text stringlengths 222 548k | id stringlengths 47 47 | dump stringclasses 95 values | url stringlengths 14 7.09k | file_path stringlengths 110 155 | language stringclasses 1 value | language_score float64 0.65 1 | token_count int64 53 113k | score float64 2.52 5.03 | int_score int64 3 5 |
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1.) The first stage of this advocacy project is to warn our family and friends of the threats posed by 5G.
2.) Second, we find ways to limit our exposure to EMFs in our homes, workplaces, public spaces and the environments we spend the majority of our time including our children’s schools.
Reduce your daily EMF exposure with these immediate direct actions:
- Keep cell phones off of your skin (check user manual for specific warnings)
- Keep phone in airplane mode or off as much as possible especially at bedtime
- Disconnect internet router when not in use
- Replace Wi-Fi and wireless technology with Ethernet cables
- Use wired headphones in place of wireless Bluetooth headphones
- Purchase an RF meter to measure radiation levels | <urn:uuid:7c852abc-05e3-4215-a069-661cec121ddb> | CC-MAIN-2020-34 | https://stop5gflorida.com/take-action/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739347.81/warc/CC-MAIN-20200814160701-20200814190701-00214.warc.gz | en | 0.925724 | 156 | 3.09375 | 3 |
When did the spread of the Sars-Cov-2 virus start?
FBK's Center for Health Emergencies contributed to the new study published in Nature
Community transmission of SARS-CoV-2, understood as the presence of established transmission chains, could have started as early as January 2020 in some areas of Europe and the United States according to a modeling study published in Nature to which the ISI Foundation in Turin and Fondazione Bruno Kessler in Trento have contributed. The analysis shows that the virus was introduced in several areas of Europe and the United States before the end of January 2020 and its spread in the first three months of 2020 was largely undetected, due to the limited ability to identify and test suspicious cases during that time. Only about 1-3% of infections were detected in these areas as of March 2020.
Almost two years after the outbreak of the COVID-19 pandemic, there is still uncertainty about SARS-CoV-2 introduction and community transmission around the world times. In the early stages of the pandemic, some countries limited testing to symptomatic individuals with epidemiological or travel links to China; this, partly due to the high percentage of asymptomatic infected individuals that characterizes the epidemiology of SARS-CoV-2, contributed to the undetected transmission of the virus. To improve understanding of the dynamics of the evolution of the COVID-19 pandemic in the United States and Europe, the authors modeled the plausible introduction and spatial spread of the virus during the first wave of the pandemic in 2020.
The analysis indicates that as of early March 2020, approximately 9 out of 1,000 infections were detected in the United States and 35 out of 1,000 infections were detected in Europe. Estimates on its introduction vary by country or state; it is likely that the transmission started towards the end of January in California and the beginning of February in the state of New York, but perhaps up to two weeks earlier in Italy. The chance of introduction and transmission events as early as December 2019 cannot be ruled out, although the probability is very low. Both in Europe and in the United States, the introduction of SARS-CoV-2 from China was significant only in the very early phase of the outbreak. As the epidemic evolved, the contribution of domestic introductions became increasingly important, and this fact has helped synchronize the epidemics in the different European countries and in the United States.
The authors suggest that more widespread testing and broader testing criteria could have allowed for early detection and interventions to prevent the spread of SARS-CoV-2. The modeling techniques and approaches used in this study may be useful in informing future response strategies for emerging viruses. | <urn:uuid:abffc1ea-25cf-4b5e-8b30-d8f2725affc3> | CC-MAIN-2023-23 | https://magazine.fbk.eu/en/news/when-did-the-spread-of-the-sars-cov-2-virus-start/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648000.54/warc/CC-MAIN-20230601175345-20230601205345-00112.warc.gz | en | 0.970366 | 552 | 2.75 | 3 |
|Y-8 of the Myanmar Air Force|
|Manufacturer||Shaanxi Aircraft Corporation|
|First flight||December 1974|
|Primary users||PLA Air Force
Pakistan Air Force
|Developed from||Antonov An-12|
The Shaanxi Y-8 or Yunshuji-8 (Chinese: 运-8) aircraft is a medium size medium range transport aircraft produced by Shaanxi Aircraft Corporation in China, based on the Soviet Antonov An-12. It has become one of China's most popular military and civilian transport/cargo aircraft, with many variants produced and exported. Although the An-12 is no longer made in Ukraine, the Chinese Y-8 continues to be upgraded and produced. An estimated 169 Y-8 aircraft had been built by 2010.
Design and development
In the 1960s, China purchased several An-12 aircraft from the Soviet Union, along with license to assemble the aircraft locally. However, due to the Sino-Soviet split, the Soviet Union withdrew its technical assistance. The Xi'an Aircraft Company and Xi'an Aircraft Design Institute worked to reverse engineer the An-12 for local production.
Design of the aircraft was completed by February 1972. Major features of the Y-8 included a glazed nose and tail turret derived from that of the H-6 bomber, a roller-type palletized-cargo-handling device instead of the overhead conveyor, and a gaseous oxygen system as opposed to a liquid oxygen system. The original Y-8 inherited the An-12’s twin 23mm cannon tail turret, but this was removed on subsequent variants.
The Y-8 equipped with four turboprop engines mounted under the leading edges of non-swept wings. The wings are attached high on the fuselage, and the tricycle landing gear is equipped with low pressure tires. The earliest versions used for the transportation of freight or troops had two side-hinged, inward-opening doors, while later variants used a rearward-facing ramp to facilitate loading and unloading of the payload. Some specialized versions omit the cargo ramp entirely.
The Y-8 is capable of carrying troops, dropping supplies, parachute drops, and functioning as an air ambulance. It also can be used for commercial uses as a freighter. It is capable of hauling 20 tons of cargo, approximately 96 soldiers, or about 82 paratroopers in the cargo compartment which is 13.5 metres long, 3 metres wide and 2.4 metres high. It can also carry 60 severely wounded soldiers with their stretchers, 20 slightly injured soldiers and 3 medical attendants. Many variants for specialized roles have been built, but information on them can be vague or difficult to obtain due to the secretive nature of the Chinese military.
The Y-8 transport aircraft was put into trial production in the Xi'an Aircraft Factory in June 1972. By December 1974, the first Chinese-assembled Y-8 conducted its maiden flight. Following trial production of the first Y-8s, operations were transferred to the Shaanxi Aircraft Factory. The Shaanxi-produced Y-8s conducted their test flights in December 1975. After a regime of 66 test flights the Y-8 was officially certified for use by the Chinese government. By 1981, the Y-8 entered serial production. Mr. Ouyang Shaoxiu (欧阳绍修) would eventually became the general designer, designing many variants of Y-8, including KJ-200.
In the early 1980s, Chinese officials saw US Army recruiting advertisements featuring parachute extraction of an Army jeep along with troops. The PLA was told to develop this kind of capability. But there were two design problems. One, Y-8 wings have very sharp leading edges, so one wing tends to stall before the other, causing the aircraft to roll inverted as it stalls. The second design flaw as that the cargo deck of the Y-8 had a 10 degree downward slope starting at the landing gear.
When the PLA Air Force started to test parachute extraction, these two design flaws caused a near disaster. The aircraft was flying too fast, and when the parachute started to extract cargo from the hold, the cargo rolled on the deck until it got to the 10 degree downward slope, and there it became airborne while still inside the aircraft. The cargo hit the top of the cargo door on the way out, making it clear that the Y-8 could not do parachute cargo extraction.
In 1986, two engineers from Beijing's Ministry of Aviation visited Lockheed. They could not speak very much English, and the Lockheed-Georgia sales person who met them could not speak Chinese. So for half a day, they did a point-and-grunt tour until they were lucky enough to find a Lockheed employee who could speak Chinese. The Chinese wanted to purchase Lockheed wind tunnel testing on the Y-8 in order to address the stall problem.
As a result of these wind tunnel tests, conducted in 1986, Lockheed was given a contract to do a flight test series on the Y-8. Lockheed was told that flight test data was not provided by the Soviets when they helped China build the Y-8 factory. The flight test series was flown by Lockheed test pilot Hank Dees. Hank had flown the test flight series for the Lockheed L-1011 and later for China's Y-12 in Harbin.
During this flight test series, Hank Dees flew the aircraft to stall speed and taught Chinese pilots how to anticipate a stall in order to prevent letting the aircraft go inverted. As a result of this test flight series, Chinese pilots started to use the 45 degree flap position.
Lockheed's motive for doing flight tests was to demonstrate that China would be better off buying the C-130 rather than trying to improve the Y-8. China did buy C-130's, but the flight test series actually demonstrated that the Y-8 was a more capable aircraft than previously believed.
In the late 1980s, Lockheed Martin, the American manufacturer of the C-130 Hercules, helped China to develop a pressurized cabin for the passenger version of Y-8, resulting in two versions: the first had half of the cabin pressurized and later, the second version in which the complete cabin was pressurized.
In 2001 and 2002, new consulting arrangements between Antonov and Shaanxi resulted in modernized redesigns to the Y-8's wing and fuselage. As a consequence the redesign allows the Y-8's fuel capacity to be increased by 50 percent.
Y-8's have been used by the PLAAF and PLANAF in a wide variety of roles and some have been supplied to civilian operators. Export aircraft have been supplied to the Myanmar Republic air force, Sudanese Air Force and the Sri Lankan Air Force. Some Y-8 aircraft were used by the Sri Lanka Air Force as makeshift bombers, dropping bombs from the rear doors, during the country's civil war, losing two units, one to Tamil Tiger anti-aircraft defences and the second to mechanical failure.
On June 3, 2006, a Chinese KJ-200 'Balance Beam' Airborne early warning and control aircraft crashed in Guangde County in the Anhui province, China. All 40 people on board were killed. The Chinese official explanation was that the accident was due to heavy ice formation on the wings after the aircraft made repeated passes in and out of clouds in bad weather. However, the official Chinese report does not mention the exact type of the airborne early warning aircraft, only claiming that it was a 4-engine large military aircraft. Official Chinese media acknowledged that the platform is Shaanxi Y-8 KJ-200.
- Y-8: The baseline unpressurized transport aircraft produced primarily for transport duties with the PLAAF.
- Y-8A: Helicopter transport aircraft with rear loading ramp, travelling gantry removed and a hydraulically operated steady under the rear door.
- Y-8AF: ASW platform under tests, with extended magnetic anomaly detector at the tail, the latest military version, looks similar to Y-8 Mineral research plane.
- Y-8C: Fully pressurised transport version with the rear cargo ramp of the Y-8B.
- Y-8CA: (a.k.a. 'High New 1') Electronic Countermeasures aircraft with extensive arrays of aerials and a ventral canoe.
- Y-8CB: ECM variant, characterized by a sharp pointed nose cone.
- Y-8D: Export military transport fitted with western avionics. The initial Y-8D was superseded by the Y-8DII.
- Y-8DZ: (Dianzi Zhencha - ELINT)(a.k.a.'High New 2') Electronic signals intelligence version characterized by the cylindrical array just in front of the vertical stabilizer.
- Y-8E: Drone carrier aircraft for launching WZ-5 Chang Hong-1(Chang Hong - long rainbow) reconnaissance drones, reverse-engineered Ryan Firebees, to replace Tu-4 Drone launchers..
- Y-8F: Live-stock transport aircraft with three tiers of cages either side of a central aisle, able to accommodate 350 sheep or goats. The livestock transport was developed to allow access to remote seasonal pastures.
- Y-8FQ: Maritime Patrol variant with modified tail housing a boom-mounted magnetic anomaly detector to detect submarines.
- Y-8F-100: Fitted with more powerful engines, EFIS, colour weather radar, TCAS and GPS.
- Y-8F-200: This model has a 2.2m (7 ft 10in) stretched fuselage.
- Y-8F-300: Civil transport with western avionics.
- Y-8F-400: As for Y-8F-300 but with pressurised cargo hold.
- Y-8F-600: Newest civilian transport variant with a redesigned fuselage, Pratt and Whitney turboprop engines, an Electronic Flight Instrument System "glass cockpit", and a two-person crew.
- Y-8G: ELINT platform (project).
- Y-8G: IFR tanker. (project).
- Y-8G: Airborne Command Post and ECM version a.k.a. 'High New 3' based on the Y-8F-200.
- Y-8H: Aerial survey aircraft.
- Y-8J: AWACS aircraft with British GEC-Marconi Argus-2000 (RACAL Skymaster) L-band pulse-doppler search radar in a large nose radome, with work stations for the operators in the cargo hold. Reputedly fully pressurised but lacking the cargo ramp associated with pressurised cargo holds.
- Y-8J: AEW aircraft with Sky Master radar.
- Y-8JB: ELINT variant.
- Y-8K: 121-seat airliner.
- Y-8T: C3I command post and battlefield surveillance aircraft based on the Y-8F-400. Some sources claim it is an ECM aircraft.
- Y-8U: Experimental aircraft equipped with British Mk 32 aerial refueling pods for the development of Chinese aerial refueling technology.
- Y-8X: (Xun - surveillance) Maritime Patrol Aircraft with western avionics, radar, mission systems and defensive aids. Some aircraft have been known to carry ELINT packages. Equipped with Litton Canada AN/APS-504(V) search radar for maritime surveillance missions. This version is characterized by a larger cylindrical radar radome under the nose similar to that on H-6 bomber.
- Y-8XZ: (a.k.a. 'High New 7') a Psychological warfare aircraft for broadcasting TV and radio propaganda.
- Y-8W: An AWACS version of the KJ-200 with 'Balance Beam phased array radar mounted above the fuselage.
- Y-8 AWACS: Characterized by the large Rotodome strut supported over the rear fuselage and the triple tail configuration with large trapezoidal auxiliary fins at the tips of the tailplane, similar to the Beriev A-50.
- Y-8 AWACS: Another AWACS version was studied at Shaanxi with large radomes at nose and tail in similar fashion to the abortive AEW Nimrod.
- Y-8 Geophysical Survey Aircraft: Characterized by the extended magnetic anomaly detector at the tail, for finding potential mine sites, similar in appearance to an anti-submarine warfare platform and is often mistaken for the latter.
- Y-8 Anti-Submarine Aircraft: New anti-submarine variant revealed in 2012. The anti-submarine variant has a large air-to-surface search radar, a side-looking ISAR radar and a magnetic anomaly detection tube.
- Y-8EW: New EW aircraft.
- Y-8Q: ASW variant, surface search radar, FLIR, internal bomb bay, SATCOM, and tail MAD.
- Y-8 Gunship: A projected gunship version based on the Y-8C with two heavy cannon and ports for three heavy machine-guns on the port side of the aircraft. Weapons aiming and target acquisition achieved by gyro-stabilised optoelectronic sighting system in a ball turret under the nose. A steerable searchlight would be installed in a pod under the port outer wing, as well as ESM and/or ECM pods as required.
- ZDK-03: A variant designed specifically for export to the Pakistan Air Force. Consists of a Chinese AESA radar mounted on the Y-8F600 platform. The radar is reported to have a greater range than that of the PAF's Saab 2000 Erieye AEW&C radar and the aircraft incorporates open architecture electronics to make future upgrades easier to implement. Delivery of the first aircraft to the Pakistan Air Force was expected by the end of 2010. The first aircraft was reported to have been delivered in November 2011 by Pakistani media.
- KJ-500: An airborne warning and control system featuring three active electronically scanned array radars arranged in a triangular array, with additional electronic intelligence antennae and further radar antennae on it fuselage to provide 360-degree coverage.
- Sri Lanka Air Force - Three aircraft, all crashed.
- 1992 - During a Bombing mission, in flight explosion or enemy fire
- 18.11.1995 - During the final Approach it was shot down by LTTE missile fire.
- 15.08.2002 - Crashed during a test flight after minor repairs.
Specifications (Y-8 Transport)
Data from Sinodefence.com
- Crew: 5, or 3, or 2 (Y-8F600)
- Capacity: ≈90 equipped troops
- Payload: 20,000 kg (44,000 lb) cargo
- Length: 34.02m (111ft, 8in)
- Wingspan: 38.0m (124ft 8in)
- Height: 11.16m (36ft 8in)
- Wing area: 121.9m² (1311.7ft²)
- Empty weight: 35,490kg (77,237lb)
- Loaded weight: 61,000 kg (134,500lb)
- Useful load: 20,000kg (44,090lb)
- Max. takeoff weight: 61,000kg (134,480lb)
- Powerplant: 4 × Zhuzhou WoJiang-6 (WJ-6) turboprops, 3,170kW (4,250hp) each
- Maximum speed: 660km/h (357 knots, 410 mph)
- Cruise speed: 550km/h (300 knots, 342 mph)
- Range: 5,615km (3030nm,3485 mi)
- Service ceiling: 10,400 (34000 ft)
- Rate of climb: 10m/s (2000 ft/min)
Twin 23mm cannon tail turret (early models only)
- Related development
- Aircraft of comparable role, configuration and era
- Related lists
- "Y-8 Turboprop Transport Aircraft". SinoDefence.com. 2007-03-25. Retrieved 2008-03-22.
- "Y-8". GlobalSecurity.org. 2005-07-31. Retrieved 2008-03-22.
- "404,你懂得_环球网". Retrieved 26 December 2014.
- "International Assessment and Strategy Center > Research > New PLA Transport Aircraft: Building For Power Projection". Strategycenter.net. 2006-06-25. Retrieved 2012-09-01.
- "Sri Lanka, since 1971". Acig.org. Retrieved 2012-05-13.
- "KJ-200 (Y-8 'Balance Beam') Airborne Early Warning Aircraft". SinoDefence.com. 2007-09-07. Archived from the original on 2008-03-11. Retrieved 2008-03-22.
- "People's Daily Online - High-ranking military officers harshly penalized for plane crash, flood disaster". English.peopledaily.com.cn. 2006-09-08. Retrieved 2012-09-01.
- "KJ-200 in 2009 National Day Parade". AirForceWorld.com. 2011-02-13. Retrieved 2011-02-13.
- Gordon,Yefim & Komissarov, Dmitry. Chinese Aircraft. Hikoki Publications. Manchester. 2008. ISBN 978-1-902109-04-6
- "Chinese Navy future Maritime Patrol Aircraft Y-8FQ Cub/GX-6 has started its flight test campaign". Navy Recognition. 6 January 2013.
- Y8F600[dead link]
- "Chinese Military Aviation | China Air Force". Cnair.top81.cn. Retrieved 2012-05-13.
- "Y-8 anti-submarine aircraft detail photo revealed". 2012-12-31.
- Francis, Leithen (07/05/10). "Pakistan to get Chinese AEW&C aircraft this year". Flight International. flightglobal.com. Retrieved 7 May 2010. Check date values in:
- Waldron, Greg (24 November 2010). "Pakistan to receive first ZDK-03 AEW&C aircraft". www.flightglobal.com. Retrieved 13 October 2011.
- "Venezuela Buying 10-12 Chinese Medium-Range Transport Aircraft". Laht.com. Retrieved 2012-09-01.
- "Y-8 TACTICAL TRANSPORT AIRCRAFT". www.sinodefence.com. 2005-12-14. Retrieved 2006-12-26.
|Wikimedia Commons has media related to Shaanxi Y-8.|
- Chinese Navy future Maritime Patrol Aircraft Y-8FQ Cub has started its flight test campaign
- Y-8 development history and photos, Chinese
- Antonov An-12 and Shaanxi Y-8 at airliners.net - specifications, and photo galleries of exterior and interior
- Y-8F600 - describes 'next generation' Y-8
- New PLA Transport Aircraft: Building for Power Projection - article at strategycenter.net
- Y-8 Tactical Transport - informative summary of Y-8 transport variants at sinodefence.com
- Chinese Special Mission Aircraft - includes links to various Y-8 special mission variants
- KongJing-200 Airborne Early Warning & Control Aircraft
- Shaanxi AEW Aircraft Crashed During Test
- People's Daily news article on the June 3 2006 plane crash in Anhui Province.
- Shaanxi Y-8 photo gallery at airliners.net
- ZDK-03 AWACS Pictures - ZDK-03 'Karakoram Eagle' AWACS for PAF | <urn:uuid:6fea8cd5-50b3-4317-abd1-eac39ff31a2d> | CC-MAIN-2015-22 | http://en.wikipedia.org/wiki/Shaanxi_Y-8 | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928114.23/warc/CC-MAIN-20150521113208-00155-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.91341 | 4,190 | 2.578125 | 3 |
Rheumatoid arthritis (RA) is an inflammatory disease of the joints characterized by pain, stiffness, and swelling, as well as an eventual loss of limb function. Rheumatoid arthritis is estimated to affect about one percent of the population, primarily women.
Use of cannabis to treat symptoms of RA is commonly self-reported by patients with the disease. In a 2005 anonymous questionnaire survey of medicinal cannabis patients in Australia, 25 percent reported using cannabinoids to treat RA. A survey of British medical cannabis patients found that more than 20 percent of respondents reported using cannabis for symptoms of arthritis. Nevertheless, few clinical trials investigating the use of cannabis for RA appear in the scientific literature.
In January 2006, investigators at the British Royal National Hospital for Rheumatic Disease reported successful treatment of arthritis with cannabinoids in the first-ever controlled trial assessing the efficacy of natural cannabis extracts on RA. Investigators reported that administration of cannabis extracts over a five week period produced statistically significant improvements in pain on movement, pain at rest, quality of sleep, inflammation and intensity of pain compared to placebo. No serious adverse effects were observed. Similar results had been reported in smaller Phase II trials investigating the use of orally administered cannabis extracts on symptoms of RA.
Preclinical data also indicates that cannabinoids can moderate the progression of RA. Writing in the August 2000 issue of the Journal of the Proceedings of the National Academy of Sciences, investigators at London's Kennedy Institute for Rheumatology reported that cannabidiol (CBD) administration suppressed progression of arthritis in vitro and in animals. Administration of CBD after the onset of clinical symptoms protected joints against severe damage and "effectively blocked [the] progression of arthritis," investigators concluded. Daily administration of the synthetic cannabinoid agonist HU-320 has also been reported to protect joints from damage and to ameliorate arthritis in animals.
Summarizing the available literature in the September 2005 issue of the Journal of Neuroimmunology, researchers at Tokyo's National Institute for Neuroscience concluded, "Cannabinoid therapy of RA could provide symptomatic relief of joint pain and swelling as well as suppressing joint destruction and disease progression."
Reprinted with Permission of National NORML | <urn:uuid:befa3d13-f1c7-4159-984d-fba552a47f83> | CC-MAIN-2019-04 | http://www.coloradonorml.org/information/marijuana/medical/clinical/rheumatoid-arthritis | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583792338.50/warc/CC-MAIN-20190121111139-20190121133139-00117.warc.gz | en | 0.929455 | 440 | 2.65625 | 3 |
Concepcion sits above a fault line and is no stranger to devastation
Concepcion, Chile's second largest city, is no stranger to devastation, with a history that has been marked by earthquakes.
The country lies on the "Ring of Fire", the line of frequent quakes and volcanic eruptions that circles virtually the entire Pacific rim.
It is one of the most seismically active areas on the planet. Since 1973, there have been 13 events of magnitude 7.0 or greater.
Founded as a military settlement in 1550 north of the Bio Bio river, at a site now known as Penco, Concepcion was overrun and destroyed in 1554 and 1555 by Mapuche armies during the Arauco War in the early period of Spanish colonialism.
It became an important government stronghold during Spanish colonial times, but after earthquakes and tsunamis razed the city no less than five times between 1570 and 1750.
After a huge tremor in 1751, the city was moved from its original site to a location further from the sea in the Mocha Valley - 515 km (320 miles) south of the capital Santiago.
Concepcion still rests on a seismically active area, and most of the city was destroyed by a violent earthquake in 1939.
It was also badly affected by the devastating earthquake of 1960 - which with a magnitude of 9.5 was the world's strongest quake. It triggered tidal waves and volcanic eruptions, leaving 1,655 dead and two million homeless.
Saturday's magnitude 8.8 quake occurred at a depth of about 35km (20 miles) below the sea between the Nazca and South American tectonic plates - the vast slabs of the Earth's surface that grind past each other at a rate of about 80mm per year.
Following the quake, the city's estimated one million residents are under curfew, and the army has been brought in to help police who are struggling to control looting in the city.
There is no drinking water in the city, which remains essentially cut off from the rest of the country. | <urn:uuid:5dd6c16b-f39f-4559-bc1c-d071a979f8f4> | CC-MAIN-2017-04 | http://news.bbc.co.uk/2/hi/americas/8543346.stm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284376.37/warc/CC-MAIN-20170116095124-00544-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.968273 | 432 | 3.4375 | 3 |
Maps big enough to cover a gymnasium floor will soon arrive in area elementary and middle schools as part of a UCCS-based geography education program.
The Colorado Geographic Alliance at UCCS will bring a National Geographic 26-by-35 foot map of the Pacific Ocean to schools in Monument, Colorado Springs, Ridgway and Norwood Nov. 14-30. The map will also serve as a focal point for teachers learning about new ways to teach geography who attend a Nov. 18 Colorado Science Conference in Denver.
From Nov. 28-Dec. 12, a giant map of Africa will be displayed in Academy District 20 schools. The map’s brightly colored, smooth vinyl surface accurately illustrates Africa’s oceans, seas, rivers, mountains, countries and capitals.
Designed for grades K-8, the maps come with a trunk full of accessories, including interactive activities and props such as photo cards that teach students about the physical characteristics of the continent as well as its history, wildlife, and varied cultures. Working in teams, students will mark the equator with ropes to learn about climate and latitude, participate in relay races to learn the names of countries and scavenger hunts and safaris to introduce them to wildlife and varied environments.
“Children walk into the room and can hardly believe that they are allowed to walk over mountains and oceans,” said Rebecca Theobald, assistant professor adjoint and coordinator of the Colorado Geographic Alliance. “Teachers appreciate resources that allow students to actively engage in studies of geographic processes from stream flow to migration patterns.”
The Africa map was first featured as a standard pull-out map in the Sept. 2005 issue of National Geographic magazine, a special issue devoted entirely to Africa. National Geographic’s map division enlarged the map — the biggest map ever created by the Society — for educational tours through National Geographic Live.
Since the introduction of the original Africa map in 2006, the program has expanded to include maps of Asia, North America, South America, and the Pacific Ocean. Each map measures 26 feet by 35 feet and is loaned to schools and other hosts with an assortment of activities. In the 2011-2012 school year it is estimated more than 450,000 students will interact with one of these maps.
The Colorado Geographic Alliance, located at the University of Colorado Colorado Springs, is funding and facilitating the visits of these maps in Colorado. The alliance is funded by a grant from the National Geographic Education Foundation and brings together educators from colleges and elementary and secondary schools to develop geography instruction and demonstrate the importance of geography education. The alliance is coordinated by Steve Jennings, associate professor, and Theobald. Jennings and Theobald have been coordinators of the Colorado Geographic Alliance since fall 2008 and are passionate about empowering teachers with state-of-the-art pedagogical tools for the instruction of geography.
For more information, visit http://education.nationalgeographic.com/education/collections/geographyawarenessweek/?ar_a=1&ar_r=1 or http://events.nationalgeographic.com/events/special-events/pacific-ocean-map/ | <urn:uuid:103d4909-5afa-4589-8948-a79cba745a3b> | CC-MAIN-2017-17 | http://communique.uccs.edu/?p=5187 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917124478.77/warc/CC-MAIN-20170423031204-00038-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.927379 | 647 | 3.03125 | 3 |
About the Challenge
"Kids in Micro-g
" was a student experiment design challenge geared toward grades 5-8 and took place during the school years 2009-2010 and 2010-2011. Its purpose was to give students a hands-on opportunity to design an experiment or simple demonstration that could be performed both in the classroom and by astronauts aboard the International Space Station (ISS).
The winning experiments had observably different results when the experiments were performed by astronauts in the "Micro-g
" (or microgravity) environment of the ISS. A microgravity environment is one in which the apparent weight of a system is small compared to its actual weight due to gravity. The apparatus for the demonstration was constructed using materials from a materials tool kit provided to the astronauts on board the ISS. The tool kit consisted of materials commonly found in the classroom and used for science demonstrations.
The experiments were recorded onboard the ISS in HD video and the winners were supplied with copies of their video before the end of their school year.
The Kids in Micro-g
challenge was held twice. The first Kids in Micro-g
challenge was held during the 2009-2010 academic school year. Nine experiments were chosen as winners and were successfully operated on board the International Space Station from June 2010 through September 2010. For a list the 2010 winners, click here
. The second Kids in Micro-g
challenge was held during the 2010-2011 academic school year. Six experiments were chosen as winners and were successfully operated on board the International Space Station from April 2011 through May 2011. For a list of the 2011 winners, click here
Following are videos of crewmembers aboard the International Space Station operating some of the winning students' Kids in Micro-g
experiments that were selected in the last 2 years. On the right side of this page are still images taken of these same science activities onboard ISS.
Kids in Micro-g Intro with Cady Coleman
Follow astronaut Cady Coleman as she goes on a scavenger hunt on the space station to gather materials for student experiments.
Attracting Water Drops
Astronauts Cady Coleman and Ron Garan perform the Attracting Water Drops experiment from Chabad Hebrew Academy in San Diego, Calif. This research determines if a free-floating water drop can be attracted to a static-charged rubber exercise tube and explores the scientific principle of electrostatics.
Pondering the Pendulum
Astronaut Cady Coleman performs the Pondering the Pendulum experiment from Key Peninsula Middle School in Lakebay, Wash. This research examines the effects of microgravity on a pendulum and explores the scientific principles of pendulum motion and inertia.
Pepper Oil Surprise
Astronauts Cady Coleman and Paolo Nespoli perform the Pepper Oil Surprise experiment from Potlatch Elementary School in Potlatch, Idaho. This research investigates the interaction of liquid pepper/oil and water in a plastic bag in microgravity.
Please note: NASA will be transitioning the Kids in Micro-g
student experiment design challenge to focus on high school students for the 2011-2012 school year. This new student experiment design challenge is currently being developed and established for near-term International Space Station research. Details will be provided soon, so please check back here periodically to see how older students leverage the Kids in Micro-g
methodologies. In the meantime, be sure to check out the other NASA educational opportunities and challenges currently available for middle school students (and other grade levels) at: http://www.nasa.gov/offices/education/programs/index.html
Customer Service Helpline
The ISS Payloads Office has both a phone and an email customer service helpline that Payload Developers and others interested in doing research can contact to get assistance. The phone is staffed during regular business hours, or messages may be issued after hours, and a representative will return the call on the next business day.
If you have questions regarding NASA badging, security, or remote computer online access (e.g., to NASA internal websites, ISS Payloads documentation, etc.), please download and read this Access Processes for Payload Developers
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Progressive Era Politics
Politics in Progressive Era Politics
Populists and Progressives
The famous turn-of-the-century newspaper journalist William Allen White once claimed that a Progressive was a Populist who had shaved his whiskers, washed his shirt, and put on a derby hat.20 In other words, Progressives shared many of the same goals and demands that the earlier Populist movement had unsuccessfully championed: democratic reforms like the initiative (where a popular petition can be voted into law), referendum (where proposed laws have to be referred to the voters for approval), and direct election of Senators (rather than through state legislatures). But Progressivism was rooted in the middle class, unlike the earlier Populist movement of struggling farmers and workers. Perhaps as a result of their class status, their usually high level of education, and their resulting influence, Progressives were also more successful at getting their reforms passed into law, even if some of those reforms failed to accomplish all that the Progressives hoped they would.
Progressive initiatives dominated the legislative history of the early twentieth century. At the federal level, Progressives substantially lowered import duties with the Underwood-Simmons Tariff of 1913. Progressives were also responsible for the creation of the income tax. Through the first 100-plus years of American history, tariffs had provided the bulk of government revenues, and there was no such thing as a federal income tax. Pressed by the Progressives to reduce tariffs, Congress had to make up for the lost revenue somehow; it settled on the modern income tax as a means of funding the government budget. Americans have been complaining about their taxes ever since. Progressives also ensured the direct popular election of Senators with the passage of the Seventeenth Amendment in 1913. Progressives supported the Prohibition of alcohol by passing the Eighteenth Amendment of 1918 and contributed to the final push for women's suffrage, which was granted by the Nineteenth Amendment in 1920. And Progressive reforms at the state and municipal levels were even more dramatic.
Progressives tended to be less radical than Populists, so they did not push for nationalization of the railroad and grain storage industries as their rural predecessors had done. Yet during Woodrow Wilson's presidency, Progressives did secure passage of the Warehouse Act, which offered credit to farmers who stored their crops in federally licensed warehouses; this resembled the old Populist subtreasury plan. (In the 1890s, farmers sought to improve rural conditions by pressing the government to build warehouses where they could store their crops until they were sold; they could then use the stored crops as collateral for federal loans with low interest rates.) The Adamson Act, also passed under Wilson, established an eight-hour day for railroad workers; the eight-hour day (for workers in all industries) had been a central demand of the labor movement for decades.
For all of their successes, Progressives often found their legislation compromised by the diluting influence of elites like Theodore Roosevelt, Woodrow Wilson, and Henry Stimson. Such prominent figures positioned themselves as champions of the cause, but were willing to make compromises in order to satisfy key constituents and remain in power. Progressivism championed noble aims, but was often co-opted by businessmen seeking to enact symbolic or less radical reforms, and was hampered by the diverse and sometimes contradictory motives and identities of its own activists.
Teddy Roosevelt and the Square Deal
Progressivism followed hard on the heels of Populism. In 1896, the Democratic party co-opted the Populist platform and nominated Nebraska Congressman William Jennings Bryan for the presidency. Bryan lost to William McKinley and the Populist movement dissolved in the process. But the push for reform remained a powerful presence in American life. This proved abundantly clear when McKinley's forty-two-year-old Vice President, Theodore Roosevelt, took office upon McKinley's assassination in 1901. Roosevelt would become first president to be commonly associated with Progressivism, characterized by historian Alan Brinkley as "a champion of cautious, moderate change."21 Roosevelt was thus the epitome of a Progressive leader. Roosevelt was not out to revolutionize government, but simply to guarantee a balanced approach to both workers and businessmen whenever possible.
Roosevelt tried to distinguish between "good" and "bad" corporations and sought to help the former by stamping out the latter, which he defined as monopolistic trusts in restraint of fair and open competition. This so-called "trust-busting" approach was a popular tactic with voters during the early twentieth century, as economic concentration peaked in the United States and some 4,000 smaller businesses were swallowed up by larger conglomerates seeking to attain monopolistic power in the marketplace.22 But trust-busting was always more a matter of legend than fact; the government never attempted to bust most of the country's trusts, though Roosevelt did successfully bring a few well-publicized suits, such as a 1902 case against the Northern Securities Company railroad combination. (Banker J. P. Morgan had created Northern Securities as a holding company; that is, it held the stock and the control over three large railroad lines in the West. The railroads of Northern Securities controlled most of the transportation lines between the Pacific Ocean and the Great Lakes, thus depriving western customers of the benefits of competition. The Supreme Court agreed with the government and ordered Northern Securities to be dissolved in 1904.) That same year, Roosevelt also became the first president ever to intervene in a labor dispute without taking the side of the employers. An ongoing miner's strike threatened to endanger coal supplies for the approaching winter. Roosevelt forced anthracite coal industry leaders and the striking United Mine Workers to accept federal arbitration in their labor dispute. When mine owners refused to accept arbitration, Roosevelt threatened to dispatch federal troops to seize the mines. The owners then capitulated to federally brokered talks and the workers won a 10% wage raise and a nine-hour day in the resulting arbitration.
Roosevelt's pragmatic reformism proved quite popular with the American people. In the 1904 presidential election, Roosevelt won over 56% of the popular vote and pledged to continue his policy of giving everyone a "Square Deal." In 1906, he signed the Hepburn Railroad Act, which gave the Interstate Commerce Commission (ICC) the added regulatory authority to examine the account books of the powerful railroad companies. That same year, socialist author Upton Sinclair published The Jungle, a sensationally graphic account of the meatpacking industry in Chicago's stockyards. Sinclair was trying to raise public awareness of corporate corruption and the deplorable conditions in which poor workers toiled, but most of the resulting public outcry instead centered on the disgusting state of the country's meat supply. In response, Roosevelt supported passage of the Meat Inspection Act and Pure Food and Drug Act. He called for further reforms, including regulation of the stock market, taxes on income and inheritance, worker's compensation for accidents on the job, and an eight-hour workday. Yet Roosevelt increasingly came into conflict with conservatives in his own Republican Party, who opposed these measures and kept them from passing through Congress.
Despite the bevy of Progressive legislative reforms passed under Roosevelt's watch, the capitalist marketplace remained quite volatile; financial panic struck in 1907. Progressive reforms did not cause the economic downturn—though conservative Republicans argued otherwise. The panic proved that the government still held little substantive regulatory power over the financial sector; Wall Street did not look to the government to help rectify the crisis. Since the Federal Reserve Bank did not yet exist, nor did any real regulatory authority, it was not the government but financiers like J.P. Morgan who took steps to rectify the economic instability. Morgan pooled the resources of New York banks to bail out the failing institutions that prompted the recession. He also secured a guarantee from President Roosevelt that the government would not pursue antitrust action against U.S. Steel, which had recently purchased shares of the Tennessee Coal and Iron Company. Morgan successfully presented the acquisition to the Roosevelt administration as an act of goodwill that would shore up Tennessee Coal, one of many companies struggling not to go bankrupt in the panic. Despite this period of economic turmoil, Roosevelt did manage to secure quite a popular reputation before he voluntarily stepped down from office in 1908.
Roosevelt was one of the presidency's greatest environmental advocates. Roosevelt secured his legacy as an steward of the environment thanks largely to the influence of naturalist and Sierra Club co-founder John Muir. Roosevelt read Muir's 1901 work, Our National Parks, and the two met in 1903, when they traveled together to the Yosemite Valley to explore the wilderness. Muir convinced the president to ditch his security detail and appealed to his sense of rugged adventurousness by taking him camping in Yosemite's Mariposa Grove for four days. The experience apparently had quite an effect on the young president; five years later, Roosevelt issued a presidential proclamation establishing the Muir Woods National Monument just north of San Francisco. He also used his executive authority to restrict private development on public lands, which constituted millions of acres at the turn of the century. Conservatives, however, acted to thwart Roosevelt's designs by restricting his authority over undeveloped government land. Nonetheless, Roosevelt managed to establish five National Parks, 148 million acres of National Forest, and 23 National Monuments during his eight years in the White House. He also created the nation's first wildlife refuge on Pelican Island in Florida, another result of his meeting with Muir. And the president could agree with the conservative members of his party on the importance of reclamation and irrigation, in which the government funded construction of reservoirs, canals, and dams in the West in order to facilitate widespread settlement, land cultivation, and provide affordable electric power. For all his influence, Muir lost a hard fight against Roosevelt's chief forester, Gifford Pinchot, and the residents of nearby San Francisco when the beautiful and high-walled Hetch Hetchy Valley of Yosemite National Park was converted into a reservoir to provide drinking water for the city by the Bay.
The Taft Presidency
Perhaps no example better demonstrated the internal conflicts and contradictions of Progressivism than the William Howard Taft presidency. Taft was Roosevelt's good friend and chosen successor in 1909, having served as his Secretary of War and a close adviser. Like his predecessor, Taft beat William Jennings Bryan—American history's only three-time presidential loser—to win the presidency. Taft benefited substantially from Roosevelt's endorsement and the general expectation that he would carry on the Progressive policies of the outgoing administration. Yet Taft ran into trouble with the Progressive wing of the party almost immediately after taking office when he went along with the Payne-Aldrich Tariff, which failed to reduce tariff rates to the degree that Progressives had long demanded. (Progressives wanted a lower tariff to increase imports, thereby fostering more open competition that would undermine the trusts' stranglehold on the market.) Although Roosevelt had largely ignored this issue, Taft had made it a campaign promise, but the final legislation actually increased some rates instead of dramatically reducing all of them. Payne-Aldrich represented a compromise measure between the House and the more conservative Senate, and Taft may have been pragmatic to accept it as the only feasible measure that Congress could agree upon. But Progressives ferociously criticized his decision. It proved the first in an ominous series of debacles for the Taft administration.
The president seemed to reveal further conservative predilections when he sided with his new secretary of the interior, Richard A. Ballinger, in the so-called "Ballinger-Pinchot controversy." Ballinger was a corporate lawyer whom Taft had chosen to replace James R. Garfield, a staunch conservationist. Shortly after taking office, Ballinger confirmed environmentalists' fears about him by returning almost one million acres of forest reserve land back to the public domain under the argument that President Roosevelt had overstepped his authority in keeping the land off limits to private ownership or access. Gifford Pinchot, the head of the Forest Service since the Roosevelt administration, accused Ballinger of colluding with business interests, such as mining and lumber companies that stood to profit handsomely from use of the newly accessible land. Taft investigated these accusations, but found no evidence to prove them. Since he remained unconvinced, the president took no action. Determined to prevail, Pinchot then leaked the story to the press and called for a congressional investigation of Ballinger. Taft fired Pinchot in response; the ensuing uproar severed most of the remaining ties between Roosevelt partisans—and Progressives in general—and the president. Two years after the controversy, in the presidential election of 1912, Teddy Roosevelt reemerged as the spokesmen of the Progressives, while Taft had become the conservatives' candidate.
Paradoxically, however, Taft was an even more aggressive trust-buster than "TR" himself. Taft's administration took on some of the most powerful corporations in the American economy. While Roosevelt had deemed John D. Rockefeller's Standard Oil Company a "good" trust, the Taft administration convinced the Supreme Court to declare Standard Oil in violation of the Sherman Antitrust Act. Rockefeller's behemoth monopoly was thus forced to break up into separate companies, one each for marketing, refining, and producing petroleum. In 1911, the government filed suit against U.S. Steel, claiming that its 1907 acquisition of the Tennessee Coal and Iron Company was illegal. This suit outraged Roosevelt, for he had specifically approved the U.S. Steel acquisition during the Panic of 1907 and was personally offended at the implication that he was wrong or even unethical to have allowed it to go through. Under Taft, the Interstate Commerce Commission was strengthened by the Mann-Elkins Act of 1910; a Department of Labor was created the following year. The government also prevailed in a suit against American Tobacco Company, which the Supreme Court ordered to stop using cutthroat pricing policies that were bankrupting smaller businesses.
Taft also supported the Sixteenth Amendment, which was ratified in 1913 before he left office and which authorized Congress to enact a graduated income tax. This tax would help modernize the rapidly expanding federal government and provide it with a stable source of revenue. Up until this time, the government had relied on tariffs as its chief source of revenue. (A first temporary income tax had been passed during the Civil War, but was phased out by 1872.) With the Progressives' push for a lower tariff to encourage more open competition in the marketplace, the government needed a new source of income. In 1894, Congress tried to pass another income tax, but the Supreme Court quickly rejected it as unconstitutional. In his opinion for the majority, Chief Justice Fuller argued that the Constitution's framers had intended that the "the power of direct taxation would be exercised only in extraordinary exigencies." Since America was at peace, the income tax must not be allowed to serve as a potentially "ordinary and usual means of supply" whenever it is not absolutely necessary.23 A Constitutional Amendment was therefore necessary to pass an income tax. Taft worked to make that amendment a reality.
The Election of 1912: A Progressive Apex
Taft's unpopularity among Progressives prompted Teddy Roosevelt to re-enter the political arena, making for one of the most remarkable presidential elections in American history. By 1912, the Progressive platform dominated electoral politics from all sides of the political spectrum. That year's election would pit four strong candidates against each other, all of whom embraced at least some of the Progressive agenda: both a current and former president from the Progressive wing of the Republican Party, a strong nominee from the Democrats, and a popular Socialist, to boot. For all of Taft's contributions to Progressive causes-trust busting, expanding government's role in improving Americans' lives, and safeguarding citizens' rights—his mixture of conservatism and Progressivism proved too volatile to prevent challenges to his re-nomination in 1912. Most Progressives thought that one of the most powerful challenges would come from Wisconsin Senator Robert La Follette. As a legislator and then a governor, La Follette had directed the most influential reform administration at the state level. He had gained a wide following by appealing directly to the people and pushing through important reforms that came to be known collectively as the "Wisconsin Idea." They included a direct primary law (so that popular vote and not party bosses could nominate candidates for office), tax reform legislation (which included the taxation of corporate profits), railroad rate control, regulation of public utilities, and other measures. But after campaigning hard for more than a year for the presidency, La Follette, exhausted and preoccupied with his daughter's sickness, experienced something of a nervous collapse during a speech in Philadelphia before the Periodical Publishers Association in February 1912. He spoke for over two hours, fiercely decrying the members of the press in his audience and repeating large sections of his speech. La Follette had intended the talk as a warning against media reliance on advertisers, who wielded considerable influence over the freedom of the press through their business. But La Follette's illness and exhaustion, combined with his daughter's illness, made for a disastrous setting and an equally disastrous speech. His presidential campaign imploded, though La Follette himself recovered and offered no apologies for the incident. By the end of the month, Roosevelt had announced his candidacy. Seeing an opening for a Progressive candidate, TR decided to jump back in to offer moderate voters an appealing alternative to Taft, but without the more radical brand of Progressivism that La Follette had represented.
Now, the sitting Republican president found himself in the awkward position of competing against a popular former Republican president in the party nomination fight. Roosevelt's Progressive platform clearly captured the interest and the affinity of voters throughout the thirteen presidential primaries, which he won easily. Presidential primaries themselves were a new democratic reform measure that Progressives had successfully enacted in several states; before this time, as author Patricia O'Toole explains, "the electing took place in state conventions and caucuses tightly controlled by party bosses."24 Voters themselves could now directly choose their candidate by majority vote and Roosevelt won 278 "pledged" delegates to Taft's 48. But even with the primaries in place, Progressives had yet to break the stranglehold of state party organizations over the nominating process. The delegates that "pledged" to Roosevelt could be manipulated at the national party convention, and they were. State-level elites supported Taft by replacing the TR-pledged-delegates with "at large" or substitute state delegations that pledged their votes to Taft. Republican Party leaders thereby awarded Taft a disproportionate number of delegates at their Chicago party convention, securing him the party's nomination.25 For Roosevelt and the Progressives, this was only further evidence of the political corruption and anti-democratic tendencies that needed to be rectified in American government. Roosevelt took his supporters out of the Republican Party and formed a new Progressive (or "Bull Moose") Party, so nicknamed because Roosevelt claimed to be "fit as a bull moose" for the coming election fight.26 Many Progressive sympathizers nonetheless refused to take the dramatic step of bolting from their party. TR and Taft ended up splitting the votes of Republicans, opening the door for the Democrats, who had otherwise been struggling through a long dry spell in national politics, managing to get only a single Democrat (Grover Cleveland) elected to the White House since 1860.
The Democratic nominee in 1912, Woodrow Wilson, was the governor of New Jersey, where he had established a worker's compensation program and increased state regulation of railroads and public utilities. With a reputation for getting Progressive legislation passed, Wilson announced a "New Freedom" platform that pledged not only to regulate monopolies, but to destroy them. He promised to support small businesses, protect workers' right to unionize, and to strengthen the current antitrust laws. Roosevelt, by contrast, developed a "New Nationalism" program that treated big business as an inevitable presence in the country's booming economy and industrial sector. Roosevelt pledged to harness the power of government to regulate and control big business and to heavily tax the very wealthy individuals and corporations who profited the most. Both candidates agreed that government must play an integral role in preserving citizens' rights and freedoms, but they differed on economic policy, the merits of expanding government power, and the inevitability of big business as an outgrowth of rapid industrialization. Further to the left than Wilson, Roosevelt, and Taft stood Socialist Party nominee Eugene V. Debs, who demanded public ownership of the banks and railroads, a nationwide minimum wage, labor laws that would give workers shorter hours, and government aid to the unemployed.
With all four candidates for president committed to various aspects of the Progressive agenda, 1912 marked a moment of triumph for the reform movement. It was also the beginning of the end for Progressivism. Ironically, because all the major candidates seemed to have accepted the movement, the very meaning of Progressivism was diluted. Though its central premise of expanded government support for individual citizens and its call for economic regulation remained intact, people from different parties and backgrounds now claimed to be Progressives, regardless of the differences between their philosophies and backgrounds. What's more, Woodrow Wilson's victory in the election—he received 42% of the popular vote compared to Roosevelt's 27%, Taft's 23%, and Debs's 6%—brought a committed "Progressive" into office. Wilson would win many battles in the Progressive cause, but he ultimately lost the war.27 Wilson tied his personal legacy to the spread of Progressive ideals not just in America, but across the world, by promising to "make the world safe for democracy" through military intervention in World War I. When the disillusioned United States turned away from that attempt at international reform in the wake of the devastation of the First World War, Progressivism died along with Wilson himself.
