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kept out of school or daycare until they have been on antibiotics for 24 hours. Most people are no longer contagious 24 hours after starting the antibiotic. I also recommend getting a new toothbrush for children after they are no longer contagious but before they finish the antibiotics, to prevent re-infection. Related A-to-Z Information: Last reviewed: August 10, 2010 |
From Neal Barnard at the Physicians Committee for Responsible Medicine: Dietary Approaches to Diabetes Food can be powerful in preventing and reversing diabetes. However, dietary approaches have changed as we have learned more about the disease. The traditional approach to diabetes focuses on limiting refined sugars and foods that release sugars during digestion— starches, breads, fruits, pasta, etc. With carbohydrates reduced, the diet may |
contain an unhealthful amount of fat and protein. So diabetes experts have taken care to limit fats— especially saturated fats that can raise cholesterol levels—and to limit protein for people with impaired kidney function. The new approach focuses more attention on fat. Fat is a problem for people with diabetes. The more fat there is in the diet, the harder time insulin has in |
getting glucose into the cells.2 Conversely, minimizing fat intake and reducing body fat help insulin do its job much better. Newer treatment programs drastically reduce meats, high-fat dairy products, and oils. At the same time, they increase grains, legumes, fruits, and vegetables. One study found that 21 of 23 patients on oral medications and 13 of 17 patients on insulin were able to get |
off of their medications after 26 days on a near-vegetarian diet and exercise program.3 During two- and three-year follow- ups, most people with diabetes treated with this regimen have retained their gains.4 The dietary changes are simple, but profound, and they work. Low-fat, vegetarian diets are ideal for people with diabetes. A 2006 study, conducted by the Physicians Committee for Responsible Medicine with the |
George Washington University and the University of Toronto, looked at the health benefits of a low-fat, unrefined, vegan diet (excluding all animal products) in people with type 2 diabetes.5 Portions of vegetables, grains, fruits, and legumes were unlimited. The vegan diet group was compared with a group following a diet based on American Diabetes Association (ADA) guidelines. The results of this 22-week study were |
astounding: ■Forty-three percent of the vegan group and 26 percent of the ADA group reduced their diabetes medications. Among those whose medications remained constant, the vegan group lowered hemoglobin A1C, an index of long-term blood glucose control, by 1.2 points, three times the change in the ADA group. ■The vegan group lost an average of about 13 pounds, compared with only about 9 pounds |
in the ADA group. ■Among those participants who didn’t change their lipid-lowering medications, the vegan group also had more substantial decreases in their total and LDL cholesterol levels compared to the ADA group. This study illustrates that a plant-based diet can dramatically improve the health of people with diabetes. It also showed that people found this way of eating highly acceptable and easy to |
The e4 in e4sciences stands for four elements: earth, water, energy, and life. These elements are the focus of our scientific services. The circle represents the interconnectedness and interdependency of the four elements. The e4 commitment to integrity and accountability |
means that all products must be objective and self-evident. All observations are georeferenced. All maps are time-stamped. All measurements are broadband. We measure all values at maximum dynamic range. We quantify all accuracies and uncertainties. Our mission is to support |
nations and industries in guarding “the natural resources as assets that they must turn over to the next generation increased and not impaired in value. Conservation means development as much as it does protection.” Guardianship is an intrinsic responsibility to |
manage and protect natural and human resources as sustainable assets. Guardianship operates natural resources and civil works as a sustainable business. Maximizing the available indigenous energy is an efficient and sustainable means of guardianship. |
A few years ago we discoverd that our older daughter, a third grader at the time, was illiterate. We bought Hooked on Phonics to help us teach her how to |
read. That was an excellent beginning, but we believed she needed more. We began to look at school books from the early 1800's to the present, and soon found that |
the books from the 1840's to the 1850's were the best. They included phonics rules for all of the letter combinations including the silent letters. This time period began to |
make sense as the best time to learn to read as the people from that era as they became adults in the Victorian era became some of the best readers |
