by describing that he takes responsibility for his own accommodations and does not solely rely on his DRC coordinator to mediate situations with his STEM instructors. At times, for Henry, this was challenging because one of his STEM instructors stated they would prefer if Henry first contacted his DRC coordinator before speaking to them. Statements from Opal, Kendra, and Henry clearly illustrated that they see themselves as responsible for their own accommodations, and this idea was linked to their self-advocacy. These strong agentic statements were in contrast to some of our other participants, like Dana, who stated that she wished her DRC coordinator “would just send [her accommodation letters] to her instructors” without Dana having to initiate the request because Dana was prone to “procrastinating and forgetting.” Dana did not appear to fully embrace her own role in the accommodation process and did not practice self-advocacy to the same extent as other participants.
View of disability
View of disability strongly influenced self-advocacy. Our participants described their own view of disability, and their perceptions of how STEM instructors and peers view disability and accommodation use in the context of undergraduate STEM courses. Our participants reported a continuum of views regarding their own disability which ranged from negative to positive. Participants who tended to express a positive view of their disability also tended to describe more components of self-advocacy. This was exemplified by Mia, who showed multiple components of self-advocacy and who stated that she “is proud” of having dyslexia. Other participants like Opal explained that she does not see her disability “as a burden, or something that makes me lesser…it is just part of my chemical makeup.”
Another participant, Henry, shared that his knowledge of self informs his personal view of disability. He stated that he is aware that his SLD “changes the speed at which I intake and export information” but he does not “feel ashamed that I need [accommodations] because sometimes I think I’m smarter than people without accommodations because I had to work so hard to get to the same level of speed.” Henry explained that he thinks this extra work related to his SLD causes him to have a stronger knowledge base than some of his peers.
Participants who tended to see their disability in a positive manner described using accommodations, like Oakley, when she said, accommodations “level the playing field” between her and her peers without a diagnosed disability. Participants who felt their disability was shameful or embarrassing tended to describe feeling conflicted about using accommodations because they worried about what other people, like their STEM instructors and peers, would think about them if they found out. Aaron who tended to describe a negative view of his disability also explained that he worries about what his STEM instructors think of students who use accommodations. He explained that back when he would still sometimes use accommodations, he would meet with each STEM instructor and ask, “Do you think this makes me look like a lesser student?” Aaron would then determine how genuine his instructor’s response was to this question. Aaron explained how one math instructor reassured him that it was okay for Aaron to use accommodations in his class,
… he kind of said like with [my upper-division math course] time isn’t a concern, because you can solve a problem for years, so I shouldn’t be worried about it. So, he gave me… a concrete example of like why I shouldn’t be worried.—Aaron
This interaction with his STEM instructor made Aaron feel comfortable to use accommodations in this STEM course. Conversely, Aaron shared another example of when his STEM instructor did not respond in a timely manner to his accommodation request. Aaron did not want to confront the instructor to ask why so he “cancelled” the request and decided to “take a new class.”
Overall, many participants expressed that they perceive self-advocacy to be more challenging in STEM courses compared to other disciplines because they perceive their STEM instructors to think negatively about students with disabilities and accommodation use in their courses. Mia expressed her perception of STEM instructors’ beliefs about students who use accommodations:
A lot of times, professors are like, “STEM courses are for the smartest kids and you don’t need accommodations if you’re smart…” Versus like a non-STEM course, they’re just like, “Oh yeah, I have worked with plenty of people who have accommodations. It’s just another day.”—Mia
We found one counterexample in Kendra who stated she felt that her STEM instructors would be more understanding of her disability, ADHD, because they were scientists and tended to be more “empirical.” However, several of our participants perceived their STEM instructors to hold negative views of students who use accommodations in their courses, and consequently, self-advocacy in STEM could be more challenging to enact.
We identified components of self-advocacy that are evident among 25 STEM majors through semi-structured interviews and qualitative analysis. We propose a model of self-advocacy for students with ADHD/SLD in undergraduate STEM courses based on our participants’ experiences (Fig. 2). From our model of self-advocacy, we propose hypotheses regarding self-advocacy for students with ADHD/SLD in undergraduate STEM courses. Further testing of these hypotheses will determine if they apply to students in other contexts. In the following sections, we explain our hypotheses and situate them within existing literature. We also suggest implications for research and teaching if these hypotheses are supported by future research.