Wilson: The Strong Executive
Woodrow Wilson's presidency began with a degree of optimism and energy characteristic of Progressivism itself. Backed by a Democratic Congress, Wilson passed a series of strong Progressive reforms. To make amends for the disappointing Payne-Aldrich Tariff that Taft had supported, Wilson pushed through the Underwood Tariff shortly after his inauguration in 1913. This new measure reduced import duties much more substantially, thus enabling more foreign competition in the marketplace. Progressives hoped that such competition would undermine the power of domestic monopolies. Since the reduced tariff meant that government would be receiving less income from duties, Congress passed a graduated income tax. The first of its kind, the income tax applied a 1% levy to married couples and corporations that earned over $4,000 a year and to single people who made over $3,000 a year. Marginal tax rates increased for even wealthier citizens, maxing out at 6% for incomes over $500,000. At a time when the average American adult made only about $900 a year, the vast majority of the American people (95%) paid no income tax at all; even the wealthy paid taxes at rates that seem extraordinarily low compared to today.28
Next, Wilson held Congress in session throughout the summer of 1913 to pass major reforms of the banking system. Even at this early juncture, it became clear that Wilson had abandoned certain aspects of his New Freedom plan and embraced policies reminiscent of Roosevelt's New Nationalism; rather than aggressively trust-busting, Wilson advocated banking reforms that marked an increased government role in supervising the economy. This included the Federal Reserve Act, which created the Federal Reserve System of twelve regional banks that issued currency and propped up unstable banks in danger of failing. The Federal Reserve would set the interest rate at which its regional banks issued loans to private banks and its currency (Federal Reserve notes) became the country's government-backed medium of trade. With this new system in place, Progressives hoped to prevent future crises like the one that had occurred in 1907, when multiple financial institutions failed and threatened to undermine the entire banking system.
Yet Wilson had not yet given up entirely on his campaign promises to smash monopolies. In 1914, Congress passed the Clayton Act and established the Federal Trade Commission (FTC). The Clayton Act exempted labor unions from antitrust laws and prevented courts from issuing injunctions against workers' right to strike. Yet Wilson seemed to lose interest in the bill and conservative congressmen managed to considerably dilute several of its most effective provisions before it was passed. The FTC was designed to regulate businesses and notify them in advance if their action—such as price fixing or monopolistic measures—might be deemed "unfair" or unacceptable to the government. Regardless of such advances in government regulation, Wilson proved himself anything but an enemy to monopolies. Though the FTC represented a substantial boost for the federal government's regulatory capacity, many businessmen welcomed it, along with the Federal Reserve Act, as a means of stabilizing the economy and as a palatable alternative to more radical attacks against corporate wealth and power.
Similarly, though the Clayton Act demonstrated a substantial expansion of the federal government's role, it also signified the disconnect between symbolism and reality in American politics. Clayton was supposed to embody the Wilsonian promise of added labor protections and workers' rights, but because it was watered down in Congress, Americans were left with the impression that their president had passed the necessary reforms without realizing that those reforms had been compromised before they could even be implemented. Once businessmen and others fully understood this potential for deception, they took advantage of it by cloaking themselves in Progressive language and then using all of their influence to ensure that conservative congressmen diluted the reforms.
The push for Progressive reforms empowered Wilson and the Democratic Congress to pass important legislation opposing child labor, mandating an eight-hour day for railroad workers and offering federal grants to match states that supported agricultural extension education. Yet the broad and multifaceted Progressive agenda was far from complete; the reforms enacted brought about some change, but not the fundamental social transformation that some Progressives sought.
In other matters, progress was nonexistent—or worse. Wilson, who was born in Virginia and raised a southerner, reintroduced segregation in federal government agencies and presided over one of the worst periods in race relations in American history. Discrimination against blacks in Washington predated the Wilson administration, but Wilson and his staff oversaw the removal of thousands of black civil service officials and perpetuated a nationwide trend in segregating federal employment.29 Wilson also refused to support female suffrage until he ultimately capitulated to public pressure in 1916.
Progressivism Writ Large, and Doomed
In 1914, the Democrats suffered major losses in the congressional elections. As they would continue to do many more times in the years to come, voters used the election to express their disenchantment with the ruling party. This was for a number of reasons. Activists like Alice Paul had vigorously campaigned against the Democrats that year in response to President Wilson's refusal to publicly support female suffrage. Black voters (though small in number because of their disfranchisement in the South) deserted the Democratic Party because they felt betrayed by the disconnect between Wilson's campaign promises and his administration's actions in segregating federal employment. Theodore Roosevelt's "Bull Moose" (or Progressive) Party continued to run candidates for office, siphoning off potential Democratic votes. An economic malaise was beginning to take hold over the national economy. In response, Wilson attempted to pass a new slate of reforms.
In June of that same year, a Serbian nationalist assassinated Archduke Franz Ferdinand of the Austro-Hungarian Empire. This seemingly isolated incident sparked a series of reactions and counter-reactions between allied nations that led to the opening of World War I in Europe by August 1914. Initially determined to keep out of the conflict, Wilson proclaimed American neutrality. Yet while the war dragged on in the ensuing years, such attempts to maintain neutrality became increasingly difficult as rumors of German atrocities spread and economic ties to France and England pulled Americans toward an alliance with the Allies.
After running successfully for reelection in 1916 on the slogan "He kept us out of war," Wilson was forced to go to Congress with a request for a declaration of war against Germany less than a month after he was inaugurated into his second term. To justify this sudden policy reversal, Wilson proclaimed a grand extension of Progressive aims; not only the nation, but "the world," he declared, "must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty."30 The war resolution overwhelmingly passed the House and Senate. Progressives from almost every rank—including intellectuals, muckrakers, social reformers, prominent authors, and union leaders—got behind the war effort. They envisioned the global crisis as an opportunity for obtaining a more just and equal society at home and a chance to share American values and institutions abroad.
But in the war that followed, the United States paradoxically subverted its own democratic principles even as it fought to spread democracy across the globe. Wilson and his administration were so convinced of their righteousness that they deemed any dissent to be synonymous with treason. Thus, they passed the Espionage Act of 1917, the first systematic restriction on Americans' freedom of speech since the Alien and Sedition Acts of 1798. Under the terms of the Act, citizens were forbidden from interfering with the draft, spying, or even making "false statements" that could affect U.S. success on the battlefield. (Exactly how such statements would apply to military movements in Europe was never made clear.) A quarter of a million people joined the American Protective League and spied on their neighbors to help the Justice Department identify war critics and "radicals." Vigilante mobs and the government worked together to crush radical unions like the Industrial Workers of the World (IWW). In July 1917, a Bisbee, Arizona anti-union organization called the Citizens' Protective League organized to suppress an IWW-led strike of local copper miners who wanted safer working conditions and a stable wage. Thousands of vigilante "deputies" forcefully deported some 1,186 men—some of them local copper miners and union members, but others sympathizers who were not on strike at all—into the desert of Hermanas, New Mexico, where they were abandoned without rations or shelter. The copper companies were never held liable for the deportation.31 A month later, a crowd of masked vigilantes in Butte, Montana, kidnapped IWW organizer and outspoken war critic Frank Little and lynched him. Little had been in Butte to help workers who were striking against the Anaconda Copper Company. No one was ever arrested for the murder.32 The postmaster general banned from the mail any newspapers or magazines critical of the war or the administration. Prominent antiwar figures like Socialist Eugene Debs were arrested and imprisoned for years. Debs articulated an eloquent self-defense at his trial on the grounds that dissent was a thoroughly American tradition, dating back to the country's founding with the writing of Thomas Paine, but amidst the wartime hysteria, such history lessons were of no avail.
The war years afforded many Progressive activists an opportunity to push through several other aspects of their platforms; at times, their very success proved disastrous to the movement itself. Temperance, which had been a Progressive goal, was enforced in several states and then became national policy with the Eighteenth Amendment of 1919. The so-called Prohibition period commenced in 1920 and soon turned into a complete debacle. Mobsters like Al Capone got rich off black-market liquor sales, millions of otherwise law-abiding citizens flaunted the new laws to continue drinking alcohol, and virtually none of the promised benefits of Prohibition materialized: workers did not become more disciplined, American cities remained just as chaotic and crime-ridden as before, and domestic violence did not disappear.
The Progressive Era was nearing its end. President Wilson tried to embody its goals on a worldwide scale, but he failed so miserably in this endeavor that the movement itself was drowned by a wave of isolationism in the post-World War I period. Progressives thought that they could control the chaos of World War I in order to remake the world anew, according to their "liberal purposes," as the young critic Randolph Bourne termed it.33 But the war was uncontrollable; it destroyed Progressives' optimism, naiveté, and faith in modern science and technology. The people of America and Europe watched in horror as the very advancements they had made in industry and technology were applied to the business of killing millions of human beings. Troops poisoned one another with mustard gas and mowed each other down with newly invented machine guns, creating a warfront of unprecedented brutality.
In the aftermath of the war, Wilson traveled to Paris in 1918 to negotiate a peace, hoping to establish a Progressive new world order. Yet his idealism proved no match for the bitter vindictiveness and self-interest of the war-torn European nations, each of which demanded heavy reparations from the defeated Central Powers. Wilson's one major achievement, the creation of a League of Nations, was designed to prevent future wars and apply the principle of self-determination to Eastern Europe, in the former territories of the vanquished Austro-Hungarian Empire. But when Wilson returned home to present the Senate with the Treaty of Versailles in July 1919, he encountered stiff opposition from Republicans who despised the president and argued that the League would unduly restrict future American policies. Wilson, ever the fervent Progressive, was sure that the treaty represented "the hand of God" and he sought to take his case directly to the people by embarking on a grueling nationwide speaking tour.34 After more than three weeks of nonstop traveling, sometimes speaking four times a day on little rest, Wilson suffered severe headaches and then a major stroke after his return to Washington. He recovered only partially and spent the last eighteen months of his presidency as an invalid.
Uncompromising to the end, Wilson would not consider any of the almost fifty amendments that the Senate recommended for the Treaty. Ratification failed in March 1920 and the next fall, Americans turned their back on Wilson's Democrats and the Progressivism they represented and voted conservative Republican Warren G. Harding—a man with no attachments to the Progressives in his party—into office. The Progressive Era was over. A few of its ideas survived among the dissenters of the conservative 1920s; Robert La Follette finally completed a presidential campaign in 1924, only to receive just one-sixth of the total vote. He campaigned on tried-and-true Progressive platforms: environmental conservation, public ownership of the railroads, the abolition of child labor, and government relief for farmers. But in the changed political climate of postwar America, Republican candidate Calvin Coolidge could successfully attack such proposals as "Communistic and Socialistic."35 The Russian Revolution of 1917 had raised the specter of communist revolution before the world and a massive wave of labor strikes in 1919 threatened similarly sweeping changes in American life. Coolidge and the Republicans capitalized on voters' fears of such radical social upheavals in order to associate the old Progressive (and Populist) reform agendas with the radicalism of the new social movements. Progressivism died off when it ceased to be "respectable," although some of its spirit would reemerge in the New Deal of the Great Depression years. | <urn:uuid:9689fa12-0590-40da-8606-0a29c580321f> | CC-MAIN-2015-18 | http://www.shmoop.com/progressive-era-politics/politics.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246661095.66/warc/CC-MAIN-20150417045741-00234-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.970001 | 7,181 | 4 | 4 |
Whether you are a student struggling with math, reading, or writing essays, this updated edition of SAT For Dummies offers advice for tackling the toughest questions, as well as hints and tips for making the most of the time available to complete each section. You'll get the information you need to focus on the areas that are most problematic for you to ensure that you achieve the best possible score.
SAT For Dummies is for the millions of students who are preparing to take the SAT as part of the college application process. The SAT consists of nine separate, timed sections, which are broken down into 3 categories: Reading, Mathematics, and Writing. This new edition of SAT For Dummies gives students the tools, tips, and test-taking strategies to overcome anxiety on any (and every) part of the test.5 full-length practice tests with detailed answers and explanationsReview of foundational concepts for every section, from identifying root words and using commas correctly to solving math word problems and using the quadratic formulaComplete explanations of every question typePractice questions for each of the test's 9 sections
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About Geraldine WoodsSee more books from this Author
An aggregated and normalized score based on 12 user ratings from iDreamBooks & iTunes | <urn:uuid:93a557b3-2b27-4949-a946-c134dbf67f39> | CC-MAIN-2017-17 | http://idreambooks.com/SAT-For-Dummies-by-Geraldine-Woods/reviews/199293 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123097.48/warc/CC-MAIN-20170423031203-00067-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.92066 | 270 | 2.75 | 3 |
HMDB0001011 (Methacrylyl-CoA) HMDB0001021 (Malyl-CoA) HMDB0001041 (2-Methylbutyryl-CoA) HMDB0001052 ((S)-3-Hydroxyisobutyryl-CoA) HMDB0001057 (3-Methylglutaconyl-CoA) HMDB0001064 (Linoleoyl-CoA) HMDB0001070 (Octanoyl-CoA) HMDB0001113 (Isovaleryl-CoA) HMDB0001114 (Stearoyl-CoA) HMDB0001157 (2-Methylacetoacetyl-CoA)
- HMDB0013316 (Tridecanol)
- Lipid transport
- A process in which a lipid molecules is translocated between cellular sites or compartments.
- Parent Term
- Biochemical process
- Parent Definition
- A biological process occurring at the subcellular level, involving biochemical reactions.
- Other Metabolites Mapped to 'Lipid transport' | <urn:uuid:f236a956-75bc-4eaf-9726-12d30db042ee> | CC-MAIN-2019-26 | http://www.hmdb.ca/metabolite_ontology_terms/4856871 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999291.1/warc/CC-MAIN-20190620230326-20190621012326-00070.warc.gz | en | 0.75527 | 233 | 2.59375 | 3 |
Stigma is created and perpetuated partially through everyday language. Learn about steps to help you be aware of the terms you use around mental health.
Hi. This is 10 Minutes to Better Patient Communication from Health Communication Partners. I’m Dr. Anne Marie Liebel.
Earlier this week I was in NYC and when I was there I was talking to a business leader who was very serious about employers’ responsibility to support mental health as part of workplace wellness. I told her I agreed with her and was especially interested in the terminology used around mental health. How it shows up in policies, and also how we talk about it.
This reminded me of a tweet I’d seen months ago from Canada’s Dr. Javeed Sukhera about terminology and mental health. He wrote:
Next time someone says “mental health” what if we took out “mental” and just said “health?” #mentalhealthishealth
As a literacy and language person, I’m a fan of this way of thinking about the language we use.
This episode is about some steps you can take today, to help you be aware of the terminology you use around mental health.
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When I’m teaching a course or giving a workshop, I’m a big fan of removing obstacles. This can take different forms. For instance, say your goal is for your organization to have better representation from different groups at its regular meetings. I’ve written before about how changing the time or location of these meetings can remove an obstacle to participation.
In the case of mental health, if the goal is shifting the tide on the stigma around mental illness, it seems one obstacle in the way could be the words we use. If you’re a provider, you may be using words unintentionally that suggest or reinforce negative attitudes and assumptions toward patients, clients, or families; toward treatment; or toward the nature of mental health.
And you may be doing this without knowing it.
Time for some examples from research. Stigma may be at their most harmful when they exist within patients, toward themselves. As I see it, disrupting the process of anyone internalizing stereotypes is one of the implied purposes behind any research on stigma in mental health. of course I have links to all of these studies in the show transcripts.
Several recent studies analyze specific language use in relation to mental health stigma. I’ll use these studies as illustrations of different ways it’s possible to step back and analyze language-in-use in everyday contexts: specifically in video games and print media. And then I’ll relate it to how providers can take a look at their own words and phrases, around mental health.
This first study is called Gaming With Stigma: Analysis of Messages About Mental Illnesses in Video Games. The authors study video game playing “as a daily activity for many youths that replaces other media forms (eg, television); it serves as an important source of knowledge and can potentially impact their attitudes and behaviors.”
The researchers intentionally based their keyword search on what we might consider stereotypical terms for mental illness, using words such as “asylum,” “insane,” “crazy,” “mad,” “madness,” “mental,” “psycho,” “psychotic,” “psychosis,” and “schizophrenia”’
The researchers found that “The majority of the games we reviewed (97%, 97/100) portrayed mental illness in negative, misleading, and problematic ways (associating it with violence, fear, insanity, hopelessness, etc).” Overall, many game elements “perpetuated well-known stereotypes and prejudices.”
Now I’m not suggesting anyone here is using terms in their practice like these researchers used in their study. Language is not always so blatant as the keywords from the video game research. Another recent study—this time, in UK media–provides a helpful example.
In this study, which was a linguistic analysis, the researchers “explored the language used in popular national newspapers when writing about schizophrenia and considered how this may have contributed to the processes of stigmatisation towards people with this diagnosis.”
Whereas the video game study focused on overtly negative language and its ability to contribute to stigma, this study found that “while the press has largely avoided the use of words that press guidance has steered them away from (e.g. ‘schizo’ and ‘psycho’), they still use a range of graphic language to present people with a diagnosis of schizophrenia as frighteningly ‘other’ and as prone to violence.”
This range of graphic language nonetheless may contribute to stigma, as the researchers conclude.
There are even subtler ways that language can signal negative attitudes.I’ve written and podcasted before about the subtle harms done by microaggressions. An important takeaway from this body of research is that microaggressions can be uttered by any of us, aimed at those we love. The same may be said in the case of mental health stigma. I have citations to a study that shows stigma are reproduced and maintained even between romantic partners. That is to say, you don’t have to hold negative views of mental illness, or of people with mental illness, to be using terminology with negative associations.
What might this have to do with providers? It’s possible that part of the challenge lies in how hard it is to notice the words and phrases we’re actually using, versus what we think we’re saying.
This is partly because of the ways we use words and phrases in real life, whether in a personal or professional context. More often than you might think, we tend to be on an autopilot of sorts when it comes to our talk.
We use the words and phrases we’re used to using, and those used by the people around us. Specific bits of language—words and phrases–work their ways into and through our various professional and personal contexts. And then, they come out of our mouths. They land in our policies.
Beneath the surface of our words are particular configurations of values, ideals, beliefs, and priorities. And even as well-intentioned people, we might be saying things we’d consciously disavow. This has been my professional and personal experience for more than 20 years now, and it’s the journey of a lifetime. So I’m inviting you to look beneath the surface.
Being aware of, catching, and then replacing language can help your words flow from your values. As I’ve said before, since language is powerful enough to contribute to health disparities, I suggest it is powerful enough to reduce them.
I’ll also assert that no one, including me, can ‘empower’ you to respond appropriately to the myriad differences among attitudes toward health—mental and otherwise—that you will encounter across your whole professional career.
What makes more sense is for you to bring to your practice an awareness of different possible responses or approaches to mental health that might relate to your patients, your students, your research, and your organizational commitments.
This awareness can start by allowing yourself to pay attention to your language. I agree with the authors of another study that found “framing can serve as a tool in creating anti-stigma messages.” Let’s contribute to shifting the tide on the stigma around mental illness.
Here’s what you can do today
- Catch yourself in the act—or recruit a friend’s help. Pick one small piece of language to pay attention to: Maybe the way you open a conversation, or the metaphors you frequently use. Or if you’re in a policy way, take a look at the specific phrasing in some of your workplace policies.
- Consider the values implied in your words, examples, and explanations. And be ready to make some changes. And tell your colleagues you’re doing this.
- Study the positive in your practice. What have you said that helped? Remember, what you don’t say, as well as the response of listening, count, too. Share with your colleagues.
You can interrogate your terms and phrases—as well as the assumptions beneath them. Then, it’s down to you, to choose the appropriate words and actions for your specific context.
Would you like some help in this process? Contact me at healthcommunicationpartners.com. Find me on twitter @amliebel and on linked in. | <urn:uuid:0cb98952-af79-4d4a-b650-d92e4474d007> | CC-MAIN-2019-43 | https://healthcommunicationpartners.com/podcast/ten-minutes-patient-communication/mental-health-stigma-everyday-language/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987835748.66/warc/CC-MAIN-20191023173708-20191023201208-00439.warc.gz | en | 0.943474 | 1,873 | 2.6875 | 3 |
The Democratic Federation (officially known as the Federation of the United Nations, but also commonly referred to as the Allied Federation or Grand Entente) is a politico-economic union of 20 member states. The Democratic Federation operates through a system of supranational institutions and intergovernmental-negotiated decisions. Its members share a system of collective defense, whereby its members agree to mutual defense in response to an attack by an external party.
The Democratic Federation traces its origins from the Atlantic Charter, a statement issued by the United States of America, United Kingdom, and the Dominion of Canada during the height of the Virus Crisis in 1941. This was later expanded to include the French Republic, Pacific States of America and many other smaller governments in exile as part of the “Declaration of the United Nations” from which the organization derives its official name.
While initially created as an integrated military structure to contend with the Virus Crisis and Scinfaxi War, political associations were developed throughout the 1950s to help support the newly founded French Fourth Republic in the wake of the German withdrawal from mainland France. Since then the Federation has grown in size with the accession of new member states and by the addition of policy areas to its responsibility.
During the Colonization Era, the Democratic Federation was responsible for the creation of numerous independent colonies through its Sanctuary Worlds Program including those on Tau Ceti, Alpha Centauri, and was directly involved in the establishment of the Islamic Arab Republic.
The Federation shares a single market through a standardized system of laws and is in the process of developing a monetary union with a standard currency. It maintains permanent diplomatic missions throughout the Orion Arm that operate alongside those of its member nations.
With the Orion Arm’s largest combined economy and population, high standards of living throughout all its members and technologically advanced and capable military, the Democratic Federation is considered one of the superpowers of the Orion Arm.
|April 4 1977||United States of America||Founders|
|Confederation of Australasia||Founders|
|Pacific States of America||Founders|
|February 18th 1985||Republic of Quebec||First Terrestrial|
|Greater Antillean Confederation||First Terrestrial|
|July 24th, 2034||Aztlán||Second Terrestrial|
|August 4th 2176||African Union||First Extra-Solar|
|Cascadia Planetary Republic||First Extra-Solar|
|Whitefall Free State||First Extra-Solar|
|Laktoa Republic||First Extra-Solar|
|Cherokee Nation||First Extra-Solar|
|Navajo Nation||First Extra-Solar|
|Ojibwe Republic||First Extra-Solar|
|December 1st 2249||Port Daven Colonial Administration||Second Extra-Solar|
|Salvacion Colonial Republic||Second Extra-Solar|
|Telneth Planetary Republic||Second Extra-Solar|
|Republic of Hawaiki|
|Republic of Torca|
|Superpowers of the Orion Arm|
|Democratic Federation | Greater German Reich | Empire of Japan | Soviet Union| | <urn:uuid:ba442b8a-c311-4751-9008-b8e41c2cd1b5> | CC-MAIN-2020-10 | http://www.highgatefleetsystems.com/wiki/index.php?title=Democratic_Federation | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875147234.52/warc/CC-MAIN-20200228135132-20200228165132-00205.warc.gz | en | 0.918341 | 643 | 3.109375 | 3 |
The life-cycle of the kea can be divided up into 4 general periods;
- Incubation to fledging (0-4 months)
- Juvenile (1st year)
- Sub-adult (4 months – 2 years)
- Adult (3-4 years+)
Incubation – Fledging (0-4 months)
Key attributes:Reproductive/development period.
Keas nest on the ground in naturally formed cavities, usually within upland beech and lowland podocarp forest. Breeding occurs in most years, but only about half of all adult females breed in any given year. Breeding occurs as early as July through until January. The female lays a clutch of 3-5 eggs which she incubates for approximately 1 month. The female cares for the eggs and nestlings in the cavity, whilst the male forages for the whole family.
Because of the long period associated with rearing chicks (approximately four months from start of incubation to chicks fledging) it is uncommon for kea to rear more than one brood in a season. However, if the eggs fail to hatch or are damaged, or if the chicks die or are removed, pairs will generally re-nest almost immediately. This has been observed in both the wild and captive situations (Pullar, 1996; Barrett, pers. comm. DoC, 2009).
Kea are most vulnerable during this lifestage due to predation of chicks and females on nests by introduced predators; in particular stoats.
Juvenile Period (1st year)
Key attributes – Dispersal from natal area, flocking; social/learning period.
Kea are a highly gregarious species which in the wild, form large flocks with non-linear hierarchies. Studies by Jackson (1960) in Arthur’s Pass observed large groups of around 20 first year birds during the summer period. These large flocks were then seen to disperse into groups of 2 -6 in autumn. Movement of all groups was seasonally and food related with those birds that moved to higher altitudes (1,219m – 2,133m) in the warmer months observed foraging for food and retreating back to the shelter of beech forests (up to 1219m) during autumn and winter.
Studies by Clarke (1970), of kea population, movements and foods in Nelson Lakes National Park, also showed very definite changes in group composition and location related to different times of the year. During August – September it was observed that kea formed flocks of 6 -8 birds which dispersed in October – December into smaller groups of 2 – 3. In January and February large flocks of up to 13 individuals again formed.
Kea in their first year are vulnerable to many threats due to their extreme neophilia (love of all things novel).
Sub- adult (2nd – 3rd year)
Key attributes – Flocking; social/learning period.
Kea in their 2nd and 3rd years continue flocking in a mixed group learning about their environment and social structure.
Adult (3rd-4th years +)
Key attributes: Forming pairs and developing territories.
Once adults reach breeding age (3-4 years) they tend to leave the main flock and pair up for breeding (Jackson, 1963; Jackson, 1960). Pairs are generally considered monogamous, although there have been accounts of males pairing with more than one female (Jackson, 1963). Mating behaviour begins in midwinter around June. Egg laying begins in July and peaks in October, but can extend right through into January (Jackson, 1962; Jackson, 1960).
Kea are long lived and slowly reproducing, making their populations particularly sensitive to changes in adult survival rates, and also to changes in reproductive and juvenile survival rates. | <urn:uuid:c3a74bc0-929f-4169-96e1-f68320277099> | CC-MAIN-2019-09 | https://www.keaconservation.co.nz/kea/kea-lifecycle/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247491141.23/warc/CC-MAIN-20190219183054-20190219205054-00261.warc.gz | en | 0.963976 | 791 | 3.59375 | 4 |
Spacetime is doomed! At least, so say some physicists. They don’t mean this as a warning, like some comic-book universe-destroying disaster, but rather as a research plan. These physicists believe that what we think of as space and time aren’t the full story, but that they emerge from something more fundamental, so that an ultimate theory of nature might not use space or time at all. Other, grumpier physicists are skeptical. Joined by a few philosophers, they think the “spacetime is doomed” crowd are over-excited and exaggerating the implications of their discoveries. At the heart of the argument is the distinction between two related concepts: duality and emergence.
In physics, sometimes we find that two theories are actually dual: despite seeming different, the patterns of observations they predict are the same. Some of the more popular examples are what we call holographic theories. In these situations, a theory of quantum gravity in some space-time is dual to a theory without gravity describing the edges of that space-time, sort of like how a hologram is a 2D image that looks 3D when you move it. For any question you can ask about the gravitational “bulk” space, there is a matching question on the “boundary”. No matter what you observe, neither description will fail.
If theories with gravity can be described by theories without gravity, does that mean gravity doesn’t really exist? If you’re asking that question, you’re asking whether gravity is emergent. An emergent theory is one that isn’t really fundamental, but instead a result of the interaction of more fundamental parts. For example, hydrodynamics, the theory of fluids like water, emerges from more fundamental theories that describe the motion of atoms and molecules.
(For the experts: I, like most physicists, am talking about “weak emergence” here, not “strong emergence”.)
The “spacetime is doomed” crowd think that not just gravity, but space-time itself is emergent. They expect that distances and times aren’t really fundamental, but a result of relationships that will turn out to be more fundamental, like entanglement between different parts of quantum fields. As evidence, they like to bring up dualities where the dual theories have different concepts of gravity, number of dimensions, or space-time. Using those theories, they argue that space and time might “break down”, and not be really fundamental.
The skeptics, though, bring up an important point. If two theories are really dual, then no observation can distinguish them: they make exactly the same predictions. In that case, say the skeptics, what right do you have to call one theory more fundamental than the other? You can say that gravity emerges from a boundary theory without gravity, but you could just as easily say that the boundary theory emerges from the gravity theory. The whole point of duality is that no theory is “more true” than the other: one might be more or less convenient, but both describe the same world. If you want to really argue for emergence, then your “more fundamental” theory needs to do something extra: to predict something that your emergent theory doesn’t predict.
Sometimes this is a fair objection. There are members of the “spacetime is doomed” crowd who are genuinely reckless about this, who’ll tell a journalist about emergence when they really mean duality. But many of these people are more careful, and have thought more deeply about the question. They tend to have some mix of these two perspectives:
First, if two descriptions give the same results, then do the descriptions matter? As physicists, we have a history of treating theories as the same if they make the same predictions. Space-time itself is a result of this policy: in the theory of relativity, two people might disagree on which one of two events happened first or second, but they will agree on the overall distance in space-time between the two. From this perspective, a duality between a bulk theory and a boundary theory isn’t evidence that the bulk theory emerges from the boundary, but it is evidence that both the bulk and boundary theories should be replaced by an “overall theory”, one that treats bulk and boundary as irrelevant descriptions of the same physical reality. This perspective is similar to an old philosophical theory called positivism: that statements are meaningless if they cannot be derived from something measurable. That theory wasn’t very useful for philosophers, which is probably part of why some philosophers are skeptics of “space-time is doomed”. The perspective has been quite useful to physicists, though, so we’re likely to stick with it.
Second, some will say that it’s true that a dual theory is not an emergent theory…but it can be the first step to discover one. In this perspective, dualities are suggestive evidence that a deeper theory is waiting in the wings. The idea would be that one would first discover a duality, then discover situations that break that duality: examples on one side that don’t correspond to anything sensible on the other. Maybe some patterns of quantum entanglement are dual to a picture of space-time, but some are not. (Closer to my sub-field, maybe there’s an object like the amplituhedron that doesn’t respect locality or unitarity.) If you’re lucky, maybe there are situations, or even experiments, that go from one to the other: where the space-time description works until a certain point, then stops working, and only the dual description survives. Some of the models of emergent space-time people study are genuinely of this type, where a dimension emerges in a theory that previously didn’t have one. (For those of you having a hard time imagining this, read my old post about “bubbles of nothing”, then think of one happening in reverse.)
It’s premature to say space-time is doomed, at least as a definite statement. But it is looking like, one way or another, space-time won’t be the right picture for fundamental physics. Maybe that’s because it’s equivalent to another description, redundant embellishment on an essential theoretical core. Maybe instead it breaks down, and a more fundamental theory could describe more situations. We don’t know yet. But physicists are trying to figure it out. | <urn:uuid:48377e87-f869-42ef-80b6-2b09683e9f53> | CC-MAIN-2022-40 | https://4gravitons.com/2022/01/28/duality-and-emergence-when-is-spacetime-not-spacetime/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335491.4/warc/CC-MAIN-20220930145518-20220930175518-00022.warc.gz | en | 0.947778 | 1,367 | 2.609375 | 3 |
Potential fracking in Gros Morne concerns UN
ST. JOHN'S, N.L. - The UNESCO world heritage committee is recommending a monitoring mission be sent to Canada over "serious concerns" about potential oil exploration near Gros Morne National Park.
Gros Morne, with its glacier-carved fjords, waterfalls, sandy beaches and spectacular cliffs, is a hiker's paradise that was designated a UNESCO world heritage site in 1987.
But there are growing concerns about a proposal by Shoal Point Energy Ltd. (CNSX:SPE) and Black Spruce Exploration, a subsidiary of Foothills Capital Corp., to hunt for oil in shale rock layers in enclaves surrounded by the park.
The plan involves using hydraulic fracturing — the contentious so-called fracking process — to drill several exploration wells on Newfoundland's west coast in the Green Point shale near Gros Morne.
Fracking injects a blend of water, sand and chemicals underground to crack the rock. The process has coaxed massive amounts of oil and natural gas from shales across North America but has also raised environmental red flags, particularly over its effects on crucial groundwater.
The world heritage committee of the United Nations Educational, Scientific and Cultural Organization — or UNESCO — is meeting this week in Phnom Penh, Cambodia where Gros Morne was discussed. At stake is the coveted designation reserved for the globe's most extraordinary treasures.
The committee approved a draft decision late Wednesday which urged the completion of an Environmental Impact Assessment process to review the potential impact of the fracking plan on the park, and asked that a copy of that assessment be submitted to UNESCO.
It also requested Canada to invite a "joint World Heritage Centre/IUCN reactive monitoring mission to the property to assess these risks."
Additionally, the committee also wants, by Feb 1, 2014, an updated report on the state of conservation of the property.
Potential fracking plans have not yet been filed for environmental assessment, but even the prospect of industrialization along one of the world's most celebrated coastlines has some people worried.
"I'm certainly not anti-development," said Sue Rendell, owner and operator of Gros Morne Adventures in Norris Point. But she said it's vital that any new industry be well researched and understood, environmentally safe, and that it blend well with other businesses to benefit the whole region.
"We've spent our lives here trying to help build the tourism industry and build a business in this area," she said. "I recognize that the oil and gas industry has been tremendous for the province.
"I think it's also very important to have a diversified economy. And we certainly can't have one industry that's going to be in direct opposition to another industry."
Premier Kathy Dunderdale earlier this week acknowledged concerns about the safety of fracking and a lack of specific provincial regulations. She said the environment, along with health and safety, are top priorities for her Progressive Conservative government.
"As a government we don't have a hard and fast position on it at this point," she told reporters outside an oil and gas industry conference Tuesday. "We're learning the same as everybody else is learning, and prepared to have an open dialogue on that."
Regulatory changes could come later even as the government considers fracking proposals such as the one near Gros Morne, Dunderdale said. Investors want certainty and clarity, she acknowledged.
"But that doesn't trump the interests or the concerns of the people of the province. So that has to be addressed first."
Robert Cadigan, president and CEO of the Newfoundland and Labrador Oil and Gas Industries Association, said it's important to separate fact from fear.
"There have been tens of thousands of wells fracked in Western Canada, just as an example — successfully — with no environmental damage."
Cadigan said the industry's track record should be fairly assessed to see what precautions for well design and other safeguards would be needed.
Alison Woodley, of the watchdog group Canadian Parks and Wilderness Society, said UN world heritage designation for Gros Morne can't be taken for granted.
"It's a very strict test that you have to go through to become a world heritage site. It recognizes the outstanding universal value of a place."
Gros Morne, honoured for its geological importance and pristine beauty, is on par with other UNESCO sites such as the Galapagos Islands and the Great Barrier Reef, Woodley said. It could be de-listed if the world heritage committee ultimately decides that its unique qualities are threatened, she added.
Fracking would pose environmental hazards while increasing truck traffic on the park's only major road, Woodley said.
"For 30 years people have worked really hard to build a sustainable tourism industry around Gros Morne, based on Gros Morne. And this proposal would put that existing economy at risk." | <urn:uuid:8a22646b-dc2e-46ff-baaf-33c9b28a7c22> | CC-MAIN-2014-42 | http://www.sootoday.com/content/news/national/details.asp?c=58414 | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507450097.39/warc/CC-MAIN-20141017005730-00184-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.956514 | 1,006 | 2.734375 | 3 |
It seems like nearly everything education-related that I read or listen to as of late mentions either Cognitive Behavioral Therapy, mindfulness, Stoicism or all three. First, let’s provide some definitions for these ideas and then I will talk about a couple examples.
- Cognitive Behavioral Therapy (CBT) is a structured, short-term, present-oriented psychotherapy for depression, directed toward solving current problems and modifying dysfunctional (inaccurate and/or unhelpful) thinking and behavior.
- Mindfulness is the intentional, accepting and non-judgemental focus of one’s attention on the emotions, thoughts and sensations occurring in the present moment
- Stoicism is a school of Hellenistic philosophy founded in Athens by Zeno of Citium in the early 3rd century BC. The Stoics taught that destructive emotions resulted from errors in judgment, and that a sage, or person of “moral and intellectual perfection”, would not suffer such emotions.
In his book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, Paul Tough writes that Cognitive Behavioral Therapy, in the context of character building and education, is “using the conscious mind to recognize negative or self-destructive thoughts or interpretations and to talk yourself into a better perspective.” For example, many of the KIPP teachers profiled in the book ask students to think about their thinking, identify either negative or positive thoughts, their behavioral triggers, the resultant actions, and then plot a repeatable course that nets better outcomes for the student.
In Invisibilia, the newest podcast from NPR, the first episode entitled, The Secret History of Thoughts, explores the three phases of psychological theory. At first thoughts had meaning and a connection to the material world, ie Freudian psychoanalysis. Then it became common theory and practice to assume that thoughts had limited meaning, automatic negative thoughts should not be simply accepted and internalized, and by challenging or contradicting your thinking you could change it, i.e. Dr. Aaron Beck’s CBT. And the podcast hosts mention that, according to the research, the latter has proven more effective than the former in facilitating mental health.
Finally, the third and newest psychological theory posits that many or most thoughts have no meaning at all, and that through mindfulness therapy a person can learn to ignore those negative, meaningless thoughts altogether, and deny them the power to affect mental health. Under this theory, meditation has become a regular part of therapy. And, in fact, there is a growing movement of educators who are using yoga, meditation and other mindfulness strategies to help their students learn and take care of the whole child. Here is a great review on the Cult of Pedagogy website about a great practical new guide to mindfulness in the classroom, Teach, Breathe, Learn: Mindfulness In and Out of the Classroom.
My frequent encounters with this vein of psychology did not stop there. Lary Wallace has written a great piece in Aeon Magazine online about “why Stoicism is one of the best mind-hacks ever”, using the parlance of our times. Wallace argues that Stoicism has been largely ignored in the West because it does not offer the “exotic mystique” of the great Eastern philosophies even though it is more accessible and therefore more practical for the average person. He writes, “Stoicism is, as much as anything, a philosophy of gratitude – a gratitude, moreover, rugged enough to endure anything.”
As a real-life example of just what Stoics can endure, Wallace references the 1993 King’s College London speech of US Navy Admiral James Stockdale. In the speech Admiral Stockdale recounts his five years as a prisoner-of-war in Vietnam. He used this time as a ‘laboratory of human behavior’ in which he ignored or denied himself any concern outside of his very small ‘sphere of choice’.
Wallace’s emphasis on Stoic gratitude and Stockdale’s reliance on concerning himself only with his own actions in order to endure horrible war-time conditions both have significant ties with the character education being taught at KIPP Academies. Self-regulation, grit, and gratitude are of paramount importance for children of poverty to succeed academically and achieve social-emotional health. And any ‘mind-hack’, as Wallace labels Stoicism, must also require mindfulness to identify thoughts and actions that are within the sphere of choice. Therefore, these three ideas about our thinking, Cognitive Behavioral Therapy, mindfulness and Stoicism, all have significant overlaps which can be leveraged in the classroom through intentional practice. I am energized by this possibility and will have to follow up in the future with specific teaching practices that integrate these ideas and promote positive student behaviors. | <urn:uuid:1699a5ac-dd23-4a54-9e37-621902f2cae5> | CC-MAIN-2019-04 | https://kennygrassroots.wordpress.com/2015/02/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583659063.33/warc/CC-MAIN-20190117184304-20190117210304-00103.warc.gz | en | 0.949415 | 994 | 3.359375 | 3 |
The Yakovlev Yak-9 was a single-engine fighter aircraft used by the Soviet Union in World War II and after. Fundamentally a lighter development of the Yak-7 with the same armament, it arrived at the front at the end of 1942. The Yak-9 had a lowered rear fuselage decking and all-around vision canopy. Its lighter airframe gave the new fighter a flexibility that previous models had lacked.
The pilots who flew it regarded its performance as comparable to or better than that of the Messerschmitt Bf 109G and Focke-Wulf Fw 190A-3/A-4. The Yak-9 was the most mass-produced Soviet fighter of all time. It remained in production from 1942 to 1948, with 16,769 built (14,579 during the war). The Yak-9 was the first Soviet aircraft to shoot down a Messerschmitt Me 262 jet.
Following World War II it was used by the North Korean Air Force during the Korean War.
Related Link: http://en.wikipedia.org/wiki/Yak-9 | <urn:uuid:93d7a232-d2fd-4417-8105-8b20d963e9fc> | CC-MAIN-2021-49 | http://www.craiglotter.co.za/2013/07/24/military-aircraft-russian-yakovlev-yak-9-1942/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362930.53/warc/CC-MAIN-20211204033320-20211204063320-00570.warc.gz | en | 0.968884 | 230 | 3.234375 | 3 |
We’ve been dealing with the coronavirus for months. And now the dreaded flu season is upon us. Is it possible that both viruses could infect your body at once?
Yes, you can get the flu and COVID-19 at the same time. But what does that mean?
Health experts are still studying just how common this could be, and what happens if someone gets infected with both. Flu season generally tapers off by April or before, and it wasn’t until March that the World Health Organization declared the coronavirus a pandemic, and restrictions were put into place. This fall and winter will be the first time we’ll see a potentially significant intersection between the two viruses.
“We don’t have enough experience to really know if it’s a double whammy situation that becomes really difficult to treat,” says Eric Sachinwalla, medical director of Infection Prevention and Control at Einstein Medical Center Philadelphia. “It’s definitely plausible that if someone has both infections, it’s harder for their body to fight that off. And these are two viruses that can potentially cause lung injury and pneumonia.”
The people at increased risk for both illnesses include older adults, people with certain underlying medical conditions, and pregnant women. Doctors are worried about how coinfection with these illnesses will affect an already burdened health-care system. It’s a primary reason experts are urging us all to get the flu shot as soon as possible.
“Our concern is that coinfection may increase duration in the hospital and that makes us concerned about bed availability. If we can try to dampen the transmission of any of these viruses going around, that can help the situation,” says Patricia Henwood, associate professor of emergency medicine at Thomas Jefferson University’s Sidney Kimmel Medical College, and leader of the Emergency Medicine COVID-19 Task Force at Jefferson Health.
While it’s thought to be less deadly than the coronavirus, the flu sickens millions every year, and during bad years, hospitals can be inundated. In the 2017-2018 U.S. flu season, the CDC estimated 810,000 flu-related hospitalizations and 61,000 flu-associated deaths.
Experts are, however, hoping that everything people are doing to prevent getting the coronavirus, like mask wearing, social distancing, and hand washing, could also protect many people from getting the flu this year. And the push for everyone (six months and older) to get a flu vaccine is stronger than ever.
How do you know if you have the flu, the coronavirus, or both?
It’s hard to tell. The two viruses share many symptoms, including fever, cough, shortness of breath, tiredness, sore throat, headache, runny nose, and body aches. Without testing, this makes it difficult to know which virus you might have. And this applies even if you get the flu vaccine. The effectiveness of a flu vaccine varies from year to year, but it’s never 100%.
“It’s one of the criticisms we hear a lot, but even with that non-perfect vaccine, we find in multiple studies that your risk of dying is lower if you get the flu shot [but still get the flu], especially in high-risk populations like people with heart disease,” says Sachinwalla.
The CDC has found that the flu vaccine benefits public health, especially when it’s well matched to circulating flu viruses. But if you get sick, you’ll still need to get tested to really know if you have COVID-19 or the flu. Testing is important to determine your next steps, including potential treatment options.
“If someone has the flu, we may give them antivirals against the flu, and if someone has COVID, we might try steroids or remdesivir,” says Sachinwalla.
Testing will also help you decide how long you should isolate at home. If you have the coronavirus, you may be contagious for a longer period of time. Most people who get the flu are advised to stay at home for a week after symptoms appear, and for COVID-19, we’re advised to stay at home for least 10 days after symptoms appear, even if those symptoms go away earlier.
“It’s important for people to know when it’s safe for a child to go back to school, for example, or when you can go back to work,” says Henwood.
Should I go out to get the flu vaccine if COVID-19 rates are high in my area?
With climbing COVID-19 rates nationwide, you might be nervous about entering a doctor’s office or standing in line at the pharmacy to get a flu shot right now. But experts say getting the flu shot is a worthwhile reason to leave your home.
“The safety guidance that public health has put out is meant to help protect you for times when you do need to go out,” says Sachinwalla. “Places are proactively trying to maximize safety, and things like health care and getting your flu shot is important.”
Many places allow you to set up an appointment in advance, including a growing number of pharmacies, which can help you avoid crowds and speed up the process.
And if you’re concerned about what a flu shot might do to your immune system, and if it will make you more susceptible to getting the coronavirus, Sachinwalla says you needn’t worry. The flu shot doesn’t weaken your immune system.
“The flu shot usually activates your immune system,” he says. “That’s why people may get mild symptoms like a low-grade fever — that’s your immune system responding to the shot.”
Dr. Patricia Henwood is an associate professor of emergency medicine at Thomas Jefferson University’s Sidney Kimmel Medical College and leader of the Emergency Medicine COVID-19 Task Force at Jefferson Health.
Dr. Eric Sachinwalla is the medical director of Infection Prevention and Control at Einstein Medical Center Philadelphia. | <urn:uuid:24a5e96f-a4b7-4955-a2fb-b1c49fc820a9> | CC-MAIN-2021-39 | https://www.inquirer.com/news/flu-vs-coronavirus-covid-19-symptoms-can-you-get-both-20201110.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058263.20/warc/CC-MAIN-20210927030035-20210927060035-00594.warc.gz | en | 0.951453 | 1,301 | 3.1875 | 3 |
An informational buyer's guide helping you choose and use the best type of lighting for your productions.
You want your videos to look professional? Great camera work and awesome sound alone won't make your video all you want it to be. You can take a lesson from Hollywood's book. A motion picture's lighting director spends hours trying to get the lighting just right, because they know how important it is to the final product. Shouldn't it be a priority for you as well? The quality of your production's lighting will stamp you as either a seasoned professional or a budding wanna-be.
To Focus or Not to Focus
Video lights are divided into two main categories: bare bulb or fresnel (pronounced "fruh-NEL"). The bare bulb light is pretty straightforward -- a light bulb surrounded by a reflector. Also referred to as open face, these lights use the reflector to focus the light's rays. All open face lights have uneven lighting, though higher-end versions mitigate the effect somewhat. Fresnels, on the other hand, use a lens as the primary focus mechanism. They produce intense, focused light and usually have a longer reach than their open face cousins.
A Light is White? Right?
Your eye may perceive the light streaming in your window as similar to that of a Lowel DP, but to the video camera, all light sources are definitely not equal. The camera sees the distinction as a difference in light temperature. You measure light temperature using degrees Kelvin (i.e., 3200K). Lower numbers result in redder lights and higher numbers translate to bluer lights.
How does this apply to you? Many video lights are "warm" (3200K), and give off a reddish light. Daylight, on the other hand, is "cool" (5500K) and thus bluer. When you plan your lighting setup, you'll need to decide what the primary light source will be: daylight, tungsten or fluorescent. Then balance all the other lights to that temperature. You should avoid mixing light temperatures, unless that mixed light look is specifically called for!
Name That Bulb!
Video lights are usually known by the types of bulbs they use, and there are quite a few different types, so be forewarned! Here's a quick rundown:
Incandescent: Most household lamps contain this type of bulb. The home variety is usually very warm (around 2900K), but you can purchase professional incandescent bulbs at cooler temperatures. These types of bulbs are known as photoflood. When you use these lights, your initial investment is very low, but unfortunately, they rarely last very long.
Tungsten-Halogen: These little bulbs are smaller and more efficient than incandescent, but they're also more expensive! Sometimes referred to as quartz bulbs, they're normally rated at 3200K. Lights in this category include Arri's Arrilite 600-Watt Focusing Flood or Smith-Victor's 600-Watt Open Faced Tungsten.
Fluorescent: Regular fluorescent bulbs, such as those found in an office, produce greenish light and are hard to match with daylight or tungsten. But professional fluorescents do exist. Kino Flo, Photogenic and others make daylight and tungsten balanced lights. These fluorescents are available in various configurations, including banks (an array of bulbs) and single bulb fixtures. Fluorescents have a very long life, produce soft light and generate virtually no heat.
HMI (Hydrargyrum Medium-arc Iodide): If you're willing to shell out some dough, these lights are daylight-balanced and extremely efficient. HMIs produce almost three times the amount of light as Tungsten-Halogen for the same amount of power. You can look at the 1.2K Fresnel by Altman or the 400-Watt soft light by Dedolight for examples of lower cost HMI lighting fixture options.