and writers of any time period in America. What you see here is the beginning of the sharing of this vital information with you. This phonics program can be a |
great help to you if you're learning to read english as a second (or third or whatever) language. Joke: What do you call someone who understands 2 languages? Bilingual. What |
do you call someone who understands 3 languages? Trilingual. What do you call someone who understands just one language? An American. (I am a 12th generation American, so I think |
I can get away with telling this.) I have omitted accent and pronounciation marks that were included in the initial texts for three reasons: There are other good phonics programs |
on tape and with flash cards, and I highly recommend them. Prices range from $20 to over a hundred dollars US. You probably got this for free, or at the |
most for $5 US. You can't beat that anywhere! I could have included sound files and made this work with your sound card, but chose not to. This way readers |
and non readers can team up and use this together. You won't be tortured by my northern Vermont accent, and will probably understand the voice of the person with an |
accent you're used to better. Once readers-to-be have mastered the basics, they won't need much help anyway. Using this and a good dictionary they will be able to figure out |
most of the rest on their own. You might notice some words in this you've never heard of before. So did I. I have a collection of dictionaries dating from |
the present back to the mid 1800's. I had to consult the older ones to ascertain the meaning of some of the words used. You might like to start watching |
flea markets and yard sales for old dictionaries. The things you learn will be fascinating. I am scanning in many books from the 1800's. You'll be able to purchase them |
as they become available. They will be in electronic form with all details preserved. The following is the preface from Watson's Graphic Speller. QUICKSANDS are too generally the sites, and |
perishable props the supports, upon which educational edifices are erected. Educators fail to recognize the fact that Language is the granite upon which to build, and that the spelling-book is |
the substructure of schooling. The simple apprehension of facts or relations which constitutes knowledge should be augmented by formulating and using these facts or relations. Probably the educational period of |
greatest interest, promise, and peril, is the first seven years of schooling. At its beginning, the intelligent youth of proper age, curious, inquisitive, observant, imitative, and enthusiastic, has no mean |
vocabulary, no inconsiderable knowledge of surrounding objects. Then it is as needful to provide the right facts for his normal mental growth as to supply fit food for his bodily |
growth. These facts must be few, simple, interesting, grateful, suggestive, and practical. They should mainly involve the simultaneous use of both mind and body, that they may be wrought into |
the life. It goes well-nigh without saying that "Things that have to be done should be learned by doing them." In teaching spelling rightly, the sounds of the letters and |
their names must be used, the exercises must be both oral and written, and the lessons and methods strictly educational. AS FORM is most exercised, and as spelling is essentially |
a part of writing, the learner must devote himself to whatever is most effective in training the eye and the hand to the formation of words in written characters. THE |
GRAPHIC SPELLER is calculated for the educational period designated, and it is an exponent of the above views. The Introduction gives the necessary instruction and exercises in the elements of |
spelling and pronunciation, the kinds of words, parts of speech, and lines and figures. The importance of Slate Work in connection with Drawing, Writing, Sounds, and Spelling, here receives a |
practical recognition not heretofore accorded it. Complete courses of exercises in the elements of drawing and writing, on a uniform scale, are first given, followed by numerous vignettes, copies for |
writing and printing, and pages of written exercises, which constitute a progressive, practical, and comprehensive system. THE VOCABUlARY contains more than 6000 of the most useful and desirable words, so |
graded and classified with regard to topic, use, sound, form, and length, as to add to the beauty of the page and save one third of the space. The Lessons |
are short and strictly consecutive. They relate to man's body, food, dress, home, life, mind, training, business, physical state, schooling, religion, etc. Dictation Reviews are invariably given. They contain essential |
definitions and discriminations, aptly illustrate the best use of the words, and test the spelling. Pronounciation receives unexampled provision. The powers of the letters are taught in the Introduction, ten |
pages of Slate Work are devoted to special drill, all lists of words are classed with reference to their rounds, and marked letters and accents are used everywhere. LANGUAGE LESSONs |