Hypothesis 1: Self-advocacy for students with ADHD/SLD in the context of undergraduate STEM courses requires novel forms of self-advocacy knowledge
We propose that additional forms of knowledge besides knowledge of self and knowledge of rights are involved in self-advocacy for students with ADHD/SLD in undergraduate STEM courses, namely, knowledge of accommodations and the process to obtain them, as well as knowledge of STEM learning contexts. We found knowledge of accommodations and the process to obtain them to be a stand-alone component of self-advocacy because this type of knowledge was distinct from knowledge of rights. Few participants directly named federal legislation that guides the accommodation process in college. However, many participants explained their knowledge of the accommodation process at the university where data collection occurred. We found several examples of how our participants developed knowledge of accommodations and the impact this knowledge or lack of this knowledge had on their self-advocacy. For example, Cassie told us that the main reason she decides not to use her notetaking accommodation in undergraduate STEM courses is because she did not use a notetaking accommodation in high school and she does not know how it works. In another study of college students with learning disabilities, students who had inaccurate information about accommodations and the process to obtain them tended to not disclose their disability status to the university and, as such, did not use accommodations (Cole & Cawthon, 2015). Separating knowledge of rights from knowledge of accommodations and the process to obtain is logical (Vaccaro et al., 2015). Federal laws mandating access to accommodations for students with disabilities are the same across the country; however, the process by which students access these accommodations differs by institution. Thus, knowledge of accommodations and the process to obtain them at a student’s home university is likely critical for practicing self-advocacy.
We propose knowledge of STEM learning contexts is a novel form of self-advocacy knowledge for students with ADHD/SLD in undergraduate STEM courses. Undergraduate STEM courses are known to possess unique barriers for students with disabilities. For example, STEM courses often encompass components besides traditional lecture-style classrooms including labs, fieldwork, small-group work, and design studios, which we refer to as “a STEM learning context” (Moon et al., 2012). Our data show that many of our participants consider the contexts of their STEM courses when making accommodations decisions and actively seek to develop this type of knowledge. This is evident in Henry when he describes evaluating the tasks in a given STEM course to determine if he will request formal accommodation for the course. For example, he met with his organic chemistry instructor to ask if his accommodations will apply to his organic chemistry lab quizzes and lab practical. These data suggest STEM instructors can play a role in helping students to develop knowledge of STEM learning contexts.
If hypothesis 1 is supported by future research, interventions to promote development of knowledge of accommodations and knowledge of STEM learning contexts would be appropriate. It would also call on STEM instructors to consider adopting practices in their courses to support student development of knowledge of STEM learning contexts. Instructors could consciously incorporate explanation of the STEM learning contexts students will experience in their course using multiple means of representation, not only in an accessible course syllabus, but also through other avenues such as instructor talk, which is language an instructor uses to create the learning environment (Seidel, Reggi, Schinske, Burrus, & Tanner, 2015).
Hypothesis 2: Beliefs, such as agency and perceived view of disability, influence self-advocacy for students with ADHD/SLD in undergraduate STEM courses
We found that self-advocacy for our participants could be influenced by agency. In the context of our study, agency was defined as a sense of responsibility for your own learning as a student with ADHD/SLD. We found participants who demonstrated agency tended to describe more forms of self-advocacy. For example, Opal, Kendra, and Henry demonstrated agency when they explain a personal responsibility to ensure they can access the accommodations they need in an undergraduate STEM course. Our finding that self-advocacy is influenced by agency is consistent with what is known about self-advocacy. Self-advocacy is considered to be a component of self-determination (Test et al., 2005; Wehmeyer et al., 2003). Self-determination is a construct rooted in broader theories of human agency, and thus, self-advocacy is linked to agency (Walker et al., 2011).
Our data show that the self-advocacy of our participants was also influenced by view of disability. View of disability for our participants included the view of their own disability, and their perceptions of how other people, including STEM instructors and peers, view disability and accommodation use in undergraduate STEM courses. We found that participants who viewed their own disability in a positive manner tended to describe more components of self-advocacy. For example, Mia told us she is proud of her SLD in reading and she demonstrated evidence for nearly all a priori and emergent forms of self-advocacy. Similarly, a positive view of disability was found in another study of college students with learning disabilities to be a factor related to deeper disclosure of disability to the university and college instructors (Cole & Cawthon, 2015).
In our study, participants who described substantial concerns about how others in their STEM courses viewed disability appeared to struggle to practice self-advocacy. This was evident in Aaron who would cancel his accommodation requests when a STEM instructor did not respond in a short period of time because he interpreted this to mean that his STEM instructor viewed disability and accommodation use negatively. It is important to underscore that this was Aaron’s perception, which may or may not reflect the actual view of disability held by the STEM instructor. Our data show that participants’ perceptions of how their peers and STEM instructors view disability and accommodation use impacted their self-advocacy.