Carbon Arc Lamps: You might best recognize these lights by their marketing application -- spotlights outside a car dealership making light circles in the sky! Large productions often use them for simulating daylight or for lighting large areas. But inexperienced users need not apply! Carbon Arc lamps have unique power requirements and a trained electrician is usually required for operation.
You know your lighting options. Now you need to know how to leverage them like a true visual artist. Lighting accessories are your tools of the trade.
Barn doors, adjustable flaps that can be fastened to a light's rim, are used to control light rays and block unwanted spill. Scrims, also used for light control, are circular wire mesh screens that are placed in front of the light. They effectively cut down a light's intensity while retaining its color temperature.
A softbox is a white-faced box which fits over the front of your lights. You use a softbox to both diffuse and soften the light striking your subject. This "soft light" produces gentle shadows and smooths out wrinkles or textures. You can also use an umbrella to get that soft light look. The light shines into the umbrella, and the umbrella's white or silver interior reflects and diffuses the light rays back onto the subject you are shooting.
Gels are an indispensable part of any videographer's light kit. These dyed plastic sheets mount in front of a light or clip on to barn doors. You can change a light's intensity and/or color by the type of gel you use. Some of the most common gels include neutral density, which cut down a light's output; CT Blue, which balances your lights to daylight or HMIs; and CT Orange, which balances your light to tungsten.
Pre-packaged or A La Carte
Are you ready to make some light purchases? For those that like to pick, choose and customize, buying your lights, stands and accessories independently is the way to go. Lowel, Smith-Victor, Arri and LTM are a few of the various light manufacturers to check out.
If you know you need several lights, and want matching accessories, look at light kit options. Many lighting companies have prepared ready-made light kits, spanning from the simple to the complex. Altman's Swing Pac Tungsten kit is one such package. It includes 3 lights (including a fresnel), some great accessories (such as a Soft-Lite Jr., barndoors and scrims), light stands and a wheeled carrying case to haul it all around.
Another option is Lowel's DP Super Remote kit. This package is even more loaded (and more pricey)! It includes four lights and a ton of useful accessories, including a soft-box, umbrellas, gels, gel frames, clamps, reflectors and shafts, plus the ever-needed light stands and carrying case.
By reading this article, you are taking the first step toward harnessing the power of lighting and moving your production from average to artistic. You can read more about professional lighting by checking out the Videomaker Web site. Remember, learning the art of lighting is an investment you'll never regret.
Julia Camenisch is a freelance video producer and writer. | <urn:uuid:a9a466b8-0cbf-4a30-b855-10c5a9d0e354> | CC-MAIN-2017-34 | http://schoolvideonews.com/Lighting/Do-the-LIGHT-Thing | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886117874.26/warc/CC-MAIN-20170823055231-20170823075231-00569.warc.gz | en | 0.934204 | 1,492 | 2.65625 | 3 |
The article has made an attempt to identify the ways in which adolescents and adults see the process of 'transitioning into adulthood' and what attributes they think are necessary for an adult person to possess. The problem of 'becoming an adult' has been portrayed in the broader context of parent-adolescent relation development. Research by Smetana (1988) has cast some light on a possible source of the conflict: differences in understanding social situations and the role of authority figures by adolescents and their parents. In contemporary society there are no unquestionable determinants of adulthood, a fact very conducive to intergenerational conflict. In the current study two groups of adolescents (15- and 18-year-olds) and a group of adults (38 to 56-year-olds) were examined using a questionnaire by J. J. Arnett (1997) The Attributes of Adulthood. The results show marked uniformity among subjects as to the choice of 'adulthood' characteristics. They point to events such as reaching a certain age, completing one's education or starting a family as the least important in transitioning to adolescence. The most popular categories, regardless of age, included subjective and psychological characteristics, such as financial independence, the ability to accept and fulfil new social roles or accepting responsibility for the consequences of one's actions. Reference to such ambiguous attributes can lead to parents and adolescents interpreting them differently and thus contribute to misunderstanding and conflict in parent-child relations. | <urn:uuid:47757b95-5e4d-4e43-aa0d-cf3c906f89b3> | CC-MAIN-2023-40 | http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.2ce68950-0a73-35a4-a779-2d0e86de1026 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511220.71/warc/CC-MAIN-20231003192425-20231003222425-00163.warc.gz | en | 0.953858 | 293 | 2.8125 | 3 |
There are some very clear rules about essay writing. While the basic outline of a normal essay is fairly simple, the formatting and length will possess varying parameters. That is the reason why it’s essential to be well informed about the format and appropriate structure of documents before you begin composing your own.
Essay topics can be anywhere from private experiences to factual information, and even academic research subjects. The subject of an essay also needs to be determined in the beginning of the writing process so the essay does not become bogged down with too many distinct subjects. Not only is this particular disgusting, but it is less effective when it has to do with getting across a notion.
Ordinarily, the essay topic is determined before writing begins. This allows for the content to be well researched and fact checked and will also help in keeping the essay flowing and consistent. It is necessary that any private comments or points of view are stored separate from the major subject of the essay.
The article topics should be carefully planned and decided upon early on. The sequence of ideas to be developed during the essay should also be proposed. Among the most annoying things when composing essays is hoping to get all the thoughts and content written down at once, only to realize the flow isn’t functioning the way it should. The purpose of an essay is to be read, not just read quickly.
When the article topic has been determined upon, the writing will start in the general layout of a thesis statement and supporting files. While the article title is going to be listed at the end of the document for a resource, the paragraphs should be written in this way that the essay doesn’t become overly confusing. The same is the case of those supporting documents.
Once the most important point of the essay has been established, it’s time to come up with the arrangement. The flow should be consistent throughout this article. The thesis statement should state the fundamental concept and the supporting records must support . The paragraph structure should mirror this, starting with a preamble that sets the tone and atmosphere for the remainder bitchute.com of the essay and then culminating at the end.
Ultimately, the most critical part of composing an essay is grammar and punctuation. Bad grammar and punctuation is likely to make the reader think the essay was written by a person who isn’t a seasoned writer. So it is necessary to spend the opportunity to polish your writing skills and become knowledgeable about your writing applications.
So as to compose a superb college student essay, you will have to understand how to arrange your ideas and essay writers construct an essay that flows from beginning to finish. As long as you remember to stick to the principles of grammar and spellings, you will be well on your way to becoming a wonderful essay author. | <urn:uuid:e314591d-07f7-44f2-98b7-f3497ca672fe> | CC-MAIN-2023-40 | https://thewhiteboat.com/how-to-write-college-essays/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506686.80/warc/CC-MAIN-20230925051501-20230925081501-00576.warc.gz | en | 0.951385 | 564 | 2.578125 | 3 |
Chapter 9: The Retreat from Reconstruction
I watched an angry mob chain him to an iron stake. I watched them pile wood around his helpless body. I watched them pour gasoline on this wood. And I watched three men set this wood on fire. I stood in a crowd of 600 people as the flames gradually crept nearer and nearer to the helpless Negro. I watched the blaze climb higher and higher, encircling him without mercy. I heard his cry of agony as the flames reached him and set his clothing on fire….An odor of burning flesh reached my nostrils. I felt suddenly sickened….”I’m hungry,” someone complained. “Let’s get something to eat.” - Crisis, November 1925
Back of the writhing, yelling, cruel-eyed demons who break, destroy, maim and lynch and burn at the stake is a knot, large or small, of normal human beings and these human beings at heart are desperately afraid of something. Of what? Of many things but usually of losing their jobs, of being declassed, degraded or actually disgraced; of losing their hopes, their savings, their plans for their children; of the actual pangs of hunger; of dirt, of crime. And all of this, most ubiquitous in modern industrial society is that fear of unemployment. - W.E. B. DuBois, “The Shape of Fear,” North American Review, June 1926
A scene similar to the one described in the NAACP publication Crisis has been repeated literally thousands of times in the
since the late 19th century.
- How could such things have happened with so little public outcry?
- How convincing is the explanation for lynching given by W.E.B. DuBois?
- If fear lies behind this sort of group behavior, what outlets are people finding for their fears today?
- Do you think that racism and fear are still related? Give examples. | <urn:uuid:608e29a0-d2ce-48f7-847f-57a09ee37c82> | CC-MAIN-2018-09 | http://rightsmatter.org/students/chapter9.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814105.6/warc/CC-MAIN-20180222120939-20180222140939-00326.warc.gz | en | 0.971731 | 404 | 3.359375 | 3 |
Essay on sorrows of life
Please join StudyMode to read the full document. The relationship between death and freedom is a common thread throughout Sorrows of a Young Werther by Goethe and Crime and Punishment by Dostoevsky. The relationship illustrated in both works is that one cannot achieve true freedom until they are dead. Until death, Werther and Raskolnikov will always feel the restrictions that society places upon them. Werther feels restricted due to the unrequited love of Lotte and Raskolnikov feels restricted by the moral code that society establishes. In Sorrows of a Young Werther , Werther views suicide as a human right and the ultimate expression of one's power.
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Joy and Sorrow go Hand in Hand – Essay on Joy and Sorrows go Hand in Hand in Life
Joy and Sorrow go Hand in Hand Essay for Students
Human life is a paradox, composed of joys and sorrows. If today we are happy, tomorrow we may be sad and vice versa. There are times when life seems to be radiating wit the splendor of success, everything seems to be dressed in sprinkling joy, while there are some moments when life becomes so sad that they leave a trace of it for the rest of our life. The saddest day of my life was probably the day my grandmother passed away.
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Sorrows of Young Werther
God has created a beautiful life and earth for us. He has made this so that we lead a happy life. But this does not mean that our life will be happy and same the entire time.
Nevertheless, facts like rate-paying women being allowed to vote in local elections by , and women serving on School Boards until , because of the Education Also, there were other reasons for female suffrage such as the strong foundation built due to pre-war campaigns and changes in Parliament. Therefore, I partially agree with the statement.
No comments yet. Be the first! | <urn:uuid:880485b2-91b4-4e96-944f-164dd46a8d81> | CC-MAIN-2021-21 | https://charityware.info/ancient-egyptian/essay-on-sorrows-of-life-24170.php | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989812.47/warc/CC-MAIN-20210515035645-20210515065645-00514.warc.gz | en | 0.957816 | 504 | 2.515625 | 3 |
Common Language Runtime Overview
Compilers and tools expose the runtime's functionality and enable you to write code that benefits from this managed execution environment. Code that you develop with a language compiler that targets the runtime is called managed code; it benefits from features such as cross-language integration, cross-language exception handling, enhanced security, versioning and deployment support, a simplified model for component interaction, and debugging and profiling services.
To enable the runtime to provide services to managed code, language compilers must emit metadata that describes the types, members, and references in your code. Metadata is stored with the code; every loadable common language runtime portable executable (PE) file contains metadata. The runtime uses metadata to locate and load classes, lay out instances in memory, resolve method invocations, generate native code, enforce security, and set run-time context boundaries.
The runtime automatically handles object layout and manages references to objects, releasing them when they are no longer being used. Objects whose lifetimes are managed in this way are called managed data. Garbage collection eliminates memory leaks as well as some other common programming errors. If your code is managed, you can use managed data, unmanaged data, or both managed and unmanaged data in your .NET Framework application. Because language compilers supply their own types, such as primitive types, you might not always know (or need to know) whether your data is being managed.
The common language runtime makes it easy to design components and applications whose objects interact across languages. Objects written in different languages can communicate with each other, and their behaviors can be tightly integrated. For example, you can define a class and then use a different language to derive a class from your original class or call a method on the original class. You can also pass an instance of a class to a method of a class written in a different language. This cross-language integration is possible because language compilers and tools that target the runtime use a common type system defined by the runtime, and they follow the runtime's rules for defining new types, as well as for creating, using, persisting, and binding to types.
As part of their metadata, all managed components carry information about the components and resources they were built against. The runtime uses this information to ensure that your component or application has the specified versions of everything it needs, which makes your code less likely to break because of some unmet dependency. Registration information and state data are no longer stored in the registry where they can be difficult to establish and maintain. Rather, information about the types you define (and their dependencies) is stored with the code as metadata, making the tasks of component replication and removal much less complicated.
Language compilers and tools expose the runtime's functionality in ways that are intended to be useful and intuitive to developers. This means that some features of the runtime might be more noticeable in one environment than in another. How you experience the runtime depends on which language compilers or tools you use. For example, if you are a Visual Basic developer, you might notice that with the common language runtime, the Visual Basic language has more object-oriented features than before. Following are some benefits of the runtime:
The ability to easily use components developed in other languages.
Extensible types provided by a class library.
New language features such as inheritance, interfaces, and overloading for object-oriented programming; support for explicit free threading that allows creation of multithreaded, scalable applications; support for structured exception handling and custom attributes.
If you use Microsoft Visual C++ .NET, you can write managed code using Visual C++, which provides the benefits of a managed execution environment as well as access to powerful capabilities and expressive data types that you are familiar with. Additional runtime features include:
Cross-language integration, especially cross-language inheritance.
Garbage collection, which manages object lifetime so that reference counting is unnecessary.
Self-describing objects, which make using Interface Definition Language (IDL) unnecessary.
The ability to compile once and run on any CPU and operating system that supports the runtime.
You can also write managed code using the C# language, which provides the following benefits:
Complete object-oriented design.
Very strong type safety.
A good blend of Visual Basic simplicity and C++ power.
Syntax and keywords similar to C and C++.
Use of delegates rather than function pointers for increased type safety and security. Function pointers are available through the use of the unsafe C# keyword and the /unsafe option of the C# compiler (Csc.exe) for unmanaged code and data. | <urn:uuid:42efe8bc-dabf-4f85-bea0-ba70c573b260> | CC-MAIN-2019-39 | https://docs.microsoft.com/en-us/previous-versions/visualstudio/visual-studio-2008/ddk909ch(v=vs.90)?redirectedfrom=MSDN | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00123.warc.gz | en | 0.925855 | 942 | 2.875 | 3 |
The Orion Nebula is one of the most heavily studied astronomical targets in the night sky, but that doesn't mean it has stopped surprising astronomers. In fact, new work suggests that its many young stars formed in three distinct waves, over just a few million years.
As the active star-forming region that's nearest to Earth, located around 1,350 light-years away in the constellation of Orion, the nebula is known to contain a bevy of young stars that occupy the Orion Nebula cluster. Now, astronomers using the OmegaCAM instrument on the VLT Survey Telescope (VST), located at the European Southern Observatory's (ESO) Paranal Observatory in Chile, have revealed previously unknown detail in this population of stars.
By precisely measuring the brightness and color of all the stars in the cluster, the researchers determined the ages and masses of the stars. The study, accepted for publication in the journal Astronomy & Astrophysics, describes a surprise discovery that there are in fact three different populations of young stars. [The Splendor of the Orion Nebula (Photos)]
This means that star-formation processes driven by the Orion Nebula happened over three distinct phases, rather than at the same time as was previously thought, the researchers said. And it all likely happened in just a few million years.
This finding could transform our understanding of the age distribution of other star clusters, the study's researchers said in a statement, and it adds new detail to the story of star-formation processes.
"Looking at the data for the first time was one of those 'Wow!' moments that happen only once or twice in an astronomer's lifetime," Giacomo Beccari, an ESO astronomer and the lead author of the study, said in a statement. "The incredible quality of the OmegaCAM images revealed without any doubt that we were seeing three distinct populations of stars in the central parts of Orion."
The researchers also investigated another possible explanation for the variety of star colors and brightnesses, however: If some of the stars have closely orbiting stellar partners that are unresolved in the OmegaCAM observations, they may appear redder and brighter, masking their true age.
Through analysis of other observations of the stars' spin and spectra, however, the researchers deduced that the brightness and color data is likely not being skewed by hidden stellar companions. If they did have binary partners, that would imply the stars had very unusual properties, according to the statement.
"Although we cannot yet formally disprove the possibility that these stars are binaries, it seems much more natural to accept that what we see are three generations of stars that formed in succession, within less than 3 million years," added Beccari.
"This is an important result," said Monika Petr-Gotzens, study co-author and ESO astronomer. "What we are witnessing is that the stars of a cluster at the beginning of their lives didn't form altogether simultaneously. This may mean that our understanding of how stars form in clusters needs to be modified."
The upshot: The famous star-forming region created stars in bursts, and the period of star birth happened much faster than scientists previously thought, the researchers said. | <urn:uuid:3bee6427-a368-498d-8591-5ea24935307d> | CC-MAIN-2018-17 | https://www.space.com/37666-orion-nebula-three-ages-star-formation.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945082.84/warc/CC-MAIN-20180421071203-20180421091203-00103.warc.gz | en | 0.963096 | 650 | 3.859375 | 4 |
The large majority of pupils are in school in Rwanda. Going forward, the challenge is to target those children who are the hardest to reach and to make sure children in school are actually learning.
Learning outcomes are still very low in Rwanda: 37 per cent of primary school pupils do not achieve the learning objectives for reading, while 46 per cent of pupils in the fourth grade do not achieve the objectives for numeracy. In Eastern Province and Western Province, pass rates are considerably lower for girls than for boys.
Effective school leadership and induction of newly qualified teachers can help in addressing these challenges. Six districts (533 schools) were selected for the programme based on an analysis of dropout rates in primary education and the gap in mathematics examination results between boys and girls.
Primary school principals, mentor teachers, and newly qualified teachers have the competences to improve the learning outcomes in mathematics of primary school pupils in a gender-responsive environment, especially for girls, through effective implementation of the competence-based curriculum.
The Girls on MARS programme centres on strengthening the professional development opportunities for primary school leaders on the one hand, and on improving the mentorship system for newly qualified teachers (NQTs) on the other.
The programme is built around three pillars:
- Enhancing the diploma course training on school leadership for head teachers.
- Improving the professional learning networks (PLNs) for head teachers.
- Strengthening NQTs through an effective mentorship system.
Each pillar contributes to the effective implementation of the Ministry of Education’s (MINEDUC) competence-based curriculum to improve learning outcomes in maths in a gender-responsive environment, especially for girls.
By the end of the Girls on MARS programme:
University of Rwanda – College of Education (URCE) will have:
- redeveloped the content of the diploma course for school leaders, with attention for equity topics and the competence-based curriculum;
- implemented and evaluated the revised diploma course for school leaders;
- developed and implemented a coaching certification course for Section Education Officers to lead and coach PLNs for head teachers;
- developed, implemented, and evaluated a mentorship certification course for NQT mentor teachers.
Rwanda Education Board (REB) will have:
- designed a decentralised approach to build school leadership capacity, and will have implemented and evaluated continuous professional development of head teachers in PLNs;
- evaluated the mentorship system of NQTs developed by URCE.
To reach its goals, VVOB Rwanda develops the capacity of its partners. VVOB uses capacity development trajectories that give partners maximal responsibility in the execution and management of their own change processes. This is done through technical assistance provided by the VVOB Rwanda team, which includes both local and international educational and change management experts. | <urn:uuid:85d6dbad-193f-4e65-8e2b-d946fc5c2ef3> | CC-MAIN-2019-26 | https://www.vvob.org/en/programmes/rwanda-girls-mars | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999041.59/warc/CC-MAIN-20190619204313-20190619230313-00040.warc.gz | en | 0.946544 | 575 | 3.0625 | 3 |
Introduce kids to angles, trajectories, and other early physics fundamentals with the Crashapult STEM Challenge from Learning Resources. This hands-on activity set challenges kids to build and complete high-flying obstacle courses designed around core STEM concepts. After setting up their catapults, kids send the launch balls flying off walls, over obstacles, and toward the set’s included hoop target, funnel, or goal cup. Along the way, they’ll have to use their own trial-and-error, engineering, and critical thinking skills to make the adjustments to placement and force necessary to successfully complete the included challenges. Each Crashapult STEM Challenge set comes with a full-color booklet filled with challenges, which increase in difficulty and provide opportunity for leveled play. In addition to challenging young brains, the Crashapult STEM Challenge also teaches lessons in muscle control—the set’s catapult is completely kid-powered, and doesn’t require any batteries, springs, or rubber bands for operation.
• STEM-themed activity set teaches kids concepts of angles, trajectories, and other
physics fundamentals during fun build-it-yourself challenges
• Kids send balls flying through the air and toward targets with the help of the included
• Challenges with multiple difficulty levels help kids develop critical thinking and
engineering skills through trial and error
• Kid-powered catapult requires no batteries, springs, or rubber bands | <urn:uuid:dee708e1-3e71-4afc-b36e-b8844d34cfb5> | CC-MAIN-2018-13 | https://www.learningresources.com/product/crashapult-stem-challenge-9287.do | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647838.64/warc/CC-MAIN-20180322092712-20180322112712-00253.warc.gz | en | 0.915191 | 285 | 3.578125 | 4 |
Exposure is not enough just with the clasroom audio and the teacher talking, nor with the songs and videos students could study in there. It’s neccesary to find out their interests in order to have them involved with the students learning process.
I laso insist to take advantage of all the toursits our city has; I keep telling my students to try to talk a little bit with the foreing people they run into; I also ask them to get into learning websites and practice more with their movies with and without subtitles at home.
I noticed grammar with adults work well because they already have expectations and prejudices for L2.With gramamr being read and written, they feel self-confidence.
Exposure is neccesary to be mixed with interaction so I always have the students working either by pairs or in small groups in several activities.
As I’ve mentioned before, once I bring foreing visitors to the classroom, a very stron motivation comes along with their need to communicate, to find out more about their interests and just for the fun to share and getting to know them in general.
Then after all the interaction and exposure, I try to make questionnaires, ask students to write a thank you note to the visitors to have come to class, in the group journal they write a report from the meeting, etc.
From my coursebook I found for interaction role play activities; for exposure to language takes place with the course cd, and for focus on form they work in an activity workbook together with their coursebook; they also work in the notebook all the tenses, grammar and vocabulary learnt that day.
For motivation I try to link topics from the coursebook to real life ones; bring the visitors, and I bring used magazines for collages they elaborate by pairs or in small groups with a given topic, ussually one that we had just completed in the classroom.
About the links in differences in L1 and L2 or how to teach different ages groups:
There are some tips to work on the difference,s for example a blog with movies; this makes me think of a great way to approach the second language culture.
2. On the one stop website, I found this entry for “methodology”
It contains links to deal with behavior managment, classroom set up, first day, and large classes. It also includes ages development with stages.
List of watching a young child learnig her first language similarities and differences:
|Personal hygiene||It’s a real life experience||Language, perhaps time to do this.And perhaps products.|
|Greeting her grandmother||Love and tenderness||She would talk to her grandma in the “you formal” pronoun.|
The similarities are clear to me; they need to be related to real life and develop in a caring environment; the differences can be approached while teaching in bringing the real life sitiation recall to the students present moment to move from there; or once taught the vocabulary, link it to the student characteristic of items (for example-toothpaste-color of your toothpaste at home” | <urn:uuid:4b27da15-606b-47c5-ba2e-743be0823d46> | CC-MAIN-2018-13 | https://pomitacorporation.wordpress.com/2012/11/03/differences-between-l1-and-l2-learning-reflections-and-discovery-activities/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257649508.48/warc/CC-MAIN-20180323235620-20180324015620-00492.warc.gz | en | 0.953165 | 651 | 2.796875 | 3 |
The City of Lafayette was established as a separate city from New Orleans in 1833. It was annexed into New Orleans in 1852. Today this area is made up of the Garden District and the Irish Channel. On this tour, visitors can see the wide differences between the dwellings of the rich and the simple shotgun homes that were occupied by a mainly first generation immigrant population of the antebellum period. Also included in the tour is a walkthrough of St. Alphonsus Church, which was built in 1855, in response to the explosion of Irish immigration due to the Irish potato famine. This church was closed in 1970s due to a lack of parishioners. In the 1990s the Friends of Saint Alphonsus group was created to save this incredible building by adding it to the National Landmark List.
This Tour is only available on Tuesdays.Check Out Our Other Tours!
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Translation of able in Spanish:
- 1 (predicative) to be able to +
infinitivepoder + infinitive(referring to particular skills) saber +to be able to see/hear infinitivepoder ver/oírto be able to sew/typesaber coser/escribir a máquinathey were finally able to expose himfinalmente pudieron desenmascararlowill you be able to go?¿podrás ir?I am pleased to be able to inform you that … [formal]me complace poder comunicarle que … [formal]I think he's best able to answer that question himselfcreo que él es quien mejor puede contestar a esa preguntaby then you'll be able to speak French fluentlypara entonces vas a (saber) hablar francés con fluidezhe proved well able to look after himselfdemostró que era capaz de or que podía valerse muy bien por sí mismothose least able to afford itaquellos que menos pueden permitírselohe wasn't able to convince themno pudo or no logró convencerlosI'm afraid I'm not able to confirm itme temo que no puedo or que no me es posible confirmarloExample sentences
- Born into a noble family, Neroccio was one of the most able artists of late 15th-century Siena.
- Abler students would do well to supplement Post's book with Bell's ‘Elizabethan Women and Poetry of Courtship’.
- Two of the abler young novelists of the time, Evelyn Waugh and Graham Greene, were converts to Roman Catholicism.
What do you find interesting about this word or phrase?
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The Story of my Life
Louise Virginia (Weir) Frasier
|Home||Introduction||Preface||Chapters||Do You Remember?||Stuff||Contact|
TEENAGE ENTERTAINMENT - 1925-1932
Spin the Bottle… Everybody sat in the circle. One couple sat in the middle and spun the bottle around. The couple the neck pointed to had to do whatever they were told to do. Then they were “it”. Or another version was only one person was “it”. Whoever the bottle pointed to was supposed to kiss “it”. Then the next time they were in the circle and they were “it”.
Who, Where, What, and When…Two couples had to write on paper. One person wrote a name, one wrote a place, one wrote a time and one wrote an action. When these were read the person called had to do what was said. Nothing nasty could be said. A couple might have to walk around the house with their arms around one another five times. Or the girl might have to walk by herself while he hung upside down on a tree. Or they might have to kiss or pull off a shoe, or sing a song, or look at one another and not laugh. This was great fun.
Simon Says… Even adults and little kids played this. One person was Simon. He’d say, “Open your mouth”, or “Simon says open your mouth”. You only did what ever silly thing they said do when “Simon says”. The first person caught was “it” next time.
Louise Weir Frasier | <urn:uuid:6630b313-2412-499a-970a-ac75fb9b3f4f> | CC-MAIN-2019-18 | http://carrie8836.tripod.com/Book/PartyGames.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578532948.2/warc/CC-MAIN-20190421235818-20190422021818-00354.warc.gz | en | 0.98706 | 352 | 2.734375 | 3 |
How the ABA natural method works
Complete immersion. Learn English in a fluid and effective way.
Do you think it’s possible to learn English like you learned your own language? What do you think is the first thing you’d learn? Speaking or writing?
These questions are very interesting and at ABA English we’ve spent a long time reflecting on them to design our method of learning English.
We based our pursuit of effectiveness and a fluid student experience on the natural method of learning to speak a language.
What’s involved? Learning English in the most natural way possible. Imagine that you’re travelling abroad. In terms of language, what would be your first challenge?
Listening and understanding. Right?
Every unit of the ABA English course starts with an ABA Film. They are short films featuring everyday scenes. This way, the first thing you’ll do will be to listen (different native accents), understand, imitate, and speak.
With ABA English you start talking from the first day. Without making too much of an effort, you’ll be assimilating and understanding new expressions in English. Try it!
WRITING AND GRAMMAR, AT THE END
After experiencing this real contact with English, you’ll begin to practice with writing and vocabulary exercises. Finally, you’ll learn grammar with the video classes our teachers have prepared for you. | <urn:uuid:a946631e-a808-41cd-add8-8c8ff8530604> | CC-MAIN-2020-40 | https://www.abaenglish.com/en/online-english-course/natural-method/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400202007.15/warc/CC-MAIN-20200921175057-20200921205057-00268.warc.gz | en | 0.92872 | 297 | 3.03125 | 3 |
Gardening, whether it involves the blooming, landscaping variety or growing plants that yield fresh fruits, nuts, and vegetables, is one of the most popular hobbies on earth. One might say it is a perennial favorite. It is estimated that 117.6 million people in the United States alone have gotten their hands dirty in a garden over the past 12 months.
This is a pastime with rules, some of which were made to be broken and some that are hard and fast. For example, climate always dictates the types of plants that will survive and flourish in a given area. Some parts of the U.S. enjoy almost year-round growing seasons – even in the dead of winter – when the proper vegetation is planted at the proper time. The best “rulebook” for gardening is the United States Department of Agriculture (USDA) “Plant Hardiness Zone Map”. This is the standard by which gardeners and growers can determine which plants are most likely to thrive at a location. The map is based on the average annual minimum winter temperature, divided into 10-degree Fahrenheit zones. Users can simply type in a zip code and find the hardiness zone for given area. Follow the rules presented by the map, and there’s a good possibility of gardening success.
There are also some rules of gardening that can be broken (and nobody gets hurt!). In her article discussing England’s iconic “Great Dixter” garden, horticulturist Amy Merrick offers several:
- “Forget the native-plants only rule. Exotic tropicals, local wildflowers, splashy annuals, staid evergreens, reliable perennials and structural shrubs can all coexist.
- Ax the axiom about planting specimens in odd-number groups to replicate the natural world. Plant quantities that fit the available space.
- Tallest plants in the back? This is another rule to challenge. Try occasionally spiking the front row of your border with a statuesque plant.”
The Rules of Safety in the Garden
Gardening might seem like a safe hobby, and for the most part, it is. However, any strenuous activity done in the outside elements – heat and cold – can lead to injuries if the safety rules are not followed. The U.S. Consumer Product Safety Commission estimates that emergency rooms treat more than 400,000 injuries each year related to gardening.
Dr. James Walter, an orthopedic surgeon in the North Texas area and a member of the Texas Health Spine & Orthopedic Center referral line offers five rules to keep you safe in the garden.
Rule #1: Warm Up Before Getting into the Gardening Game
“Muscle strains are more likely to occur when they are not properly stretched before strenuous activity, such as pulling weeds, digging or other gardening activities,” he said. “It’s a good idea to walk around the garden and do some stretches before digging in.”
Rule #2: Don’t Bend it Like Beckham
“Kneeling, instead of bending, will put far less strain on your body,” Dr. Walter said. “I suggest investing in a good pair of kneepads or a gardening pad to save the wear and tear on your knees.”
Rule #3: CAUTION if Lifting More Than a Finger
“The most dangerous activity in the garden involves lifting objects,” he said. “They don’t even have to be heavy objects. Lifting anything improperly can cause muscle strains, disc damage, and overall discomfort. ALWAYS engage the legs, not the back, and when carrying heavy pots or plants, hold them as close to the body as possible.”
Rule #4: Avoid Repetition. Avoid Repetition.
“Repetitive motions, carried out over a prolonged period of time can cause muscle strain, inflammation, and serious pain,” he said. “Digging, pruning, raking, trimming and any other gardening activity, when done over a long period of time, can lead to this strain. It’s a good idea to change tasks every 15 minutes or so.”
Rule #5: Hydrate Your Plants and Yourself
“No matter the season – summer or winter – it is important to have a supply of water on hand while gardening in order to avoid dehydration,” Dr. Walter said. “A lack of fluids in the body can cause dizziness and, in some cases, falls, which can cause serious injuries.”
If you’ve injured yourself in the garden and your pain has persisted longer than two weeks, contact us to make an appointment with one of our orthopedic physicians.
Physicians who are members of the referral program practice independently and are not employees or agents of THSOC. | <urn:uuid:108e0600-7f51-4d46-841e-005cbc6c4c88> | CC-MAIN-2020-16 | https://www.texashealthspineortho.org/blog/5-immutable-rules-gardening-safety/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00109.warc.gz | en | 0.935445 | 1,018 | 3.1875 | 3 |
Good Neighbors: Springs Protection Sucess Stories
There are many great examples of individuals and groups taking steps to reduce their impacts on the springs. Read some stories about those working to protect springs and the aquifer.
Protecting springs requires the cooperation of many different people and groups. Protection efforts range from homeowners rethinking the way that they landscape to major land acquisitions in springsheds. All stories have a common theme. They involve people who care enough to make a difference.
Spring protection begins at home... in the yard. This is precisely the message the Florida-Friendly Landscaping Program has taken to the streets.
It's not easy running one of the largest dairy farms in Florida. It's even harder managing the waste from about nine-thousand cows. One farmer is leading the way in helping to protect ground water and the aquifer.
Protecting springs often requires focusing efforts on land miles from the spring itself. Learn how springshed protection helped protect Ichetucknee Springs.
Springs protection is largely a local issue. It requires action by citizens to affect change in local land planning policies. Learn how one person's lifelong passion helped protect a local spring.
Learn how a couple of dozen acres of land became a legal and ideological battleground for springs protection.
Creating a harmonious relationship between a residential golf community and a nearby spring is a challenge. One developer faced up to the challenge to demonstrate that development can coexist with springs protection. | <urn:uuid:0a5cedc4-6c84-4f05-9f80-e9c1d340e38b> | CC-MAIN-2017-09 | http://www.floridasprings.org/protecting/help/good/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171271.48/warc/CC-MAIN-20170219104611-00408-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.933875 | 297 | 2.671875 | 3 |
It is a break in the continuity of the bone due to the shock, and the fracture ranges from partial to separated
Complete parts of the bone, divided into two groups:
Minor fracture, consisting of a fracture of the bone, without an external wound.
Double fracture, in which the bone exits from the outer surface of the skin with wounds, and the severity of this type increases due to the accompanying triviality and the possibility of bone exposure to contamination by dust and microbes from the air.
- Severe pain in the location of the fracture, especially when moving the affected organ.
- Tumor that gradually appears, due to internal bleeding from the site of the fracture.
- Deformation of the affected organ, i.e. taking an unusual form of bone fusion.
- Lost in the function of the broken organ.
- Rattle, that is, an abnormal sound is heard when the bone is moved together.
- The skin has changed color and tendency to blue as a result of a hematoma
- Refrain from moving the affected organ.
- The member is placed in a temporary splint that supports the place of the fracture in its place, and if there is no wooden splint, and any piece of cardboard can be used, or the other uninfected party can be usedas a splint.
- Not to take off the shoe if the injury was on the foot
- In the event of a double fracture, the wound should be covered with a sterile piece of cloth and the necessary splint must be done. | <urn:uuid:a20c6b26-4ad2-4dbf-bd2f-f695d62cf509> | CC-MAIN-2021-49 | https://myhealthdigest.org/portfolio/fractures/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964360951.9/warc/CC-MAIN-20211201203843-20211201233843-00258.warc.gz | en | 0.923645 | 328 | 3.34375 | 3 |
Tuesday, November 8, 2011
Save a Life With a Swab of Your Cheek
Perelman students are spearheading a marrow donation drive at the University of Pennsylvania. Watch the video of their story here.
Did you know that with one swab of your mouth, you can save another person's life?
This is National Marrow Awareness Month. Each year, 10,000 of cancer patients need a bone marrow transplant.* Unfortunately, only half of those patients get one due to a variety of issues, including donor availability.
A bone marrow transplant is a life-saving treatment for people with leukemia, lymphoma and many other blood cancers. First these patients undergo chemotherapy and sometimes radiation to destroy their diseased marrow. Then a donor's healthy blood-forming cells are delivered directly into the patient's bloodstream where they can begin to function and multiply.
The need for marrow donors is great. Patients need donors who are a genetic match and even with a registry of millions, many patients cannot find a match. Donors with diverse racial or ethnic backgrounds are especially needed.
The good news is that registering to become a bone marrow donor is easy.
To become a marrow donor, visit Be the Match Registry ®, of the National Donor Marrow Program. Complete the questionnaire, and register to receive your donation kit.
The donation kit includes instructions and materials to collect a swab of your cheek cells.
The commitment to donate is very important, but if you match a patient you have the right to change your mind before the donation. However, a late decision to not donate can be life threatening to a patient. Please think seriously about your commitment before joining the registry.
Bone Marrow and Stem Cell Transplantation at the Abramson Cancer Center
Abramson Cancer Center’s bone marrow and stem cell transplant clinicians and researchers have led the way nationally for years; both in the care of patients undergoing transplant and in the research of bone marrow transplant as a cancer treatment. Penn has one of the oldest and largest programs in the country and the team is putting that experience to work to offer the best possible treatment outcomes.
Today, there's more hope than ever for those who face a cancer diagnosis in which bone marrow or stem cell transplant is a treatment option.
Learn more about the Bone Marrow and Stem Cell Transplant Program at the Abramson Cancer Center.
*Statistic from National Marrow Donation Program
Perelman students are making a difference for marrow donation. Watch the video of their story here. | <urn:uuid:6c0f9fd7-8606-4416-9922-09a4874731b4> | CC-MAIN-2014-52 | http://penn-medicine-focus-on-cancer.blogspot.com/2011/11/save-life-with-swab-of-your-cheek.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802770668.10/warc/CC-MAIN-20141217075250-00126-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.930432 | 518 | 2.6875 | 3 |
Our Archives holds two million images in various photographic formats. These collections cover the breadth and depth of the history of aviation and space flight.
Our holding include glass plate negatives of early Wright brothers flights, photography of Apollo astronauts, detailed shots of aircraft components, documentary photographs of events that have taken place at the Museum, and much more.
Only a small percentage of the Museum's photography collection has been digitized and can be searched online. Our entire photography collection, including images that are not yet available online, is housed at the Steven F. Udvar-Hazy Center in Chantilly, Virginia. Researchers are welcome, but appointments are required. | <urn:uuid:83ec5c65-a097-4766-8d90-10609eba9b90> | CC-MAIN-2015-11 | http://airandspace.si.edu/collections/archival/photo-archives.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936462331.30/warc/CC-MAIN-20150226074102-00214-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.951258 | 131 | 2.84375 | 3 |
Several unique characteristics, including their preference for shade and their rich color, set this geranium apart.
Botanical Name: Dusky crane’s bill, mourning widow, black widow (Geranium phaeum)
You may know geranium phaeum by one of its common names, dusky crane’s bill, mourning widow or black widow. It’s a hardy, herbaceous geranium that thrives in woodland areas, home gardens and containers.
Several characteristics separate it from traditional wild geraniums and the pelargonium geraniums you most commonly see in local nursery and garden centers. For starters, it is prized as much for it’s beautiful foliage as it is for its blooms. Depending on the variety, the leaves can have an exquisite purplish-black motif that spreads across a backdrop of traditional green or they may have a vibrant green foliage. The leaves are also much larger than the blooms themselves, which could account for part of the reason they stand out.
Secondly, they differ from other geraniums due to the environment they favor. Rather than full sun or partial shade, geranium phaeums prefer a very shady area. They cannot withstand heat or even hot humidity, meaning they shouldn’t be planted in zones higher than 8 or the deep Southern states of the U.S. This preference could be due to the fact that they are native to the meadows and woodlands of Eurasia.
Its five-petal blooms may be small—measuring about an inch in diameter—but they pack a punch in the way of color. You’ll find them in shades of maroon, burgundy, and deep purple. In fact, two of its nicknames, “mourning widow” and “black widow,” come from the dark flower color, which can even appear black at times. They bloom in late spring to summer, typically May to August in most locations. If you plant geranium phaeum in your garden, expect to expect several re-blooming periods throughout the season at various times.
Geranium phaeums will grow to be anywhere from 18 – 30 inches in height, and will have a spread of up to 18 inches. After the blooming period, trim the foliage to reshape the plant as you desire. You will also want to deadhead throughout the season to keep the plant from self-seeding.
‘Samobor’ is, perhaps, the most well-known of the geranium phaeum varieties. Its eggplant-hued blooms are set against leaves that have the purplish-black marking on a rich green background. ‘Lily Lovell’ features lighter purple flowers than the ‘Samobor,’ which are set against a backdrop of pure green foliage. ‘Raven’ is another variety that features dark, purplish-black flowers that shoot above the foliage. It is said to have been discovered as a seedling from a ‘Lily Lovell’ at Rainforest Gardens in Canada. | <urn:uuid:4eac7631-09dd-4c94-8cbb-4aa438eb1cfc> | CC-MAIN-2018-05 | http://www.diynetwork.com/how-to/outdoors/gardening/geranium-phaeum | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00708.warc.gz | en | 0.954511 | 641 | 3.15625 | 3 |
Tomatoes are one of the most popular edible plants and they are quite easy to grow at home. Companion planting is great for tomatoes and depending on your climate, you may grow them in the greenhouse, outdoors, or polytunnels. The benefits of grouping plants together in the garden might have no scientific backing but this is as old as farming itself and it’s supposed to enhance growth, flavor and protect plants from pests.
Wherever you grow your tomatoes, companion planting can help your tomatoes cope with pests, increase your crop yield, and increase resilience in your garden. Companion planting is a far better alternative to mono-crop cultivation.
Companion planting is not just about attracting beneficial insects but also about encouraging growth, optimizing overall input, and its’ a balancing act between providing the right setting for your plants to grow. Companion planting is not just about cramming in random plants as much as we can but about carefully thinking of ways plants can be of benefit to each other.
The Best Tomato Companion Plants
Tomatoes are easy to grow from seeds and the more beneficial interactions you can create, the more resilient and stable the ecosystem would be. If you are planning on companion planting for your tomatoes, here are the best plants to grow with it.
Carrot is an effective companion plant for tomatoes although many people believe carrots can become smaller as a result of this the overall yield will be improved. It is recommended to plant a crop of carrots early in the season with your tomatoes before the tomatoes take off.
There are mutual benefits to be gained when both are planted together and planting and harvesting early carrots in the tomato bed before they really take off are really best.
One of the best herbs that grow well as companion plants with tomatoes. They go well together in the plates and the garden as well. Planting these two together as companion plants are recommended for both professionals amateur gardeners as well. Pairing basil protects tomatoes from pests and it’s notably beneficial against the tomato hornworm and in turn, tomatoes improve the growth of basil.
Rosemary is another Meditteranean herb that makes a great companion plant to tomatoes and while it won’t want to get too wet but it can thrive in similar temperatures to tomatoes.
Tomatoes and cucumbers grow together as companions and other members of that same family. They both share similar needs in terms of their environment and growing needs.
Companion planting of asparagus and tomatoes allows asparagus to grow to maturity and complete harvest before the taller tomatoes reach mature size thereby saving space. Asparagus illustrates the give and take of companion planting. Tomatoes help repel asparagus beetles with a chemical called solanine and in return, asparagus helps deter root nematodes that are attracted to tomatoes.
6. Garlic, Onions, Chives (and other Alliums)
Garlic, Onions, Chives, and other alliums make a great companion with any plant and they are said to repel spider mites due to the strong smell.
A spray made with garlic can help protect plants and soil against blight.
You can use parsley as a trap crop to lure aphids away from your tomatoes which makes it a great companion plant for your tomatoes. Parsley is a classic pairing for your tomatoes and they both benefit each other. Not all varieties of tomatoes do well with parsley though hence it is best to research your varieties very well before planting as a companion plant.
Companion planting of parsley with the right tomato variety boosts growth and attracts predators of the tomato hornworms like ladybugs but be sure to keep it well away from a mint plant.
Celery and tomatoes can be planted near each other without any harm to either crop. Celery is one of the most difficult plants to grow as it requires lots of preparation and care nut the effort is always considered worth it and tomatoes can also be planted in the same bed with celery. Celery can also benefit from the shade from the tomato plants.
The strong scent of marigolds is perfect for keeping bugs away from tomatoes. Research suggests that playing marigold in between tomatoes is beneficial because they both like similar conditions and it can also help them excrete a chemical from their root which kills harmful root-knot nematodes.
10. Borage And Squash
Tomato, borage, and squash are the common trio in companion planting and this is mostly to their timing and growing conditions. Borage is a flowering herb with a blue star-shaped blossom and is a big favorite of pollinators and also repels hornworms from tomatoes. Borage and squash improve the growth and flavor of tomatoes while it protects them.
The calendula plant is often called marigold but it should not be mistaken with marigold. They are completely different plant pots. Calendula is usually grown as an annual flower grown in garden beds and the leaves and bloom make a nice addition to salads. It makes a great tomato companion plant.
Radish is a great tomato companion plant that can be planted around the base of your tomato plants to lure flea beetles away. For this companion planting to work, they must be planted adjacent to each other.
The small flowers from the fennel provide nectar for a diverse array of beneficial insects which makes them perfect for tomatoes. Aphids can become problems for tomatoes but interplanting them with fennels can help limit their number.
If you want to keep your tomato plants from harlequin bugs this season the collards are the best planting strategy. Harlequin bugs are more prevalent in warm regions they favor plants in the cabbage family and be lured away from tomatoes by planting collards near them.
Planting cowpeas near tomatoes can help lure green stink bugs away and prevent them from causing any significant damages. Cowpeas several feet away from tomatoes and sow them several weeks before planting your tomatoes.
What to plant with tomatoes to keep bugs away
Companion planting might not guarantee pest-free tomatoes but it can help to reduce the number of harmful insects.
Some companion plants repel harmful insects which attracts beneficial insects and planting strong plants is the best way to keep bugs away from tomatoes. Here are some of the companion plants to keep bugs away from tomatoes:
- Sweet asylum
What not to plant with tomatoes
Plants that should not share space with tomatoes include:
- Brassicas such as cabbage and broccoli
- Corn tends to attract tomato fruit worm hence it’s a no-no
- Kohlrabi thwarts the growth of tomatoes
- Potatoes are likely to increase the chance of potato blight disease
Can I plant tomatoes next to each other?
No, tomatoes planted next to each other are likely to develop problems. If tomatoes are planted close to each other that sunlight and air can’t dry out the leaves, the plants are likely to develop diseases. Hence they should be planted with an ideal space of 24-36 inches.
Can you plant tomatoes and zucchini together?
Yes, you can plant tomatoes and zucchini together just as they are often put together in a ratatouille. Both tomatoes and zucchini are warm-season vegetables with similar growing conditions.
What is the best month to plant tomatoes?
Tomatoes run on warmth hence the best to have them planted in spring. Tomatoes generally need about three months of warmth and under the ideal condition, tomatoes germinate in 5 to 10 days.
Do tomato plants like full sun or shade?
Tomatoes thrive in full sun and all it needs is six to eight hours of sun. Tomatoes are sun-loving lovers and they require full sun which means they need unobstructed direct sunlight for 6-8 hours.
What do you plant with tomatoes to keep bugs away?
Herbs and flowers are the best companion plants for tomatoes to keep bugs away. For the protection of your tomatoes from pest bugs, you can plant basil, bee balm, sweet alyssum, garlic, chives, mint, anise, onion, nasturtium, and parsley.
Do tomatoes need lots of water?
Tomatoes wilt when they get too much water and the same thing happens when they don’t. As temperature increases so do the need to water your tomatoes more often which is twice daily. Garden tomatoes tend to require 1-2 inches of water a week.
Are coffee grounds good for tomato plants?
Yes, coffee grounds can be added to compost and used as organic fertilizer to give your tomato plants a boost, attract earthworms and deter insects pest in the garden.
Can peppers and tomatoes be planted together?
It is not recommended to have tomatoes and pepper planted together but they are being planted in the same garden bed and then rotated to another bed next season.
Is Growing your own food worth it?
Not all crops are created equal hence you will find some easy while some are not but growing your own food is considered worth it. Growing certain foods can mean significant savings.
Do tomatoes and cabbage grow well together?
Avoid planting tomatoes and cabbages together as they will stop growing. Tomatoes can be planted near asparagus, carrots, cucumbers mints but not near cabbages.
Are banana peels good for tomato plants?
Yes, potassium-rich banana peels are great for tomato plants. Banana peels contain calcium which helps prevents blossom rots in tomatoes.
Can you plant tomatoes and strawberries together?
Yes, you can definitely have tomatoes and strawberries planted together and the two also taste great together. They can be planted together in the current growing season.
There are lots of possible setbacks to deal with if your tomatoes are not well cared for, from, blossom rot end to fungal diseases.
The right companion planting helps attract beneficial insects and can protect and manage plants until it’s time to harvest.
How effective companion planting is might have no scientific backings but what can’t be debated is how easy the recommended plants are to grow. Growing these plants listed above near your tomatoes is definitely going to increase your overall garden harvest. | <urn:uuid:08a9ebb3-8a83-472a-8a30-88ee26832851> | CC-MAIN-2022-21 | https://unassaggio.com/best-plants-to-grow-with-tomatoes/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662522270.37/warc/CC-MAIN-20220518115411-20220518145411-00353.warc.gz | en | 0.943577 | 2,199 | 2.765625 | 3 |
ERIC Lesson 2
In today’s lesson we will be looking at some of the vocabulary used in the text.
Any words you do not recognise or are unfamiliar with you can try finding their meaning using an online dictionary or a paper copy if you have one.
Here are some key words from the text, do you know the meaning already for any of them?