are introduced at fit intervals, suited to the progress of the pupil, and consonant with his natural desires and spontaneous efforts. Without needless technicalities, they give a practical knowledge of |
the parts of speech, phrases, clauses, and sentences, and many of their uses in English composition. They supply observations, facts, and applications which naturally precede the formal study of grammar. |
The Appendix contains the Rules for Spelling, Capital Letters, Punctuation Marks, Abbreviations, and illustrative Dictation Exercises. That this little book may give a new impulse to the study of our |
Technology at Home: Developing the Social SelfJanuary 24, 2013 | Douglas Rushkoff I tried to write a single piece on raising digital kids at home -- but childhood is just too epic a journey for a single piece. Still, the overall strategy for technology in the home is the same from birth to high school graduation: match their developmental level, and make sure they |
understand whatever medium they are using from the inside out: who made this, how does it work, and what does it want from me? Winning the Bigger Game These sorts of questions become relevant once you've got a tween on your hands. Now the child has moved from developing basic physical skills to developing social ones. While they should be free to play and |
gather data electronically for an hour or two daily (any screen time counts against whatever daily budget you set), this shouldn't become their primary outlet for meaningful social engagement. Why? It's not really social! Social development is a body-to-body, face-to-face affair. As our social selves form, we learn to read and send messages to other people. This is when we learn most of the |
94% of communication that occurs non-verbally: body positions, tone of voice, pupils dilating or contracting . . . in other words, the stuff you can't see in a chat room or even a 4-inch video window. I would keep tweens from exploring Facebook and other purportedly social spaces until they themselves are fully socialized. Confine them to net activity and video games that are |
largely self-contained, or that strictly limit the range of social interactions available. MoshiMonsters and Disney Fairies, for example, are beginner game worlds where the ways in which kids can interact are limited to leaving little notes or sending presents. This is also the age where console games and even handhelds can be brought into their lives -- as long as parents maintain authority over |
when and how they are used. iPads and iPods and NintendoDS games don't have to be kept in a kid's bedroom. Locks and keys are not draconian measures! Let your children enjoy and learn from this stuff, but let them know from the outset that these are not mere toys; there are people on the other side of the screen -- developers and programmers |
-- whose job it is to make it really hard for a kid to stop playing. These are not nice people, and part of the object of the game is to be able to turn it off whenever you want to. If you can't turn it off, it means you're losing the bigger game. Finally, your children's ability to turn the game off when |
they are supposed to is the only way for them to win more hours of play. Every minute they stay on past the time limit you set costs them five minutes the next day. And yes, it's easier to start this way than institute such measures two months after the Wii arrives. If you get five good years of technology and media under your |
belts using these measures, then it will be easier to implement the commonsense measures you simply have to take with teenagers. More important, your kids will already be more aware than most about the motivations behind the websites and developers competing for their attention. An app is not just an app: it is a marketing plan, an influence platform, and an effort at manipulation. |
This doesn't mean it's bad – just that it has a purpose. Most of us -- especially young people -- are unaware that the virtual environments they inhabit may not be constructed with their best interests in mind. That’s why I’ve come around to the belief that teenagers shouldn't be online until they understand how to create their own online spaces. Just as learning |
a language means learning to speak, and learning to read means first learning the same alphabet one would need to write, kids should not immerse themselves in digital environments until they are aware of how those environments are constructed. Only then are such places demystified to the point where young people can engage with them on their own terms, rather than making legal and |
cognitive agreements they may not even know exist. What does this mean? For starters, learning basic HTML -- the language that makes web pages look and act the way they do. Teens should know that databases exist, and they should know what they are. They should understand that every keystroke they make is etched in a memory more permanent than if it had been |