We consider view of disability to be related to campus climate towards students with disabilities. Campus climate can be defined as “a measure of people’s attitudes about, perceptions of, and experiences within a specified environment” (Ryder & Mitchell, 2013, p. 34). It has been suggested that students with disabilities often perceive campus climates to be less welcoming than students without disabilities (Harbour & Greenberg, 2017). Student perceptions of college faculty, in general, are that college faculty are willing to accommodate students with disabilities, but faculty are perceived to be skeptical about the legitimacy of ADHD as a disability necessitating academic accommodations (Stamp, Banerjee, & Brown, 2014; Yssel, Pak, & Beilke, 2016). Few studies examine the attitudes of STEM faculty and peers without disabilities towards students with disabilities in undergraduate STEM courses. In a small-scale study of five STEM faculty, participants indicated they are willing to accommodate students with disabilities in their courses (Love et al., 2014). Beyond this study, there is a dearth of literature regarding attitudes of STEM faculty towards students with invisible disabilities, such as ADHD. In our study, many participants perceived STEM faculty as less receptive to their accommodation needs compared to faculty in other disciplines.
The notion that the culture of STEM may be less welcoming to students with learning disabilities compared to other disciplines is supported by a few previous studies. For example, researchers investigating students with learning disabilities in undergraduate STEM courses reported that they perceived their own research to be marginalized because STEM faculty and staff did not appear to consider students with learning disabilities to be capable of conducting STEM work (Thurston et al., 2017). Moreover, the use of accessible teaching approaches known to reduce barriers for students with disabilities in K-12 STEM education, called universal design for learning, is not widely adopted in undergraduate STEM courses (Schreffler et al., 2019). The fact that universal design for learning is known to be helpful for students with disabilities, yet is not frequently used in undergraduate STEM courses suggests the climate is not as welcoming as it could be to all students with disabilities.
Future studies examining how students with ADHD/SLD, as well as other disabilities, perceive undergraduate STEM courses and departments are needed. Our data suggest that students with ADHD/SLD form perceptions of how their STEM instructors and peers view disability and the use of accommodations in undergraduate STEM courses, sometimes without even any verbal exchanges at all. These perceptions of how disability is viewed have the potential to greatly influence the decision to use accommodations in a STEM course. We stress that these perceptions may or may not reflect the actual view of disability held by STEM instructors and peers, yet regardless these perceptions are likely at play when students decide whether or not to engage in self-advocacy. It is thus imperative that we understand how students with ADHD/SLD perceive the climate of their STEM courses so that we can take steps to make undergraduate STEM courses more welcoming and inclusive.
Hypothesis 3: Students with ADHD/SLD in undergraduate STEM courses engage in behaviors we call “filling gaps” to be successful in their undergraduate STEM courses
Our participants engaged in a novel set of behaviors we refer to as “filling gaps.” Filling gaps involved our participants seeking out other people or resources to help them succeed in their undergraduate STEM courses. These behaviors involved going beyond officially sanctioned DRC accommodations or formal instructional supports. Examples of filling gaps came from Mia and Heath who described how they established their own notetaking systems with peers in a STEM course and from other participants, like Ryan, who discussed seeking out peer tutors. For some of our participants, filling gaps was a way they could access the supports they needed without having to necessarily disclose their disability status. Two studies examining the experiences of education majors with learning disabilities hint at the importance of informal supports during college for their participants (Couzens et al., 2015; Timmerman & Mulvihill, 2015). For example, one study reported that two of their participants, one participant who is a student with multiple disabilities, including ADHD and SLD, and another who is blind, described situations reminiscent of filling gaps in our study (Timmerman & Mulvihill, 2015). Their participants noted how friends or peers would occasionally help them by volunteering to read textbooks aloud or by providing copies of class lecture notes. However, both these participants noted that the willingness of their classmates to help may be because they are all special education majors and that this environment was likely to be more accepting of students who use accommodations, compared to other majors (Timmerman & Mulvihill, 2015).
If hypothesis 3 is supported by future research, it would connect self-advocacy to social capital. Social capital involves the resources that are afforded to and utilized by an individual through their connections to other people within a social network (Lin, 2001). A previous study of STEM majors with disabilities found self-reported gains in self-advocacy skills after participation in a learning community that built social capital (Whitney, Langley-Turnbaugh, Lovewell, & Moeller, 2012). If filling gaps and self-advocacy are indeed connected, universities and STEM departments committed to the success of STEM majors with ADHD/SLD should pursue programming interventions that are likely to promote development of social capital. Interventions such as the formation of peer learning communities (e.g., Whitney et al., 2012) and opportunities for mentorship from graduate students, coupled with disability-related instruction from experts (e.g., Kreider et al., 2018) are examples of interventions that may help students access social capital to help fill gaps to enhance self-advocacy.