If not find out. | <urn:uuid:698fbfbb-cc95-4abe-8c86-8719469a9586> | CC-MAIN-2021-17 | https://www.johncliffordschool.com/reading-24/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039563095.86/warc/CC-MAIN-20210422221531-20210423011531-00631.warc.gz | en | 0.904284 | 83 | 3.390625 | 3 |
PARIS, 17 June 2013. Parker Hannifin’s engineering and technologies are making a positive impact on the world in the areas of energy creation and conservation, aircraft safety, and a cleaner environment.
Saving and creating energy. To provide power on demand and efficient overall energy usage on aircraft, Parker Aerospace incorporates integral, bidirectional motor-driven pumps into its flight controls.
Aircraft safety. Parker Aerospace’s fuel tank inerting systems increase the safety in aircraft fuel tanks by displacing flammable oxygen with inert nitrogen. The company’s highly resistive unions improve the safety of composite aircraft by isolating the conducted energy from a lightning strike and preventing it from entering the fuel tank.
Cleaner environment. On aircraft, Parker Aerospace’s multifunction fuel cell system provides electrical power with greater efficiency, reducing emissions and fuel consumption.
For aircraft engines, the company’s fuel atomization and metering technology reduces CO2 emissions by up to 15 percent and CO2 gas emissions up to 56 percent—well below today’s regulatory requirements.
Modular, adaptable flight control systems integrate cockpit controls, electronics, and actuation to reduce overall aircraft weight, resulting in reduced emissions.
Parker’s liquid cooling technology of power electronics provides up to five times more cooling capacity, with the same weight and footprint of conventional, legacy solutions.
Parker’s advanced materials for transport vehicle fuel injectors enable high towing power and efficiency while lowering fuel consumption and meeting emission targets.
Parker is at the Paris Air Show in hall 5, stand C220. | <urn:uuid:02d1b17c-783f-43cf-8f48-c14bdaccb37b> | CC-MAIN-2019-51 | https://www.intelligent-aerospace.com/avionics/article/16539609/parker-focuses-on-energy-safety-emissions-at-paris-air-show | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540528490.48/warc/CC-MAIN-20191210180555-20191210204555-00556.warc.gz | en | 0.879189 | 331 | 2.53125 | 3 |
Qasabeh Qanat is one of the world's largest and oldest Qanats which dates back to 500 BC. Qasabeh Qanat is located at Gonabad in Razavi Khorasan which resistered on Iran UNESCO World Heritage Sites under the name of The Persian Qanats. Qasabeh Qanat consists of 427 water wells and has a total length of 33113 meters. Siah Kuh mountains, the main source of water of Qasabeh qanat, are in the western parts of this area whereas low lands are in north and northeast segments. Qasabeh Qanat catchment covers an area of 317.67 k.m. that is part of the central desert basin of Iran. The maximum and minimum height from the sea level in the western part of the aquifer are 2785 and 1104m respectively.
The average temperature in Siah koh is 127◦c degrees centigrade, thus it can be regarded as a semi-arid zone. However, Siah koh western parts receive higher rainfall compared to the northeast and north parts.
Qasabeh Qanat special features such as its construction method, antiquity, structural techniques and management system make it one of the most outstanding water structures of Iran. It is one of the important and historic Qanats of Plateau in Iran and has a basic role in the development of civilization based on Qanat not only in Iran but also in the world.
Digging technique in Qasabeh Qanat is unique. There is some interesting information based on interviews with local elders and some records which indicates that at least 75 m of a mother well of Doolab branch depth and other train wells have been surprisingly dug utilizing Sar Kuli Method. In this method digging is a different task and starts from bottom to up. It requires exact navigational calculation in a very difficult condition which has been carefully and artfully done by Iranian ancestors. Qasabeh Qanat is the main source of Saffron Farm in Gonabad. | <urn:uuid:9b85e05f-9188-44ea-8931-c7ac5dfd9525> | CC-MAIN-2022-27 | https://www.fotros.com/en/blog/Qasabeh-Qanat | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00442.warc.gz | en | 0.954616 | 428 | 3.15625 | 3 |
For the last six months, Trevor and I have been working on an exciting piano project and we have the Teach Piano Today readers to thank for the inspiration!
In a blog post back in September, we shared a pop piano solo for teens that was intended as an enjoyable way to reinforce the G Major scale.
With just one post the Teach Piano Today community lost their minds. Teachers were thrilled to finally have a pop-infused piano piece that reinforced technical work and didn’t bore their students with the same… old… scale studies. The results in studios everywhere were immediate; students were over the moon to work on their scales!
Can you imagine? Excitement… over scales!
The response was enough of an incentive to hit the piano… hard! We immediately got to work to create a pop-infused lesson companion for intermediate piano players that would not only make scales exciting… but chords, triads and left-hand patterns too.
The result is our soon-to-be-released:
WunderKeys Intermediate Pop Studies For Piano 1 – A Pop-Infused Lesson Companion To Reinforce Scales, Chords, Triads, and Left-Hand Patterns.
We know you have questions… we have answers! Below we’ll discuss 5 things you probably want to know about this book.
As piano students get older, traditional method books become less and less appealing. Teenagers are eager to skip the skill-building exercises and get to the music. After all, technical exercises rarely appeal to the musical tastes of teens. But skipping over scale practice, rhythm work, improvisation, and sight reading hampers their musical development, slows their progress and, ultimately, leaves them frustrated.
This inevitably leads to a lose-lose situation for piano teachers where allowing teens to skip technical exercises delays their progress while forcing teens to play technical exercises creates frustration.
So, we decided to turn this struggle into a win-win! With WunderKeys Intermediate Pop Studies For Piano 1, we’ve created a resource that transforms exercise-based repertoire into motivating pop piano studies.
Your teen students will become skillful players because they WANT to practice exercise-based repertoire not because they HAVE to practice exercise-based repertoire. The technical work portion of your lessons will be transformed from “sit and drill” to “make awesome music!” as your teens gain comfort in a variety of key signatures and internalize the fingering patterns they need to know in order to be fluent intermediate pianists.
5 Things You Probably Want To Know About Our New Book…
Here’s the info we know you’re looking for! If we haven’t answered one of your questions, feel free to leave a comment below this post and we’ll do our best to answer it!
1. What’s inside WunderKeys Intermediate Pop Studies For Piano 1?
This book contains 63 jam-packed pages of pop-infused piano studies. Covering the keys of C Major, A Minor, G Major, E Minor, F Major, and D Minor, the units in this book contain scale practice piano solos, lead sheet triad training, chord-focused sight reading, lap tap clap rhythm training, and left-hand pattern improv practice. Within every unit, your piano students will get comfortable playing in the aforementioned key signatures through focused, popified studies that are designed to help them internalize the fingering patterns and hand shapes they need to know… all the while playing cool music that sounds nothing like technical work!
The included step-by-step instructions make teaching from this book a cinch. Even if you are not familiar with all of the teaching strategies (such as using lead sheets for triad training) you and your students are certain to find success.
Note: This is NOT a lead sheet book. Lead sheets are just one aspect of the book used along with the triad training activities.
2. How Does This Book Fit Into A Piano Lesson?
WunderKeys Intermediate Pop Studies For Piano 1 is a lesson companion that will change the way you teach piano to intermediate tween, teen and adult piano players. Gone are the days when you and your intermediate students suffer through scale practice, drag yourselves through triad training, and cringe at chord study. Gone are the days when your students’ skills suffer because technical work gets skipped over in favor of repertoire practice.
With this book, your teens will fall in love with the first 10 to 15 minutes of every piano lesson. They will fall in love with technical work that sounds exactly like powerful pop music and nothing like traditional technical work.
3. Who Should I Use This Book With?
There are two types of students that should use this book. The first is any student who has completed a book of level 2 repertoire and has started into a book of level 3 repertoire.
The second, and largest group, is any student who is working in, or is beyond, a level 3 repertoire book and needs a fun and exciting way to brush up on, refresh, or reinforce their skills when playing in the keys of C Major, A Minor, G Major, E Minor, F Major and D Minor.
4. Will There Be More Books In The Series?
Absolutely! There will be four more books coming in the series as we work our way around the circle of fifths. Each book will contain pop piano studies that reinforce 6 keys: 3 major keys and their relative minor keys. The next book will be available at the end of August.
But the excitement doesn’t stop there! We will also be releasing WunderKeys Intermediate Pop Repertoire For Piano books that will correspond exactly with each of the pop studies books.
5. When Can I Get WunderKeys Intermediate Pop Studies For Piano 1?
WunderKeys Intermediate Pop Studies For Piano 1 is now available on Amazon!
Want To See And Hear A Preview?
On Thursday we will be sharing a special blog post where you will be able to see inside WunderKeys Intermediate Pop Studies For Piano 1. We’ll also be sharing sound samples of several of the pop studies. We can’t wait for you to see and hear what we’ve been up to! | <urn:uuid:86594cb7-9ec2-4933-b61e-549a74e1e0c2> | CC-MAIN-2020-40 | https://www.teachpianotoday.com/2019/04/08/a-pop-infused-lesson-companion-to-reinforce-scales-chords-triads-and-left-hand-patterns/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00644.warc.gz | en | 0.931376 | 1,289 | 2.65625 | 3 |
Tennessee in World War II: A Guide to Collections at TSLA
World War II was the greatest armed conflict in history, and Tennessee played a significant role in the Allied victory. Over 300,000 men from all parts of the state served in America’s armed forces and six were decorated with the nation’s highest award for valor, the Congressional Medal of Honor.
After touring Europe in 1937, Governor Prentice Cooper believed that if hostilities broke out that it would only be a matter of time until the United States would have to enter on the side of the Allies. Cooper had the prescience to prepare Tennessee for war by developing the necessary infrastructure for military bases, training, and war-related industries. In 1940, Tennessee was the first state to establish a defense organization, the Advisory Committee on Preparedness.
In June 1941, Middle Tennessee was chosen as the location of the first of a series of military maneuvers that featured the combined forces of tanks and infantry, largely because its geography was similar to that of Western Europe. In these maneuvers, General George S. Patton, who led the 2nd Armored Division, and who would become one of America’s greatest battle commanders, refined his innovative tactics for the aggressive use of tanks that was to become his hallmark. Throughout the war hundreds of thousands of soldiers trained for the effort at Camp Campbell (now Fort Campbell) near Clarksville, at Camp Forrest near Tullahoma, and at Camp Tyson, near Paris, Tennessee. These installations also housed thousands of Axis prisoners.
Tennessee also helped to usher in the Atomic Age when Oak Ridge was chosen as one of the main sites for the top-secret Manhattan Project. The enriched uranium produced there was used in the atomic bomb dropped on Hiroshima. This bomb and a second one dropped on Nagasaki ultimately ended the war.
The materials cited in this guide are only a sampling. Please consult with reference staff for additional materials.
The Sallie Gray Brown Papers, 1918-1945, consist primarily of World War II letters received by Sallie Gray Brown (Mrs. Charles B. Brown) of Gallatin. Mrs. Brown was active in the U.S.O. and corresponded not only with servicemen from the area but also with those who had participated in maneuvers near Gallatin. A few other World War II-related items are also included in the collection. Microfilm 1465.
The Byrd Douglas Family Papers, 1819-1968, is an important collection for students and scholars of river commerce and for those interested in steamboats and other maritime vessels. Within the collection is a photograph of a WWII mine-sweeper. Microfilm 1547.
The Robert Coy Scrapbook and Yearbook, ca. 1942, contains many loose photographs of the camp which was the headquarters for the 306th Coast Artillery Barrage Balloon Battalion, Barrage Balloon Training Center. Unprocessed. THS 763.
The Combs L. Fort Papers, 1862-1983, chronicle Mr. Fort’s service in the military during World War II and on the Mt. Olivet Confederate Memorial. The Air Raid Warden information materials are centered on Mr. Fort’s time as a warden in Nashville. Included is a handbook for wardens, blackout instructions, a manual for civil defense, pocket guides to common war gases, and a list of all the Air Raid Wardens in the 21st Ward, Zone #11, in Nashville. Materials included are correspondence, official documents, booklets, military manuals, induction records, magazines, and photographs. Microfilm 1823.
The Gladys McDow Hibbett World War II Scrapbooks, 1939-1945, consist of seventeen scrapbooks compiled by Mrs. Hibbett. They begin in 1939 and conclude with the end of the war. They are composed primarily of cartoons and photographs together with some clippings and memorabilia. The materials were obtained from newspapers, magazines and pamphlets. All persons who attained any importance or notoriety during this period are almost certain to be represented. The cartoons are particularly interesting. Pictures of Franklin Roosevelt, Winston Churchill, Adolf Hitler, Joseph Stalin, Eisenhower, Montgomery, and numerous others in various phases of their careers are featured in these volumes. Microfilm 1248.
The “Home Front Tennessee” World War II Project Records, 1933-1995 collection consists of a small number of items including newspaper clippings, memoirs, recollections, etc. Microfilm 1881. See also “Home Front” World War II Oral History, 1991-1993, which consists of questionnaires, 5 audiocassette interviews, and thirty videotape interviews.
The Lyle B. McLevain Papers, 1942-1985, recount McLevain’s service as a guard at a German POW camp near Bolbec, France, during World War II. The collection consists mostly of photographs taken in Europe during the war. It also contains correspondence, pamphlets, and postcards. Three letters are from Mama Juliette, a French civilian whom McLevain befriended during the war. In Helmuth B. Veucht’s letter of Hohwald, Germany, dated May 31, 1946, Feucht thanks McLevain for his help during captivity and describes the conditions in Germany after the war. Also included is a pamphlet regarding Camp Philip Morris and postcards from Europe. Microfilm 1874.
The Hardy A. Mitchener Diary, 1944-1945, is a unique journal of Mitchener’s captivity in a German prisoner of war camp. Mitchener was a 2nd Lieutenant in the 509th Bombardment Squadron, 351st Bombardment Group, 8th Air Force, stationed in Polebrook, England, during World War II. He was shot down and captured on May 30, 1944, after a bombing mission in Oschersleben, Germany, and sent to Stalag Luft III shortly thereafter. During his stay at this POW camp in Sagan, Germany, known principally for the famous “Great Escape” that took place in March 1944, Mitchener kept a diary of his experiences. The diary contains detailed drawings of life at the camp as well as documentation of the prisoners’ rapid evacuation on January 27, 1945. Mitchener was fond of writing songs and poems in his diary, and includes numerous examples of works that speak to the prisoners’ depression, boredom, frustration, and overpowering desire for freedom. Microfilm 1746.
The Tennessee Historical Society World War II Collection, 1941-1945, contains approximately 2,000 items, consisting of clippings, lists, photographs, press releases and miscellaneous items. The bulk of the collection consists of clippings which cover a wide range of topics: an appeal for binoculars; “E” Awards; Jean Faircloth MacArthur; Millington Naval Air Station (Memphis, Tennessee); military families; naval personnel both men and women; recruiting for the WAVES; Merchant Marine lists (casualties, deaths, and prisoners-of-war); and radar. There are twenty-four folders of naval personnel (men) arranged from A-Z and twenty-four folders containing clippings about the WAVES (Women Accepted for Volunteer Emergency Service). Microfilm 1105.
The World War II Naval Personnel Biographical Data Collection contains biographical data and other information on citizens of Tennessee who served in the United States Navy during the Second World War. The information contained in this collection is divided among enlisted personnel, officers, specialists, and WAVES, and dates from the years 1943 to 1945. Some individuals listed in these biographies have Arkansas addresses, and it is assumed that during some part of their training they were stationed at the U.S. Naval Station in Memphis. Some of the biographical information is incomplete, and many more Tennesseans served in the U.S. Navy in the war than are represented in this collection. Aside from the biographical sketches are newspaper clippings on recruitment of female Tennesseans for service in the WAVES. Many of the biographical sheets contain photographs of the individuals. Microfilm 1305.
The Yeatman-Polk Collection, Addition, 1934-1955, contains approximately 900 items, and spans the period 1934 to 1955 concentrating on the World War II experience of T.P. Yeatman, Jr., the early teaching career of Nancy McDearman, and their eventual marriage. Clippings, correspondence, newspapers, postcards, photographs, and printed materials comprise the collection. Microfilm 1118. See also the Yeatman-Polk Papers, 1804-1970, which contains 1,081 letters by Mary Yeatman written between 1899 and 1968, predominately to members of her family and friends that mention politics, economic conditions during the Great depression, Franklin Roosevelt’s New Deal, and World War II.
World War II Salvage Commission, Tennessee State Salvage Commission Committee Scrapbooks, 1942-1943. Record Group 286, consists of four large scrapbooks, arranged in chronological order, of newspaper clippings from across Tennessee chronicling promotional efforts and results of scrap drives to help the war effort. The booklet, "Plan for Salvage Operations and War on Waste," gives a detailed outline of how local communities could set up effective committees to guide the collection of metal, rags, rubber, and paper to be used to supply troops in the war effort. Microfilmed.
Secretary of State, Division of Elections, Military Absentee Ballots 1944-1962. Record Group 125, consists of one hundred four volumes of registers from the Tennessee Department of State. All counties of the state are listed by volume and each volume is indexed. Microfilmed.
World War II Publications: “Yank” and “Stars and Stripes,” 1943-1945. Consists of the Army weekly newspaper, Yank, published by the men, and for the men in service. Issues date to April 23, 1943, through April 8, 1945, although the holdings are scattered. The publication, Stars and Stripes, was a daily newspaper of the U.S. Armed Forces in the European Theater of operations. As with Yank, the holdings are scattered. Microfilm 1796.
Map published by the U. S. Geological Survey, shows the boundaries of the war maneuvers of the U. S. Army during exercises held in Middle Tennessee. Map #2839.
“Newsmaps for the Armed Forces,” a weekly series of maps and text describing the progress of the war beginning April 27, 1942, through 1946. Prepared and distributed by the Army Information Branch. Unprocessed.
Compiled by Jay Richiuso
Updated June 30, 2011 | <urn:uuid:c0d65089-9121-489c-8f09-67df49b111f5> | CC-MAIN-2014-15 | http://www.tn.gov/tsla/history/guides/guide11.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223203422.8/warc/CC-MAIN-20140423032003-00480-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.948801 | 2,219 | 3.375 | 3 |
When smartphones first became popular, people realised that traditional ‘desktop’ websites didn’t work very well on the smaller displays. They were too fiddly for our fat fingers, you had to keep zooming-in and out, which caused lots of frustration, and a heavy site often took an age to load on the early data networks.
Below we share some of the history and reasons why responsive is the way to go.
And so a generation of ‘mobile’ websites were born. Lots of companies began building a second website that was stripped-back, simplified and displayed instead of the main website when the server detected someone was using a mobile phone to browse it. People only really went online on their phones when they wanted some simple information about a company, such as their phone number or street address.
Over time though, smartphones and mobile devices became the primary way that people started browsing the Internet. Phone companies launched data networks that were as fast (and in some cases even faster) than people had on their desktop computer, and tablets started taking the place of laptops.
Then in 2014 the number of people using the Internet on a mobile device overtook desktops and laptops, and so the stripped-back ‘mobile’ versions of websites were no longer enough.
We needed websites that were fully functional and displayed all the information regardless of if it was being viewed on a laptop, smartphone, tablet or even Internet-connected TV. We needed websites that didn’t have a different version for each device it was viewed on, but one site that would adapt its layout and work well across them all. We needed ‘responsive’.
A Responsive Website in practice
The goal of a responsive website is to have one site with a fluid layout which adapts to whatever size it is being viewed at. Take a look at a size we’ve built recently like Brick-Digital.co.uk for example.
On many modern sites you can drag the side of your browser window to make it smaller and see the site responding on the fly to the smaller display area. Elements drop beneath each other and resize to be legible on different sized displays (if you are viewing this page on a desktop computer, try it and watch what happens as the window gets smaller).
Individual ‘jump points’ can also be programmed into responsive sites, meaning that if an element needs a specific amount of width to be usable, it can change how it presents itself for smaller displays.
The most common example of this is a navigation menu that collapses into a menu icon; tapping on this icon then reveals the full menu as a drop-down.
More complex items can also respond. For example an enquiry form can become more ‘finger-friendly’ when displaying on a smaller display by making the submit button run the full-width of the phone screen.
These fluid layouts have led to websites becoming simpler and are making the Internet a more usable place. However, they cannot be easily retro-fitted to old websites that use static frameworks – this fluidity is built in from the core.
Should I upgrade to a Responsive Website?
The short answer is yes. Not just for the convenience to the people who view your website – on whatever device – but also because the statistics back it up.
Visitors who are browsing using a mobile device stay longer and view more pages on a website that adapts its layout for mobile users. Even Google now ranks responsive sites higher to those using its search engine on a smart phone or mobile device.
The percentage of people coming to your site on a device rather than a desktop depends on your industry but it will only continue to increase.
Consumer websites have a higher percentage of mobile visitors than business-to-business sites, but certain industries (such as engineering where many workers are not always tied to a computer) can often prove the exception to the rule.
Whereas only a quarter of the visitors to your website may be using a mobile device, up to half will read your emails on one.
The same ‘responsive’ philosophy should apply to the design of your email as well as your website, especially if you are running email marketing campaigns though services like MailChimp that are natively responsive. However, many email software providers have been slow to catch-up with responsive emails and flagship programmes like Microsoft Outlook still don’t support the resizing features of responsive email design.
If you need any advice or guidance on your website we’d be happy to help – get in touch via the form on our Contact Us page. | <urn:uuid:79cdddcb-884b-4dde-b0a4-06126a926ec6> | CC-MAIN-2022-05 | https://johnlawley.co.uk/should-you-upgrade-to-a-responsive-website/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300616.11/warc/CC-MAIN-20220117182124-20220117212124-00348.warc.gz | en | 0.965593 | 950 | 3 | 3 |
The year was 1675, almost eighty years before the French and Indian War and exactly a hundred years before the American Revolutionary War (29). “King Philip’s War,” or Metacomb’s Rebellion, a conflict between several Native Americans tribes was led by Metacomb, or “King Philip,” and the more recently arrived New England settlers, supported by the Pequot, Mohegan and Niantic tribes.
The supposed intervention of General Goffe in the previous post—as an Angel of God, saving helpless inhabitants from an Indian attack—is debunked in Alice Morehouse Walker’s Historic Hadley: A Story of the Making of a Famous Massachusetts Town, published in 1906. She writes, “the story is based only upon a tradition which has no real foundation,” but nevertheless poignantly describes the fear of the town at the time:
“…the air was full of rumors of war, and the panic-stricken inhabitants lived in constant expectation of slaughter and destruction. We can hardly realize the terror of those days in the unprotected hamlet, when the forests all about seemed filled with the shadows of unseen foes. Again and again, alarmed by some unknown cause, the cattle and horses came rushing into the clearing in a wild stampede, and the women and children hid in the darkest corners of their homes, and held their breaths for fear” (27).
Extrapolating from Walker’s words, losses from the conflict were heavy on both sides. She writes of a Major Pynchon receiving a “warning that five hundred of King Philip’s men were in readiness to fall upon Springfield” but before they could arrive, they saw “afar off the sky red with the flames of thirty-two blazing houses, only thirteen remaining unharmed” (28-29). The New England troops retaliated: “an old squaw was torn to pieces by dogs, and other cruel acts unworthy of a civilized people were committed” (29).
By the end of the war, its “demoralizing” effect had generated much concern and led to increased policing of Hadley town members (36). Certain inhabitants were fined for small transgressions—one had a pack of cards, two others traveled the night before the Sabbath (36-37). A more serious incident involved a young boy, who, after his horse shied from a dog, fell to his death. The grieved parents, Mr. and Mrs. Nash, brought a suit against the owners of the dog, Mr. and Mrs. Goodwin, and the court delivered a verdict which seems incredible now:
“It doth not appeare yt Mr. Goodwin or Mrs. Goodwin had sufficient notice given them of their dog’s curstness or any warning to restrayne their dog, and therefore the Corte doth acquit them, and accounteth Goodman Nash or his wife blameworthy in not having a more strict watch over their son, but letting him goe to fetch ye mare from pasture with such mean tackling” (37).
Following King Philip’s death in 1676, the war concluded, and life presumably settled down once more in Hadley and the surrounding area. | <urn:uuid:80f59bdf-6eb4-41bc-88ed-e181f660eae4> | CC-MAIN-2017-30 | https://gaylordlibrary.org/2010/02/12/a-reign-of-terror-in-old-hadley/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423320.19/warc/CC-MAIN-20170720181829-20170720201829-00620.warc.gz | en | 0.970357 | 680 | 3.109375 | 3 |
The Department of Water Affairs is one of three technical Departments within the Ministry of Minerals, Energy and Water Resources (MMEWR). The other two Departments are the Department of Geological Survey (DGS) and the Department of Mines (DOM).
The Ministry also consists of two divisions namely Minerals Affairs and Energy Affairs. Within the water sector, MMEWR has the overall national responsibility for policy, planning, assessment,development, supply and protection of Botswana’s scarce water resources. Planning includes allocation of water to the different sectors of the economy. Responsibility for policy, planning and assessment is discharged mainly through dwa and is thus a core business function of the department.
While surface water assessment is done solely by DWA, ground water assessment is shared between DWA and DGS with DGS focusing mainly on preliminary assessment work and dwa in most cases following up the work done by dgs to accurately define groundwater reservoirs and develop well fields. DWA also acts as the Secretariat to the water apportionment board (WAB). The WAB is a statutory body established under the water act of 1956 to issue water abstraction and wastewater discharge rights to water consumers and/or users.
In terms of development and supply functions, this is a shared responsibility between DWA and other key stakeholders such as Water Utilities Corporation, District Councils, Ministry of Local Government (MLG) and Ministry of Agriculture (MOA).
>>MISSION To plan, assess,develop and protect Botswana's water resources for sustainable contribution to socio-economic growth.
>>VISION To become a global leader in water resources management for national prosperity. | <urn:uuid:461a076a-e212-4007-9c08-29a4e87293a6> | CC-MAIN-2014-49 | http://www.water.gov.bw/aboutus.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400379636.59/warc/CC-MAIN-20141119123259-00125-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.944688 | 334 | 2.609375 | 3 |
In recent years, policy surrounding assistance animals has been cast into the public spotlight. This is, in most part, due to the increasing trend of certifying animals that do not fulfill an actual service role. As reported in the July 2018 edition of the Michigan Bar Journal, the term assistance animal is a wider umbrella term encompassing service animals, therapy animals, and emotional support animals. Every type of assistance animals’ purpose is to assist its owner with a disability, whether it be mental or physical. The differences between these types of assistance animals come down to the exact role they fill, the amount of training they require, and the right to access afforded to the different classifications. It is rather difficult to differentiate between the type of assistance animal when encountered in person, leading to many often receiving benefits not legally afforded to them.
Emotional support animals are afforded the least rights under current US policy and require the least amount of training. This has led to much controversy in recent years, as there has been a rising trend of misrepresenting emotional support animals as service animals. This is compounded by the relative ease of access when certifying animals for emotional support, resulting in many animals being certified for emotional support without receiving training for the role nor serving the intended purpose for their owner. The certifying of untrained and unqualified animals as assistance animals has led to many industries pressuring the federal and state governments to make reform.
The U.S. airline industry in specific has encountered many difficulties dealing with unruly assistance animals and has made a significant effort to bring about reform through legislation surrounding the issue. The Federal Government, along with various states, have taken note of this issue and are working towards passing stricter regulations on assistance animals. H.R. 4, known as The FAA Reauthorization Act, is a bill currently being processed through Congress. Its main purpose is to reauthorize many programs of the FAA, but also includes provisions creating minimum standards for allowing assistance animals on flights. Section 446 of this bill, titled “Harmonization of service animal standards”, would better define the term ‘assistance animal’ for the purpose of air travel and create a minimum set of standards for requirements of assistance animals riding in aircraft cabins. This could eventually lead to airlines requiring photo ID for assistance animals to verify the service they provide for their owner, documentation stating whether the assistance animal was trained by a certified organization, and documentation from a physician confirming the need for an assistance animal.
In Michigan, there is state specific legislation in progress which addresses this topic. S.B. 663 is a Senate bill currently being worked on that would make misrepresenting an animal as an assistant animal or misrepresenting its exact classification illegal. This bill would make violating this rule a misdemeanor offense, with punishments ranging from a $500 fine up to short-term imprisonment. Also included in these penalties is making misrepresenting the possession of an assistance animal to landlords grounds for expedited eviction. It also defines requirements of prescribing therapists, such as they must have an established practice, must have been seeing the patient for a period of no less than six months, and are able to provide documentation establishing the necessity of the service animal when requested by the patient or an established agency.
In addition to the above, there are a number of other bills currently processing through the Michigan Senate, such as H.B. 5281, which defines the requirements to become a certified assistance animal trainer, further defines each class of assistance animal, and outlines a minimum standard for how an assistance animal should conduct itself following training.
While it is currently relatively easy to obtain an assistance animal, the above-mentioned bills show that the standard for obtaining one is being raised which will make the process and subsequent maintaining of its certification much more difficult. Much of the legislation already in place surrounding assistance animals comes from the Americans with Disabilities Act. As the trend of misrepresenting the certification of animals has increased, it has become more difficult for those with disabilities who strongly rely on their animals to receive the accommodations afforded to them under the ADA, as many public venues have begun to doubt the validity of assistance animal certifications. The upcoming legislation is aimed at minimizing these problems so that disabled people face less difficulty when traveling with their companions. It is important to familiarize yourself with these regulations so that you do not find yourself on the wrong side of these laws in the future.
If you would like to read about this more in depth, the following resources are available:
SHRM: Set Ground Rules for the Different Type of Service Animals
S.B. 663 Prohibition of the misrepresentation of service animals
H.R. 4 Sec. 446. Harmonization of service animal standards
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Hay soaking: all washed up or a good management option?
Figure 1. Four hay types were soaked, including alfalfa bud (AB), flowering alfalfa (AF), vegetative orchardgrass (OV) and flowering orchardgrass (OF).
Figure 2. Hay was soaked for 15 minutes to 12 hours in cold and warm water.
Soaking hay in water is a common strategy used to manage horses diagnosed with laminitis, PSSM, HYPP, and COPD. Hay soaking for short durations (15 to 60 minutes in duration) is an acceptable management method for these horses. Soaking hay for longer durations resulted in very low carbohydrate concentrations, high Ca:P ratios, and significant losses in dry matter. Owners should rely on forage analysis as the primary method of determining the appropriate hay for horses.
Soaking hay in water is a common strategy used to manage the nutrition of some diseased horses. Current hay soaking recommendations include soaking hay for 30 minutes in warm or 60 minutes in cold water for removal of water soluble carbohydrates (WSC), potassium (K) and dust (Cottrell et al., 2005). Soaking hay is commonly done to help manage WSC, K and dust intake in horses diagnosed with laminitis, Polysaccharide Storage Myopathy (PSSM), hyperkalemic periodic paralysis (HYPP), and chronic obstructive pulmonary disease (COPD). Researchers have suggested that complete rations (hay, grain and supplements) contain less than 12 and 10% nonstructural carbohydrates (NSC) (starches and sugars in the forage) for horses affected with laminitis (Frank, 2009) and PSSM (Borgia et al., 2009), respectively. Reynolds et al. (1997) determined that a complete diet less than 1% K is necessary for rations with horses diagnosed with HYPP, and Moore-Colyer (1996) determined that soaking hay for 30 minutes reduced respiratory problems for horses diagnosed with COPD or heaves.
However, how efficient is hay soaking, and are other nutrients lost during the soaking process? Researchers at the University of Minnesota set out to determine the impact of water temperature and soaking duration on removal of NSC, crude protein (CP), minerals, and DM from alfalfa and orchardgrass hays.
How the research was conducted
Four hay types were soaked, including bud (AB) and flowering alfalfa (AF), and vegetative (OV) and flowering orchardgrass (OF; Figure 1). Individual flakes were submerged for 15, 30 and 60 minutes in 6.6 gallons of cold (72°F) and warm (102°F) water, and for 12 hours in cold water (Figure 2). A control (non-soaked) sample was also evaluated. Water temperatures were selected by turning on the cold or warm faucets only. Subsamples of entire flakes were submitted for nutrient analysis at a commercial laboratory.
Removal of non-structural carbohydrates
Prior to soaking, both alfalfa hays were below the 10 and 12% NSC recommended for horses diagnosed with PSSM and laminitis, respectively, and would not have required soaking (Table 1). This is common for alfalfa, since legumes store their carbohydrates as starch, compared to grasses that shore carbohydrates as fructans (sugars). The orchardgrass hays were above these recommendations, however, after soaking for 15 to 30 minutes were at or below 10 to 12% NSC. Although soaking hay for longer durations did further reduce NSC content, it is not recommended. All horses, even diseased ones, require carbohydrates in their diet. The very low NSC content in hay soaked for greater than 1 hour, combined with increased fiber amounts (fiber components are not water soluble, thus they become more concentrated in soaked hay), brings into question the palatability and availability of nutrients in hay soaked for longer periods of time.
Table 1. Concentrations of non-structural carbohydrates1 in bud (AB) and flowering (AF) alfalfa hay and vegetative (OV) and flowering (OF) orchardgrass hay, before and after soaking in cold (C) or warm (W) water.
|15 min||30 min||60 min||12 h|
1non-structural carbohydrates estimated by adding water soluble carbohydrates (WSC) plus starch.
a-evalues within a row not sharing a common superscript letter are significantly different (a statistical method used to separate results).
Removal of crude protein
Crude protein content was not affected by soaking, something other researchers have also observed (Moore-Colyer, 1996; Cottrell et al., 2005). More importantly, previous research looked at the nutrient availability and quality of rained-on hay fed to steers and suggested the nitrogen remaining in rained-on hay is more stable, water-insoluble (Rotz and Muck, 1994), and possibly less digestible by ruminants (Licitra et al, 1996). Additional research is needed to evaluate this concept when feeding soaked hay to horses.
Removal of minerals
Calcium (Ca) is not as prone to leaching during soaking compared to other minerals, and appears to be dependent on hay maturity. As soaking duration increased, leaching of Ca increased in alfalfa bud and vegetative orchardgrass hays (immature hays).
However, soaking had no effect on Ca leaching in the more mature hays. Conversely, magnesium (Mg) and phosphorus (P) levels were reduced in all hay types as a result of soaking, with longer soaking durations leading to greater reductions. Because Ca is not as water soluble as P, high Ca:P ratios were observed in hays soaked for longer durations. Ideally, Ca:P ratios should range from 1:1 to 3:1 (up to 6:1) in horse rations (NRC, 2007). After 12 hours, Ca:P ratios ranged from 8:1 to 10:1 in alfalfa hays. However, grass hays had acceptable Ca:P ratios during all soaking lengths, mostly due to lower amount of Ca prior to soaking. After 12 hours of soaking, a deficiency in P was observed for a 500 kg horse in light work (NRC, 2007).
Soaking alfalfa and orchardgrass hay for 60 minutes was necessary to reduce K concentration to near recommend levels prior to feeding horses diagnosed with HYPP (Reynolds et al., 1997). Although K levels can be reduced by soaking (Table 2), neither alfalfa nor orchardgrass hay is a good option for horses diagnosed with HYPP due to the naturally high levels of K. Complete feeds specifically designed for horses diagnosed with HYPP offer an alternative feed option.
Table 2. Concentration of potassium in bud (AB) and flowering (AF) alfalfa hay and vegetative (OV) and flowering (OF) orchardgrass hay, before and after soaking in cold (C) or warm (W) water.
|15 min||30 min||60 min||12 h|
a-gvalues within a row not sharing a common superscript letter are significantly different (a statistical method used to separate results).
Dry matter loss
Soaking caused dry matter losses that increased with soaking duration. Losses in nutrients after soaking can be accounted for collectively by evaluating dry matter (DM) (Table 3). Dry matter losses were similar among the hay types after soaking for 15, 30 and 60 minutes. Dry matter losses for all hay types after soaking for 12 hours were greater than other soaking treatments. Failure to account for DM losses could lead to unwanted horse weight loss or stereotypic behaviors associated with low levels of forage in the diet including wood chewing and cribbing (McGreevy et al, 1995). When soaking hay, additional hay should be soaked to account for the loss in DM.
Table 3. Dry matter losses from soaking bud (AB) and flowering (AF) alfalfa hay and vegetative (OV) and flowering (OF) orchardgrass hays in cold (C) or warm (W) water.
|15 min||30 min||60 min||12 h|
a-cvalues within a row not sharing a common superscript letter are significantly different (a statistical method used to separate results).
Owners should rely on forage analysis, both before and after soaking, as the primary method of determining the appropriate hay for horses, especially when feeding horses diagnosed with laminitis, PSSM, HYPP or COPD. For these horses, analysis of the NSC, P and mold content (for horses with COPD) of the forage is key. Hay soaking for short durations (15 to 60 minutes in duration) is an acceptable management method, but should only be used if preferred hay is not available. Soaking hay for longer durations (i.e. 12 hours) resulted in very low NSC content, high Ca:P ratios, shortage of P in the diet, and high DM losses.
Soaked hay should be fed immediately to reduce the chance of mold. Care should be used when disposing of water after hay soaking. Water should be disposed of in random grassy areas and should not be accessible to horses.
- Borgia L, Valberg SJ, Watts K, Pagan J. Glycemic/insulemic response to feeding hay with different water soluble carbohydrate content in healthy and Polysaccharide Storage Myopathy-affected horses. J of Equine Vet Sci 2009; 29(5): 355-357.
- Cottrell E, Watts K, Ralston S. Soluble sugar content and glucose/insulin responses can be reduced by soaking hay in water. In proceedings of the ESS 2005; 293-298.
- Frank N. Insulin resistance and equine metabolic syndrome. In Current Therapy in Equine Medicine. Eds. NE Robinson and KA Sprayberry. Elsevier Publications. 2009; 727-740.
- Krook L, Maylin GA. Fractures in Thoroughbred race horses. Cornell Vet 1988; 98 (11); 5-133.
- Licitra G, Hernandez TM, Van Soest PJ. Standardization of procedures for nitrogen fractionation of ruminant feeds. Animal Feed Sci. Technol. 1996; 57: 357-358.
- McGreevy PD, Cripps PJ, French ND, Green LE, Nichol CJ. Management factors associated with stereotypic and redirected behavior in the thoroughbred horse. Equine Vet J 1995; 27:86-91.
- Moore-Colyer MJS. Effects of soaking hay fodder for horses on dust and mineral content. Animal Sci 1996; 63: 337-342.
- National Research Council (NRC). Nutrient Requirements of Horses. Sixth Revised Edition. 360 pages. 2007.
- Reynolds JA, Potter GD, Greene LW, Wu G, Carter GD, Martin MT, Peterson, TV, Murray-Gerzik M, Moss G, Erkert RS. Genetic-Diet interactions in the Hyperkalemic Periodic Paralysis Syndrome in Quarter Horses fed varying amount of Potassium: III. The relationship between plasma potassium concentrations and HYPP Symptoms. In Proceedings, ENSP Annual Symptoms. 1997; 18:11 731-735.
- Rotz CA and Muck RE. Changes in forage quality during harvest and storage. In GC Fahey et al. (ed) Forage quality, evaluation, and utilization. Nat. Conf. on Forage Quality, Evaluation, and Utilization, U of NE, Lincoln. 1994; 828-868.
REVIEWERS: Jennifer Earing, PhD, University of Minnesota; Roy Johnson, Cargill; Jim Paulson, Univ. of Minn. Extension; and Sarah Ralston, VMD, PhD, Rutgers.
PHOTO CREDITS: Krishona Martinson, PhD, Univ. of Minn | <urn:uuid:0e089479-ff50-42a1-a506-f258537f12d9> | CC-MAIN-2016-50 | http://www.extension.umn.edu/agriculture/horse/nutrition/hay-soaking/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541518.17/warc/CC-MAIN-20161202170901-00079-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.88624 | 2,509 | 2.703125 | 3 |
Traditional Biological Classification System
Before the Idea of Phylogeny
An organism's evolutionary history is called its phylogeny. Before the 20th century, biologists did not use evolutionary history in classification at all. The very concept of phylogeny did not arise until Charles Darwin published his theory of evolution, which included the idea of common descent. The roots of our current system of biological classification lie in the 18th century with the naturalist Carolus Linnaeus, long before Darwin.
Linnaeus' major publications, Species Plantarum (Plant Species) and Systema Naturae (Systems of Nature), divided living things into heirarchical categories and assigned each species a short but unique name. The categories were based on the physical characteristics of organisms. Plants were arranged according to the number of stamens in their flowers, which does not reflect their evolutionary relationships well. Some taxa developed under the Linnaean system, such as the mammal orders Insectivora and Pachydermata, are based only on superficial resemblances and have no bearing on phylogeny at all.
The current system includes eight major ranks: Domain, Kingdom, Division (plants and fungi) or Phylum, Class, Order, Family, Genus, and Species. Each rank is called a taxon (plural taxa). Every known organism is classified into taxa of these eight ranks, and often into a number of intermediate-ranking taxa as well (for example, Subphylum or Superorder). | <urn:uuid:c9f27458-fa79-48d9-b13e-0e1820542666> | CC-MAIN-2017-04 | http://www.brighthubeducation.com/science-homework-help/3147-using-phylogeny-in-biological-classification/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00069-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.947836 | 309 | 3.875 | 4 |
Information Possibly Outdated
The information presented on this page was originally released on May 10, 2013. It may not be outdated, but please search our site for more current information. If you plan to quote or reference this information in a publication, please check with the Extension specialist or author before proceeding.
Cattle producers turn to MSU for reproduction class
MISSISSIPPI STATE -- Cattle producers wanting to improve their herds’ genetics recently turned to Mississippi State University for an advanced, hands-on reproduction workshop.
“If producers want to make rapid progress in herd genetics, the economic benefits of artificial insemination are there,” said Jane Parish, beef specialist with the MSU Extension Service. “Producers can have access to a top-quality bull in another part of the country or one that has been injured or died after its semen has been collected.”
Artificial insemination, or AI, allows producers to handpick the best sires and significantly multiply their offspring. Producers can purchase semen from a number of commercial dealers. One collection from a bull can produce 200 straws of semen. Theoretically, after being deposited in a cow, each straw could produce a calf.
Parish said MSU has hosted AI classes in the spring and fall since the early 1990s. Primarily targeting Mississippi beef and dairy producers, the 46 enrollment spots fill quickly for the three-day classes, which are publicized only by word of mouth and a website. Out-of-state participants frequently take part as well.
“Companies offer similar classes, but often at twice the price,” she said. “We are able to provide university experts who are not trying to sell anything, just providing current recommendations to improve herds.”
Parish said about half the teaching is in a classroom, and the other half gives participants the opportunity to actually practice artificial insemination on beef and dairy heifers and cows.
“Participants need as much variety as possible,” she said. “Every cow will not have a textbook, or a predictable reproductive tract, and the more challenges students can experience in a supervised setting, the more successful they will be with their herds later.”
Parish said an emphasis is placed on safety for the people and the animals, but instructors are not just teaching the technique. They are also explaining good management practices.
“Producers need to learn how to research genetics and to understand how to monitor a cow’s heat cycle. If you have a great technique but poor timing, it will be wasted effort,” she said. “An AI program gives producers the opportunity to create uniformity in their herds.”
Mike Howell, an Extension area livestock specialist based in Lee County, was one of the original instructors in the first classes and continues to help producers gain an understanding of genetics and artificial insemination.
“The workshop is helpful even if it teaches people not to do the artificial insemination themselves,” he said. “The information they gain in the classroom will help them in whatever method they choose for their reproduction program.”
Howell said many factors can contribute to the success or failure of an AI procedure, and the class addresses those issues as well as giving participants supervised practice.
“Beginners may have only a 25 percent success rate, while people more experienced with the procedure will be successful 55 to 80 percent of the time,” he said.
Howell said bulls are expensive to maintain and eventually must be replaced.
“An AI program makes producers better managers, no matter how many cattle they have. They become better managers because of how closely they are watching the cattle,” he said. “It makes them aware of all the factors that go into herd improvement. If people come to the class and never practice AI, they will benefit from the experience because it touches on so many aspects of herd management.”
Dr. Linda Farris of Brookhaven, a 1987 graduate of MSU’s College of Veterinary Medicine, took part in the spring 2013 class. Focusing primarily on small animals in her Brookhaven veterinary practice, she wanted a refresher course on cattle, especially since she has started raising Red Brahman cattle.
“All medicine is a continuous learning process, and it’s always good to learn new techniques,” she said. “I have had much more experience with dogs. I needed practice with cattle and experts’ advice to make sure what I was doing was correct. AI is one of those procedures that you just can’t watch someone do. We needed the opportunity to handle the cattle.”
Farris said artificial insemination will give her access to better bulls for her registered herd. | <urn:uuid:1535d3da-b796-4c70-a52c-5b3f0dcb08b6> | CC-MAIN-2020-45 | https://extension.msstate.edu/news/feature-story/2013/cattle-producers-turn-msu-for-reproduction-class | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00148.warc.gz | en | 0.965631 | 991 | 2.640625 | 3 |
San Diego biotechnology and civic leaders threw their support behind stem cell research eight years ago, when the state’s voters approved Proposition 71, the $3 billion state stem cell initiative.
Californians were promised that the research would lead to therapies for diseases and injuries that had no cure, such as spinal paralysis and diabetes. Once scientists had done the research, biotech companies in the field known as regenerative medicine would take over and bring the therapies to market.
San Diego research centers banded together to bring in stem cell grants, getting more than $261 million. Local leaders calculated there would be commercial benefits as well, reinforcing San Diego’s stature as one of the world’s top biotech centers.
Now, that commercialization is starting to take place. Local biotechs are testing stem cell therapies in patients, in the United States, in Europe and in China.
Cures for diabetes, heart failure, and even baldness are being developed by San Diego companies; the last two already being tested in patients. While these treatments are still experimental — success is far from certain — they provide a preliminary indication that regenerative medicine is on the road to becoming a new growth area for the region’s large biotechnology industry.
About a dozen San Diego-based companies, such as ViaCyte, Histogen and Medistem, are working on treatments with various kinds of stem cells, the “ancestral” cells that give rise to the various cells in the body. Some are using cells derived from human embryos, still a controversial practice to many. But most others are using cells derived from nonembryonic sources, such as skin and umbilical cord blood.
These treatments are mostly in the early stages of clinical trials; meaning they will take years to get approval. But at least one local company, Cytori Therapeutics, has begun a “pivotal” trial of its stem cell treatment for heart failure, in Europe. A pivotal trial is designed to get the statistically significant evidence of effectiveness needed for regulatory approval.
Other San Diego stem cell companies conducting clinical trials include Medistem, for heart attack and heart failure patients; Fate Therapeutics, for blood stem cell transplantation; and Stemedica for heart attacks. ViaCyte is preparing to start a clinical trial with its own stem cell-based diabetes treatment, bolstered by a $10.1 million grant last month from the state’s stem cell agency, the California Institute for Regenerative Medicine.
To illustrate the challenges and opportunities facing local stem cell companies, the stories of Histogen, Medistem and Cytori are instructive. Histogen combines scientific acumen with hard-won business experience; Medistem has developed a technology around a special kind of stem cell; and Cytori has turned fat into something to be desired.
Histogen: First, find the market
Gail Naughton, Histogen’s chief executive, learned about the promise and pitfalls of regenerative medicine at Advanced Tissue Sciences. Naughton, who holds a doctorate in hematology, founded the privately held company in New York in 1986 and later moved it to San Diego.
Advanced Tissue Sciences successfully developed a living skin replacement called Dermagraft now used to treat diabetic ulcers. But the company ultimately went bankrupt because of delays in getting insurer approvals for reimbursement. (Dermagraft is being sold today by Shire Regenerative Medicine, which makes it in San Diego.) | <urn:uuid:864695bb-2b58-4f25-84c3-1e4bf9783023> | CC-MAIN-2014-10 | http://www.utsandiego.com/news/2012/nov/14/tp-showtime-for-stem-cells/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010484313/warc/CC-MAIN-20140305090804-00047-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.942372 | 722 | 2.765625 | 3 |
14 November 2004
Obesity and diabetes currently threaten the health, well–being and economic welfare of virtually every country in the world. According to recent estimates of the International Obesity TaskForce, up to 1.7 billion people of the world’s population are at a heightened risk of weight–related, non–communicable diseases such as type 2 diabetes. IDF predicts that the number of people with diabetes will rise from 194 million today to more than 333 million by 2025 . Type 2 diabetes accounts for over 90% of diabetes cases, and the rise in type 2 diabetes appears to be mainly related to the increasing prevalence of overweight and obesity worldwide. Furthermore, the rising level of childhood obesity worldwide and the subsequent onset of type 2 diabetes have profound implications for the future. Since obesity and diabetes represent one of the biggest public health challenges of the 21st century, IDF has adopted the following position, in line with the recommendations of the World Health Assembly of May 2004:
- All–embracing strategies focusing on prevention and education at every level must be designed.