etched into the side of the Parthenon -- and infinitely more searchable. The more they know about the people and companies behind the screen, as well as the way those folks do what they do, the more kids will understand why we parents insist that the computer be used and kept in the family room or dining room instead of a bedroom. The computer |
isn't a bad or dirty thing, but it is a portal to the outside world. It provides access to love and hate, sex and war, ideas and ignorance, support and abuse. Just like the front doors to our homes, computers may welcome our dearest friends, but anyone can knock -- which is why our bedrooms are generally the furthest thing in the house from |
these openings to the street. Good Digital Hygiene When computer use happens in the midst of the home rather than in isolation, we are available to filter and explain a bit of what might be happening on there. If nothing else, this activity is occurring in the context of other human relationships and values. That goes for smartphones, too. Lights out means phones out |
-- even out of the bedroom. If you follow this rule yourself, it will be easier to make everyone in your house follow it, too (and you'll sleep better sleep for not fooling your eyes and brain that it's daylight every time you answer a text message). Exceptions to the rule are that Hurricane Sandy hit, or the kids are at a sleepover. "Johnny |
may ask me to the dance" is not an exception. Ultimately, computer literacy must be a prerequisite to computer use. I'm not saying that they should know how to open a machine and fix it, but that they understand something about the algorithmic, expression-based platforms on which they are asking to spend so much of their time and energy. This is where schools should |
come in, exposing students to coding languages while also helping them to think critically about digital tools and virtual spaces. Until America catches up with South Korea, Estonia, and pretty much every other developed nation in the world in this regard, however, it's up to parents to arm their young people with the practices that will encourage good digital hygiene and a solid grasp |
of this increasingly influential platform for human engagement and creativity. Resources for Raising Digitally Healthy Kids - PBS Frontline's digital_nation is a documentary I helped make for PBS about our current state of digital engagement and what we might do about it. - Program or Be Programmed is my short book explaining the biases of the digital landscape. - Computer Science Unplugged features computer |
science exercises without any computers -- great for youngsters. - Codecademy offers free courses that teach real computer languages for high school age and above. - In Talking Back to Facebook, Jim Steyer explains the real impact of Facebook and other social networks, as well as how to promote healthier engagement with them. - Mark Prensky, in From Digital Natives to Digital Wisdom, presents |
a terrifically optimistic vision of how digital natives will find their way -- as well as just a bit on how we can help them. - My book Screenagers: Lessons in Chaos from Digital Kids is a celebration of kids' digitally influenced culture and perspectives. - Howard Rheingold's NetSmart is the very best guide on how to take intelligent advantage of all the net |
has to offer, as described by one of its original pioneers. - In Mark Bauerlein's The Digital Divide: Writings about Facebook, Texting, YouTube . . ., a bunch of smart folks (and me) evaluate the pros and cons of interactive media in our lives and those of young people. - In The Flickering Mind: Saving Education from the False Promise of Technology, Todd Oppenheimer |
The Basics of Underground Natural Gas Storage |Latest update: August 2004||Printer-Friendly Version| Natural gas-a colorless, odorless, gaseous hydrocarbon-may be stored in a number of different ways. It is most commonly |
held in inventory underground under pressure in three types of facilities. These are: (1) depleted reservoirs in oil and/or gas fields, (2) aquifers, and (3) salt cavern formations. (Natural gas |
is also stored in liquid form in above-ground tanks. A discussion of liquefied natural gas (LNG) is beyond the scope of this report. For more information about LNG, please see |
the EIA report, The Global Liquefied Natural Gas Market: Status & Outlook.) Each storage type has its own physical characteristics (porosity, permeability, retention capability) and economics (site preparation and maintenance |
costs, deliverability rates, and cycling capability), which govern its suitability to particular applications. Two of the most important characteristics of an underground storage reservoir are its capacity to hold natural |
gas for future use and the rate at which gas inventory can be withdrawn-its deliverability rate (see Storage Measures, below, for key definitions). Most existing gas storage in the United |