Considerations for transferability of our findings
Data were collected at one institution, which may limit the transferability of the findings to other settings. However, by limiting our data collection to one institution we were able to pursue clarifications for incongruities we encountered in our data (Stanton, Dye, & Johnson, 2019). For example, our participants referred to the DRC and the online accommodation system using many different names and we were able to clarify these terms. Our sample represents a convenience sample. All our participants were registered with the DRC. It is possible that our sample is missing some self-advocacy experiences of students with ADHD/SLD who are navigating college without formal accommodations. Yet the purpose of our study is to characterize the self-advocacy experiences of students with ADHD/SLD in undergraduate STEM courses. We reasoned that students registered with the DRC practice self-advocacy and would be willing to discuss their experiences with us. Our sample is likely enriched for self-advocacy.
In conclusion, the 25 STEM majors with ADHD/SLD in our study described their self-advocacy experiences in the context of undergraduate STEM courses. Based on our analysis of participants’ experiences, we provide the first empirically derived model of self-advocacy for students with ADHD/SLD in undergraduate STEM courses. In our model, we operationalized components of Test’s original conceptual framework of self-advocacy by determining how our participants demonstrated knowledge of self, knowledge of rights, communication, and leadership in undergraduate STEM courses. We proposed additional components of self-advocacy knowledge and self-advocacy behaviors and identified beliefs which influenced self-advocacy in our participants. Together, these original and emergent components comprise an updated model of self-advocacy based on the experiences of our participants. Future testing of this model will permit development of a theoretical framework of self-advocacy for students with ADHD/SLD in undergraduate STEM courses. Such a theoretical framework can be used to develop valid and reliable measures of self-advocacy that, in turn, can be used to determine the effectiveness of interventions designed to promote and enhance self-advocacy for students. By promoting self-advocacy within students, we can help increase the retention rates of students with ADHD/SLD in undergraduate STEM courses and majors, which will lead to a more diverse and competitive STEM workforce.
Availability of data and materials
Interview questions and the codebook used in this study are available in Supplemental Materials. Data generated and analyzed may be available from the corresponding author on reasonable request.
Section 504 of the Rehabilitation Act of 1973 applies to students with disabilities in public and private high schools (Taylor, 2005). No existing research examines if there are differences in the self-advocacy experiences of students who attend public or private high school. We hypothesize that self-advocacy is an essential skill for any student, regardless of whether they attend a public or private high school.
Self-advocacy has been conceptualized as an educational goal, a political movement, and as a component of the broader theoretical framework self-determination for students with disabilities (Gelbar et al., 2019; Test, Fowler, Wood, Brewer, & Eddy, 2005; Ward & Meyer, 1999; Wehmeyer, Abery, Mithaug, & Stancliffe, 2003).
We elected to use the term disability throughout our study because this was the term most familiar to our participants. However, other terms such as impairment or learning difference may be the preferred term for some individuals.
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We are grateful for the opportunity to learn from our participants, and we thank members of the Disability Resource Center (DRC) at the University of Georgia speakers’ bureau for assistance in initial interview protocol development. We are especially appreciative for the feedback and support of our partners at the DRC, including Erin Benson, Sam Adair, and Patricia Roth Marshall. We thank members of the Biology Education Research Group (BERG) at the University of Georgia for critical comments and feedback throughout the life of the project and on an early version of the manuscript.
This material is based upon work supported by the National Science Foundation Graduate Research Fellowship Program under grant number 1842396 (in support of MAP) and by the National Science Foundation under grant number 1659423 (in support of MH). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This research was supported in part by funds from the Division of Student Affairs at the University of Georgia (to JDS and MAP).
The authors declare that they have no competing interests.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Pfeifer, M.A., Reiter, E.M., Hendrickson, M. et al. Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities. IJ STEM Ed 7, 33 (2020). https://doi.org/10.1186/s40594-020-00233-4
- Students with ADHD
- Students with SLD
- Attention-deficit/hyperactivity disorder
- Specific learning disorder
- Specific learning disability
- Invisible disability
- Hidden disability
- Undergraduate STEM courses | <urn:uuid:61698f4c-c1eb-4834-bf08-6e48780ed270> | CC-MAIN-2022-33 | https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00233-4 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00272.warc.gz | en | 0.948194 | 21,832 | 2.65625 | 3 |
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