- Healthy dietary patterns need to be encouraged at an early age.
- Physical activity should form a central part of both childhood and adult lifestyles.
- Clear food labelling and a reduction in portion size are crucial factors in encouraging a healthy diet.
- Children should be protected from advertising, which promotes inappropriate (and unnecessary) consumption of energy dense (high calorie) food and drink.
- Creation of suitable footpaths, designed tracks and road schemes that allow safe walking, cycling and the use of play areas around the home and school.
- Change in school curriculum to encourage children to participate in sports and physical activity.
- Implement policies to control access to energy dense food and drinks, whether at home, on the way to school or at school itself.
- A ban on all forms of marketing of foods and drinks directed at children at school and on radio, TV and other avenues.
- Simple and understandable displays of the composition and energy density in all eating establishments.
- Monitoring food consumption patterns and the prevalence of diabetes in the population. | <urn:uuid:4a2fe665-1a58-41bb-8625-6541e6648ec8> | CC-MAIN-2019-09 | http://www.aarogya.com/support-groups/diabetes/diabetes-and-obesity-a-global-problem.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00217.warc.gz | en | 0.923528 | 428 | 3.453125 | 3 |
In prior posts, I have demonstrated that Thomas Jefferson was allowed by Virginia law to emancipate his slaves. Barton says he couldn’t do it, but we demonstrate in Getting Jefferson Right that Barton omitted from The Jefferson Lies the citation to Virginia law that proves Jefferson could have done so.
In a June 14 podcast of The Bill Martinez radio show, Barton compounds the problem by distorting the situation even more. About Jefferson and his slaves, Barton tells Martinez starting at 11:10 –
…he [Jefferson] inherited 187 slaves when he was back at 13 years old. Guess what? Virginia state law makes it illegal to free your slaves, period. So Jefferson has 187 slaves he’s inherited, he cannot free them. Now George Washington found a loophole and freed his slaves on his death and the legislature said, ‘would you look at that, we missed that’ and they came back and fixed the loophole so you could not free your slaves on your death. So a lot of Thomas Jefferson’s neighbors moved out of Virginia, took their slaves with them, cause they wanted to free slaves and you couldn’t do it in Virginia, and Jefferson choose not to leave Virginia, so he stayed with family, he stayed there. What he did was he had these slaves working for, he paid them, if they caught fish, if they hunted game, he paid them, which is one of the reasons he died broke. Find me another slave owner who paid slaves.
Nearly everything said there is wrong. Jefferson inherited 20 slaves at age 14 when his father died. He acquired the remainder of his slaves via inheritance from his father-in-law and additional purchases and births throughout the remainder of his life. By 1822, Jefferson had 267 slaves. We have all the details in Getting Jefferson Right.
The loophole Barton refers to is the 1782 law on manumission which allowed owners to free slaves while the owner was alive and at death. As we have pointed out, Barton omitted from The Jefferson Lies the section which allowed owners to free slaves, but on the Martinez show, he says the rest of the law was a “loophole.” The Virginia legislature knew what was in the law, and they encountered many petitions from slave owners to revoke the law over the years it was in effect. However, the law was used by owners like George Washington at death and Robert Carter while alive to free their slaves. Even in 1806 when the law was tightened, emancipation was still possible. However, freed slaves were required to leave the state within a year after their freedom. With that restriction, some slaves preferred to remain near family rather than become emancipated.
Barton says Jefferson was broke because he paid his slaves. I just returned from Monticello and agree with the many historians who point out that Jefferson’s lifestyle was most likely the reason he was chronically in debt. Jefferson bought and sold slaves during the period of time when he could have freed them. While he was a kinder master than many, he certainly viewed his slaves as property.
Rather than expose a myth, Barton elaborated one that he first told in his book. | <urn:uuid:cb0ffa40-90c4-48f9-98ed-e1bd48088c5b> | CC-MAIN-2021-25 | https://www.wthrockmorton.com/tag/bill-martinez/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488539480.67/warc/CC-MAIN-20210623134306-20210623164306-00158.warc.gz | en | 0.989654 | 647 | 3.09375 | 3 |
Humans aren’t the only members of the workforce! The American Kennel Club (AKC®) celebrates the evolution of our canine coworkers – what jobs they were originally bred to perform and what work you can see them doing now.
Dogs go above and beyond each and every day, not only as beloved family pets, but as loyal members of the workforce. They do many important jobs from hunting to bomb detection to alerting people to life threatening situations. They have been and always will be valued members of the workforce.
A service dog is a specifically trained to help people with disabilities. Those disabilities may include visual difficulties, hearing impairments, Post-Traumatic Stress Disorder (PTSD), seizures, ambulatory issues, mental illness, diabetes, autism, and more.
Types of Service Dogs:
Guide Dog – assists an individual that has vision impairment.
Mobility Dog – may retrieve items, open doors or even push buttons for its handler. Also, this Service Animal may assist people with disabilities with walking, balance and transferring from place to place.
Hearing Dog – alert its handler with a hearing loss to sounds. This can be telephone, door bell, smoke alarm, crying baby and more.
Medical Alert Dog – trained to alert to oncoming medical conditions, or attend its handler in the event of heart attack, stroke, diabetes, epilepsy, etc.
Autism Service Dog – Assistance Dog that is trained to alert its handler of certain behaviors so that the handler may keep these behaviors to a minimum. This dog provides stability and the dog’s presence offers a calming influence and provides focus. Abstract and concrete thinking advance, focus improves, and the length of attention span increases. The important role of an autism service dog is affording the individual more independence and autonomy, helping those individuals become a viable part of the community.
Psychiatric Service Dog – works with a handler that has a mental disability. Some types of tasks could be to attend a handler who may need a dog to be able to go out in public (agoraphobic), or a handler who suffers from panic attacks, anxiety attack, PTS (post-traumatic stress) or other mental disorders. These dogs are trained NEVER to leave their handler’s side
Borzois are sight hounds that worked originally as hunters of wolves, fox, and hare. Today, because of their intelligence, independence, and keen sense of awareness, you’ll see Borzois working as loyal psychiatric assistance dogs, helping veterans suffering from Post-Traumatic Stress Disorder (PTSD).
Labrador Retrievers originally worked alongside fisherman, helping them pull in nets and catch fish that escaped from fishing lines. They also worked with hunters as an excellent retriever of game. These days you can see Labs working as guide dogs, part of Search and Rescue teams, and in narcotics detection.
Cavalier King Charles Spaniels were bred as companions to aristocratic families. Now you can see the Cavalier performing therapy work. They excel as therapy dogs because of their sweet, gentle natures.
A working dog is a canine working animal that learns and performs tasks to assist and/or entertain its human companions. Detection, herding, hunting, search and rescue, police, and military dog are all examples of working dogs.
Beagles have great tracking ability and originally worked as rabbit hunters. From the field they went to the airport where they work for U.S. Customs & Border Patrol as narcotics and agriculture detector dogs. You can also see the Beagle out and about as a bed bug detector due to his strong nose.
AKC’s top five detection jobs for working dogs include:
- Bed bug sniffing. Bed bugs became a major problem for businesses and homeowners over the past few years, so a new employee entered the workforce – the dog. With their excellent noses, exterminators and business owners enlisted the dog’s incredible abilities to find where bed bugs were hiding. Dogs are also vital for follow-up, to determine if an extermination method worked. Today, professional groups have established standards in bed bug-detector dog training, testing, and certification. Breeds that are commonly used in bed bug detection are Beagles, Labrador Retrievers, and Belgian Malinois, among others.
- Search and Rescue. From missing persons cases to natural disasters, dogs have been an integral part in finding people who are in dire situations. Search and rescue (SAR) dogs can either use a scent in the air or the scent of a specific object to find who they’re looking for. They can be used in many different situations, including disasters – such as earthquakes where dogs can find people beneath the rubble – cadaver searches, drowning situations, and avalanches. Search and rescue training is a rigorous process starting from puppyhood. Once training is completed, dogs are tested and certified by SAR organizations. Breeds that most commonly work with SAR are German Shepherds, Labrador Retrievers, Golden Retrievers, and Bloodhounds, among others. These dogs are chosen for their intelligence, strength, size, obedience, eagerness, temperament, and gentleness.
- Explosives detection. Dogs have been serving our country at home and abroad for many years saving lives by warning their handlers of explosive devices. These canine heroes work with the police, Transportation Security Administration (TSA), and military to locate dangerous materials. The dogs go through an intense training course to learn how to locate and identify a wide variety of explosives and to alert their handlers of its presence. Breeds that excel in this kind of work include the German Shepherd, Belgian Malinois, and Vizsla.
- Cancer detection. Believe it or not, scientists were able to train Labrador Retrievers to sniff out cancer in patients’ breath by smelling samples and sitting down in front of the one that was cancerous. Cancer cells give off different odors than regular cells and they change the way a person’s breath smells– a dog’s keen nose can tell the difference. In one case in particular, the Lab correctly diagnosed the disease 98 percent of the time, whereas a test that is commonly used found the cancer only 10 percent of the time.
- Allergy Alert dogs. Peanut allergies can be life threatening. Stepping up to the job to alleviate parents’ fears when their kids leave the house are a variety of dogs that have the uncanny sense to sniff out even the slightest trace of peanuts. These dogs are trained to detect the allergen and its residue at schools, social events, and everyday activities and alert their owner. Their training is similar to that of a police dog learning to track scents or drugs. Breeds that most commonly work as allergy alert dogs are the Poodle, the Golden Retriever, and the Portuguese Water Dog. | <urn:uuid:6371aa54-d31e-4189-a232-d4064b5bed1e> | CC-MAIN-2020-45 | https://www.akc.org/public-education/resources/general-tips-information/service-therapy-work-dogs/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107880656.25/warc/CC-MAIN-20201023043931-20201023073931-00125.warc.gz | en | 0.95472 | 1,401 | 2.9375 | 3 |
A story that illustrates all four throughlines (Overall Story, Relationship Story, Main Character, and Impact Character) and their every story point so that no holes are left in either the passionate or dispassionate arguments of that story
A Grand Argument Story covers all the bases so that it cannot be disproved. From the perspective that it creates, it is right. There are four views in a complete story which look at all the possible ways the story could be resolved from all the possible perspectives allowed; these are represented by the perspectives created by matching the four Throughlines with the four Classes (the Overall Story, Relationship Story, Main Character, and Impact Character Throughlines matched up with the Classes of Situation (Universe), Activities (Physics), Manipulation (Psychology), and Fixed Attitudes (Mind) to create the four perspectives of the particular story they are operating in). Every complete storyform explores each of these perspectives entirely so that their views of the story's problem are consistent and that they arrive at the only solution that could possibly work, allowing the givens built into the story from the start. When this is done, a Grand Argument has been made and there is no disproving it on its own terms. You may disagree with they story's givens, but as an argument it has no holes. | <urn:uuid:c4661b83-061d-4178-9372-9ee0653f89d3> | CC-MAIN-2017-04 | http://dramatica.com/dictionary/grand-argument-story-gas | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285244.23/warc/CC-MAIN-20170116095125-00178-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.949333 | 266 | 3.015625 | 3 |
See what questions
a doctor would ask.
These medical condition or symptom topics may be relevant to medical information for Hereditary CJD:
Hereditary CJD: Hereditary CJD is listed as a type of (or associated with) the following medical conditions in our database:
Creutzfeldt-Jakob Disease (medical condition): A very rare degenerative brain disease that can be inherited, transmitted (eg in surgical transplants using infected tissue) or as a result of genetic mutations. The condition is fatal.
Creutzfeldt-Jakob Disease (medical condition): Creutzfeldt-Jakob Disease (CJD) is a rare 1-in-a-million disease that occurs spontaneously, with 10-15% inheritance, and unrelated to animal diseases. It usually leads to dementia.
CJD is a rare brain disease in humans caused by abnormal brain proteins (prions). It is similar to the various transmissible spongiform encephalopathies that afflict animals including "mad cow disease". Unfortunately, prognosis for CJD is poor as there are no effective treatments against prions. CJD is not usually contagious, except rarely by direct exposure to the brain (such as brain surgery).
Because CJD is rare it is often misdiagnosed as other brain-related diseases. Common misdiagnoses include Alzheimer's disease, motor neurone disease, ALS, Picks disease, Multi infarct Disease, and metabolic encephalopathies.
Creutzfeldt-Jakob Disease: Creutzfeldt-Jakob disease (CJD) is a rare, degenerative, invariably fatal brain disorder. Typically, onset of symptoms occurs at ... (Source: excerpt from NINDS Creutzfeldt-Jakob Disease Information Page: NINDS)
Creutzfeldt-Jakob disease (CJD) is a rare, degenerative, invariably fatal brain disorder. It... (Source: excerpt from Creutzfeldt-Jakob Disease Fact Sheet: NINDS)
Creutzfeldt-Jakob Disease (CJD) is a progressive neurological disorder which belongs to a group of degenerative... (Source: excerpt from Facts About Creutzfeldt-Jakob Disease: CDC-OC)
Search to find out more about Hereditary CJD:
Search Specialists by State and City | <urn:uuid:464ff9cc-03b8-4dda-af8c-51b3effc61eb> | CC-MAIN-2015-11 | http://www.rightdiagnosis.com/medical/hereditary_cjd.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463108.89/warc/CC-MAIN-20150226074103-00067-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.897686 | 490 | 3.453125 | 3 |
Disorder is characterized by chronic depression, but with less
severity than a major depression. The essential symptom for dysthymic
disorder is an almost daily depressed mood for at least two years,
but without the necessary criteria for a major depression. Low
energy, sleep or appetite disturbances and low self-esteem are
usually part of the clinical picture as well. The diagnostic
criteria is as follows:
On the majority of days for 2 years or more, the patient reports
depressed mood or appears depressed to others for most of the
When depressed, the patient has 2 or more of:
decreased or increased
Sleep decreased or increased
Fatigue or low energy
Reduced concentration or indecisiveness
During this 2 year period, the above symptoms are never absent
longer than 2 consecutive months.
During the first 2 years of this syndrome, the patient has not
had a Major Depressive Episode.
The patient has had no Manic,
The patient has never fulfilled criteria for Cyclothymic
The disorder does not exist solely in the context of a chronic
psychosis (such as Schizophrenia
or Delusional Disorder)
The symptoms are not directly caused by a general medical condition
or the use of substances, including prescription medications.
The symptoms cause clinically important distress or impair work,
social or personal functioning.
if it begins by age 20
Late onset, if it begins at age 21 or later
specifier that can apply is With Atypical Features.
or Sexual Dysfunction
Guilt or Obsession
Anxious or Fearful or
Dramatic or Erratic or Antisocial
Some disorders have similar or even overlapping symptoms. The
clinician, therefore, in his diagnostic attempt has to differentiate
against the following disorders which need to be ruled out to
establish a precise diagnosis.
Mood Disorder Due to a General Medical Condition; Substance-Induced
Mood Disorder; Schizoaffective
Psychotic Disorder Not Otherwise Specified; Dementia;
Major Depressive Disorder;
chronic Psychotic Disorders; coexisting personality disturbance.
Mood Syndromes caused by: Acquired Immune Deficiency Syndrome
(AIDS), Adrenal (Cushing's or Addison's Diseases), Cancer (especially
pancreatic and other GI), Cardiopulmonary disease, Dementias
(including Alzheimer's Disease);
Epilepsy, Fahr's Syndrome, Huntington's
Disease, Hydrocephalus, Hyperaldosteronism,
Infections (including HIV and neurosyphilis), Migraines, Mononucleosis,
Multiple Sclerosis, Narcolepsy,
Neoplasms, Parathyroid Disorders (hyper- and hypo-), Parkinson's
Disease, Pneumonia (viral and bacterial), Porphyria, Postpartum,
Premenstrual Syndrome, Progressive Supranuclear Palsy, Rheumatoid
Arthritis, Sjogren's Arteritis, Sleep
Apnea, Stroke, Systemic Lupus Erythematosus, Temporal Arteritis,
Trauma, Thyroid Disorders (hypothyroid and "apathetic"
hyperthyroidism), Tuberculosis, Uremia (and other renal diseases),
Vitamin Deficiencies (B12, C, folate, niacin, thiamine), Wilson's
Alphamethyldopa, Amantadine, Amphetamines, Ampicillin, Azathioprine
(AZT), 6-Azauridine, Baclofen, Beta Blockers, Bethanidine, Bleomycin,
Bromocriptine, C-Asparaginase, Carbamazepine, Choline, Cimetidine,
Clonidine, Clycloserin, Cocaine, Corticosteroids (including
ACTH), Cyproheptadine, Danazol, Digitalis, Diphenoxylate, Disulfiram,
Ethionamide, Fenfluramine, Griseofulvin, Guanethidine, Hydralazine,
Ibuprofen, Indomethacin, Lidocaine, Levodopa, Methoserpidine,
Methysergide, Metronidazole, Nalidixic Acid, Neuroleptics (butyrophenones,
phenothiazines, oxyindoles), Nitrofurantoin, Opiates, Oral Contraceptives,
Phenacetin, Phenytoin, Prazosin, Prednisone, Procainamide, Procyclidine,
Quanabenzacetate, Rescinnamine, Reserpine, Sedative/Hypnotics
(barbiturates, benzodiazepines, chloral hydrate), Streptomycin,
Sulfamethoxazole, Sulfonamides, Tetrabenazine, Tetracycline,
Triamcinolone, Trimethoprim, Veratrum, Vincristine.
Disorder Episodes: |
Major | Manic
appear to be causative in Cyclothymia
as they do in the Bipolar Disorders.
Many of those affected have a family history of major
depression, bipolar disorder,
suicide or alcohol/drug dependence.
and Psychotherapy [ See
Therapy Section ]:
( both Group & Individual ) is the treatment for choice for
this psychological problem. Often, antidepressant medication is
also recommended because of the chronic nature of the depression
in dysthymia. Family-centered approaches differ from individual
methods in their direct focus on the "role of the sick member"
in the family system rather than on the symptoms of the identified
patient. Psychotherapy is used to treat this depression in several
counseling can help to ease the pain, and can address the feelings
cognitive therapy is used to change the pessimistic ideas, unrealistic
expectations, and overly critical self-evaluations that create
the depression and sustain it. Cognitive therapy can help the
depressed person recognize which life problems are critical,
and which are minor. It also helps them to learn how to accept
the life problems that cannot be changed.
solving therapy is usually needed to change the areas of the
person's life that are creating significant stress, and contributing
to the depression. Behavioral therapy can help you to develop
better coping skills, and interpersonal therapy can assist in
resolving relationship conflicts.
[ See Psychopharmacology
Section ] :
with dysthymic disorder respond well to anti-depressant medication,
in addition to psychotherapy, so an evaluation for medication
may be appropriate.
on-line help & support | <urn:uuid:fa08db30-3174-4f26-9265-e97c945497db> | CC-MAIN-2016-40 | http://www.psychnet-uk.com/x_new_site/DSM_IV/dysthymic_disorder.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661910.62/warc/CC-MAIN-20160924173741-00008-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.796692 | 1,432 | 2.71875 | 3 |
21 Google Chrome Extensions For Increased Productivity
by TeachThought Staff
Google Chrome is such a great resource for students. First things first, the browser allows users to sign in to Chrome anywhere and bring up bookmarks, history, and settings, an incredible feature for students on-the-go who are using multiple computers. In addition to this useful feature are a wealth of awesome extensions that students can use to save time and concentrate their efforts.
We’ve found 21 time-saving Chrome extensions that students can put to use, from note-taking apps to books, citations, and reminders.
Find something interesting on Wikipedia? You can scribble notes online with the help of this Chrome extension.
Use Google Books to read just about any book anywhere, from any device you access on or off campus. You can even highlight text and make notes, turning this extension into a highly valuable reading tool.
It can be difficult to keep up with every little thing you have to do for school, but this extension makes it easier, sharing reminders, tasks, and more.
Stay on top of classes, homework, and projects so that you don’t forget any important assignments. This extension is available on Chrome, as well as Android and iPhone.
Use Cacoo for diagramming and real-time collaboration with project partners, classmates, and more. All diagrams can be edited by multiple people at the same time, so it’s a great tool even for remote online students.
Split your Chrome screen and compare sites while you’re working on research. This is also helpful if you like to watch online videos while you’re working.
This Chrome extension offers a great way to store all of your little sticky notes, so you’ll never forget to take care of small tasks and reminders.
Using this Chrome extension, you can copy text without having to deal with document-wrecking formatting. This is perfect for quotations, gathering research, and more.
Searching for your graphing calculator is a real time killer. Instead of going on the hunt, fire up this one right in your browser instead.
Snip out little bits of web content to save for later in your Google Docs account with this Chrome extension.
Store your documents in the cloud with this Chrome extension. You’ll be able to access papers, research, and more wherever you are, and not have to worry about crashed hard drives.
If you need to save quick links to check out and research later, this is a great tool. Use this extension to save tabs to quickly access once you have more time, and they’ll be there waiting for you.
Save yourself some time when finding the perfect quote for your next essay or presentation. Use this extension, and you’ll get access to some of the greatest quotes in history in a searchable, savable format.
Take care of spelling, definitions, and more just by highlighting words and looking them up in Google Dictionary on Chrome.
If you’re researching in the library, but need to pack up and head to class, you don’t have to lose all of the tabs you have open. Using Session Buddy, you can save your current session and export it to work on later.
Use the Thesaurus extension to find the synonyms and antonyms of words almost instantly.
If you find yourself wasting hours on Facebook, Tumblr, or Twitter, cut yourself off with this extension that will block out the websites that kill your productivity.
Find out which sites you waste your time on the most with Rescue Time, and identify where you have a productivity problem.
Create a virtual clip book using the Evernote Web Clipper, which will allow you to save important online information and access it later.
Be sure that you’ve got your references, citations, and more correctly handled by using GradeGuru’s chrome extension.
If you tend to use the same pages for research on a regular basis, save them all on this start page and get your work fired up in a hurry.
This post first appeared on onlineuniversities.com | <urn:uuid:226b6c89-68af-4c8f-9f4a-15cfeb4c3658> | CC-MAIN-2019-47 | http://www.teachthought.com/technology/21-google-chrome-extensions-for-increased-productivity/?_tmc=ZX7sh0YKC7uoCY3ez7ZloQiDh0bBzkC89oVkzxcMLLM | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496669183.52/warc/CC-MAIN-20191117142350-20191117170350-00516.warc.gz | en | 0.901025 | 853 | 2.515625 | 3 |
TSCII Text Codec¶
The TSCII codec provides conversion to and from the Tamil TSCII encoding.
TSCII, formally the Tamil Standard Code Information Interchange specification, is a commonly used charset for Tamils. The official page for the standard is Information Technology in Tamil
Tamil uses composed Unicode which might cause some problems if you are using Unicode fonts instead of TSCII fonts. A Tamil codepage layout can be found on Tamil Script Code .
Most of the code was written by Hans Petter Bieker and is included in Qt with the author’s permission and the grateful thanks of the Qt team.
Text Codec: TSCII
© 2020 The Qt Company Ltd. Documentation contributions included herein are the copyrights of their respective owners. The documentation provided herein is licensed under the terms of the GNU Free Documentation License version 1.3 as published by the Free Software Foundation. Qt and respective logos are trademarks of The Qt Company Ltd. in Finland and/or other countries worldwide. All other trademarks are property of their respective owners. | <urn:uuid:871be844-9493-43fc-bc59-d6577d400ec3> | CC-MAIN-2020-40 | https://doc.qt.io/qtforpython/overviews/codec-tscii.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00658.warc.gz | en | 0.873248 | 218 | 2.734375 | 3 |
A Bouquet of Stencil-Colored Films
Four stencil-colored films from the Eastman Museum Moving Image Collection will be screening on a loop in the multipurpose hall from January 3 through March 26.
The films were produced between 1909–1929 and feature the early technique of adding color dyes to film. While not a true color photographic process, stencil-coloring displays the ingenuity that early filmmakers showed in creating a method to add a rich palette of stunning colors, which enhanced the spectacle of early movies. The earliest motion pictures produced were created on black-and-white film stock, but it wasn’t long before filmmakers took cues from other popular media of the time, like still photography and magic lantern slides, and applied colored dyes directly to the film’s surface by hand using fine paint brushes.
Hand-applying colors to thousands of tiny sequential images on a strip of 35mm film proved to be difficult to perform consistently, and a system to industrialize hand-coloring using stencils was developed in 1903. This complex endeavor required skilled labor, and the precision work of film-stenciling presented an opportunity for women workers, who notably carried out most of the stenciling work in early films.
The basic film-stenciling system involved projecting a magnification of the film image at a scale to enable an operator to precisely trace the areas of the frame to be colored. A pantograph was employed to transpose a reduction of the tracing that simultaneously cut a stencil, which could be laid over and aligned with the film, each color requiring a separate stencil. Once the stencils were made, colored dyes were applied to the black-and-white film print using a velvet cloth. An average of four to seven colors were often used, and the work could be consistently repeated on hundreds of distribution prints. While other methods of producing color on film would emerge and improve, the stenciling process remained popular with audiences into the 1920s.
The films in this program show a range of the capabilities of the stenciling system, and each title was preserved on film by graduates of the George Eastman Museum’s L. Jeffrey Selznick School of Film Preservation.
Petite Rosse (The Little Vixen) (Camille de Morlhon, 1909 France, 9 min., 35mm transferred to HD digital)
- This romantic comedy features a performance by the French actor Max Linder, who was among the first popular actors to rise to the level of international movie star. The skillful application and exquisite richness of colors shows the sophistication of the Pathécolor system.
Les Rameaux. Hosanna! (de Faure) (The Branches. Hosanna (by Faure) (Gaumont, France 1909, 4 min., 35mm transferred to HD digital)
- Portrays the biblical scene of Jesus triumphantly riding a donkey through Jerusalem while being praised by a joyous palm branch-waving crowd of supporters. The foreground of the film is occupied by an operatic vocalist, and the film was designed to be synchronized to a 78 rpm recording soundtrack which has been added to this digital reproduction of the film. The beginning of the film is missing, but the complete music survives and plays without any image until 1:51.
La Rose Bleue (The Blue Rose aka A Busy Cupid) (Leonce Perret, 1911 France, 10 min., 35mm transferred to HD digital)
- Set in a lush summer garden, a young couple is assisted in finding romance by Cupid. While the surviving film element shows some unfortunate patches of nitrate film decomposition combined with color fading, the supernatural plot of the film remains intact and is an example of how stencil-color was employed as a narrative device.
When Flowers Bloom (Castle Films, 1929 US, 12 min., 35mm transferred to HD digital)
- This exceptionally florid late-period silent promotional film shows how beautiful floral bouquets and arrangements can improve the quality of living. While the sales approach is not exactly subtle, the skilled cinematography combined with the stenciling work is uniformly spectacular. | <urn:uuid:8b5fac9f-5544-4aee-843e-cd024d5b2e46> | CC-MAIN-2023-23 | https://www.eastman.org/stencil-colored-films | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652207.81/warc/CC-MAIN-20230606013819-20230606043819-00112.warc.gz | en | 0.937283 | 862 | 3.375 | 3 |
While the SAT is primarily used for admission into American institutions, the test is administered internationally. Therefore, one of the aims of redesigning the SAT was to make it more accessible for test takers regardless of their respective backgrounds. And what better way to do that than to add a passage to every test that aligns itself with American values and assert that it’s a universally valued text? A text that is part of not just “a global conversation” but rather “The Great Global Conversation.”
All kidding aside, the Great Global Conversation passage of the redesigned SAT Evidence-based Reading exam is very much in line with the college board’s overall goas of assessing a student’s college readiness. In earlier specifications for the redesigned exam, the College Board asserted that it is committed to “the idea that all students should be asked routinely to engage with texts worthy of close attention and careful analysis,” and that “nowhere is [this commitment] more evident than in the Reading Test’s inclusion of U.S. founding documents and texts from the Great Global Conversation.”
So what exactly is this passage from “the Great Global Conversation”? A primary source document such as a U.S. founding document (the U.S. Constitution, the Declaration of Independence, etc.) or some other historical text that explores the concepts of freedom, liberty, and/or justice. Selections ostensibly span from said founding documents all the way to texts from the twenty-first century and represent authors of all different nationalities and backgrounds. In addition to providing a sample from Congresswoman Barbara Jordan’s speech at the Nixon impeachment hearings in 1974, the College Board has also named Edmund Burke, Henry David Thoreau, Gandhi, Elizabeth Cady Stanton, and Martin Luther King, Jr. as possible passage sources. Your friends at College Compass have also been careful to note some passages that have recently shown up in experimental sections of the exam that fit the profile of “Great Global Conversation” passages (included at the end of this post).
As the College Board is careful to point out, however, while these passages may, in some cases, be more difficult to dissect than some of the more contemporary texts on the exam, the questions associated with these passages will still require students to choose an answer that’s supported by the text. In other words, no previous knowledge of any historical event associated with the passage is necessary to answer the questions. In fact, even if you are an expert on the subject, remember to answer the questions with evidence from the passage.
What it comes down to is this: this passage may seem more intimidating, but the College Board has generated the same types of questions and answering them will require all the same skills and strategies as answering the questions for any other passage. You may want to plan to take an extra minute or two on this passage to allow yourself a little bit more time to interpret the text, but otherwise, treat it as you’d treat any other passage.
Previous examples of Global Conversation passages include excerpts from:
- The Bill of Rights
- The Federalist Papers
- Rights of Man by Thomas Paine
- Susan B. Anthony
- Thomas Jefferson’s inaugural address
- Fredrick Douglas *
- Alexander Hamilton on Slavery
- Alexis de Tocqueville
*Passage was on October PSAT | <urn:uuid:bf14b27e-697d-4063-a9d4-27eccbb9e840> | CC-MAIN-2017-13 | http://collegeadmissions.testmasters.com/great-global-conversation/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188785.81/warc/CC-MAIN-20170322212948-00058-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.932798 | 703 | 2.984375 | 3 |
What is Substance Abuse Disorder?
The DSM-5 guidelines include both substance abuse disorder and substance dependence under a single term of ‘substance use disorders’, and are rated according to the degree of severity as mild, moderate or severe.
Substances such as tobacco, alcohol and drugs like cocaine, marijuana, substituted amphetamines, barbiturates and opioids are usually addictive to the extent that persons using these substances tend to commit crimes to procure these substances. Further, these substances disturb the cognitive processes in such a way that they result in several criminal acts and often land the users in jail.
Substance use disorder / substance abuse disorder has several consequences which include failure to meet work or school obligations, interpersonal conflicts in family or among friends, or criminal behavior. The mental health of the person may be otherwise normal and the disorder is exclusively induced by the abuse of the addictive substance. Following consequences are seen in a person with substance abuse disorder:
- Use of the substance causes the person and significant other a great deal of distress.
- Dependency on the substance interferes with the person’s daily life.
- Dependency also leads to the person behaving in such a way that puts himself or others in danger.
- The person finds it very difficult to stay away from the substance and hence spends a great deal of time trying to obtain it from various sources.
- The person keeps increasing the consumption when he no longer gets the “high” feeling with the usual amount. Physical tolerance leads to increase in the dosage to dangerous limits.
- When the effects of the substance wear off, the person often experiences uncomfortable and intolerable withdrawal symptoms.
Substance Abuse Disorder and Mental Health – What comes first?Substance abuse disorders are closely linked to mental health disorder, though one does not directly cause the other. Some people opt for addictive substances to self-medicate the symptoms of anxiety and depression. But later, they become physically and mentally dependent on these substances.
Persons who are predisposed or are at risk of mental disorders may be affected by the substance abuse. Genetic, environmental and social factors that can cause mental disorders in a person, and such a person may be pushed to take up alcohol and drugs, resulting in adverse consequences.
Further, the use of alcohol and drugs can make the existing mental health problems worse. If the person with a mental health problem is undergoing treatment with prescription drugs like anti-anxiety or anti-depressants, alcohol and other drugs may react with the prescription drugs and cause dangerous side effects.
Bipolar disorders and substance abuse seems to be the most common combination among mental disorders caused by substance abuse. Use of substances in hazardous quantities shows their effects on the mental health of the person using them.
Types of Substance Abuse DisorderSubstance-induced disorders are the resulting disorders of substance abuse. The various disorders related to substance abuse include:
- Substance-induced anxiety disorder
- Substance-induced psychotic disorder
- Substance-induced mood disorder
- Substance-induced persisting amnesic disorder
- Substance-induced sexual dysfunction
- Substance-induced persisting dementia
- Substance-induced sleep disorder
- Substance-induced perceptual disorder
- Hallucinogen persisting perceptual disorder
Causes of Substance Abuse DisorderUse of substances like cigarettes, alcohol and illegal drugs and getting addicted to them usually starts during childhood or adolescent years. Some people may become dependent on these substances at work due to socializing and financial freedom.
Some of the risk factors for developing substance-abuse disorder include:
- Family environment that play an important role in the child’s physical, mental and emotional development.
- Genetic predisposition of being vulnerable to addictive substances.
- Lack of parental attachment and lack of nurturing environment.
- Child’s social environment like peer pressure, bullying, etc.
- Very aggressive or very shy behavior in classroom.
- Poor coping skills in social contexts.
- Poor performance in school.
- Perception of approval of drug use.
Signs and Symptoms of Substance Abuse DisorderThe person using drugs or alcohol and getting dependent on it may not reveal his addiction to close friends and family. However, certain symptoms and behavior changes can be noticed as the child or adult has taken to substances like drugs.
- Forgetfulness and relaxing in responsibilities.
- Feelings of depression and rundown.
- Giving up usual or past hobbies, interests and activities.
- Irritability and talking back.
- Disappearing money or valuables.
- Stocking up small boxes, pipers or rolled paper in pockets or purses.
- Avoiding friends and family to get drunk or high
- Holding on to belief that getting drunk or high is fun.
- Sounding very selfish and unconcerned about others.
- Frequent hangovers.
- Lying about how much of the drug he or she is consuming.
- Getting into trouble with law.
- Seizure or mild tremors due to alcohol withdrawal that are not accompanied by confusion
- Difficulty in speaking, visual changes or balancing problems
- Severe headache
- Swelling in legs
- Persistent cough
- Constant depression
- Pain at injection site, redness, swelling, discharge and fever
- Increasing abdominal circumference
- Suicidal tendencies
- Severe pain in the stomach
- Very dark-colored urine
- Sudden loss of weight
- Unkempt appearance | <urn:uuid:0b67c604-2a1a-468f-97d8-440a0a4d1da1> | CC-MAIN-2017-09 | http://www.medindia.net/patients/patientinfo/substance-abuse-disorder.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171232.43/warc/CC-MAIN-20170219104611-00447-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.917026 | 1,123 | 3.484375 | 3 |
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The documentary materials collected in this circular deal with reproduction of copyrighted works by educators, librarians, and archivists for a variety of uses, including:
• Reproduction for teaching in educational institutions at all levels and
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Learners guide to understanding and applying the Teach Act.
For a briefing on copyright policies/legislation, take a look at some of the free Web site links below. This list is by no means comprehensive, but is a great place to start. If you have any further questions related to copyright and class permissions, feel free to contact SBU Libraries.
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A Clip on Copyright
Directed by: Professor Eric Faden, Bucknell University
DVD made possible by: The Media Education Foundation | <urn:uuid:4b417af7-adfc-4f9b-b143-8f84bd92dcad> | CC-MAIN-2021-21 | https://libguides.sbuniv.edu/copyright | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988741.20/warc/CC-MAIN-20210506053729-20210506083729-00279.warc.gz | en | 0.922902 | 403 | 2.75 | 3 |
“Delegate Responsibilities,” Administering Appropriately: A Handbook for CES Leaders and Teachers (2003), 29–30
“Delegate Responsibilities,” Administering Appropriately, 29–30
When leaders and teachers wisely delegate responsibilities by drawing upon others’ abilities and resources, they will multiply their efforts, build relationships of trust, and provide opportunities for growth, leadership, and motivation.
Wise delegation of responsibilities is essential to effectively administer in the Church Educational System. Jethro warned Moses that he would “wear away” if he did not delegate responsibilities to “able men” (see Exodus 18:13–27). Long before his martyrdom, the Prophet Joseph was diligently preparing those who would continue to lead the Church after he was gone by delegating responsibilities to them.
Delegating responsibilities helps leaders multiply their efforts. Although delegation may initially require more of a leader’s time, in the long term it often saves time. Delegating also helps leaders draw upon the abilities and resources of others. It helps them recognize the worth of others. It helps build relationships of trust between the leader and the one receiving the assignment. Delegating responsibilities helps individuals have opportunities for growth through participation, develops them for future leadership, and helps motivate them in their assignments.
Elder James E. Faust, then a member of the Quorum of the Twelve Apostles, taught, “One of the first principles we must keep in mind is that the work of the Lord goes forward through assignments. Leaders receive and give assignments. This is an important part of the necessary principle of delegating” (in Conference Report, Oct. 1980, 50; or Ensign, Nov. 1980, 34).
When giving assignments, leaders must first prayerfully determine what to assign and whom the assignment should be delegated to. Leaders must also determine how to best delegate assignments and how to effectively follow up. Like gospel learning, wise delegation requires prayerful preparation and spiritual direction on the part of the giver and the receiver.
Within CES, leaders may delegate the following types of assignments:
Assisting priesthood leaders
Interviewing to gather information for placement decisions
Promoting enrollment and completion
Advising student leaders
Providing inservice training
Preparing records and reports
Maintaining physical facilities
Effective delegation includes the following basic steps:
Clearly outline the assignment prior to giving it. To allow individuals liberty to grow and make their own decisions, leaders should generally delegate assignments for specific, attainable results. When preparing to outline an assignment, leaders might ask themselves “What results are expected?” or “What should happen?” or “What standard of performance is expected?” They should also ask themselves “When is the assignment to be completed?” and “What resources might help the individual in completing the assignment?”
Prayerfully determine who should be given the assignment. Assignments and opportunities should be given to each member of a faculty. Individuals may benefit in their professional growth through such assignments. Likewise, giving assignments to those with particular talents, experience, or ability can benefit the whole group.
Communicate with the person to explain the assignment and its purpose. When giving an assignment, the leader should ensure that the person understands the assignment, its purpose, the available resources that may help, and the time set for completion. The leader should then find out if there are any questions about the assignment and should ask the person whether he or she is willing to accept the assignment as explained. When possible, it is best to allow the person to help develop the specific plans to carry out the assignment. He or she should be encouraged to prayerfully determine how best to accomplish the desired results. Finally, those receiving assignments should be sure they clearly understand the delegated assignment, what is expected, and what time or other limits there are for completion. Individuals should continue to seek clarification from the leader until the assignment is understood.
Allow the person to complete the assignment. Individuals should be given the liberty to take their own initiative in completing the assignment. Leaders should be available and should provide assistance, advice, and encouragement as needed but not interference.
Periodically ask the person to report on the assignment. Leaders should periodically ask individuals to report on their labors in completing the assignment. The leader should be willing to accept the person’s best efforts. Genuine expressions of gratitude should be offered. The leader should give special attention to whatever good was achieved. He or she should help the person feel comfortable to ask questions. If necessary, a leader should help clarify expectations and redirect or renew efforts to complete the assignment. | <urn:uuid:2ee3fe1d-3424-4bde-b8a6-02a031bc117d> | CC-MAIN-2020-10 | https://www.churchofjesuschrist.org/study/manual/administering-appropriately-a-handbook-for-ces-leaders-and-teachers/skills-for-administering-appropriately-in-the-church-educational-system/delegate-responsibilities?lang=eng | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144111.17/warc/CC-MAIN-20200219092153-20200219122153-00307.warc.gz | en | 0.951717 | 960 | 3 | 3 |
American Historic Towns
Historic Towns of New England
Edited by Lyman P. Powell
G. P. Putnam's Sons
New York and London
The Knickerbocker Press
"THE BIRTHPLACE OF AMERICAN
By MARY K. TALCOTT
AMONG the historic cities of New England, Hartford claims a foremost place. Not only was its settlement of great consequence at the time, but for historical importance and far reaching results this colony's claims to attention are second only to those of Plymouth and Boston. The foundation of Hartford was a further application and development of the ideas that brought the Puritans to this country, and, to quote the historian, Johnston,-
"Here is the first practical assertion of the right of the people, not only to choose, but to limit the powers of their rulers, an assertion which lies at the foundation of the American system. . . . It is on the banks of the Connecticut, under the mighty preaching of Thomas Hooker, and in the constitution to which he gave life, if not form, that we draw the first breath of that atmosphere which is now so familiar to us. The birthplace of American democracy is Hartford."
This constitution, first promulgated in Hartford, was the first written constitution in history which was adopted by a people and which also organized a government. John Fiske says:
"The compact drawn up in the Mayflower's cabin was not, in the strict sense, a constitution, which is a document defining and limiting the functions of government. Magna Charta partook of the nature of a written constitution as far as it went, but it did not create a government."
On the 14th of January, 1639, the freemen of the three towns, Windsor, Hartford, and Wethersfield, assembled at Hartford, and drew up a constitution, consisting of eleven articles, which they called the "Fundamental Orders of Connecticut," and under this law the people of Connecticut lived for nearly two centuries, as the Charter granted by King Charles II., in 1662, was simply a royal recognition of the government actually in operation. Another writer says:
" We honor the limitations of despotism which are written in the twelve tables; the repression of monarchical power in Magna Charta, in the Bill of Rights, and in that whole undefinable creation, as invisible and intangible as the atmosphere but like it full of oxygen and electricity, which we call the British Constitution. But in our Connecticut Constitution we find no limitation upon monarchy, for monarchy is unrecognized; the limitations are upon the legislature, the courts, and executive. It is pure democracy acting through representation, and imposing organic limitations. Even the suffrage qualification of church membership, which was required by our older sister Colony of Massachusetts, was omitted. Here in a New England wilderness a few pilgrims of the pilgrims, alive to the inspirations of the common law and of the British Constitution, so full of Christianity that they felt the great throb of its heart of human brotherhood, and so full of Judaism that they believed themselves in some special sense the people of God, made a written constitution, to be a supreme and organic law for their State"
But for the immediate inspiration of this document we must look to a 'lecture," preached by Mr. Hooker on Thursday, May 21, 1638, before the legislative body of freemen. Dr. Bacon says of it:
"That sermon, by Thomas Hooker, is the earliest known suggestion of a fundamental law, enacted, not by royal charter nor by concession from any previously existing government, but by the people themselves, a primary and supreme law by which the government is constituted, and which not only provides for the free choice of magistrates by the people, but also sets the bounds and limitations of the power and place to which each magistrate is called."
But we must know something of a people to whom such doctrines were preached of a people capable of receiving and applying such truths. It is said that three kingdoms were sifted to furnish the men who settled New England, and it may also be said that the Massachusetts Colony was sifted to supply the Connecticut settlers. Three of the eight Massachusetts towns, Dorchester, Watertown, and Newtown (now Cambridge), were not in full agreement with the other five, especially on the fundamental feature of the Massachusetts polity, the limitation of office holding and the voting privilege to church members. At first the majority were unwilling to grant the minority "liberty to remove." John Haynes was made Governor of Massachusetts in 1635, probably with the hope of retaining his friends in the Colony. But their desire to leave was too strong; small parties of emigrants made their way to the banks of the Connecticut during the year 1635, but the main body of the colonists did not leave until the spring of 1636. Dr. Benjamin Trumbull, the first historian of Connecticut, writing more than one hundred years ago, says:
"About the beginning of June Mr. Hooker, Mr. Stone, and about a hundred men, women, and children took their departure from Cambridge, and travelled more than a hundred miles throb' a hideous and trackless wilderness to Hartford. They had no guide but their compass; made their way over mountains, thro' swamps, thickets, and rivers, which were not passable but with great difficulty. They had no cover but the heavens, nor any lodgings but those which simple nature afforded them. They drove with them a hundred and sixty head of cattle, and by the way subsisted on the milk of their cows. Mrs. Hooker was borne through the wilderness upon a litter. The people generally carried their packs, arms, and some utensils. They were nearly a fortnight on their journey."
Trumbull adds: "This adventure was the more remarkable, as many of this company were persons of figure, who had lived in England in honor, affluence, and delicacy, and were entire strangers to fatigue and danger." When dismissing these colonists Massachusetts sent with them a governing committee, or commissioners, as they were called. At a meeting of these commissioners, held February 21, 1637, the plantation, which had been called Newtown, was named Hartford. As Governor Haynes was born in the immediate vicinity of the English Hertford, he probably had much influence in naming the new plantation. On the nth of April, 1639, the first general meeting of the freemen under the constitution was held, and John Haynes was elected the first Governor of Connecticut. This selection shows his active sympathy and cooperation with Hooker, and we can entirely agree with Bancroft, when he says: "They who judge of men by their services to the human race will never cease to honor the memory of Hooker, and of Haynes."
But the soil of Hartford has had other occupants; not only the aboriginal owners of the soil, for when the English came they found a Dutch trading post established on what is yet known as Dutch Point. The English claimed the territory now comprehended in the State of Connecticut by virtue of the discoveries of John and Sebastian Cabot in 1497, and more especially in 1498. This territory was included in the grant to the Plymouth Company in 1606, but that organization undertook no work of colonization. When the settlers of 1635 came they took possession of this portion of the valley of the Connecticut under the English flag, and claimed the territory by virtue of patents from the English crown. They paid Sequassen, the Indian chief, who ruled the river Indians, for his lands, and when the Pequots, his overlords, disputed Sequassen's right to sell, the colonists attacked them, and practically exterminated the tribe. The Dutch settlement originated from discoveries by Adrian Block, who sailed through the Sound in 1614, and up the Connecticut, or Fresh River, as he called it, in his sloop, The Unrest, as far as the falls, and upon his report to the States general, a company was formed for trading in the New Netherlands. Only limited privileges were granted to this company, and it was afterwards superseded by the Dutch West India Company, to whom the exclusive governmental and commercial rights for the territory were granted. The Dutch were influenced much more by the desire for a lucrative trade with the natives than by any wish to found a colony, and in 1633 they built a fort on the spot still called Dutch Point, in Hartford, for the purpose of protecting their traffic with the Indians, which they had been carrying on for some ten years. This fort was known as the House of Hope, and when the English came they settled all about it, but did not interfere with the Dutch occupation. Naturally, there was friction between the two nationalities, and petty trespasses of various kinds were charged by both parties. Finally, after repeated complaints, the Commissioners of the United Colonies, Massachusetts, Plymouth, Connecticut, and New Haven, met at Hartford, September it, 165o, with Peter Stuyvesant, Director of the New Netherlands, to consult upon the proper boundaries of the Dutch jurisdiction. The matter was referred to arbitrators, and resulted in a transfer to the English of all the territory lying west of the Connecticut except the land in Hartford actually occupied by the Dutch, the New Netherlands taking the country east of the river. But this arrangement did not last long, as, in 1653, war was declared between England and Holland, and the colonies were required by Parliament to treat the Dutch as the declared enemies of the Commonwealth of England. Trumbull says:
"In conformity to this order the General Court was convened, and an act passed sequestering the Dutch house, lands, and property of all kinds at Hartford, for the benefit of the Commonwealth; and the Court also prohibited all persons, whatsoever, from improving the premises by virtue of any former claim or title had, made, or given, by any of the Dutch nation, or any other person, without their approbation."
Even after this change of rulers a few of the Dutch traders remained in Hartford, as is shown by references to them on the records, but they all finally returned to the New Netherlands.