States is in depleted natural gas or oil fields that are close to consumption centers. Conversion of a field from production to storage duty takes advantage of existing wells, gathering |
systems, and pipeline connections. Depleted oil and gas reservoirs are the most commonly used underground storage sites because of their wide availability. In some areas, most notably the Midwestern United |
States, natural aquifers have been converted to gas storage reservoirs. An aquifer is suitable for gas storage if the water bearing sedimentary rock formation is overlaid with an impermeable cap |
rock. While the geology of aquifers is similar to depleted production fields, their use in gas storage usually requires more base (cushion) gas and greater monitoring of withdrawal and injection |
performance. Deliverability rates may be enhanced by the presence of an active water drive. Salt caverns provide very high withdrawal and injection rates relative to their working gas capacity. Base |
gas requirements are relatively low. The large majority of salt cavern storage facilities have been developed in salt dome formations located in the Gulf Coast states. Salt caverns have also |
been leached from bedded salt formations in Northeastern, Midwestern, and Southwestern states. Cavern construction is more costly than depleted field conversions when measured on the basis of dollars per thousand |
cubic feet of working gas capacity, but the ability to perform several withdrawal and injection cycles each year reduces the per-unit cost of each thousand cubic feet of gas injected |
and withdrawn. There have been efforts to use abandoned mines to store natural gas, with at least one such facility having been in use in the United States in the |
past. Further, the potential for commercial use of hard-rock cavern storage is currently undergoing testing. None are commercially operational as natural gas storage sites at the present time. Figure 1 |
is a stylized representation of the various types of underground storage facilities, while Figure 2 shows the location of the nearly 400 active storage facilities in the Lower 48 States. |
Owners and Operators of Storage The principal owners/operators of underground storage facilities are (1) interstate pipeline companies, (2) intrastate pipeline companies, (3) local distribution companies (LDCs), and (4) independent storage |
service providers. There are about 120 entities that currently operate the nearly 400 active underground storage facilities in the lower 48 states. In turn, these operating entities are owned by, |
or are subsidiaries of, fewer than 80 corporate entities. If a storage facility serves interstate commerce, it is subject to the jurisdiction of the Federal Energy Regulatory Commission (FERC); otherwise, |
it is state-regulated. Owners/operators of storage facilities are not necessarily the owners of the gas held in storage. Indeed, most working gas held in storage facilities is held under lease |
with shippers, LDCs, or end users who own the gas. On the other hand, the type of entity that owns/operates the facility will determine to some extent how that facility's |
storage capacity is utilized. For example, interstate pipeline companies rely heavily on underground storage to facilitate load balancing and system supply management on their long haul transmission lines. FERC regulations |
allow interstate pipeline companies to reserve some portion of their storage capacity for this purpose. Nonetheless, the bulk of their storage capacity is leased to other industry participants. Intrastate pipeline |
companies also use storage capacity and inventories for similar purposes, in addition to serving end-user customers. In the past, LDCs have generally used underground storage exclusively to serve customer needs |
directly. However, some LDCs have both recognized and been able to pursue the opportunities for additional revenues available with the deregulation of underground storage (see "Open Access" to Storage Capacity, |
below). These LDCs, which tend to be the ones with large distribution systems and a number of storage facilities, have been able to manage their facilities such that they can |
lease a portion of their storage capacity to third parties (often marketers) while still fully meeting their obligations to serve core customers. (Of course, these arrangements are subject to approval |
by the LDCs' respective state-level regulators.) The deregulation of underground storage has combined with other factors such as the growth in the number of gas-fired electricity generating plants to place |
a premium on high-deliverability storage facilities. Many salt formation and other high deliverability sites, both existing and under development, have been initiated by independent storage service providers, often smaller, more |
nimble and focused companies started by entrepreneurs who recognized the potential profitability for these specialized facilities. They are utilized almost exclusively to serve third-party customers who can most benefit from |
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