During the next thirty years the little settlement on the banks of the Connecticut continued to grow and prosper, having very little to do with the affairs of the outside world. In 1675 and 1676, King Philip's War caused great alarm and anxiety for a time, but after this conflict was concluded by the subjugation of the Indians, peace and quietness again reigned. Soon after the accession of James II., in 1685, this quiet was however rudely disturbed by the issue of a writ of quo warrant° against the Governor and Company of Connecticut, summoning them to appear before his Majesty, and show by what warrant they exercised certain powers. In reply, the Colony pleaded the Charter, granted by the King's royal brother, made strong professions of their loyalty, and begged a continuance of their privileges. Two more writs of quo warrant° were issued against Connecticut, but she still refused to surrender her Charter, and reelected Robert Treat as Governor. The Charter of Massachusetts had been vacated, and Chalmers, in his History of the American Colonies, says that "Rhode Island and Connecticut were two little republics embosomed in a great empire." Rhode Island, however, submitted to his Majesty, so Connecticut stood alone in refusing to surrender her Charter. In the latter part of 1686, Sir Edmund Andros arrived in Boston, bearing his royal commission as Governor of New England. After some correspondence with Governor Treat, who still stood firm, he left Boston for Hartford, with several members of his Council and a small troop of horse. When he arrived in Hartford, October 31, 1687, he was escorted by the Hartford County Troop, and met with great courtesy by the Governor and his assistants. Sir Edmund was conducted to the Governor's seat in the council chamber, and at once demanded the Charter. Trumbull says:
"The tradition is that Governor Treat strongly represented the great expense and hardships of the colonists in planting the country, the blood and treasure which they had expended in defending it, both against the savages and foreigners; to what hardships and dangers he himself had been exposed for that purpose; and that it was like giving up his life now to surrender the patent and privileges so dearly bought, and so long enjoyed. The important affair was debated and kept in suspense until the evening, when the Charter was brought and laid upon the table, where the Assembly were sitting. By this time great numbers of people were assembled, and men sufficiently bold to enterprise whatever might be necessary, or expedient. The lights were instantly extinguished, and one Captain Wadsworth, of Hartford, in the most silent and secret manner carried off the Charter, and secreted it in a large hollow tree, fronting the house of the Honorable Samuel Wyllys, then one of the Magistrates of the Colony. The people appeared all peaceable and orderly. The candles were officiously relighted, but the patent was gone, and no discovery could be made of it, or of the person who had conveyed it away."
Sir Edmund was disconcerted, but declared the government of the colony to be in his own hands, annexed Connecticut to Massachusetts and the other New England colonies, appointed officers, and returned to Boston. Afters the downfall of Andros, in 1689, Governor Treat resumed his position as Governor of Connecticut, and the Charter reappeared from its seclusion, and continued to be the organic law of Connecticut, although in Parliament, during the remainder of the colonial period, various attempts were made to have it abrogated. But the Charter Oak, where tradition declared that the document was concealed, continued to be a sacred and venerated object until its fall, August 21, 1856.
A people that have no history are the happiest, therefore we may assume that Hartford was a happy and flourishing town during the remainder of the colonial period, and even during the Revolution there is but little to tell of Hartford. Its situation, so far removed from the seacoast, secured it from the attacks of the British troops, and it was for that very reason a safe and desirable place for the meetings of Generals Washington and Rochambeau, when they wished to arrange the plans for the campaigns that ended with the surrender of Yorktown. The first of these historic meetings took place September 17, 1780. Rochambeau came from Newport through Eastern Connecticut, and Washington rode from New Windsor on the Hudson with a guard of twenty two dragoons. The meeting took place in the public square on the site of the present post office, and as the two tall, fine looking commanders in chief approached each other bowing, an eye witness said that it was like the meeting of two nations. The following year another meeting took place at Wethersfield.
During the colonial period there was very little literary production in America, except sermons and theological treatises, and Hartford was no exception to this rule. Her first author was one of her founders, the Rev. Thomas Hooker, "The Light of the Western Churches." His writings consisted exclusively of sermons. They were first published in London, and but few have been reprinted in this country. No preacher of great reputation succeeded him, nor any writers whatever. But during the Revolution a star arose on the horizon, McFingal. The first part of the poem appeared as independent verses in the Connecticut Courant in 1775. General Gage had issued a fierce proclamation, threatening to exempt from general pardon some of the Continental leaders, and Trumbull's poem burlesqued the manifesto. It was at once reproduced in the Philadelphia papers, and undoubtedly did a very important work in stimulating the thought and passion of the American Revolution. About i 782 the whole work was published by Messrs. Hudson & Goodwin, "near the Great Bridge, Hartford." Tradition states that the scene of the "Town Meeting" refers to the old South Church in this city. Nathaniel Patten, an enterprising, and not over scrupulous printer in Hartford, issued a second edition of AcFingal, without the author's consent, and it is an interesting fact that out of this piracy of Trumbull's work here in Hartford grew the national copyright law. Trumbull and Noah Webster both exerted themselves strenuously in favor of such a law, and, in 1783, the General Assembly of Connecticut passed an "Act for the Encouragement of Literature and Genius," which secured to authors their copyright within the State. The personal exertions of Noah Webster in defense of his spelling book led to the passage of similar laws by the legislatures of other States, and finally to the passage of a general law by Congress, modelled on the Connecticut act of 1783. All the literature of that period in America bears the impress of the golden age of Queen Anne, the Spectator and the Tatter, Addison and Steele; and McFingal reminds the reader now of fludibras, now of the Dunciadt
John Trumbull was born in Watertown, Connecticut, then Westbury, April 24, 1750. Both on his father's side and his mother's he was of the pure Brahmin stock of New England, and through his mother he was related to Jonathan Edwards, Timothy Dwight, his fellow poet, and many other writers of a later time. He exhibited marvellous precocity, and, his father being engaged in preparing a youth of seventeen for examination at Yale, the boy of seven was so eager to join in the elder youth's studies that his father allowed him to go through the same course of Greek, Latin, and Mathematics. Both the lads passed, and were admitted members of the college, but the boy of seven was not allowed to proceed with his college course until he was older. He early began writing essays of a satirical nature, and while a tutor at his Alma Mater he wrote The Progress of Dulness, a keen and stinging satire on contemporary life. It also shows, like McFingal, the technical precision of the literary artist. The year 1774 Trumbull, spent in the law office of John Adams, in Boston, then returned to New Haven, and in 1781 took up his residence in Hartford, where he remained until 1825, when he went to Detroit to live with a married daughter, and died there in 1831. In his later life he gave up literature for the law, and was at different times State Attorney for Hartford County, Representative to the State Legislature, Judge of the Superior Court (1801-1819), and Judge of the Supreme Court of Errors (1808-1819).
In the first decade of our independence the "Hartford Wits" made this little provincial capital a brilliant intellectual centre, and an important focus of political influence. The original members of the association or club were, Dr. Lemuel Hopkins, John Trumbull, Joel Barlow, and David Humphreys. We may call it remarkable, because, at that time, when Boston was as barren of literary talent as she has since been prolific, this little town of three thousand inhabitants boasted at least four poets who had gained a national reputation. Hopkins was born in Waterbury, Connecticut, in 1750, was a distinguished physician, and one of the founders of the Connecticut Medical Society. He died in Hartford in 1801, and his grave may be seen in the old Center burying ground. No edition of his collected poems has ever been published. They consisted in great part of his contributions to the Anarchiad', the Political Greenhouse, and the Echo, which were serial satires in verse by the Hartford Wits. The Anarchiad resembled the Rol/lad of Frere and Canning, and with the Echo contained a series of social and political satires. Hartford at this time, became and for twenty years thereafter was, the literary headquarters of the Federalist or Conservative party, which favored a strong, general government, and opposed French democracy. In consequence, as party feeling ran so high, it became a mark for obloquy and vituperation among the Jeffersonians, which gave it an honorable resemblance to Boston in the antislavery times.
David Humphreys was born in Derby, Connecticut, in 1753, served honorably during the Revolution, and had the distinction of being Washington's aid de camp. He also held, after the war, the position of secretary to the commissioners - Franklin, Jefferson, and Adams - appointed to negotiate treaties of commerce with various European powers. Joel Barlow is perhaps the best known of any of the Wits, and but a small portion of his career was passed in Hartford. He took up his residence in our town in 1787, just after leaving the army. He was then engaged in writing his best known poem, the epic Vision of Columbus, but he did much other literary work, and was also the editor of a weekly newspaper, called The American Mercury, for which he wrote many essays, said to be the precursors of the modern editorial. In 1787, he completed the Vision of Columbus, and it was published by subscription and dedicated to Louis XVI., King of France. During the next year, 1788, Barlow left Hartford to go abroad; he remained in Europe for seventeen years, and when he returned took up his residence in Washington. Finally, going abroad as Ambassador to France, he died in Poland, while following Napoleon then engaged in his Russian campaign. Richard Alsop and Theodore Dwight, Senior, were admitted into the coterie of the Hartford Wits, and wrote much of the Echo, and a few lines in this series were also contributed by Drs. Mason F. Cogswell and Elihu H. Smith. The Echo was a sort of Yankee Dunciad It contained many local allusions, as to the Blue Laws, the Windham Frogs, etc., and was also the vehicle of much political satire on the Democrats. Theodore Dwight, one of the Echo poets, was editor of the Connecticut Mirror, and also secretary of the famous Hartford Convention.
No political subject has ever been the theme of more gross misrepresentation or more constant reproach than the assembly of delegates from the New England States which met at Hartford in December, 1814. After the war of 1812 had continued two years, our public affairs were in a deplorable condition. The army intended for defending the sea coast had been sent to the borders to attack Canada; a British squadron was lying in the Sound to blockade the harbors on the Connecticut coast, and to intercept our coasting trade; the banks, south of New England, had suspended the payment of specie; our shipping lay in our harbors, embargoed, dismantled, and perishing; the Treasury of the United States was nearly exhausted, and a general disheartenment prevailed throughout the country. In this situation of affairs a number of gentlemen in Massachusetts believed that a convention of prominent men might do good. Many petitions from numerous towns in Massachusetts were received, stating the sufferings of the country in consequence of the embargo and the war, and Governor Strong summoned a special meeting of the Massachusetts Legislature in October, 1814, when a resolution was passed appointing delegates to a convention to be held in Hartford. The Connecticut Legislature was in session at the same time, and received a communication from the Massachusetts body, requesting them to join in appointing delegates to the convention. This they did, and seven delegates were sent. On December 15, 1814, the convention, numbering twenty six delegates, representing Massachusetts, New Hampshire, Connecticut, Rhode Island, and Vermont, met in the council chamber of the State House, now the City Hall of Hartford. Among the delegates were men of such assured position as Harrison Gray Otis, George Cabot, William Prescott, the father of the historian, and Stephen Longfellow, the father of the poet, from Massachusetts; Chauncey Goodrich, Governor John Treadwell, Roger Minot Sherman, and James Hillhouse, of Connecticut. Their deliberations continued for three weeks, and their sittings were held with closed doors, a fact which was brought up against them by their political adversaries as evidence of dark and nefarious designs. During the sessions a small body of recruits for the army, then in Hartford, were paraded in a threatening manner by the officer in command. The proceedings resulted in the adoption of a report and the passage of resolutions recommending amendments to the Constitution of the United States. Among the recommendations was one proposing that representative and direct taxation should be apportioned according to the respective numbers of free persons in the States, excluding slaves and Indians. This document was immediately published, and was read with great eagerness. Those who expected to discover sentiments of a seditious and treasonable nature were disappointed. The report expressed an ardent attachment to the integrity of the republic, and its sentiments were liberal and patriotic. A short time after the publication of this document the news of the declaration of peace was received. The people, without waiting to hear the provisions of the treaty, showed their joy by bonfires and illuminations, a striking commentary upon the character of the war and the general feeling about it. The war being over, the work of the Hartford Convention was no longer needed, and the jarring interests of the State and Federal governments were harmonized.
During the last century the chief business of Hartford was the trade with the West Indies. There was also some trafficking with Ireland and with Lisbon, timber being exported to the first named, and fish to the latter. From 1750 to 183o, Hartford not only imported goods from the West Indies, but was also a distributing centre for the surrounding country, and for the region that stretches northward to the sources of the Connecticut. During the first thirty years of this century the wharves on the river bank were bustling with traffic and lined with vessels, often three or four rows deep. Large warehouses extended along the banks of the river, where beef and pork were packed for the export trade, great quantities being brought down the river in brine, and inspected and repacked here. The numerous scows and flat boats in which the up river trade was carried on, were loaded on their return voyage with sugar, rum, molasses, coffee, salt and other West Indian commodities. S. G. Goodrich, in his Recollections of a Lifetime, describes the city as a centre of the West India trade, and as smelling of rum and molasses. The inland transportation of goods was carried on by lines of freight wagons running to Westfield, Granby, Monson, Brimfield, Norfolk, Canaan, and the towns in Berkshire County. There were also packet lines running to Boston, New York, Albany, Nantucket, Baltimore, Norfolk, and Richmond. But the building of the Boston and Albany, and of the New York and New Haven railroads cut off gradually all the inland and up river commerce from Hartford, and diverted trade into other directions. This obliged the merchants of Hartford to turn their energies to other lines of business.
One of the most successful of these, and one in which Hartford now holds a unique position, is the insurance business. Nowhere else has the business of fire insurance reached such magnitude as in Hartford. The aggregate capital of the six fire insurance companies in the city is $10,250,000, which exceeds one quarter of the capital of all the fire companies in the country. It is supposed that the business began in marine underwriting, as Hartford formerly had such large shipping interests and so many vessels concerned in trade with the West Indies. An insurance office was opened in Wethersfield in 1777 by Barnabas Dean, presumably for shipping. Fire insurance policies were issued in 1794, and in 1795 a company was formed for the purpose of underwriting on "vessels, stock, merchandize, etc." In 1810 the oldest of the present Hartford fire insurance companies was formed, the Hartford, with a capital of $150,000. All the early insurance companies made the mistake of dividing profits in periods of prosperity, reserving little or nothing for a day of adversity. But the Hartford met with a severe lesson in December, 1835, when the great fire in New York swept away the capital of the company. All losses were paid in full, and the confidence inspired by this policy increased the business of the company fivefold. In 1871 the great Chicago fire endangered the existence of the strongest Hartford companies, and five of them were forced to discontinue. But the able management of the four that paid their losses and continued to do business has given the Hartford companies a good reputation. The life insurance business was also early organized in Hartford, which was the earliest place, except the already great cities of New York, Boston, and Philadelphia, to establish this system firmly, and several of the Hartford companies rank among the leading institutions in this business in the country. In Hartford was founded the first accident insurance company organized in America.
Hartford possesses a number of well known educational and philanthropic institutions, Trinity College; the Wadsworth Athenaeum, containing the 1Natkinson Library of Reference, the Connecticut Historical Society's collections, the picture gallery and public library; the Theological Seminary, the School for the Deaf, the Retreat for the Insane; all founded in the first half of this century.
First, chronologically, comes "The American Asylum for the Education and Instruction of Deaf and Dumb Persons," the mother school of all similar institutions in this country. In 1887, when the recurring years brought about the one hundredth anniversary of the birth of Thomas Hopkins Gallaudet, the founder of this school for the deaf, the day was celebrated by all deaf mutes throughout the United States, and commemorated by public services and general festivities. In a building on Main Street, now constituting the southern end of the City Hotel, the American Asylum gathered its first seven pupils, April 15, 1817. The starting point of the enterprise was the eager desire of Dr. Mason F. Cogswell to secure an education for his daughter, Alice, a deaf mute, whose infirmity was caused by an attack of spotted fever. In 1815, several prominent gentlemen in Hartford took steps towards the organization of such a school at the instance of Dr. Cogswell, and decided to send the Rev. T. H. Gallaudet, then just out of the Andover Theological Seminary, to Europe, for the purpose of acquiring the art of instructing deaf mutes. Accordingly, Mr. Gallaudet proceeded to Paris, where he was cordially received by the Abbe Sicard, the Director of the famous Institution for Deaf Mutes, founded some years earlier by the Abbe de l'Epee. Here every facility was accorded to Mr. Gallaudet, and when he was ready to return to America, one of Sicard's pupils - Laurent Clerc by name, offered his services as an instructor in the school to be founded in America, and as he was himself a deaf mute he was a living demonstration of the fact that a very high degree of education was possible to deaf mutes. In 1818, the number of pupils having increased to sixty, it appeared to the directors that their work was likely to become national, and it seemed proper to invoke the aid of Congress. A petition was accordingly sent to Congress, and was strongly supported by the Connecticut members, by the Speaker, Henry Clay, and by many other influential and philanthropic men. Congress responded by an appropriation of an entire township, comprising 23,000 acres of land. This grant was judiciously converted into cash and invested, and the income thus received has enabled the institution to receive pupils at about one half the actual cost of their education. The building now in use was completed in 1821. Since 1825 pupils have been received from the States of Massachusetts, New Hampshire, Maine, Vermont, and Rhode Island, under an arrangement made with the official authorities in those States. While a large proportion of the instructors have always been college graduates, at the same time industrial instruction has, since 1823, been an essential feature in the training, thus rendering the pupils self supporting members of society.
Another evidence of the philanthropic feeling animating the citizens of Hartford about the same date as the foundation of the Deaf and Dumb Asylum, was the establishment in 1824, of the Connecticut Retreat for the Insane. At that time there were only two other institutions in the country for the exclusive care of insane persons, and the importance of restorative treatment was but little understood.
Many citizens of Hartford signed the petition requesting the General Assembly to pass an act of incorporation for Washington College, and when the news of its passage was received, May 16, 1823, their joy was manifested by the lighting of bonfires and the firing of cannon. The people of Hartford surpassed all others in raising money for the new institution. More than three fourths of the sum appropriated by the State, $5o,000, was contributed by them, and their city was therefore selected as the seat of the College. A fine site was secured on an eminence overlooking the Little River, the hill now crowned by the beautiful State Capitol, and in 1825 two buildings were ready for occupation. The College was opened under the presidency of the Rt. Rev. Thomas C. Brownell, Bishop of Connecticut, and at all times since its foundation the institution has been administered by men of learning and wisdom. The name was changed in 1844 to Trinity College. In 1871, when the city of Hartford decided to offer to the State a site for the new Capitol, it was proposed to purchase the College campus for that purpose and in February, 1872, the trustees sold the grounds to the city, reserving the right to use them for five or six years. In 1873 a site of some eighteen acres on the slope of Rocky Hill, commanding a beautiful view in every direction, was purchased by the College. Ground was broken on Commencement Day, 1875, with impressive ceremonies, and two large buildings were ready for occupation in 1878. The erection of the Northam Gateway, in 1881, unites the buildings and completes the western side of the proposed quadrangle. The lofty towers have added greatly to the appearance of the structure. The style of architecture is secular Gothic of the early French type.
The buildings of the Theological Seminary on Broad Street attract attention by their size and dignity. The institution was established in East Windsor in 1833, and was removed to Hartford in 1865, occupying the old Wadsworth house and other buildings on Prospect Street. In 1879, the present structure was occupied, and it has since been enlarged by the addition of the Case Library.
The first great manufacturing enterprise in Hartford, and still perhaps the best known and most important, is the Colt's Patent Fire Arms Manufacturing Company, established by Colonel Samuel Colt in 1848. Colonel Colt planned his works on a magnificent scale, and time has proved the wisdom of his plans. To pistols, rifles, and shotguns the company has added, from time to time, the manufacture of gun machinery, Gatling guns, printing presses, portable steam engines, and Colt automatic guns. Aside from the output of weapons and machinery, the Colt works have been of great value as an educating force in applied mechanics, and they have turned out many men who have founded large manufacturing establishments. Th e armory grounds now include two memorial buildings, the Church of the Good Shepherd, built in 1868 by Mrs. Colt, in memory of her husband, and a companion to this, built in 1896, a parish house, inmemory of Commodore Caldwell H. Colt, a structure complete and satisfying in all its decorations and appointments. Another memorial structure in the city is just approaching completion, the Keney Memorial Tower. In this, Hartford will possess an architectural feature unique in American cities, a Norman bell and clock tower, with fine carvings.
The Messrs. Keney have left another memorial of themselves in the Keney Park, a fine addition to the Hartford park system. The beauty of Hartford and its desirability as a residence have both been much increased by the munificence of individual citizens, and the wise policy of the city government in creating a system of public parks. The first of these, Bushnell Park, the city owes to the wise forethought of Dr. Horace Bushnell, one of her most distinguished citizens. Laid out in 1859, it is, probably, after Central Park in New York, the oldest public city park in the country, and it was obtained in the face of much opposition by a man possessed of great intellect and foresight, for whom it was named in 1876. The building of the Capitol on the brow of the hill overlooking the Park, and the construction of the Soldiers' Memorial Arch in 1886, have added much to its beauty and completeness In 1894, Hartford acquired another park the gift of Col. Albert A. Pope, the head of the Pope Manufacturing Company. This park is situated in the south part of the city. Very soon afterwards, by the will of Charles M. Pond, the city became possessed of a valuable tract of land on Prospect Hill, the former residence of Mr. Pond. This he desired should be called Elizabeth Park in memory of his wife. Now the Pope, Elizabeth, Keney, and Riverside Parks, the latter on the north meadows and near the city water works, make a boulevard around Hartford, which will add much in the future to the beauty of this already beautiful city.
After the brilliant galaxy of the "Hartford Wits" disappeared, a graver class of litererary men took their places: Noah Webster, with his spelling book and dictionary (he was born in Hartford, West Division, Oct. 16, 1758); Samuel G. Goodrich (Peter Parley); Mrs. Lydia Huntley Sigourney, who obtained the title of "the American Hemans," an almost lifelong resident of Hartford, where her first volume of poems was published in 1815; George Denison Prentice and John Greenleaf Whittier both lived in Hartford for a time, doing editorial work, when they were yet young and unknown men; Henry Barnard, LL.D., distinguished for his labors in the cause of education, was born in Hartford in 1811, and is still enjoying an honored old age in his native city. But the man of highest genius in Hartford's list of authors during the first half of this century was Horace Bushnell. He came to the city in 1833, as pastor of the North Church, and remained until his death, in 1876. His sermons and essays all show great imagination and beauty of style, as well as great power of thought. In 1864, Mrs. Harriet Beecher Stowe, who had once before lived in Hartford as a teacher in the famous school of her sister, Miss Catharine Beecher, again took up her residence in the city, and continued to live here until her death, in 1896. During this period a number of her later works were written.
Of living authors, Charles Dudley Warner and Samuel L. Clemens (Mark Twain) have a world wide reputation. Mr. Warner came to Hartford in 1860, as one of the editors of the Press, and subsequently became one of the owners and editors of the Courant, with which paper he is still associated. His Summer in a Garden, which first brought him into notice, appeared in the columns of his newspaper in 1870, and since that time he has written many essays, novels, and books of travel. Mr. Clemens was born in Florida, Missouri, November 30, 1835, has lived in Hartford since 1871, and all his books which have appeared since 1872 have been written in our city, except his latest, Following the Equator. John Fiske, the historian and essayist, was born in Hartford in 1842, but he left the city at an early age, and his reputation has been won elsewhere. The same can be said of Edmund Clarence Stedman, the poet and critic, who was born in Hartford in 1833.
James Hammond Trumbull, LL.D., born in Stonington in 1821, but almost a lifelong resident of Hartford, dying there in 1897, was one of the most distinguished philologists and antiquarians in the country, and his great familiarity with the Indian tongues made him an authority on that subject. Dr. Trumbull's brother, Rev. Henry Clay Trumbull, D.D., of Philadelphia, since 1875 editor of the Sunday School Times, was a resident of our city from the year 185 to 1875, and during that period he published some of his religious and biographical works. Two other members of the same family, a sister and daughter of Dr. J. H. Trumbull, Mrs. Annie Trumbull Slosson, and Miss Annie Eliot Trumbull, have distinguished themselves in literature, by their novels and short stories, some being character studies of New England life. In this line also another Hartford writer excelled, Mrs. Rose Terry Cooke, who was born in Hartford in 1827, and died in Pittsfield, Mass., in 1892. She contributed many graphic stories of rural New England life to the pages of the Atlantic Monthly, Harpers', and other magazines, which stories were afterwards collected and published in book form. Richard Burton, born in Hartford in 1858, recently appointed Professor of English Literature in the University of Minnesota, has already made a name among the younger men as a poet and critic. Frederick Law Olmsted, born in Hartford, November 10, 1822, now a resident of Brookline, Mass., is well known as one of the foremost landscape gardeners in this country, and he has also made valuable contributions to the literature of travel and horticulture. Many other persons, either natives or residents of Hartford, have won renown in various fields of authorship. In the art world, Hartford claims Frederick E. Church and William Gedney Bunce, the painters, E. S. Bartholomew, the sculptor, and William Gillette, the actor and playwright, all natives of the city.
Hartford citizens have borne their part in the councils of the nation. Gideon Welles was Secretary of the Navy under President Lincoln during the Civil War, and until 1869. Isaac Toucey held the same office under President Buchanan. Hon. John M. Niles was Postmaster General in 1840, under Van Buren, and also Senator for a long period. The Hon. Marshall Jewell was appointed by President Grant United States Minister to Russia in 1873, and in 1874 he was recalled to enter the Cabinet as Postmaster General. In later years the Hon. James Dixon and General J. R. Hawley have been prominent in the United States Senate.
Hartford has increased largely in population during the last decade, and the numerous trolley lines that have been built, running like the spokes of a wheel into the surrounding country, have contributed much to the prosperity of the city. Many handsome residences have been built, new streets have been laid out, and our city appears to have entered upon a career that promises increased wealth and success.
Historic towns of New England
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Information about the early signs of dementia, the importance of early and correct diagnosis and the ways in which it is diagnosed.
What are the early signs of dementia?
The early signs of dementia are very subtle and vague and may not be immediately obvious. Early symptoms also vary a great deal. Usually though, people first seem to notice that there is a problem with memory, particularly in remembering recent events.
Other common symptoms include:
Apathy and withdrawal
Loss of ability to do everyday tasks
Sometimes people fail to recognise that these symptoms indicate that something is wrong. They may mistakenly assume that such behaviour is a normal part of the ageing process. Or symptoms may develop gradually and go unnoticed for a long time. Sometimes, people may refuse to act even when they know something is wrong.
Ten warning signs
This is a checklist of common symptoms of dementia. Go through the list of the symptoms, if there are several that you say 'yes' to, a doctor should be consulted for a complete examination of the person with the symptoms.
Recent memory loss that affects job skills
It is normal to forget meetings, colleagues' names, or a business associate's telephone number occasionally, but then remember them later.
A person with dementia may forget things more often, and not remember them later.
Difficulty performing familiar tasks
Busy people can be so distracted from time to time that they may leave the carrots on the stove and only remember to serve them when the meal has finished.
A person with dementia might prepare a meal and not only forget to serve it, but also forget they made it.
Problems with language
Everyone has trouble finding the right word sometimes.
A person with dementia may forget simple words or substitute inappropriate words.
Disorientation of time and place
It is normal to forget the day of the week or your destination for a moment.
People with dementia can become lost on their own street, not know where they are, how they got there or how to get back home.
Poor or decreased judgement
Dementia affects a person's memory and concentration and this in turn affects their judgement. Many activities, such as driving, require good judgement and when this ability is affected, the person will be a risk, not only to themselves, but to others on the road.
Problems with abstract thinking
- Balancing a chequebook may be difficult for many of us.
- Someone with dementia could forget completely what the numbers are and what needs to be done with them.
- Anyone can temporarily misplace a wallet or keys.
- A person with dementia may repeatedly put things in inappropriate places.
Changes in mood or behaviour
- Everyone becomes sad or moody from time to time.
- Someone with dementia can have rapid mood swings from calm to tears to anger, for no apparent reason.
Changes in personality
- People's personalities can change a little with age.
- A person with dementia can become suspicious or fearful, or just apathetic and uncommunicative. They may also become dis-inhibited, over-familiar or more outgoing than previously.
Loss of initiative
- It is normal to tire of housework, business activities or social obligations.
- The person with dementia may become very passive and require cues prompting them to become involved.
Based on Is it Alzheimer's? Ten Warning Signs You Should Know, Alzheimer's Association, USA.
Don't assume it's dementia
Remember that many conditions have symptoms similar to dementia, so it is important not to assume that someone has dementia just because some of the symptoms are present. Strokes, depression, alcoholism, infections, hormone disorders, nutritional deficiencies and brain tumours can all cause dementia-like symptoms. Many of these conditions can be treated.
A correct diagnosis is important
Consulting a doctor to obtain a diagnosis is critical at an early stage.
A complete medical and psychological assessment may identify a treatable condition and ensure that it is treated correctly, or confirm the presence of dementia and then ensure assistance is provided.
Such an assessment might include the following:
A detailed medical history, provided if possible by the person with the symptoms and a close relative or friend. This helps to establish whether there is a slow or sudden onset of symptoms and their progression.
A thorough physical and neurological examination, including tests of the senses and movements to rule out other causes of dementia and to identify medical illnesses which may worsen the confusion associated with dementia.
Laboratory tests including a variety of blood and urine tests called a “dementia screen” to test for a variety of possible illnesses which could be responsible for the symptoms. The dementia screen is available through a doctor.
Neuropsychological testing to identify retained abilities and specific problem areas such as comprehension, insight and judgement.
Other specialised tests such as a chest x-ray, ECG, or CT scan.
A mental status test to check the range of intellectual functions affected by the dementia such as memory, the ability to read, write and calculate.
Psychiatric assessment to identify treatable disorders which can mimic dementia, such as depression, and also to manage psychiatric symptoms such as anxiety or delusions, which may occur alongside a neurological disorder.
Where to begin
Your local doctor
The best place to start the diagnostic process is with the local doctor who, after considering the symptoms and ordering screening tests, may offer a preliminary diagnosis or refer the person to a neurologist, geriatrician or psychiatrist.
Resistance to visiting a doctor
Some people may be resistant to the idea of visiting a doctor. In some cases, people do not realise, or else deny, there is anything wrong with them. This can be due to the brain changes of dementia that interfere with the ability to recognise or appreciate one's memory problems. Others, with retained insight, may be afraid of having their fears confirmed.
Dealing with resistance to visiting the doctor
One of the most effective ways to overcome this problem is to find a physical reason for a visit to the doctor, preferably a check-up for a symptom that the person is willing to acknowledge, such as headaches or failing eyesight.
Perhaps suggest an examination of the heart, a test for blood pressure or diabetes, or a review of long term medication. Another way is to suggest that it is time for you BOTH to have a physical check up. Any expressed anxiety by the person is an excellent opportunity to suggest a visit to the doctor.
Be sure to provide a lot of reassurance. Calm, caring attitude at this time can help overcome the person's very real worries and fears.
If the person will not visit the doctor:
- Talk with other carers who may have had to deal with similar situations
- Contact the Aged Care Assessment Team (ACAT)
- Call the National Dementia Helpline on 1800 100 500.
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Electrical Safety Tips
The safety of members and employees is extremely important to the cooperative. We work on a daily basis to keep members and the community safe from electrical hazards.
Click here for the Home Electrical Safety Checklist and the Electrical Safety Quiz.
Downed Power Lines
Treat all power lines as energized. Never climb or attempt to handle a tree that has a limb caught in a power line. You may not see any visible evidence that the tree is "electrified" or dangerous. If a fire starts from a fallen power line, notify the fire department and the cooperative. Stay away from the site of the electrical hazard. Make sure others stay clear of the line and treat it as energized. Do not use water on or near the fallen power line.
Call Before You Dig
Whenever you decide to dig in your yard, the very first step you need to take is to call the Ohio Utilities Protection Service (OUPS). It's dangerous to dig without knowing where your electric underground lines, phone lines, water lines, etc. are located. It could be dangerous for you to dig without first calling OUPS. Please call OUPS at least 48 hours before you are planning to dig. The appropriate person will mark your utilities with either paint or flags. That way, you can be safe when you dig.
Call OUPS at 800-362-2764 or 8-1-1 anytime. For more information, go to www.oups.org.
Today's home appliances are extremely sensitive to changes in voltage, whether they happen suddenly or over time. The cooperative sells and leases surge protection devices that can help safeguard your household appliances. Click here for more information.
Have a generator? For your safety and for the safety of our crews, click here to let us know!
When properly installed and operated, generators offer a safe, convenient means of powering equipment when electricity is unavailable. However, when they are improperly installed, generators can be dangerous to you, your neighbors, and the cooperative's line personnel.
An improperly installed generator can create a "back feed." Back feeding is very dangerous. Electricity from your generator flows back through your electrical panel and meter into the cooperative's electrical system. Back feeding can occur when a generator is connected to your home wiring system without disconnecting from the cooperative's power. The most common way this could occur is if you directly connect a generator to your electrical panel or to a circuit in your home. If you feed power back into the utility system during an outage, you will energize the transformer serving your home. This poses an electrocution hazard for the cooperative's line crews and for your neighbors, who may not realize the lines are energized. If the cooperative's power is restored while your generator is back feeding, your generator may be severely damaged. How can you use your generator and still prevent back feeding? The simple answer is to always keep generated power and the cooperative's power isolated from each other.
Here is a description of two typical generator configurations:
These generators should be isolated from the cooperative's electrical system with a transfer switch installed between the generator and the electrical panel. The transfer switch allows power to be fed from only one source at a time.
These generators are usually connected directly to an appliance or piece of equipment through an extension cord. As long as the equipment is not hard-wired to the building's electrical panel, there is no path back to the panel.
Transfer switches are available to safely connect portable generators to electrical systems. Transfer switches work by opening the connection to the utility before the generator connection. They become part of your building's wiring system. To view a diagram of a transfer switch click here.
The National Electrical Code requires transfer switches for permanently installed generators. A transfer switch should be installed by a licensed electrician and requires an electrical permit. Contact your local Building Department for details. Anyone who fails to install a proper safety device will be subject for immediate disconnection by the cooperative.
There are several important safety rules to follow when you are operating a generator:
- Always read and follow the guidelines in your operator's manual.
- Know how to shut off the generator quickly in case of emergency.
- Never modify a generator in any way.
- Never refuel a generator while it is running or hot.
- Periodically run the generator to ensure it will start and run properly.
- Use adequately sized extension cords when using a portable generator.
- Operate the portable generator in the open, never in a building or enclosed space.
- Make sure the portable generator is sitting on a firm, level surface.
- Operate the portable generator in a dry location.
If you have any questions about your electrical service, please contact the cooperative's office online or by phone at 513-867-4400 or 800-255-2732. | <urn:uuid:83f390c1-000e-43a3-9917-f4054889859b> | CC-MAIN-2021-49 | https://butlerrural.coop/content/electrical-safety-tips | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362619.23/warc/CC-MAIN-20211203091120-20211203121120-00170.warc.gz | en | 0.904693 | 1,009 | 2.859375 | 3 |
At first glance Fire-Power may seem to be a professional study by gunners about gunners and for gunners, but if readers not privileged to have served in the Royal Regiment can absorb the technical information and diagrams they will learn a lot about the realities of warfare in the first half of the 20th century. In particular, they will appreciate the extent to which fire-power has dominated combat and what techniques have been evolved to exploit it and overcome it. This is not a narrow study of artillery: the authors also discuss the development and tactics of machine-guns, trench mortars, hand-grenades and, most important of all, the radio, which exerted a truly revolutionary influence. Although this work is a joint effort, it is likely that the first part, on the First World War, was written by Professor Graham and the rest by Brigadier Shelford Bidwell.
Despite some painful experiences in the South African War, the British Army still lacked a clear doctrine and a mental grasp of the nature of modern battle on the eve of the First World War. Sir Douglas Haig’s tactical vision was clear but narrow, ‘like that of a man looking at the ground between the ears of a horse’. Haig saw his task as the application of direct fire-power against a visible enemy who would have to be vanquished by cold steel. Indirect fire would slow the tempo of battle and was of doubtful reliability given the existing means of communication. Too much reliance on fire-power would, moreover, cause a loss of surprise and initiative. Horse and field gunners, sensitive to the accusation that they preferred to skulk behind hills, endorsed Haig’s views on the need for direct wheel-to-wheel action in close support of the infantry. These tactics were suitable for the initial encounters but not for the prolonged contests in attrition which were likely to follow.
The section devoted to the steady improvement of British operational techniques in the ‘great and continuous engagement 1914-1918’ is perhaps the most original and significant in the whole book. Indeed, one has to go back to G.C. Wynne’s little-known, specialist study, If Germany attacks: The Battle in Depth in the West (1940), for a comparably cogent analysis of the causes of the static, attritional trench warfare on the Western Front. Professor Graham’s theme is the one endlessly inculcated by John Terraine and now finding wider acceptance among military historians: that the British Army’s great series of victories in 1918 should be seen as the ‘pay-off’ for lessons painfully learned in the previous three years. The early British offensives, made by ill-equipped and half-trained divisions, were extremely costly, and thereafter the commanders had to evolve new tactics against a skilful and well-entrenched opponent who could afford to remain largely on the defensive.
After making due allowance for Haig’s difficulties, Graham argues persuasively that he did not understand the tactical difference between a breakthrough battle and the series of attrition battles in which he engaged. In other words, neither Haig nor his staff at GHQ fully accepted that the Western Front was a gigantic siege operation in which a breakthrough into open country was impossible. One consequence was that artillery and engineer representatives were not given the scope and authority they deserved. Indeed GHQ did not plan its battles around the artillery or take full account of that arm’s new capabilities until the action at Cambrai in November 1917. Several staff officers and commanders, notably Rawlinson and Birch – who both emerge from this study with enhanced reputations – realised that breakthrough and attrition battles required very different preparations, but Haig persistently attempted to do the two simultaneously.
The divergence of views between Haig and his army commanders was especially marked in the Somme Campaign in 1916. Rawlinson, commanding Fourth Army, shared the French view that a breakthrough was impracticable: like Foch he regarded the Allied offensive as a siege operation in which massive bombardments should be employed to cover a series of short advances with a view to weakening the enemy and forcing him to withdraw troops from Verdun. Haig by contrast wanted a rapid advance culminating in a break-out by the cavalry: in his view, a series of attritional battles would only cause the Germans to consolidate their strong defensive positions. Whoever was right, it was a tragedy that this basic disagreement was never resolved. Rawly stalked his C-in-C ‘with the respect of a man in the Rockies hunting an unpredictable bear’, while for his part Haig was wary of Rawly’s superior skills in discussion. The outcome was a bad compromise: troops were spread evenly across the whole front as though for a break-in to the first trench system only and the artillery was similarly dispersed. The main thrust was intended to be on the left at Thiepval yet no special reserves were placed there to exploit a success. Moreover, Rawlinson did not enforce a uniform artillery plan and allowed each corps to evolve its own method for crossing no-man’s-land. These unresolved problems contributed to the failure on 1 July and the confused tactics which marked the later phases. Haig compounded these mistakes in the Third Ypres campaign in 1917 by again planning for a breakthrough despite the unsuitable terrain and the enemy’s territorial advantages.
The British artillery, however, was by now much more effective, despite the meagre gains and heavy losses in what will always be popularly known as the Passchendaele campaign. Not only had its guns and ammunition improved in quality and quantity, but an important tactical lesson had been learnt from the Somme experience. Instead of a creeping barrage lifting from one target line on the map to the next according to a rigid timetable (which on 1 July 1916 soon left the wretched infantry far behind), the barrage was now designed to move by 100-yard stages ahead of the advancing troops. If all went according to plan, the infantry had simply to stay close to the shell bursts even if the occasional short round sprayed them with shrapnel. As for counter-battery work, by 1917 location of the enemy’s guns by sound ranging and flash spotting was becoming so scientific that it could function even when the weather was too bad for aerial observation. Old-fashioned battery commanders accepted these innovations with reluctance: ‘You damned surveyors, with your co-ordinates and angles and all the rest, are taking all the fun out of war; in my day we galloped into action and got the first round off in thirty seconds.’
Despite such conservatives, progressive tacticians and trainers like Sir Ivor Maxse and Sir Noel Birch developed extremely effective offensive tactics in the final year of the war whose ingredients included close support from low-flying aircraft; concentrated use of massed tanks; fuses which permitted explosive shells to destroy the defenders without cratering the ground; and mechanical carriers for the infantry. Wireless now provided the essential means of communication between spotter aircraft, battery commanders and advancing infantry. These and other innovations must be set against the popular myth of an unchanging Western Front between 1914 and 1918 where unimaginative and callous commanders (like the caricature in C.S. Forester’s The General) repeatedly launched identical, suicidal attacks against unbroken wire.
Although the professional journals after 1918 suggested a continuing ferment of ideas, the Army’s leaders showed little interest in learning and developing the tactical lessons of the First World War. Brigadier Bidwell rightly stresses that there was no official inquiry into these lessons until the Kirke Committee of 1932, and even then its scope was severely restricted and its findings never promulgated throughout the Service. Specific matters such as the need to improve wireless and other communications, evolve a common tactical doctrine for all arms, mechanise or motorise transport, and settle the organisation of the division – all received less attention than in Germany, notwithstanding the latter’s handicaps under the restrictions imposed in 1919. Sadly, the Royal Artillery shared these shortcomings despite priding itself on being an educated, technical, ultra-professional arm, and despite possessing some of the ablest officers in the Army, including Uniacke, Karslake, Pile and Brooke. The gunners were guilty, according to Bidwell, not merely of hesitation or wrong decisions, but of failing to think about anything at all. As a newly-commissioned subaltern in 1933, the Artillery struck him as ‘deeply conservative and backward-looking: less interested in its military capacity than in its social status and its myth. Its system of officer selection was as narrow as in any fashionable regiment of foot or horse, it had succumbed to the national vice of admiring amateurism ... its officers were expected to conform to a strict social pattern which included an affectation of professional ignorance.’
To be sure, conditions for artillery units serving at home were discouraging. Horses and troops were so far below strength that the resources of a whole brigade had to be combined to enable a battery to perform a day’s exercise. Officers could just about exist on their pay but promotion was notoriously slow, with little prospect of rising beyond the rank of major. In short, there was little incentive to do more than the minimum, except where horses were concerned. Horses and horseflesh remained an obsession, one distinguished general remarking in all seriousness that ‘a battery whose horses looked well was a good battery, whether they could hit the target or not.’
Though not without interest, the chapters on the Second World War are rather miscellaneous and lack the coherence of Graham’s analysis of Western Front tactics. The topic most thoroughly explored is the evolution of land-air co-operation from the deplorable state of affairs in 1940, which was due partly to lack of suitable aircraft, but more to deep-seated mutual suspicion dating from the RAF’s early struggles to maintain its independence. But even when a Tactical Air Force was formed in the Middle East under commanders anxious to assist ground forces there remained the problem of how to convey the Army’s requirements to the air staff and to direct air attacks onto ground targets in very difficult conditions. The advent of Montgomery improved co-operation at the top because he immediately moved his headquarters close to Air Vice-Marshal Coningham’s. Operationally, a solution was found in Observation Post Squadrons employing small, low-powered aircraft which could take off from any dirt strip and fly just high enough over the guns to observe targets in dead ground. A tragi-comic demarcation dispute about whether the pilots could remain army officers delayed the implementation of this system until November 1942, but thereafter army-air co-operation was generally excellent with the notable exception of Arnhem, where arrangements for direct air support to 1st Airborne Division were lacking.
The authors’ conclusion, though well understood by soldiers and military historians, is grim and disturbing. There is, they affirm, no elegant formula for the overthrow of a powerful opponent: attrition and heavy casualties are unavoidable and this remains the case despite remarkable technical innovations in the period discussed. They assess British casualties during Passchendaele at 2,121 per day and during the final advance in 1918 at 3,645 per day. With better shells, target intelligence and communications, the battle for Normandy in 1944 cost 21st Army Group 1,333 casualties per day, and there was far worse to endure in the battle for the Reichswald. Allied command of the air saved many lives on the ground, but 35 days of aerial combat over the Normandy beachhead cost 20,000 casualties in aircrew members.
Barrie Pitt underlines this point in the second volume of his projected trilogy on the Desert campaigns. El Alamein in particular, with its lack of open flanks and with Axis defences in great depth, constituted a killing ground comparable to the Western Front in the First World War. Montgomery fully appreciated this, and though anxious to minimise casualties, sternly warned commanding officers: ‘There will be no tip and run tactics in this battle; it will be a killing match; the German is a good soldier and the only way to beat him is to kill him in battle.’ Although Montgomery enjoyed almost total command of the air and possessed nearly nine hundred field and medium guns, which opened the battle of Alamein with a devastating barrage, the fighting still lasted 12 days and cost Eighth Army 13,500 in killed and wounded. | <urn:uuid:4d664110-1367-4dab-9dac-b4b174859e59> | CC-MAIN-2022-05 | https://www.lrb.co.uk/the-paper/v05/n24/brian-bond/between-the-ears-of-a-horse | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302622.39/warc/CC-MAIN-20220120190514-20220120220514-00583.warc.gz | en | 0.972009 | 2,567 | 3.125 | 3 |
Lesson Plans One and Two
Grade Level: High School & Middle School
(Expected Outcomes to vary - Teachers must adapt depending on grade Level)
The purpose of this introductory activity is to provide students with background knowledge on Ireland and the Irish in New Brunswick while developing or enhancing research skills. Students will also focus on varied ways to evaluate information sources.
Compare and contrast the class rubric with suggestions from this Website.
1. Divide the students into small groups and ask each group to collect 15-20 facts on Ireland and the Irish in New Brunswick (perhaps ten facts on each). Have the students record the source of their information next to each fact collected. Cut the paper into strips, each of which contains one fact.
2. As a class, generate a list of categories based on the facts the students have collected. These categories will serve to organize the information collected. Record these categories on a wall chart. Ask each group to paste its facts in the appropriate categories on the wall chart.
The following is a list of resources that students may use to begin researching:
Facts on Ireland
Facts on New Brunswick
Another New Ireland Lost: The Irish in New Brunswick by Peter Toner
Almost as Bad as Ireland: The Experience of the Irish Immigrant of Canada, Saint John, 1847 by James M. Whalen
Timothy Warren Anglin: Irish Pioneer in New Brunswick
A Famine Journal: The Journal of Gerald Keegan
Gerald Keegan Diary a Fake
Ruby Cusack’s Site: Index for ‘Out of Ireland’ articles
Saint John, New Brunswick: The Irish Story
http://www.ibiblio.org/gaelic/celts.html (Scroll down page)
Who Were the Celts?
Map of Ireland
http://www.new-brunswick.net/new-brunswick/maps/nb/nbmap.html Maps Of New Brunswick and its Counties
3. As the students move through the lesson activities, encourage them to continue to record information about Ireland and the Irish in New Brunswick on the wall chart. Post this chart as a shared resource for further lesson activities.
4. After the wall chart is complete, ask each group to create a brief paragraph describing how it collected and categorized its information. Have each group share its paragraph with the class. Lead a class discussion on the following questions:
- What were the most useful sources of information?
- What would you do if you were to find conflicting information?
- What were the most effective strategies for categorizing information?
- What did you learn from your research about searching for information, summarizing information, and analyzing information?
5. Ask each group to select one information source that it found to be extremely helpful, and share it with the class. Have the students discuss the reasons for their selections, and compare similarities and differences in each group's choices. After all the groups have presented their favourites, assist the students to create a class rubric (set of rules or criteria) for rating information sources. After completing their rubric, have the students visit the following Web site:
Cornell University Library: | <urn:uuid:096fd03d-b8b7-4d62-913a-e695a1b27ec2> | CC-MAIN-2013-20 | http://www.newirelandnb.ca/Lesson-Plans/Lesson-Plans-12-Background-Activities.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705939136/warc/CC-MAIN-20130516120539-00045-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.874943 | 655 | 4.1875 | 4 |
Locks, Safes, and Security, provides an extensive, yet simple, description of the evolution of locks. From their invention thousands of years ago, through to the present day, state-of-the-art, lock designs. Information covers; materials; processes and tools to produce cut keys; blank keys; high security locks; keying systems; lock configuration; various locking systems; destructive/non destructive modes of entry; alarm systems; forensic investigation and much more. This really is the ultimate Locks, Safes, and Security guide.
It is unknown when the original mechanism that could fairly be described as a lock, was really created.
It appears that the first reference to locks was noted by Joseph Bonomi in Ninevah and its Palaces.
There are a number of references to locks and keys in the Bible, leaving no doubt that the lock as we understand the concept today, has existed for at least forty centuries.
During the past quarter century, many developments have dramatically affected the lock and security industry. Perhaps the greatest advance has been in the integration of computers with mechanical locking devices.
The lock, safe, and security industry has developed jargon to describe and define its products and product-component parts. Basic definition of general terms is presented here for the reader to grasp information with ease.
Techniques of disassembly, keying, re-keying, picking, impressioning, decoding, master keying, and forensic analyses of locks are detailed throughout this book. Unique tools that are used in the forced-entry of locks are also described.
When considering metals and the principles of metallurgy, many basic questions come to mind that bear a relationship to locks, keys, safes, and their penetration.
Keys have taken many forms throughout the past four thousand years, from Chinese finger rings, to early pin tumbler wooden keys, to modern metal keys incorporating sophisticated integrated circuits. They all, however, perform essentially the same function. You will also find outline of procedures required during the manufacturing process of keys.
Keys can be produced from other keys, from the lock itself, or from information about the key in the form of codes.
The requirement for high-security in locks and keys is found within both government and the private sector everywhere. Read on to find out the evaluation criteria for high-security locks, their keys, and keying systems.
Specialized keying systems are required whenever there are a large number of locks in use at one installation or facility. Such systems can address complex issues of security, access control, convenience, safety, simplified organization, and executive access.
Electromechanical locks incorporate electronic circuitry into traditional mechanical locking devices for enhanced security and access control.
Various methods to bypass various types of locks and safes without damage or evidence of doing so are examined in this book.
The function of any alarm system is to reliably signal the entry of intruders or an irregular event within a protected area as soon as possible. Alarm systems do not prevent or hinder intrusion; they just provide an immediate notification so that action can be taken.
An essential read for anyone interested in the history of the key and the modern techniques and uses. *A tool most of us take for granted today.
Topics covered in Locks, Safes, and Security, include:
- Chapter 1 The Lock: Four Thousand Years of Technology
- Chapter 2 The Last Twenty-Five Years
- Chapter 3 Definition of Terms
- Chapter 4 Tools and Supplies
- Chapter 5 Materials and Processes
- Chapter 6 The Development of Keys
- Chapter 7 Processes and Materials for Producing Blank Keys
- Chapter 8 Methods of Producing Cut Keys
- Chapter 9 Producing Keys for Specific Locks
- Chapter 10 High-Security Locks and Keys
- Chapter 11 Keying Systems
- Chapter 12 Basic Lock Configurations: Hardware
- Chapter 13 Warded Locks
- Chapter 14 The Lever Tumbler Lock
- Chapter 15 Wafer Locks
- Chapter 16 Pin Tumbler Locks
- Chapter 17 Traditional Mechanical Locking Systems
- Chapter 18 Electromechanical Locks
- Chapter 19 Magnetic Locks
- Chapter 20 Wireless Exchange of Code Information
- Chapter 21 Intelligent Keys and Locks
- Chapter 22 Programmable Locks and Keys
- Chapter 23 Specialized Industry Applications
- Chapter 24 Investigation and Evidence Involving Locks and Keys
- Chapter 25 Forensic Examination: Specifications, Operations, and Security
- Chapter 26 Forensic Examination: Tool Marks and Trace Evidence
- Chapter 27 Forensic Examination of Keys
- Chapter 28 General Introduction to Bypass
- Chapter 29 Picking
- Chapter 30 Impressioning
- Chapter 31 The Decoding of Locks: Theory, Procedures, and Technologies
- Chapter 32 Destructive Entry: Tools and Techniques
- Chapter 33 The Origin, Development, and Design of Safes, Vaults, and Strong rooms
- Chapter 34 Combination Locks
- Chapter 35 Destructive Entry of Safes: Tools and Techniques
- Chapter 36 Non-Destructive Methods of Entry
- Chapter 37 Standards and Testing
- Chapter 38 Security: Analysis and Reduction of Risk
- Chapter 39 Security: Physical Protective Measures
- Chapter 40 Alarm Systems | <urn:uuid:e8178420-a436-4147-b730-6470b1e5ad96> | CC-MAIN-2016-44 | http://www.zamkidveri.com/forum/45/thread32272.html?s=92f5ca6d03b41c5278b88fec793b333e | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988718034.77/warc/CC-MAIN-20161020183838-00129-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.92044 | 1,077 | 2.828125 | 3 |
Recent studies show lack of racial diversity among educators in America.
By Robert Bittner
Principal, January/February 2017
Several recent studies have explored the issue of racial diversity in American education. “The State of Racial Diversity in the Educator Workforce” (2016), developed by the U.S. Department of Education, uses cold numerical data to underscore the fact that, despite some very modest gains, today’s education workforce is nowhere near as diverse as today’s students. The report cites a handful of programs across the country that are working to correct that deficiency. Yet, like most studies, the focus is on reporting current conditions, with questions of why and what can be done left unanswered.
A study by The Education Trust, “Through Our Eyes: Perspectives and Reflections from Black Teachers” (2016), by Ashley Griffin and Hilary Tackie, puts a human face on the data, at least where black educators are concerned. (A separate report on Hispanic teachers is forthcoming.) While acknowledging that “building a diverse teacher workforce is complex,” the authors’ interviews with black teachers across the country emphasize the need to do just that and to help point the way to solutions.
During the 2012-2013 school year, 51 percent of all elementary and secondary public school students were white, 16 percent were black, and 24 percent were Hispanic. Among teachers, 82 percent were white, 7 percent were black, and 8 percent were Hispanic. As for principals, 80 percent were white, 10 percent were black, and 7 percent were Hispanic.
The “Racial Diversity” Study Summarizes The Key Findings In Three Main Points:
- Racially speaking, elementary- and secondary-school educators in the United States are relatively homogenous and not as racially diverse as their students or the population in general.
- Diversity decreases at multiple points across the teacher pipeline through which teachers progress in postsecondary education, teacher preparation programs, and retention. (See infographic on page 17.)
- Historically black colleges and universities (HBCUs) and alternative routes to teacher certification—including online institutions—tend to enroll a more racially diverse population of teacher candidates than other colleges and universities. For example, the study notes that 16 percent of all black teacher candidates attend an HBCU; however, that number represents a mere 2 percent of all of those preparing to teach.
There are signs of very modest improvement. For example, the survey points out that, although a large racial imbalance between educators and students remains, educator diversity has increased over time. In the 1987-1988 school year, 13 percent of public school teachers were teachers of color compared with 18 percent in 2011-2012, a 5 percent increase over more than 20 years. (During the same period, the proportion of black teachers actually decreased slightly.)
In 2011-2012, the percentages of new black and Hispanic principals were higher than the percentages of experienced black and Hispanic principals, suggesting growth here as well. But, again, gains were modest: 11 percent of black principals were new versus 8 percent with prior experience; similarly, 8 percent of Hispanic principals were new versus 5 percent with prior experience.
Of course, students of any race and background can be taught well by teachers of any race and background. But “The Importance of Minority Teachers,” a study by Hua-Yu Sebastian Cherng and Peter F. Halpin, published in the October 2016 issue of Educational Researcher, suggests that teachers of color may have an edge in the classroom—at least in urban schools, the focus of the study. “There is consistent evidence that students have more favorable perceptions of minority teachers than white teachers,” the authors write. “[Hispanic] teachers are more positively perceived by students … Students perceive black teachers more than their white peers to hold students to high academic standards and support their efforts, to help them organize content, and to explain clearly ideas and concepts and provide useful feedback.”
Although Hispanic students didn’t have particularly favorable perceptions of Hispanic teachers, black and Asian students had particularly positive perceptions of black teachers. In addition, “students in the ‘Other’ racial category also report that black teachers are particularly caring.” These perceptions are critical: “Students’ perceptions of teachers are associated with motivation and achievement,” the study notes.
Cherng and Halpin touch briefly on why teachers of color may make such a positive impression in the classroom. They found, among other conclusions, that Hispanic and black teachers simply are “more multi-culturally aware than their white peers,” significant because “higher levels of multicultural awareness are linked to better classroom environments.” As a result, these teachers are uniquely equipped to “help empower youth of all racial/ethnic identities.”
Such findings echo those of Griffin and Tackie, authors of the “Through Our Eyes” report. “Teachers of color bring benefits to classrooms beyond content knowledge and pedagogy,” they report. “As role models, parental figures, and advocates, they can build relationships with students of color that help those students feel connected to their schools. And they are more likely to be able to enhance cultural understanding among white colleagues, teachers, and students. Acting as ‘warm demanders,’ they more frequently hold high expectations for all students and use connections with students to establish structured classroom discipline. Furthermore, they are more likely to teach in high-need schools that predominantly serve students of color and low-income students.”
Whether they are driven by personal concern for students and community or a perceived need to go the extra mile simply to prove themselves (as both educators and role models), black teachers, in particular, are likely to experience workday pressures beyond those faced by their white colleagues. In fact, “Through Our Eyes” focus group respondents acknowledged a sense of overarching obligation toward their students that extends far beyond academics, leading them to act as “parent, hairdresser, chauffeur, advocate, counselor, and cheerleader.” And because they are more likely to teach in high-need environments, those added pressures take an even greater toll. Neither the “Racial Diversity” nor the “Through Our Eyes” study pinpoints direct causes for teachers’ decisions to leave the profession. But the fact that black teachers leave at a higher rate than white teachers suggests that there is a personal price to pay for striving to be an educator, role model, spokesperson, disciplinarian, mentor, and parent all rolled into one.
Teacher Diversity Diminishes At Each Point.
All states require a bachelor’s degree as the first step toward teacher certification. Yet even at this early point the demographics have shifted: the racial composition of college graduates is already less diverse than it is among public high school graduates. In 2012, for example, 62 percent of all bachelor’s degree students were white, whereas only 57 percent of those graduating from high school were white.
Enrollment in Education Programs
In 2012, 73 percent of students majoring in education at colleges and universities were white. The study acknowledges that this is not the only path for potential teachers. Teacher preparation programs—which may or may not be provided in association with an established college or university—deliver state-approved curricula that give enrollees an initial teaching credential. Even in teacher preparation programs associated with a college or university, the study found that enrollees were less diverse than the larger student body.
The “Racial Diversity” study notes that bachelor’s degree completion is lower for black and Hispanic students than it is for white students. For students beginning college in 2008-2009, 42 percent of black students and 49 percent of Hispanic students had completed a bachelor’s degree after six years, compared with 73 percent of white students. Graduates have become more diverse over time, but it is happening very slowly. In 2000, 77 percent were white, 11 percent were black, 8 percent were Hispanic, and 3 percent were other. By 2012, 73 percent were white, 12 percent were black, and 11 percent were Hispanic.
Entering the Workforce
Among those beginning postsecondary study in 2007-2008, 82 percent of bachelor’s degree recipients certified to teach K-12 by 2012 were white, 4 percent were black, and 9 percent were Hispanic. Citing a 2011 study, “Racial Diversity” suggests that the low numbers of black and Hispanic certifications may reflect licensure exam performance; teachers of color, on average, score lower on licensure tests and pass at lower rates than white colleagues. Nonetheless, the authors note, “the racial composition of new teachers entering the teaching profession is more diverse than the racial composition of all teachers,” hinting that, once teachers of color embark upon a teaching career, retention becomes the greatest challenge.
Teacher retention data follows a familiar pattern: there are more white teachers in the same position from one school year to the next than teachers of color. There are many reasons why this is the case, with “Through Our Eyes” data suggesting teacher burnout, lack of administrative support and understanding, unrealistic expectations (from administrators, colleagues, even students), and more. In addition, “Racial Diversity” notes that most black and Hispanic teachers work in urban schools, which tend to be high-stress, high-turnover environments.
The reasons go beyond high-need students. The lack of diversity among teachers and administrators increases the likelihood that teachers of color work alongside white colleagues and bosses. At best, this situation can enrich the work environment for everyone. According to “Through Our Eyes,” however, “best” is not the typical black teacher’s experience.
“[Black teachers] face racial discrimination and stereotyping that leave them feeling alienated and restricted from participating in the school community, impacting their ability to be effective and ultimately their desire to remain in the profession,” the report says. “Despite their feelings of alienation, they take on extra responsibilities and are often assigned additional duties because of their unique strengths, leaving them burdened and taxed. These same abilities and attributes can often leave black teachers stuck in such rigid positions as the school disciplinarian. These unyielding categorizations often limit their opportunities, advancement, and abilities to hone their craft.”
The report concludes, “The issues that stifle the development and empowerment of black teachers are so deep-seated that it will take honest and critical examinations of school cultures and systemic processes in order for school and district leaders to develop the trust, support, and collegial working environments needed to recruit and retain teachers of color.”
No Easy Fix
Neither study is intended to be prescriptive or to recommend practical steps to move past “deep-seated” issues. “Racial Diversity,” though, highlights three diversity program success stories from across the country. Developed independently, these programs take similar approaches, fostering future educators from within the community.
- In Boston Public Schools (BPS), 37 percent of teachers are nonwhite, with black teachers representing 25 percent of new hires in 2015-2016. The district’s commitment to improving diversity is bolstered by the BPS “High School to Teacher” program, which identifies city high-school students with teaching potential, provides mentors and college prep courses, pays half of students’ college tuition, and, if they are successful, funnels them into teaching jobs. Eighty-seven percent of program participants are black or Hispanic or both.
- The Call Me MiSTER (Mentors Instructing Students Toward Effective Role Models) Initiative, sponsored by Clemson University in South Carolina, is expanding the pool of teachers in the state with local initiatives, drawing from among the state’s underserved and at-risk communities. The program provides tuition assistance, a support system, and help with job placement.
- The Teach Tomorrow in Oakland program in Oakland, California, also recruits from the community. It seeks out Oakland Unified School District alumni, community members, middle- and high-school students, paraprofessionals, out-of-industry professionals, and student teachers. It then provides educational and financial support, including training, tutoring, interning opportunities, and classroom resources.
These efforts are creating change, but they remain the exception. According to the “Racial Diversity” study, “All stakeholders must do more to support teachers of color throughout the teacher pipeline. From getting more students of color into postsecondary education, to ensuring teachers of color are placed and supported in their roles in the classroom, improving each step in the process can help capitalize on the diversity of our nation.”
There is no one, decisive moment when the demographics of the classroom suddenly break down and a diverse student body is no longer reflected by a relatively homogenous group of teachers. The fact is, the “Racial Diversity” study finds, “diversity diminishes at each point along the way to becoming a certified teacher.”
Robert Bittner is a Michigan-based freelance journalist. | <urn:uuid:c3e8ec88-06a0-4bab-abc0-8d77a1fd9647> | CC-MAIN-2017-22 | https://cshmsfaculty.wordpress.com/tag/diversity-in-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463614615.14/warc/CC-MAIN-20170530070611-20170530090611-00299.warc.gz | en | 0.96101 | 2,740 | 3.140625 | 3 |
When evaluating the digitalization of public diplomacy, one can segment this process into two stages. The first stage lasted from circa 2007 to 2014. It was during this stage that diplomats and diplomatic institutions began to experiment with digital technologies. In 2007 the Swedish Institute launched one of the world’s first virtual embassies. In 2011 the UK Foreign Secretary held one of the world’s first live Twitter Q&A sessions while in 2012 the White House live tweeted a state visit by British Prime Minister David Cameron. It was during this stage that diplomats sought to leverage digital technologies toward engaging with digital publics and fostering relationships with foreign populations.
The first stage of public diplomacy’s digitalization came to an abrupt end in 2014 as Russian special forces crossed the border into Eastern Ukraine. The Crimean Crisis was not just a diplomatic crisis that ruptured relations between Western nations and Russia. It was also a digital crisis which had a dramatic impact on the digitalization of public diplomacy. This was a result of Russia’s use of official and non-official digital channels to spread false narratives about events unfolding in Crimea, to flood digital platforms in Eastern Europe with emotionally arousing propaganda and create a skewed information environment in which the truth was easily contested. For instance, during the early months of 2014 Russia disseminated false news stories dealing with the persecution of Russian minorities in Eastern Ukraine. One story dealt with concentration camps supposedly built by Ukrainian extremists in Crimea with the aim of killing Russian ethnic minorities. Another story dealt with the alleged crucifixion and murder of a Russian boy by Ukrainian soldiers.
Within the NATO alliance, and among European MFAs (ministries of foreign affairs), Russia’s digital activities were viewed as one element in its Hybrid Warfare doctrine, one which relied on digital disinformation and propaganda to destabilize foreign countries. Russia’s activities therefore brought about a major shift in the digital activities of NATO and European MFAs as digital technologies would be used to counter Russian disinformation, map Russian networks of influence, identify Russian digital assets and disseminate counter-narratives that would rebuke Russian allegations. Many of these activities would become collectively known as strategic communications.
Importantly, the goal of strategic communications was no longer to engage with foreign populations or foster relationships with them. Rather, the goal was to influence digital publics and shape their understanding of events unfolding in Crimea. The public diplomacy goals of engagement and relationship building were thus supplanted by the traditional goals of influence and information dominance.
Since 2014, European MFAs have dedicated growing resources to developing new digital capabilities. These include the ability to map and counter disinformation activities by other countries. The UK Foreign Office, for instance, has created two new digital departments. The first is a big data unit which has gained much experience in detecting Russian bots, or automated software meant to mimic human behaviour and flood social media sites with false stories and emotionally arousing propaganda. By mapping Russian bots, and social media users who interact with these bots, the FCO is also able to map possible attempts to spread disinformation in the UK. A second unit focuses on gathering and analysing open source intelligence. This unit utilizes readily available information online to investigate and dispel Russian disinformation. Lastly, it is expected that the British government will soon announce a new initiative to increase the digital resilience of the UK by incorporating digital literacy skills into school curriculum.
From a diplomatic perspective, the UK now finds itself in a precarious position. The ambiguity that shrouds Brexit limits the UK’s ability to begin forging new relationships with European countries. The question that follows is, can the UK Foreign Office build on its enhanced digital capabilities to create new ties with European countries? Or, in other words, can the FCO’s digital capabilities became a public diplomacy asset in their own right? At the MFA level, the FCO can help train its colleagues from abroad. Members of the big data and open source intelligence units can work opposite their peers while digital diplomacy units can collaborate on joint initiatives to effectively identify and counter Russian narratives. Collaborations between digital units can lead to shared campaigns which may also come to include digital engagement. This is because shared campaigns include shared resources.
At the governmental level, the British government can share its school curriculum and digital literacy programs with other European education ministries and even help these ministries develop their own curriculum. Moreover, British networks of educators, schools, universities and NGOs dealing with digital literacy skills can be integrated into collaborative European networks that will be headed by the FCO and the education ministry. In this manner, the bonds between European governments, and people, may grow closer.
In diplomacy, shared threats can lead to shared initiatives and in their wake to new relationships. Presently, the UK is looking to forge new relationships with Europe while European nations are looking to bolster their digital resilience. The FCO’s digital skills, and those of the British government, can help the UK foster new ties with its neighbours even as the spectre of Brexit looms large above the continent. Importantly, some elements within the UK government are already sharing their digital skillsets with Baltic nations. Such collaboration could be expanded to other regions of Europe. | <urn:uuid:b1cc7edc-c0a6-45fd-8e90-7a6226ef7888> | CC-MAIN-2021-04 | https://digdipblog.com/2018/10/04/can-digital-diplomacy-skills-serve-as-public-diplomacy-resources-the-case-of-brexit/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538741.56/warc/CC-MAIN-20210123222657-20210124012657-00168.warc.gz | en | 0.955711 | 1,038 | 2.53125 | 3 |
November 20th, 2013, 02:27 PM
Help with a project using python
i am doing a project with python and have to simulate the problem of points, using a tossed coin, 1000 times, each displaying what each player would win.
i have to decide my own winning total, then get python to randomly generate 2 numbers of this total, indicating where the game had been interrupted, and then for each number calculate what each player would recieve from a $10 pot.
i am asking for any help from anyone, on how to start what commands to use and how
thanks in advance
November 21st, 2013, 03:50 AM
It sounds like you have no experience with python at all, otherwise you would not ask such abstract questions.
Start from here for example:
And what about implementing your project - I see no things which could be difficult for you (if you know basics of programming and python). However I recommend at first to sit down with pencil and paper and create more thorough "specification" of your program. What it should print to user, what to ask, when, etc.
Last edited by rodiongork; November 21st, 2013 at 07:18 AM.
November 21st, 2013, 04:43 PM
i have a code written but it wont work, theres a problem with the while and if loop, will you look at it for me please? | <urn:uuid:2652ec4d-63ba-4f78-8bdb-65278cca9ff9> | CC-MAIN-2015-35 | http://forums.devshed.com/python-programming-11/help-project-using-python-954638.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644065306.42/warc/CC-MAIN-20150827025425-00073-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.940587 | 291 | 3.09375 | 3 |
Section 2.4: The Case File
When a crime scene investigation concludes, the lead investigator must compile a case file for the investigation (depending on the department, the final collection of documents may be called the final report or prosecution report). The case file is simply a systematic collection of all pertinent documents regarding a particular case. The following documents from the crime scene and other investigative activity should be included in the case file:
- preliminary investigation report
- follow-up reports
- laboratory reports
- summary of negative evidence
Complaint. All crimes known to the police came to their attention in some way. Most often, this is a phone call to 911 or another dispatch number. However that initial complaint was made, the record should be included in the final report. At a minimum, it should contain the date and time of the complaint, the address of the incident, details of what the person making the complaint said, and the identity of the officers dispatched to the scene, and the time that they were dispatched.
Preliminary Investigation Report. The first responder to a crime scene should conduct a preliminary investigation, and the results of and facts surrounding that investigation should be recorded in a formal written report. This report can provide important information such as when officers arrived on the scene, conditions (e.g., weather and persons present) at the scene, and the actions of the first responders.
Follow-up Report. Each time a significant lead is followed in an investigation, the actions taken by investigators and the results of those actions should be recorded. Such reports should be added chronologically to the final report.
Statements. Assemble all witness statements gathered during the investigation. If witness statements were not obtained, then provide summaries of oral statements made during interviews.
Admissions/Confessions. All documentation of admissions and confessions should be included as a separate part of the report.
Laboratory Reports. Documents resulting from forensic laboratory analysis and the follow-up investigation should be added when they become available. All laboratory reports should be included in the final report. Generally, investigators will want to include information about how these reports relate to other elements of the report.
Media. All relevant photographs, drawings, and sketches should be included in the final report. Photographs.
Summary of Negative Evidence. Any evidence that tends to hamper the state’s case must be included in the report. This is necessary for the prosecutor to adequately argue against such evidence (e.g., witness statements that provide an alibi). In addition, failure to reveal exculpatory evidence to the defense can result in a mistrial as this is legally required as part of the discovery process.
A key to clarity in report writing is organization. Logically and as a matter of time-tested tradition, police reports are written in chronological order. This usually means starting off with an explanation of how an incident came to the attention of police and ends with the final disposition in the case. One way to view an incident is as a story, and all good stories have a beginning, a middle, and an end.
It is difficult to provide a general outline of a good report since the complexity of reports will depend largely on departmental policy and the complexity of the case. A report on a “fender bender” may be as short as a few sentences, while a homicide investigation may result in a case file that contains thousands of pages of reports and supporting documents. Different departments have different standardized forms, and those forms must be used and organized per policy.
Police report writers are advised to begin with a simple (informal) outline of what will be covered in the report. Some departments will aid in this process by developing in-house checklists of things to include in specific types of reports.
Key Elements of a Good Report
Reports are a critical part of policing because they record important details of an event and are used to help further investigations and as evidence in court. Therefore, police reports must be clear, factual, and concise. One often difficult part of the police report for officers to write is the narrative. This is a section in which an officer describes everything that she observed at the scene. Victims are identified, perpetrators are described based on witness statements, the scene (time and place) is recorded, and the situation is summarized. The narrative consists of facts. A key element of good report writing is to stick to factual information and not include speculation or opinion.
Witnesses should be identified, and important details from their interviews may be included. If you have verbatim statements from a victim or witness, write exactly what he or she said in quotation marks.
Grammar, Style, and Spelling. Use correct spelling, punctuation, and grammar. Police reports become part of the public record and may be used in court. You want to make a good impression in order to be considered knowledgeable and reliable.
The “never-ending sentence” is a common problem. A sentence goes on and on and on leaving the reader gasping for breath. An example: “I asked the victim if he could identify the robber and before he could answer, he was interrupted by his mother, who was urging him not to say anything because she was afraid that if he answered, he might find himself in harm’s way and end up hurt somehow” (Hart, 2017).
Whew! Forty-nine words in that sentence. It’s just not an efficient or effective way to communicate. It would be far better to break that sentence down into several shorter sentences. Besides being easier for the reader to digest, it will probably cause the author to omit some of the “fluff” that gets included in such sentences (Hart, 2017).
A corollary to this is to avoid the “never-ending paragraph.” An amazing number of police reports go a full page or more using just one paragraph. Your readers expect a break every now and again. These pauses help the reader comprehend your message in a clear and logical way.
Simplicity proves to be the key to success. Officers encounter trouble when they try to make reports fancy. Intricate writing works for an English class; however, it wastes time and enables errors when writing reports. Police officers must remember that they write to inform, not to impress.
Audience. Police reports are often read by other officers, but sworn personnel are not the only people that read reports. Consider your audience. Use Standard English (not slang, police “ten codes” or “signals”, abbreviations) so that anyone reading the report understands the meaning clearly.
Clarity. A lot of report writers force the reader to search for information. For example, many officers include the date and time in the heading of their reports. Then they begin their report like this: “On the above date and time…” This causes a disruption in the reader’s flow, because the reader must now look elsewhere to find out which date and time the author is referencing.
Similarly, authors often put the names and addresses of suspects, witnesses, and victims in the heading, assigning each one a number. Then the author continually refers to each person described in the report as “Subject #1” or “Victim #2.” This is extremely confusing and causes lots of searching for the reader. It is better to identify each person by name in the report so that such confusion is minimized. Do not make your reader hunt for information. Make it easy for them to follow your narrative logically and clearly.
It is important to include all relevant actions, statements and observations in your report. A lack of detail means a lack of clarity.
Always Proofread. Your computer’s spell checker will not report improper use of a word that is spelled correctly. Most spell-checkers offer you several options when an unrecognized word is encountered. Typical options would be “Change,” “Ignore” or “Add to Dictionary.” If you accidentally press “Change” when you meant to press “Ignore” – as when encountering a proper name – you could have some disastrous results.
The best way to proofread a report is to give it to somebody else to read. It is always better to have fresh eyes look for mistakes. Encourage them to point out anything that looks wrong or sounds awkward. Then read it yourself and see if you can improve it. One of the best features of a word processor is that mistakes are easily corrected, without having to type the whole thing over.
Accountability matters. Usually, the people in charge determine the level of writing in classrooms and agencies. If they demand quality, the people they are teaching or supervising will slow down, proofread, seek assistance, and submit superior reports. But if those in charge tolerate mistakes and mediocrity, individuals will produce poorly written reports.
Tips for Avoiding Common Errors
Begin sentences with a noun—person, place, or thing. Writing simple, straightforward sentences often eliminates fragments, run-on sentences, dangling modifiers, and other syntax errors.
Do not tolerate “textspeak” (e.g., u instead of you, or omitted capital letters). Refrain from fixing those errors. Return the report to the writer for corrections.
Avoid unnecessary transitions, like upon hearing the gunshot or whereupon she ran out the door. Keep it simple.
Use everyday language, such as I, me, saw, heard, and house instead of this officer, ascertained, or residence.
Resist the temptation to flaunt your skills. Writing extinguish the illumination instead of turn out the light sounds pompous and does not impress anyone.
Remember that possessive pronouns—his, hers, ours, theirs, yours, and its—never use apostrophes. Link its and his and remember to omit the apostrophe when using the possessive form (e.g., he doubled his speed or the car doubled its speed). Never put an apostrophe after the s in its.
Be careful with woman and women. Writers often use women to refer to a single female: I spoke to a women who witnessed the assault, instead of I spoke to a woman.
Use apostrophes only to show ownership (Linda’s car) and omission of letters in contractions (didn’t, couldn’t). Avoid decorating plurals with apostrophes (e.g., I saw bruise’s on Tom’s left cheek).
Develop the habit of using resources—a dictionary, Internet search, or quick question for a fellow officer who writes well.
_____ Narrative clearly states the crime/event that occurred.
_____ Narrative identifies the scene (time and place).
_____ Narrative summarizes the crime/event in chronological order (beginning, middle, end).
_____ Narrative includes details about what was SEEN.
_____ Narrative is factual (objective).
_____ Narrative is of adequate length to tell the “entire story”
_____ Narrative contains correct spelling.
_____ Narrative contains correct capitalization.
_____ Narrative contains correct punctuation and grammar.
Testifying in Court
For many officers, one of the most stressful duties they must perform is testifying in court under both direct examination and cross-examination. All law enforcement officers, regardless of their rank or assignments, are going to find themselves testifying on the witness stand at some point. Testifying in court may be the most difficult and important task an officer faces in his or her career. No other assignment subjects an officer and his/her department to more intense, microscopic scrutiny than the officer’s credibility, competency, and conduct in the courtroom.
Be honest. When testifying in court, your job is to help the criminal justice system with truthful and accurate testimony. You are there to present evidence on behalf of the state or government to win a conviction. Just provide answers to questions that you can. Do not ever try to make up answers to questions that you don’t know the answer.
Do your homework. Make sure that you write a good, concise, case report. If you are not good at report writing, check out the reports of other officers who do write good reports. Read those reports and see how they structure their narratives. Learn from them and make adjustments in your reports. Always write your reports from the perspective of a defense attorney. When you are writing your reports, imagine that you are going to be the defense attorney defending this case. If you write your reports with this mindset, you’re going to give the defense attorney less opportunity to work you over on the witness stand.
What would you be looking for when exploring areas to attack? What are the weaknesses in this police report? Don’t lie about anything. Don’t be afraid to admit any mistakes that you have made during the case — nobody is perfect. There is often an issue of police officers overreaching in their efforts to obtain a conviction.
Look professional. Dress for your court appearance with the same attention to detail you would in going before a promotion board. You should be exceptionally neat—fingernails clean, hair trimmed, clothes pressed, shoes shined. Carry only the essentials—avoid items that jingle, jangle, flash, shine or otherwise distract. Your department policy may dictate whether you wear a uniform or civilian clothes when you testify. Often, on-duty officers will wear a uniform and off-duty officers will wear civilian attire. In state and local courts, you may be armed whether you are in uniform or not. (In federal courts you generally won’t be permitted to wear your firearm into court.) Be aware that some jurors are distracted by the sight of a witness in civilian clothes armed with a gun and carrying bullets, handcuffs, etc. even if they are testifying as a police officer. Discuss this possibility with the prosecutor before your appearance to decide what you should and should not carry.
Establish your competence and expertise. Look and be attentive. This communicates that you care about being accurate and responsive. Take the time you need to fully understand the question and give the proper response. It doesn’t hurt to appear thoughtful. Organize your thoughts; don’t be hasty. It’s tempting to add information to your answer that you think helps advance the prosecution’s case. Resist this temptation. This is the prosecutor’s job; let the prosecutor develop your testimony. Don’t jump ahead, don’t anticipate, just answer the question that is asked.
When you elaborate heavily for the prosecution and then are very reserved in your testimony when cross-examined by the defense, you appear biased. This undermines your credibility as an objective reporter of the facts. Adding extraneous information to your answer opens up other areas for cross-examination.
Trials are serious matters for everyone involved. Refrain from wisecracks and clever remarks. On the other hand, don’t hesitate to laugh at yourself or an unexpected occurrence, if appropriate. Avoid appearing frozen, calculated or completely devoid of emotion.
Keep the jury interested. Speak a little louder and slower than you think is necessary. Don’t inject long pauses between words, phrases or sentences but do concentrate on making each word clearly heard and understood.
Maintain your composure. It’s normal to be nervous and anxious on the stand. You might sweat, shake, have trouble focusing, forget everyone’s name, speak too rapidly, speak in a monotone voice, your voice may involuntarily raise or lower. All of these symptoms are normal.
Some pointers to help you compose yourself: Sit up straight, but not stiffly. A normal reaction to the stress of being on the stand is slouching in your chair. Don’t let yourself start slouching as it may progress as your testimony continues.
Orient yourself in the courtroom. Look at each of the walls within your vision without turning around. Look at each person or groups of persons in the courtroom.
Mentally prepare yourself for the fact that when you enter the courtroom everyone–jurors, judges, spectators, attorneys, the defendant, the court staff–ALL will be watching your entrance. Stay poised and remind yourself that this is how every witness is viewed. Don’t avoid looking at the judge or jurors; look back at them as you would a person speaking with you.
Don’t look like an advocate for a conviction. Juries can sense when you appear not to be completely neutral. Defense attorneys will use this against you. As a witness you’re going to be in the spotlight. You’re going to be cross-examined about all the activities you’ve been involved in surrounding the case. Don’t try to get cute or cocky with the defense attorney. You’re not there to try to outsmart a defense attorney, just to present the facts of the case as you know them to be.
Remember you don’t have to have an answer for every question asked. Don’t be afraid to say, “I don’t recall or I don’t remember.” You’re not supposed to remember everything.
A defense attorney is likely to try to show a judge or jury that you can be very aggressive. They will try to get under your skin and get you aggravated. Don’t fall into that trap. It’s a cheap psychological game they are playing with you. Your job on the witness stand is to convince a judge or jury that you are just doing your job, that you don’t have a personal stake in whether or not the defendant goes to jail. Your personal stake is that you did your job and acted professionally.
Your credibility is going to be attacked on the witness stand. Often, that is all a defense attorney has to work with. It’s important that you understand that our criminal justice system is set-up to be adversarial. Don’t take it personally. As they say, “You win some and you lose some.“ It’s just a fact of life, accept it, learn from the experience and move on.
If you, as a law enforcement officer, lose your cool on the stand, no matter what kind of case, you lose all credibility with the jury. The jury, as citizens, have authorized you to carry guns and granted you a power and use of force they do not permit themselves. If you cannot control yourself in a courtroom, they are justified in being gravely concerned about your ability to control yourself on the streets, where you are subjected to much greater stress and no one is watching.
Your patience and temper will be sorely tried with interruptions, delays, argumentative questions and attacks on your character. Do not allow yourself to become arrogant, flip, antagonistic, impatient or excited. The worse it gets the greater an opportunity you are being handed to impress the jury with your strength of character, your integrity, your dignity.
Like it or not, as a law enforcement officer, jurors hold you to a higher standard than they do lay witnesses and they expect you to be able to take more abuse on the stand and still remain professional. Be aware that experienced prosecutors know this and may not come to your defense as quickly as they might a lay witness with an objection that the defense is “being argumentative” or “harassing the witness.” Take this as the compliment it is. The prosecutor knows your credibility will shine through such challenges and knows the jury will become frustrated, impatient and finally angry with your attacker.
References and Further Reading
Bennett, W. W. & Hess, K. M. (2004). Criminal Investigation, 7th Ed. New York: Thompson.
Baltimore City Police Department Academy Report Writing Manual. Available:
Hart, F. (2017). 10 steps to improve your written police reports. PoliceOne.com. Available: https://www.policeone.com/police-training/articles/44385-10-steps-to-improve-your-written-police-reports/
McCarthy, P. (2010). Turning testimony from stressful to successful. PoliceOne.com. Available: https://www.policeone.com/legal/articles/2006910-Turning-testimony-from-stressful-to-successful/
NORTH CAROLINA STATE BUREAU OF INVESTIGATION. (2010). Report Writing Manual. Available: http://www.ncids.com/forensic/labs/Lab/Policy/SBI_Report_Writing_Manual(1.15.10%20Edition).pdf
Modification History File Created: 05/02/2019 Last Modified: 04/30/2021
This work is licensed under an Open Educational Resource-Quality Master Source (OER-QMS) License. | <urn:uuid:765ada74-cdbd-4383-a5e2-983944ca99a3> | CC-MAIN-2023-06 | https://www.docmckee.com/WP/oer/investigations/investigations-section-2-4/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499697.75/warc/CC-MAIN-20230129012420-20230129042420-00333.warc.gz | en | 0.948959 | 4,372 | 2.65625 | 3 |
New research from Environmental Science & Technology again calls into question the benefits of using soaps, lotions and other products containing the antibacterial chemical triclosan.
It seems that triclosan interacts with chlorine to 1). break down really quickly thus calling into question its ability to kill bacteria and 2). form chloroform, a carcinogen and mysterious chemical used to douse handkerchiefs and knock people out in the movies and on TV.
That said, the research appears a bit less than robust, with the scientists acknowledging that the testing conditions might not duplicate how the products are used in real life.
And this thought from Shane Snyder, research and development project manager for the Southern Nevada Water Authority, as quoted in ES&T:
“I don’t find the formation of chloroform surprising; I think it will form under many scenarios in our daily lives.”
After the City of Palo Alto, Calif., banned triclosan-containing soaps from city facilities, Snyder says he was contacted about enacting a similar ban in the Las Vegas area, but he saw no reason to do so from a wastewater-treatment perspective. Chlorine reacts with various forms of organic matter in municipal water to produce chloroform, he says, and he expects the levels of chloroform from triclosan to be negligible. | <urn:uuid:8724b97a-6437-46c1-b0b7-c29fa0b74ebd> | CC-MAIN-2016-18 | http://blog.seattlepi.com/environment/2007/03/01/bugged-by-antibacterial-soaps/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860110764.59/warc/CC-MAIN-20160428161510-00198-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.929785 | 280 | 2.859375 | 3 |
From God or the Sword?
for himself by cooperating with his fellow "natural" man. At that point he entered into a "social contract" with him, by the terms of which each agreed to abide by an authority that would restrain him from doing what his "nature" inclined him to do. Thus came the State.
Locke, on the other hand, is rather neutral in his moral findings; to him the question of whether man is "good" or "bad" is secondary to the fact that he is a creature of reason and desire. In fact, says Locke, even when he lived in his "natural" state, man's principal concern was his property, the fruit of his labor. His reason told him that he would be more secure in the possession and enjoyment of it if he submitted himself to a protective agency. He therefore entered into a "social contract" and organized the State. Locke makes the first business of the State the protection of property and asserts that when a particular State is derelict in that duty it is morally correct for the people to replace it, even by force, with another.
Looking into the "state of nature," Rousseau finds it to be an idyllic Eden, in which man was perfectly free and therefore morally perfect. There was only one flaw in this otherwise good life: the making of a living was difficult. It was to overcome the hardships of "natural" existence that he gave up some of his freedom and accepted the "social contract." As to the character of the contract, it is a blending of the will of each individual with that of every other signatory into what Rousseau calls the General Will.
Thus, while the three speculators were in some disagreement as to the nature of man, where the seed of the State was to be found, they nevertheless agreed that the State flowered from it. It should be pointed out that this attempt to find an origin of the State was not their prime pur- | <urn:uuid:a27f388b-188b-49e9-828b-e3d515dd1f46> | CC-MAIN-2015-22 | http://en.wikisource.org/wiki/Page:Rise_and_Fall_of_Society.djvu/37 | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207930916.2/warc/CC-MAIN-20150521113210-00130-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.991171 | 400 | 2.921875 | 3 |
DescriptionPrzygody z komputerem i bez komputera ("Adventures With and Without a Computer") is an educational book for children which teaches programming in BASIC on 8-bit computers (Atari XL/XE, Amstrad CPC, Commodore 64, ZX Spectrum, with the differences between their BASIC dialects explained.) The book is divided into twenty-four chapters, each of which teaches a new BASIC command and features several example type-in programs, including games. It also contains a number of supplemental chapters, including longer games to type in. The book also comes with a cardboard model, an "artificial computer", which the reader can use to emulate the workings of a real computer (writing text output by hand, keeping track of variable values on a separate strip of paper, etc.)
The example programs within the book include the following games:
- A short choose-your-own-adventure game, teaching the usage of IF-THEN-ELSE constructions. In this fantasy-themed game the player must search an old, foreboding castle for a priceless golden rose. After each paragraph the player is given a list of choices and must select one by typing in a letter. If the player ever makes a selection that leads to death or harm, he is informed that "the attempt has failed" and the game is immediately over.
- "Frog race", teaching the usage of the RND (random number) command. This is a game for multiple players. The players' frogs start at one edge of a table 100 centimeters long. A player's frog jumps a random distance between 0 and 50 centimeters, and the player decides if he wants the frog to immediately jump again, or to end his turn. Once a player's turn is over, he receives penalty points, equal to the frog's distance from the other end of the table. If a frog falls off the table, the player gets 100 penalty points and his turn ends. The game lasts 5 rounds, after which the players' score is tallied.
- "The search for uncle Teodor", again making use of the RND command. The player must find his uncle, a train conductor, who is on one of the train stations numbered from 1 (south) to 50 (north). Each turn, the player types in the number of the station he wishes to investigate. If uncle Teodor is not on this station, the player is told whether he can be found to the south or to the north. Each turn, the uncle moves two, one, or zero stations in a random direction.
- "Scale". An educational, mathematical game. The player is asked to solve a subtraction problem involving two numbers, one between 3 and 9, one between 1 and 8. The game then displays an ASCII-art balance scale with the equation on one pan, and the player's answer on the other. Depending on whether the player's answer was too small, too large, or right, the scale's pans are out of balance, or in balance with each other.
- "Transit". There are five cities, each with four units of cargo addressed to various other cities. The player owns a truck with a capacity of three units of cargo. Delivering each cargo to the right city gives a reward of 100 coins. The player can only make seven trips, and must make as much money as possible in the process. The game contains ASCII graphics depicting the city warehouses and the truck, and an animation of the truck moving from city to city.
- "Treasure". The player is in a maze with 100 rooms. He needs to find three items in the maze, which will allow him to take the treasure hidden in yet another room. The current room is displayed with ASCII graphics, and the player can see what exits there are from the room, and whether there is anything to pick up in the room.
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There is no trivia on file for this game. | <urn:uuid:efe19315-c8f0-4fcc-8848-4e8e6c41cc45> | CC-MAIN-2014-49 | http://www.mobygames.com/game/przygody-z-komputerem-i-bez-komputera | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400372542.20/warc/CC-MAIN-20141119123252-00207-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.959297 | 859 | 3.453125 | 3 |
Presentation on theme: "The Great Awakening 1730s-1740s. Questions What was the significance of the Enlightenment in America? In what ways did the Enlightenment and the Great."— Presentation transcript:
The Great Awakening 1730s-1740s
Questions What was the significance of the Enlightenment in America? In what ways did the Enlightenment and the Great Awakening prompt Americans to challenge traditional sources of authority? How did the Baptists in Virginia challenge conventional assumptions about race, gender, and class in the colony?
THE ENLIGHTENMENT INFLUENCED THE COLONISTS Philosophical movement throughout Europe in the 17 th and 18 th centuries Emphasis on REASON as the most important human ability John Locke, a philosopher, argued that people possessed “natural rights” given to humans by God: life, liberty, property. The purpose of government, then, was to protect those rights. Others, like the Baron de Montesquieu, argued that absolute monarchy went against natural, God-given rights In this manner, colonial leaders believed British government was violating these rights; how were they to overcome oppression? LOCKE MONTESQUIEU
4 What was the Great Awakening? Religious revival movement Evangelicalism – “new birth” considered the ultimate religious experience Followers accepted that they were sinners and asked for salvation George Whitefield preaching
5 Before the Great Awakening Before the 1730s, most colonies had two established religions. Congregationalism was the largest religion in New England (Puritans and other dissidents who broke away from the Church of England). Anglicanism was the largest religion in New York and the Southern colonies (same as the Church of England).
6 Old Lights vs. New Lights Churches that grew as a result of the Great Awakening: Presbyterianism, Methodism, Baptism (New Lights) Great Awakening challenged authority and hierarchy of established churches (Old Lights: Congregationalists and Anglicans) Great Awakening said that anybody could be converted and born again. You didn’t need traditional church leadership to decide whether or not you belonged.
7 Leaders of the Great Awakening George Whitefield Jonathan Edwards
Central Historical Question: Why was George Whitefield so popular?
Review: The Great Awakening GA: religious movement throughout colonies in 1700s, based on revivalism—stressed individual religious experience rather than needing church leaders as intermediary with God Contributed to a sense of quality for all, since all were qualified to take an active role in the church Widely believed that this movement was a major factor leading to a sense of freedom and independence within the colonies JONATHON EDWARDS GEORGE WHITEFIELD INFLUENTIAL MINISTERS
∞ Some Puritans moved away from original ideal, beginning to seek material comforts ∞ As result, Puritan church attendance declined ∞ Some Puritan clergy, such as Edwards and Whitefield sought to restore the “ideal” and increase church attendance through a “rebirth” of religion ∞ Sought to Christianize all of North America, by bringing Native Americans and Africans into organized religion Review: The Great Awakening
Enlightenment sought to use scientific methods and rational thought to explain natural phenomena as something beyond an “act of God” Great Awakening saw Puritan ideal in saving people from decay; sought to return people back to religious lifestyle Enlightenment supported reason; GA supports emotionalism and religious faith Both groups question traditional authority and practice Both groups highlight the importance of the individual over the authority of the government or church Similarities/Differences of the Enlightenment and the Great Awakening | <urn:uuid:263c56ec-b1ca-4268-98c6-0792adab8659> | CC-MAIN-2017-04 | http://slideplayer.com/slide/4249472/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280668.34/warc/CC-MAIN-20170116095120-00172-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.942105 | 734 | 3.484375 | 3 |
Researchers from Duke University in the US have found that reminding children of their many identities also showed more flexible thinking in them about race and other social groupings — a behavior that could be valuable in an increasingly diverse society.
“This is some of the first research on reminding kids about their multi-faceted selves,” said the study lead author Sarah Gaither.
Children who were reminded of their multiple roles also showed more flexible thinking about social groupings, said the study published in the journal Developmental Science.
According to Shweta Sharma, Consultant Clinical Psychologist at Columbia Asia Hospital in Ghaziabad, it’s great that such research has come out to remind kids about their multi-faceted selves apart from just being the pampered son or daughter of a family.
“It is the duty of the parents that they should make their kids understand the various relationships they share with the other people in their life. That not only makes them a responsible individual but also helps them to boost their problem-solving skills,” Sharma told IANS.
It also helps them expand their life and thought the process that will help them to form a simple, non-judgmental mindset.
“This practice of introducing kids to their various roles also broadens their horizon. They try to look at things in a new perspective, which isn’t fixed by the society,” she added. | <urn:uuid:eb442476-eb29-45c2-a1e8-a05c19aaecbf> | CC-MAIN-2021-17 | https://n3w.in/2019/07/09/reminding-your-child-about-various-roles-they-play-in-life-boosts-problem-solving-skills-study/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038468066.58/warc/CC-MAIN-20210418043500-20210418073500-00470.warc.gz | en | 0.979363 | 295 | 3.8125 | 4 |
Surprise History of the Dominican Republic
The Dominican Republic’s Samana Peninsula
What do the streets of Philadelphia and the idyllic northeast coast of the Dominican Republic's Samana Peninsula have in common?
Answer: William ("Will") Kelley, a descendant of freed slaves from Philadelphia, and others like him, who speak English with little or no accent, have British and Irish names and even carry on the tradition of afternoon tea.
I had the pleasure of exploring the Samana Peninsula, a spectacularly lush and little known location far from the lovely, though well-trodden, Punta Cana. It feels worlds away in space and time; a natural preserve that harks back to the first populations of Taino, Spanish and French adventurers, pirates and freed slaves from northern lands.
Surprising History of the Dominican Republic
After a bus ride through the winding roads of the tropical mountains with amazing postcard-worthy sea views around nearly every corner, I arrived at the port for a 10 minute boat ride to Los Haitises National Park. This protected virgin forest of nearly 1400 km bursts with mangroves, plentiful species of brilliantly plumed birds, migrating humpback whales and indigenous Taino pictographs found within its caves, a must-see when visiting Samana. From the boat the park appears as numerous green mounds with limestone caves mysteriously peering out. This is where I met Will. With a bright red t-shirt and baseball cap he greeted and joked around with the passengers in English. "You must get a lot practice with foreign languages working with tourists all day," I said. "I grew up speaking English; my family came from Philadelphia in 1824. My name is William Kelley!" He announced happily as he launched into the story of the seemingly surprising presence of this local population.
Our guide was not only humorous and entertaining but also extremely informative on the history of the region and uniqueness of Los Haitises National Park. As we navigated through the waters, Will explained that freed and escaped slaves had emigrated to Samana in the 1800s. Many people in the region are descendants of freed slaves from Philadelphia, Louisiana, etc. They grew up speaking English, only learning Spanish in school, and even somehow managed to keep the tradition, long gone stateside, of afternoon tea.
Natural Beauty of the Dominican Republic
If the history of Samana is as stirring, its beauty is spell-binding. Samana has long been diverse with Taino, Spanish and French, freed slaves, and marshes that were havens for pirates, but for even longer it has been resplendent in naturally beautiful diversity. Los Haitises National Park presents an opportunity to view this splendor undisturbed by tourist throngs offering humpback whale watching between January and March, when more than 1,500 of these majestic mammals visit during mating season, 121 species of flamboyant birds, and numerous species of delicate orchids, to name just a few. The small group tours, like the one led by Mr. Kelley, are affordable and greatly enhance your appreciation for everything this amazing preserve reveals. No floating plastic bags with store logos or cigarette butts here. Respectful tourists leave feeling honored to have been invited into this pristine tropical forest and to have played a part in maintaining it. My Samana and Los Haitises tour off the flip-flopped tourist track was my favorite part of this Dominican Republic experience.
The tropical vibrance was jaw-dropping and I couldn’t help seeing our guide Will as a long-lost brother connecting and extending the strands of a section of the American story I thought I knew. The powerful natural beauty of this nation, its strong will to keep it pristine, and the smiling optimism of its citizens will compel me to return and recommend the D.R. as a wonderful vacation spot to anyone and everyone.
Written By Tamara Kahlon
Tamara Kahlon is a travel enthusiast currently living in Miami, FL. She was born and raised in Los Angeles, CA and recieved her bachelor's degree in Political Science and International Relations from UCLA. She has traveled, lived and studied in Latin America and the Caribbean, Europe, Asia and the Middle East and is constantly looking to expand that list "” but for now living in Miami and visiting the Dominican Republic is just fine. | <urn:uuid:790aacc4-d0e3-4d6b-be4c-cc67728f79cf> | CC-MAIN-2022-05 | https://intheknowtraveler.com/the-fresh-prince-of-samana/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00511.warc.gz | en | 0.955311 | 893 | 2.546875 | 3 |
With summer's approach come plans for travel, including flying long distances. But the prospect of a long flight often raises health concerns. Especially in passengers who are older or have certain conditions, air travel and the related stress can have an impact on health. Here are a few trouble areas and some precautions you can take.
Deep-vein thrombosis (DVT). Not all experts agree on an association between DVT (blood clots in the legs) and air travel. Symptoms may not occur for several days, so it's difficult to establish a cause-and-effect relationship. If there is one, it's likely due to prolonged inactivity. Limited airline space can discourage moving about. Dry cabin air may also increase the risk of DVT.
Prolonged inactivity slows circulation, allowing small clots to form in the legs and feet. The body's own clot busters kick in for most people, but in people with certain risk factors, the clots can get big enough to block a vein. These include cancer, heart disease, infection, pregnancy, and obesity, as well as recent injury or surgery. Smoking also raises the risk, as do birth control pills, selective estrogen receptor modulators, and postmenopausal hormones.
DVT in the calf aches and gets worse over several days. The pain may be accompanied by warmth and swelling in the area around or below the clot. A clot in the thigh or at the juncture of the thigh and abdomen causes similar symptoms. The skin may redden or turn bluish. If you experience any of these symptoms, see a doctor; be sure to mention that you've recently traveled on a plane.
The biggest danger of DVT is that a clot will break free and lodge in one of the pulmonary arteries supplying blood to the lungs. This potentially fatal condition is called pulmonary embolism. Symptoms include rapid breathing, pain when breathing, shortness of breath, chest pain that travels up to the shoulder, fever, and fainting. It is a medical emergency. Air travelers can do several things to reduce their risk:
- If you're not at risk for bleeding and can tolerate aspirin, take a baby aspirin (81 milligrams) one-half hour before takeoff.
- Wear loose clothing and comfortable shoes.
- Avoid crossing your legs while seated.
- Get up from your seat and walk up and down the aisle at least once an hour. If you're pregnant, request an aisle seat so that you can get up easily.
- Drink at least 8 ounces of water every hour or two and avoid alcohol, caffeinated beverages, and salty foods.
- Keep the space under the seat in front of you empty so you can exercise your feet and ankles occasionally.
- If you have any risk factors for deep-vein blood clots, consult your clinician. She or he may suggest support socks or stockings.
Reduced oxygen and air pressure. At cruising altitude, airline cabins have lower-than-normal air pressure and oxygen levels. Blood oxygen saturation during commercial flights can be 5%–10% lower than normal. If you're in good health, your body can compensate, but if you have a lung condition, such as chronic obstructive pulmonary disease, or cardiovascular disease, you may need supplemental oxygen, even if you don't normally use it. Ask your physician for advice several weeks before your flight.
If you need oxygen, call your airline to find out its policies and the cost. Airlines generally require advance notice, and the FAA doesn't allow passengers to bring their own oxygen supply on commercial aircraft. Most airlines require a letter on your doctor's letterhead confirming your need for supplemental oxygen while flying, along with the required oxygen flow rate. You'll need a copy for every flight segment. Airline charges for oxygen range widely.
Ear pain. During takeoff and landing, cabin air pressure changes rapidly, disturbing the balance of pressure between the outer ear and the middle ear. Many people feel pain when the higher pressure stretches the eardrum, the membrane separating the outer and middle ears.
The Eustachian tube, which connects the middle ear to the back of the nose and throat, helps equalize the pressure on the eardrum (and causes the welcome pop you feel when the balance is restored). You can help the process by swallowing, chewing gum, yawning, or opening your mouth wide. A trick called the Valsalva maneuver may also work: Close your nose with your thumb and index finger and exhale gently against a closed mouth. Another option is EarPlanes, special earplugs that even out the pressure on the eardrum.Jet lag. Crossing time zones often leads to jet lag, which can result in headaches, upset stomach and nausea, difficulty concentrating, and trouble sleeping. To help alleviate it, get plenty of sleep before you begin your trip. Keep well hydrated before, during, and after your flight. Change your wristwatch to the new time. As soon as you arrive at your destination, adjust your sleeping and eating schedule to the new time zone. This can be difficult if you've crossed many time zones, but try to force yourself to stay awake until the local bedtime, and get up in the morning when the locals do and get outside in the natural light. If you simply cannot stay awake until evening on the day you arrive, nap for no more than an hour or two. Engaging in social activities can also help your body clock adjust. When trying to stay awake, eat protein and vegetables and avoid starchy foods like pastas, breads, and rice.
June 2004 Update | <urn:uuid:b1930ee6-f4fb-4c1a-8a00-3fe80804fdc6> | CC-MAIN-2016-30 | http://www.health.harvard.edu/family-health-guide/air-travel-health-tips | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257832475.43/warc/CC-MAIN-20160723071032-00103-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.944973 | 1,153 | 2.859375 | 3 |
On the 27th February 2018, Boogie Mites attended the Munch ‘n’ Move Conference at the Kia Stadium in London. The focus for this collection of Early Years Practitioners and Managers, Nutritionists, Paediatric dieticians, Doctors and Professors, was the intention for ‘Healthy Children – Brighter Futures’. Boogie Mites Music Programmes aim to contribute to this aim for a healthy lifestyle through active music making, so it was inspiring to hear the wonderful work being carried out to this end.
Claire Wall, a public health nutritionist and contributing author of the Eat Better, Start Better- early years menus and guidance, identified that currently “intakes of free (added) sugar [are being consumed at] 2-3 times the recommended daily amount.” And that :
“More than 600 children in England and wales are being treated for type two diabetes.”
The ‘Eat Better, Start Better’ programme was commissioned by the Department of Education, and developed with non-profit organisations. When implemented, it ensures that the welfare and hygiene of any setting meets the nutritional requirements of the Early Years Foundation Stage and passes Ofsted’s framework for inspection.
Lindsay Gilbert and Caroline Hart, Hackney Learning Trust, point out that healthy children are a product of exercises for the body and the mind, though the knowledge and support for teaching healthy lifestyles and nutrition is quite low.
“There are a lot of competing priorities for early years settings.”
But “Sustainability = creating a legacy.” Planning activities around food and the outdoors are both engaging and exciting. In spring, digging and planting in the garden and painting eggs; and in the autumn, collecting leaves and drawing on pumpkins.
Lisa David, from Bright Horizons, identified that Healthy Living alone could be accomplished with attention to three areas:
- Active athletes
- Green Gardens
- Creative Cooks
This would be accomplished successfully with the inclusion of parents and reflection of the local community.
Gill Jones, a member of Ofsted, inspecting healthy development in the delivery of EYFS identified that at the end of reception, “Over 90% met the EYFS learning goals.” But obesity is still present in groups of these children. This ponders the question of whether EYFS works…
Are the EYFS development requirements accurate?
Gill observes that these guidelines are more about development of children’s minds than of their physical strength. And anecdotally mentions a time at which she asked Ofsted inspectors: how many of them had seen children out of breath… no one put their hand up.
Gill Jones’ belief was that practitioners, carers and indeed anyone in child’s life, should be
“Encouraging Safe Risks…
…right from the start.” For example, holding their hand over stepping stones, guiding them up a climbing frame.
Dr Lala Manners, Director of Active Matters, spoke about how some sort of movement activity guideline needs to be introduced. Active Matters promotes “physical activity for young children [and ensures…] this field remains relevant for all those working in early years.” Dr Lala emphasised how imperative the introduction of a movement activity guideline for the UK is.
Linda Baston-Pitt, an Early Years Consultant, and Faye Bentley, Paediatric Dietician – Cambridge Childhood Partnership (CCP) began their discussion with the claim that:
Nutrition and physical activity should be integrated across the whole curriculum
They discussed the ‘PANCo Network’ of physical activity, nutrition students, and trained coordinators, and what a PANCo champion can accomplish…
- Nutrition and portion control
- Leadership development
- Empowering active role models
- Create supportive environment for sustainable change
Children’s discovery and learning in respect to this should in some ways be…
A term mentioned more than once throughout the day. This is the ‘premise that each person finds identity, meaning and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace.’
Professor Iram Siraj and Carol Archer lead the closing discussions, sharing their latest Environmental Rating Scale on Movement to promote quality in physical development.
Carol highlighted the benefits of exercise on the brain – learning, memory, and cognitive function, but also, communication, language and social skills.
“When we move, we learn.”
She explained a further two senses existed – an extension of the familiar: taste, touch, sight, sound, hearing.
- The Vestibular Sense – balance. Exercised by standing on one leg, and activities that make you dizzy.
- The Proprioceptive Sense – found in muscles and joints. Activated by bodily movement.
This idea that ‘when we move, we learn’ is applied from birth. The movement of a baby’s eyes/ head around a room and crawling, to developing hand-eye coordination. But outdoor development is where the fine motor skills’ development begins.
Professor Iram opened with an anecdote from when she was a child. Her memory of the view she had of her parents – or grown-ups in general. How whenever she went anywhere with them, once they’d arrive, they’d sit down. She remembers thinking how boring they were. When asking children about their transition to school, in fact, they universally hated carpet time. Iram asks the question of how children would like to be taught.
Physicality should be more central to the curriculum.
We should be “bringing physicality into every aspect of learning”. Which Carol and Iram aim to accomplish through their MOVERS for 2-6-year-olds provision: Improving physical development through movement and physical activity.
It was a very inspiring and informative day! Music was not mentioned during the lectures but we could recognise the part music can play in all of the key areas covered. If physicality and music could both be more central to the curriculum, the benefits for development could be even greater. All of Boogie Mites’ Music Programmes promote active music making. Read our next blog later this month to hear more about Boogie Mites Healthy Living Programme and how it promotes the various aspects of a holistic healthy life style.
For enquiries, contact Sue Newman, Boogie Mites Director on 023 92 817274 or email her firstname.lastname@example.org | <urn:uuid:b0f4824d-facd-4cb8-91cd-700ae076c185> | CC-MAIN-2018-47 | https://boogiemites.co.uk/blog/latest-news/munch-n-move-healthy-lifestyle-music/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743968.63/warc/CC-MAIN-20181118052443-20181118074443-00442.warc.gz | en | 0.942869 | 1,371 | 2.515625 | 3 |
The recent furore between Apple and the FBI over access to the San Bernadino shooter’s iPhone brought privacy debates firmly into the public eye. Despite tech giants, politicians and privacy campaigners explaining the potential ramifications of the case, many people remained on the fence.
A recent survey by the Pew Research Centre found that the majority of Americans sided with the FBI and believe that Apple should have complied with its demands. I find this deeply concerning because it shows how easily our collective privacy could be eroded in the name of national security, and also how little most people seem to understand the encryption technologies which protect us all.
As the UN high commissioner for human rights explained recently, encryption is vital to freedom of expression and opinion, and without it, lives may be endangered. Currently, the only way to communicate securely online is to encrypt everything, so that even if your data were to be accessed by someone else, it would remain private. But any process that weakens the mathematical models used to encrypt data will make the whole system less secure, because it will also weaken the protection.
In the Apple case, the FBI suggested that it could manipulate security in such a way that only it could take advantage of that subversion, but this is wrong. This is why Apple talked of the San Bernadino case setting a dangerous precedent. While it is possible to create an entirely new operating system which undermines the iPhone security features, there is no way to guarantee that this could not one day be used by someone other than the FBI. There is no way to determine when an attacker could discover a vulnerability, and once accessed, exploit it to harm anyone using that connected device, service or system. The same vulnerabilities used by intelligence agencies to spy on global citizens can also be used by criminals to steal your passwords. We either enable spying – by either governments or hackers – or we defend against it. Backdoors will be exploited by anyone, not just the US Government.
Just like the Snooper’s Charter proposals here in the UK, these demands also force tech companies to make a difficult ethical decision. How can you tell your customers that your products are secure, but also knowingly compromise that security by building backdoors, weakening encryption and storing personal data on a huge scale? Complying with this kind of warrant equates to a catastrophic invasion of customers’ privacy, and has historically required tech companies to collude with the Government and then essentially lie about it to their customers by not disclosing it to them.
The Snowden leaks revealed how the National Security Agency in the United States convinced Microsoft to make changes to security on its Skype program to make it easier for the NSA to eavesdrop on conversations. We also know from the Snowden leaks that the NSA subverted a government standards process to be able to break encryption more easily. Leaked documents revealed that the agency planted vulnerabilities in a cryptographic standard adopted in 2006 – effectively inserting a backdoor by writing a flaw into a random-number generator which made it easier to unscramble numbers generated by that algorithm and crack technologies using the specification.
These kind of scandals don’t just damage the products and technologies in question, but threaten to damage trust in the Internet entirely. Internet governance was historically left largely to the United States because most people assumed that they were focused on ensuring the security of the Internet, rather than using it as a means of surveillance. The Snowden revelations quashed that belief, and the system is now in turmoil. Some of the potential applications of the Internet that would benefit citizens and entrepreneurs have already been stymied by unresolved trust issues. E-Voting has stalled and migration to the cloud is suffering.
For the Internet to continue to grow and flourish, we need to re-establish the foundation for trust, and convince users that the systems they use online are not being used as a means to spy on them. This is no doubt why Apple is planning to hand over iCloud encryption key management to its users. Going a step further, advances in pairing-based cryptography will soon allow a private key to be split into several different parts, eliminating the single point of failure that currently exists. This means that governments wanting to access that key for surveillance purposes would have to fight across multiple different legal jurisdictions in order to gain access.
Even better, individual organisations may soon be able to choose how their root key would be split, empowering them to choose geographies which they feel are least likely to allow Government access. These kind of changes put power back into the hands of the individual and give users valuable new tools in the fight to keep our data secure.
Now that the FBI has dropped its court case against Apple, many will assume that the case is over. But there are no winners here, and a long battle over our collective privacy lies ahead. We all own the Internet, and we need to fix it together.
Brian Spector, CEO, MIRACL
Photo credit: Roobcio / Shutterstock | <urn:uuid:899ecc74-e845-46db-91bd-377db8533a2a> | CC-MAIN-2019-09 | https://www.itproportal.com/2016/04/06/why-fbiapple-privacy-debate-far-from-over/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247480905.29/warc/CC-MAIN-20190216170210-20190216192210-00415.warc.gz | en | 0.956488 | 1,002 | 2.65625 | 3 |
What Kind of Environment Do We Owe Future Generations?
30 Pages Posted: 7 Jul 2012
Date Written: 2011
Despite widely held beliefs that current generations bear heavy obligations to look out for the welfare of future generations, the philosophical case in support of such intergenerational obligations is surprisingly tentative. Moreover, quantifying any such obligations is subject to even greater uncertainty. Even so, current generations bring future generations into existence in the knowledge that doing so will put a claim on resources that could have been used to reduce suffering among people who are already alive. The choice to allow living people to suffer and die, and instead to bring forth more people in the future, thus implies a moral imperative to provide a life for future generations that is worth living. Many policies — such as so-called green technologies — that could improve the lives of future generations could bring about greater prosperity for current generations as well. The potentially difficult policy choices are those that represent a clear trade-off: decreasing future generations’ living standards as a means of providing current and future generations with a better environment. Because future material living standards are projected — even under the most pessimistic scenarios — to be much higher than living standards today, it is possible to give future generations both a better environment and a much higher material standard of living than people enjoy today. Claiming that proenvironmental policies will harm future generations, therefore, amounts to observing that it would be possible to give future generations even higher incomes — along with a dirty planet. We should, therefore, not be hesitant to transform some future material prosperity into an inheritance that will truly benefit future generations: a livable world.
Suggested Citation: Suggested Citation | <urn:uuid:7863be9d-0553-4dae-aa33-48cd96e8ead5> | CC-MAIN-2022-21 | https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2101807 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00161.warc.gz | en | 0.931552 | 339 | 3.046875 | 3 |
Middle School Math Curriculum
Big Ideas Math by Ron Larson and Laurie Boswell
The Big Ideas Math Series exposes student to highly motivating and relevant problems. Woven throughout the series are the depth and rigor students need to prepare for career-readiness and other college-level courses. In addition, the Big Ideas Math series prepares students to meet the challenge of the Georgia Milestones testing. | <urn:uuid:75681880-240e-474d-8fd8-990eb39185b0> | CC-MAIN-2020-10 | https://odysseycharterschool.net/academics/core-classes/math/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145839.51/warc/CC-MAIN-20200223185153-20200223215153-00188.warc.gz | en | 0.90301 | 80 | 2.6875 | 3 |
Why You Should Never Use Retinoids in the Morning
And 11 other crazy (but true!) facts that prove timing really is everything in your health and beauty routines
Why: "Cortisol is a hormone that helps promote alertness and reaches peak levels in the blood first thing in the morning," says Steven Miller, Ph.D. candidate in neuroscience at Uniformed Services University of the Health Sciences in Bethesda, Md. "These blood levels tend to drop after this -- around 9 a.m. -- and spike later in the day between noon and 1 p.m., and again at 5:30 and 6:30 p.m." Miller's research suggests that the best time to drink your (first) morning cup of coffee is in the time slot when your cortisol level first begins to drop to compensate for decreased alertness.
SEE NEXT PAGE: The best time to ... test a perfume | <urn:uuid:bc0ce2f2-3fbb-4b6f-bb2e-353c40197150> | CC-MAIN-2017-17 | http://www.totalbeauty.com/content/slideshows/timing-is-everything-140117/page2 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917118950.30/warc/CC-MAIN-20170423031158-00585-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.929483 | 182 | 2.59375 | 3 |
The long-accepted history hinges on a brief report Brodhead wrote weeks later to his commanding officer, Gen. George Washington, that was lavishly wordy in the style of the day but vague on details. Last fall, cooperating partners with an interest in the upper Allegheny region and its history searched the river corridor for the site of the skirmish, and clues it might yield to events lost to time.
The Pennsylvania Historical and Museum Commission — supported by Friends of Allegheny Wilderness, the Seneca Nation of Indians and the U.S. Forest Service — sought and won a grant from the National Park Service’s American Battlefield Protection Program to find the uncertain site. The partners engaged Commonwealth Heritage Group, Inc. of Jackson, Mich., to conduct archaeological field work, host public meetings and publish a final report. The project’s goals were to provide a historical and geographic narrative of Brodhead’s 1779 expedition and verify the battlefield’s location.
“The Battle of Thompson’s Island project is fascinating because it has attracted such a unique collection of partners to explore this chapter in American history,” said Kirk Johnson, executive director of Friends of Allegheny Wilderness. “The event was the only acknowledged Revolutionary War action to take place in northwestern Pennsylvania, and the upper Allegheny islands today represent living history. Now protected as part of the National Wilderness Preservation System, Thompson’s and six other islands will remain much as they were when the Seneca people hunted and fished there.”
In 1779, the British Crown was attempting to put down the rebellion of its American colonies. The familiar history of the American Revolution emphasizes formal battles between the British and American armies such as Breed’s Hill, Brandywine, Saratoga and Yorktown. But west of the Alleghenies, a lesser-known and less conventional war alternately smoldered and flared, in which all sides, British-Loyalist, American and Native, visited destruction and terror on the other’s settlements and villages.
Both British and Americans coveted alliance with the powerful Iroquois League, a confederation of six Native nations whose homeland stretched across central New York into northwestern Pennsylvania . Alliance with Native forces was a potent advantage in frontier warfare as Washington had learned well through his French and Indian War service to the king of England 25 years earlier. When most Iroquois, including the westernmost Seneca, took the British side and began raiding frontier settlements, aided and encouraged by Loyalist militia, Washington devised a strategic response. He ordered Gen. John Sullivan with 3,000 men to advance up the Susquehanna River, while Gen. James Clinton with a smaller force struck west from New York’s Mohawk Valley. Sullivan was to meet Clinton and, with their combined force, march west across the Iroquois heartland (which he did), burning the Indians’ towns and destroying crops and stored provisions. The objective was to crush the Iroquois inclination and ability to help the British oppose the American cause.
By spring 1779, Col . Brodhead, who had been with Washington at Valley Forge two winters before, had assumed command of Fort Pitt, far from consequential battles in the Revolution’s eastern theater. His main concerns at Fort Pitt were the logistical challenge of provisioning a wilderness outpost and defending scattered Ohio Country settlements from Indian attack.
Initially, Washington’s plan to send generals Sullivan and Clinton against the eastern Iroquois had a western component. Brodhead would lead whatever forces he could raise up the Allegheny to strike the Seneca, while also diverting Indian and Loyalist attention from Sullivan’s advance. Washington’s letters indicate he viewed Fort Pitt’s commander as a capable officer, but Brodhead’s correspondence suggests that, stationed at Fort Pitt, he felt underutilized in the war effort. He welcomed the assignment to lead an expedition against the Seneca, the most formidable branch of the Iroquois League. But in May, Washington changed his mind and cancelled Brodhead’s mission, fearful that it would be difficult to maintain a supply line so far into enemy lands and that it would leave settlers around Fort Pitt exposed.
Brodhead, though, was determined. He continued to gather recruits and supplies while exhorting Washington to authorize his campaign. In mid-July, Washington relented, informing Brodhead by letter of his “consent to an expedition against the Mingoes (Seneca).”
Brodhead’s modest army, assembled mostly from the 8th Pennsylvania and 9th Virginia militias, marched out of Fort Pitt on Aug. 11, 1779. His report to Washington states that he commanded 605 “rank & file, including militia & volunteers.” The column headed north on foot while its supplies were poled upriver in boats beyond presentday Kittanning. From there, with provisions lashed on 400 pack horses, they marched north across a forested plateau that is now Clarion County to short-cut the westward bend the Allegheny takes below Tionesta (known then as Cushcushing). At Tionesta, they crossed to the Allegheny’s west bank and continued upstream toward a cluster of Seneca towns above Canawago, where Warren, Pa., stands today.
Encounter and clash
Somewhere near today’s Tidioute, Brodhead deployed an advance guard “consisting of 15 white men including the spies and eight Delaware Indians.” Farther upriver on Aug. 18 or 19, the paths of Brodhead’s forward scouts crossed that of the Seneca paddlers. Muskets flashed and blood flowed. That much, from all accounts, is known.
Brodhead’s report, dated Sept. 16, told Washington that his advance guard “discovered between 30 and 40 warriors coming down the Allegheny River in seven canoes.”
Brodhead then relates that the Indians “immediately landed, stript [sic] off their shirts and prepared for action, and the advance guard immediately began the attack,” followed by reference to his preparing the main body to “receive the enemy” and then Brodhead’s own move forward where, as he told Washington, he found the Seneca in retreat, leaving behind canoes, guns, shirts, blankets, blood trails from the wounded and five dead.
His force fared better. According to Brodhead’s letter: “Only two of my men and one of the Delaware Indians were wounded and so slightly that they are already recovered and fit for action.”
Return to Fort Pitt
Brodhead continued upriver to deserted Canawa go, where he recalled that “the troops seemed much mortified because we had no person to serve as a guide to the upper towns.” The column followed signs of retreating Indians to the vicinity of where Salamanca, N.Y., is today. After remaining “on the ground three whole days destroying the towns and cornfields, ” Brodhead turned his troops and marched back down the Allegheny.
Bearing farther west on his return, Brodhead sent a detachment up French Creek when they reached Venango (Franklin, Pa.), which razed another abandoned Seneca town and destroyed more crops. After the army’s main body had marched through 320 miles of western wilderness, while its flankers and detachments had covered as much as 406 miles, the expedition returned to Fort Pitt on Sept. 14 without losing a single man or pack animal, according to Brodhead’s statement.
Battlefield search and an alternate view
During 2015, Commonwealth Heritage Group examined all previous reconstructions of Brodhead’s route and evaluated surviving oral history among the Seneca. In October, a team scoured the best battlefield location candidate with sophisticated metal-detectors, seeking musket balls, bayonets or other 18th-century martial implements.
“This event shows how messy history can be.”
—Keith Heinrich, Pa. state historic preservation specialist
“We pulled together all the accounts looking for consistencies,” said Chris Espenshade, military archaeologist and Commonwealth Heritage Group’s project leader, now employed at Skelly and Loy, Inc. in Pittsburgh. “We have descriptions of landforms and general distances from known points. We know canoeing behavior and the kinds of places people tend to pull over to shore.
“The details we culled made us focus on one location, but the archaeology didn’t say one way or another,” Espenshade continued. “Had there been formal lines of battle with more participants, a lot of items would have been dropped. We did find four artifacts, but nothing conclusively definitive of battle. This fight was so fleeting and brief; any surviving signature is likely to be very light. Still, we’re confident we were in the right place.”
To protect the site from exploitation, conditions of the National Park Service grant prohibit Espenshade from divulging the location he suspected and searched. The location will, however, be published in his report to be circulated among the project partners for review.
“Then we’ll redact the final report document, taking out any mention of the landowner and identifying photographs,” Espenshade said. “This is standard policy in the Battlefield Protection Program. That said, our general findings about the expedition will stay intact.”
Regarding location, Espenshade points out that the battle’s acquired name may be misleading.
“There is a string of islands along that stretch of river, one of which today is known as Thompson’s Island, but it never had that name until a hundred years after the battle,” Espenshade explained. “And it’s possible there was confusion even then because there is a different island at the mouth of Thompson Run.”
The incident’s elusive location and enigmatic name are not its only aspects that remain unclear, even open to question. Espenshade’s analysis leads him to believe there were fewer Seneca involved than Brodhead reported and that they were, at the time, more interested in hunting deer than battling enemies of their British allies.
“It is my interpretation that, at the time of this encounter, the Indians were not prepared for a fight, while the Continentals were,” Espenshade said at a September public meeting in Warren. “Perhaps the key question is: Was The Battle of Thompson’s Island really a battle in the classic sense?”
That question aligns with what Seneca accounts have long told.
“The history that’s been written regarding Brodhead’s march has been one-sided,” said Jay Toth, tribal archaeologist of the Seneca Nation of Indians. “The Seneca oral versions were known, but never taken into account. Our people have always said this was a hunting party, not a war party, and in the moments before what’s known as The Battle of Thompson’s Island, they were camped with their canoes beached and were surprised in some way.”
There is a secondhand written account of the encounter in the Revolutionary War memoirs of Blacksnake, a Seneca chief who recorded it as told to him by Redeyes, a Seneca who claimed to be present. Blacksnake relates there were “about 10 of them (Seneca) together following downstream on the Allegenny River with bark canoes and hunting furs, Redeyes and his comrates was down about five miles below Brokenstraw. They had been campout [sic] on the bank of the river.”
“I tend to put value on oral history coming from people whose families lived there at the time this happened,” Espenshade said.
Espenshade, who cautions that his interpretation does not necessarily reflect that of project partners, believes Brodhead felt motivated to present the results of his expedition to Washington in the best possible light.
“Brodhead had argued vehemently to Washington that his mission was needed,” Espenshade said. “It’s a better narrative for him if they came across a war party than a hunting party. It doesn’t have the same power to justify the expedition if they stumbled on Indians around a campfire.”
Espenshade points to Brodhead’s assertion that he did not lose a single man or pack animal as further cause to question his report.
“I find it hard to believe, even if we didn’t have conflicting oral history, that anyone could take that many people that far at that time, and not even lose a horse,” Espenshade observed. “Oral history holds that the Seneca attacked farther upriver and as many as seven of Brodhead’s men were killed. If that happened, it’s understandable that he did not report it. He wanted to convey a perfect expedition.”
The Seneca Nation of Indians has directed Jay Toth to apply to the National Park Service for a separate Battlefield Protection Program grant to search for evidence of those upstream engagements.
“Brodhead wanted a glowing report for Washington, and he knew the other side wasn’t going to be able to hold him accountable for what he wrote,” Toth said.
Washington later promoted Brodhead to the rank of Brigadier General. After the Revolution, Brodhead served in the Pennsylvania General Assembly and as Pennsylvania’s Surveyor– General, a career that would not have been hindered by a self-congratulatory depiction of his campaign against the Seneca.
Despite the American Revolution’s ultimate outcome, Espenshade proposes that the overall military success of Washington’s pincer attack on the Iroquois homeland, including Brodhead’s expedition, is questionable.
“The Seneca were disrupted, temporarily refugees, and forced to seek aid from the British that winter. But they came out of this with a sense of revenge,” Espenshade said. “It’s hard to term this a great success when you look at their raids on the frontier in 1780. Washington and the Continental Army did not win the war in the west, but they won the rest of it and that was enough.”
The Battle of Thompson’s Island, then, remains an intriguing if poorly documented and misunderstood event, marginal to the wider scope of the American Revolution. Still, it evokes compelling human struggles within this region, where 18th century war west of the settled coastal plain was brutal, complex and capricious, and where the stakes for all involved were high.
“It’s good that we are now fleshing out a deeper understanding,” said Keith Heinrich, historic preservation specialist with the Pennsylvania Historical and Museum Commission’s State Historic Preservation Office. “This event shows how messy history can be.”
“People died there along the Allegheny. It’s hallowed ground,” Toth reflected. “These incidents have been forgotten on a national scale and even locally. It’s right and important that we gain the most accurate understanding possible for ourselves, and to convey to future generations.” | <urn:uuid:b7557b3a-ed83-42da-8e1d-93477d8230e8> | CC-MAIN-2019-13 | https://pittsburghquarterly.com/pq-people-opinion/pq-history/item/1157-what-happened-thompsons-island.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912206677.94/warc/CC-MAIN-20190326220507-20190327002507-00197.warc.gz | en | 0.962396 | 3,250 | 3.28125 | 3 |
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- Bring more statistical rigour to bear in the field of epidemiology
- Recognise the importance of applied statistics, especially with respect to the context in which statistical methods are appropriate and inappropriate
- Aid and improve our interpretation of observations
The science of epidemiology has had enormous growth, particularly with charity and government funding. Many researchers have been trained to conduct studies, requiring multiple skills ranging from liaising with clinical staff to the statistical analysis of complex data, such as using Bayesian methods. The role of a Statistical Epidemiologist is to bring the most appropriate methods available to bear on observational study from medical research, requiring a broad appreciation of the underpinning methods and their context of applicability and interpretation.
The earliest mention of this phrase was in an article by EB Wilson, taking a critical look at the way in which statistical methods were developing and being applied in the science of epidemiology.
There are two Professors of Statistical Epidemiology in the United Kingdom (University of Leeds and Imperial College, London) and a Statistical Epidemiology group (Oxford University).
- Statistics in Medicine
- The International Journal of Biostatistics
- American Journal of Epidemiology
- International Journal of Epidemiology
- The International Biometric Society
- American Statistical Association
- Royal Statistical Society
- The Biostatistics Collaboration of Australia
- Wilson, E.B. (1963). "A critical look at statistical epidemiology". Cancer. 16: 510–5. doi:10.1002/1097-0142(196304)16:4<510::aid-cncr2820160412>3.0.co;2-l. PMID 14001013.
- Statistical Epidemiology webpage | <urn:uuid:dcbdc4c9-358b-4fe1-b55e-9f4dd5ee59fb> | CC-MAIN-2021-43 | https://en.wikipedia.org/wiki/Statistical_epidemiology | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585186.33/warc/CC-MAIN-20211018000838-20211018030838-00693.warc.gz | en | 0.827464 | 384 | 2.578125 | 3 |
Lentis/Driving while Texting
Driving while texting is the act of composing, reading, or sending a text message, email, or other related internet communication on a cell phone, while also operating a motor vehicle, such as an automobile, truck, bus, or train. The scope of this chapter deals strictly with driving while texting in the United States.
- 1 Introduction
- 2 Facts and Statistics
- 3 Noteworthy Incidents
- 4 Laws and Legislation
- 5 Opposition to Laws
- 6 Why do people do it?
- 7 Technical Solutions
- 8 Social Groups
- 9 Discussion and the future of this chapter
- 10 References
In today's world of instant access to information, we don't want to settle for anything less when it comes to connecting with our loved ones. Instant Messaging, texting, and emails are a few popular ways to do so. However, this harmless motive can become highly dangerous when it is done irresponsibly. The title of an article in Huffington Post dated March 1, 2010, Driving While Texting: More Likely to Cause Crash Than DUI, illustrates this problem.
The National Highway Traffic Safety Administration (NHTSA) conducted a survey in 2008 which revealed an increase in the use of electronic devices while driving. Another 2008 Nationwide survey by NHTSA reported an increase in the percentage of young drivers texting or using hand-held electronic devices from 2007. This means that an increasing population of drivers is not only posing a life-threatening risk to themselves, but also to their fellow innocent drivers on the road.
With the rapid advancement and growth of technology, people now have access to numerous gadgets and hand-held devices at all times. This has resulted in an obsession to stay connected, especially within the younger generation. What is lacking is the responsibility that comes with the use of such devices. LG has teamed up with actress Jane Lynch to produce a humorous campaign to education the public about the dangers of texting while driving.
Facts and Statistics
The facts and statistics show that driving while texting is extremely dangerous to the driver, pedestrians near the vehicle, and other drivers on the road.
Types of Distractions
- Visual - taking your eyes off the wheel
- Manual - taking your hands off the wheel
- Cognitive - taking your mind off what you're doing.
Texting and driving involves all three of the above distractions, and is therefore one of the most dangerous forms of distracted driving.
- According to experiments performed by Monash University in 2006, "When text messaging, drivers’ ability to maintain their lateral position on the road and to detect and respond appropriately to traffic signs was significantly reduced. In addition, drivers spent up to 400 percent more time with their eyes off the road when text messaging, than when not text messaging."
- According to the same Monash University study, the number of incorrect lane changes increased by 140 percent when sending and receiving text messages, with the majority of these incorrect lane changes due to the drivers' inattention to signs.
- In 2008, approximately 21 percent of injury crashes and 5,870 people lost their lives due to distracted driving.
- In 2008, the University of Utah conducted a survey which showed that 48 percent of 1,500 drivers believe that using cell phones while driving is the most dangerous distraction on the street.
- A survey published by the New York Times on July 18, 2009 shows that drivers have on average a 0.24-second slower reaction while they are texting.
- A Nationwide survey conducted in July of 2010 states that nearly 40 percent of Americans say they have been hit or nearly hit by a distracted driver using their cell phone.
- In an examination of driver distraction by NHTSA, it was found that the age group with the greatest proportion of distracted drivers was the under-20 age group, where 16% of all under-20 drivers in fatal crashes were reported to have been distracted while driving.
Car and Driver Experiment
Car and Driver did a recent experiment where they compared the effects of drunk driving and texting while under real road conditions. They took 2 drivers, Eddie Alterman, a Car and Driver editor, and Jordan Brown, a Car and Driver web intern, and first had them drive at 35mph and 70mph to establish baseline readings. They then had to read and send text messages at 35 and 70 mph. After this, they took a break and had several alcoholic cocktails to bring their BAC’s to 0.088, just over the legal limit.
The results turned out to be significant. Both drivers' reaction distance, which is the distance it takes to stop after they see a red light, increased significantly when they were both reading and sending texts. Alterman's results were much worse than his baseline readings. While reading a text and driving at 35 mph, his average baseline reaction time of 0.57 second nearly tripled, to 1.44 seconds. While texting, his response time was 1.36 seconds. These figures correspond to an extra 45 and 41 feet, before hitting the brakes. Texting turned out to be at least twice as dangerous as driving drunk. One of the experimenters said, “While you’re texting and driving, time disappears. You’re concentrating so hard on reading and texting that you completely ignore what’s happening around you.”
The Chatsworth Train Crash
On 12th September, 2008, at approximately 4:22 pm in Chatsworth, California, a Metrolink commuter train skipped a red light and collided with a freight locomotive that was coming from the opposite direction on the same tracks. The Chatsworth Train Collision resulted in the death of 25 people and 135 passengers were injured. It was found that Robert Martin Sanchez, 46, missed the red light because he was texting on his phone. Sanchez was also killed in the crash.
On November 25, 2008 Erica Forney, was riding her bike home from school, a corner away from her house, when she was hit head on by an SUV. The driver, Michelle Smith, admitted to using her cell phone while driving, and said that she was so sorry and she didn’t see Erica there. Michelle Smith wrote a letter of apology to the family. Erica was rushed to the hospital and airlifted to another facility, but she died on that Thanksgiving. Shelly and Daren Forney, the parents, are spreading awareness and advocate that drivers, "Get off the phone. Save a life. Don't talk and drive."
Heather Leigh Hurd
One January 3rd, 2008 Heather Leigh Hurd, a Walt Disney World employee, was en route to a meeting with a wedding planner and her parents in Florida, when a tractor-trailer crashed into her car while she was waiting at a stop light. The crash killed Heather Hurd and severely injured her finance, who was in the passenger seat. The driver later admitted to having been texting at the time of the accident. After this accident, Heather's father, Russell Hurd became an advocate for texting-while-driving laws which became known as "Heather's Laws" in several states such as Florida and Maryland.
Laws and Legislation
Currently, 30 states outlaw texting while driving, with 11 of these laws being enacted in 2010 alone. Of these 30 states, 26 have primary enforcement, while in the other 4, texting is a secondary offense. There are currently 8 states that have banned handheld cell phone use for all drivers.
In December of 2009, a federal law went into effect that banned text messaging while driving for all federal employees. In January of the following year, the Federal Government enacted a ban on text messaging for all drivers of commercial trucks and buses. There is currently legislation being considering that would cause states to lose federal highway funds if they fail to enact texting-while-driving legislation.
Opposition to Laws
There has been much opposition to texting while driving laws from various groups. Much of this opposition stems from a controversial study from the Highway Data Loss Institute (HDLI), examining the effectiveness of texting-while-driving laws in several states. HDLI researchers monitored monthly collision claims per 100 insured vehicle years during the months immediately before and after these laws were introduced in several regions. The institute then collected information for nearby jurisdictions without the bans. The study showed that month-to-month fluctuations in claims were not changed by the introduction of these bans and did not change even in comparison with nearby states.
There has also been opposition to distracted driving laws from the Consumer Electronics Association, which represents various electronic devices such as Global Positioning System (GPS) Navigation systems, hands-free calling systems and bluetooth headsets, all of which they fear could become a target of future distracted driving laws. The CEA offers its positions on driver safety on its website. The organization contends that distracted driving legislation should focus on unsafe driver behavior rather than specific technologies. They also believe that many electronic devices in cars serve to increase driver safety, and the benefits of those should be considered.
Why do people do it?
Texting while driving has been made illegal and proven to be more dangerous than drunk driving. Moreover, thousands of lives are lost every year because of this form of distracted driving. However, these results have not deterred drivers from participating in this act. Due to the innumerable forms of communication available today, from mobile phones to social networking sites, society feels the need to keep up with all of them. Some of the sociology behind texting can be explained in Sociology of Texting. Americans are suffering from technology overload and check their devices no matter the multitasking they must go through in order to do so. Cell phone use has become so common that in 2010, 91 percent of Americans use a cell phone, a 5 percent increase from 2009. Due to its commonality, Americans feel they can use their cell phones whenever they want, even while driving.
Who is in favor of driving while texting?
- In an online survey conducted by Seventeen Magazine and automobile club AAA for teens ages 16-19 years the teens gave the following reasons for engaging in texting while driving.
- According to a Nationwide survey it was found that 10 percent of drivers aged 16 to 24 years old are on their phone at any one time.
- "It's easy. You just got to be smart with it." -— Gadsden City High
- "I feel texting and driving is OK at speeds less than 45 mph." —- Gadsden City High
- "I text while I drive but only when I am stopped at a stop light or sign, not while moving. Others should do the same or learn where the letters are on their phone so they can look at the road but can still text." —- Gadsden City High
- "It's hard to fight the urge when you get a message on your phone when you're driving. It's hard not to text back." -- Brandon, a teenager from Austin, Texas.
- "I believe people believe they can do it all, drive and text, but they don't realize it can only take a second for your hands and eyes to leave the wheel and then there you go." -- Terrie Harris (parent).
This application is designed for the iPhone users to prevent them from texting while driving.
From the developers: "True SMS - Life Saver is a step forward in letting you drive and not text. When a text comes in you can simply make a quick stop (or hand the phone to someone else) touch to pick a pre-defined answer and send, then off you go in seconds again. Please do so during a quick stop!"
This is an application that disables texting while driving and is desgined for the Android platform. This application is designed for parents to install on their children's cellphone to prevent them from texting behind the wheel. If the user tries to remove this application from their phone, it notifies parents of this activity.
Key2SafeDriving places the driver's phone in "Safe Driving Mode" while the car is running. This prevents the user from texting or making calls while driving. However, the driver can call 911 and two other emergency numbers selected at the time of installation.
Key2SafeDriving has two components:
- A device that is plugged into the car and is activated when the car is running.
- A software that must be installed on the driver's cell phone.
There are many social groups that are trying to increase awareness about the dangers and deadly consequences of texting while driving.
Their mission is to "...raise awareness of the dangers of texting while driving and to prevent harmful injury or death caused by the act of texting recklessly." They have a section called Share Your Story where people can share stories about tragic incidents of texting while driving to which they lost their loved ones. They hope that those who still text while driving learn a lesson from others' mistakes. There is also a section named Take The Oath where one can take the oath to never text and drive.
Oprah's No Phone Zone Campaign
Oprah Winfrey has been striving to discourage people from texting and driving. Her website features various tragic stories of innocent lives lost due to someone's irresponsible behavior. She is promoting a No Phone Zone Pledge where one can pledge to make their car a No Phone Zone. Currently, there are a total of 408247 pledge submissions. Oprah also devoted an entire episode of The Oprah Winfrey Show to the dangers of texting while driving. This episode also included stories about families who lost their loved ones and interviews with people who survived car crashes. National organizations including U.S. Department of Transportation, National Highway Traffic Safety Administration, and the Governors Highway Safety Association, are supporting Oprah's "No Phone Zone Day".
Facebook Groups & Pages
The following Facebook pages and groups represent the perspectives of various social groups that are for and against texting while driving.
For Texting while Driving
- "Texting while driving... I like to live dangerously!" is a Facebook page that is liked by 409 people. The title itself suggests that some people like the thrill of danger involved in texting while driving.
- "Texting yourself song lyrics while driving so you can download them later" is liked by 908 people and suggests yet another reason why people text while driving.
- "No, I'm Not Texting While Driving... I'm Facebooking." This page is liked by 144 people.
Against Texting while Driving
- "No Texting While Driving!" is liked by 27,184 people.
- "Teens Against Texting While Driving" is liked by 1,298 people.
Discussion and the future of this chapter
In this chapter, we have tried to highlight the prevalence of texting while driving today, despite the dangers, and presented the perspectives of various social groups.
Anyone who is interested in adding to this chapter may update the statistics related to texting while driving. It has been found that people do not just text while driving but also check their email, browse through social networking websites like Facebook, and/or lookup something on Google. Future authors can investigate what kind of such activities people indulge in the most when using their cell phone while driving. Also, it would be interesting to note the age groups that participate in these activities despite the dangers and laws, and why they do so. Since this chapter specifically the United States, International laws and practices on the matter could serve as a comparison.
- Texting while Driving.
- Distraction.gov, Statistics and Facts from Distraction.gov - a U.S. Department of Transportation Website.
- Monash University Study, The Effects of Text Messaging on Young Novice Driver Performance.
- NHTSA Traffic Safety Facts, An Examination of Driver Distraction as Recorded in NHTSA Databases.
- Texting while driving? Police will get you, Article from Jakarta Post.
- Nationwide Technology Survey, Driving while Distracted Research Results.
- Car and Driver, Car and Driver website with featured experiment video.
- Chatsworth Accident from reuters.com, Train engineer was texting just before California crash: By Reuters.
- Oprah's End Distracted Driving, Oprah's Website which features a story about Erica Forney.
- Heather's Law, Article about Russell Hurd from The Ledger.
- Governors Highway Safety Administration, State Law Information.
- Federal Texting-While-Driving Ban, Information about new federal legislation regarding texting-while-driving.
- Highway Data Loss Institute, News Release.
- Consumer Electronics Association, Position on Driver Safety.
- Newsmax.com, Americans Experiencing Technology Overload.
- ARS Technica, Wireless Survey: 91% of Americans use cell phones.
- Bans on texting while driving, An article from USAToday.
- Students' opinions on texting while driving vary, An article from The Gadsden Times.
- Teens, parents learn the dangers of texting while driving, A news article from news8austin.com.
- Teens, Parents Put To Texting While Driving Test An article from wapt.com
- Key2SafeDriving FAQ, Key2SafeDriving Frequently Asked Questions page.
- TxtResponsibly.org, Their website which includes related stories and an Oath.
- Oprah’s No Phone Zone Pledge, Oprah’s No Phone Zone Pledge and statistics, including the total pledge submissions.
- Oprah’s No Phone Zone Day, NYTimes article about Oprah's No Phone Zone Campaign | <urn:uuid:e8fe97a8-65f9-4414-9167-05f1ed00f9d7> | CC-MAIN-2017-17 | https://en.wikibooks.org/wiki/Lentis/Driving_while_Texting | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917118950.30/warc/CC-MAIN-20170423031158-00083-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.959091 | 3,626 | 3 | 3 |
I think giving two different meanings may have confused the issue.
"You were able to meet Sting" = "You could meet Sting".
Nothing more, nothing less.
"The event was organised in such a way that you could meet Sting at the end of it!"
"Could have" in French uses a slightly different construct:
Conjugate pouvoir in Le Conditionnel Passé = could have (past conditional)
Well, yes, if you create a larger context using the past tense, and then make "you could meet Sting" a subsidiary clause within that context, the present tense makes sense in English. However, it seems to me that the sentence "Vous avez pu rencontrer Sting" as it stands is in the past tense in French and should therefore be read in the past tense in English as well. But I am just learning here, so thanks for getting back to me.
Yes I did follow up a bit on this after Walter's response to me.
As per my previous response, I personally don't see a difference in the two (English) phrases, but I do admit that there is probably a point of grammar here i.e., I think Walter is correct in indicating that the phrase is in the present conditional tense, and I guess I have made this error all my life and do not doubt your point that it is falling out of use.
Regardless, and for Walter's original point, the French phrase cannot be translated into "you could have met Sting". This would be:
"Vous auriez pu rencontrer Sting."
I am no doubt wading into waters way over my head here, but tenses and grammar aside, (ha,ha!) it seems to me that the phrase "You could meet Sting" is a description of a hypothetical in present time, unless you add more context or other modifications to it. I could be wrong, but I don't think I have ever used "could" referring to the past without the addition of "have". Perhaps that's just an American turn of speech. (Many younger Americans seem to think the phrase is "could of", which is truly sad.) I suppose language, least of all the English language, doesn't always fit into orderly little boxes the way the 18th century grammarians thought it should. I won't say anything about the French language because I am just a student here, and besides I don't wish to get into trouble with the Academie Francaise!
Thanks for your trouble.
Interesting about the declining use in English of "could" as the past tense of "can". It seems to be pretty much limited to negation: "I couldn't go to the concert because I had to work that night".
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Test your French to the CEFR standard | <urn:uuid:06a45c58-f88d-4260-aa0c-a32f82813dc0> | CC-MAIN-2020-40 | https://progress.lawlessfrench.com/questions/view/vous-avez-pu-recontrer-sting | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400228707.44/warc/CC-MAIN-20200925182046-20200925212046-00131.warc.gz | en | 0.971473 | 593 | 2.8125 | 3 |
20 Women's Rights That Didn't Exist Until the 20th Century
Women's rights have come a long way in the last 120 years.
We still have quite a ways to go before the gender gap is closed entirely, but women's rights have come a long way in the past 100 years or so. When you consider that women couldn't serve on a jury in all 50 states until about 50 years ago and that, for only the past 30 years, women have been able to get a business loan without a male cosigner, you get a sense of some of the huge challenges women have faced until relatively recently. In honor of Women's History Month and how far women's rights have come, we're looking back at some of the things women were not allowed to do until the 20th (and even 21st) century. And for women who've made history in the last half-century, check out Amazing Achievements by Women Every Year for the Last 50 Years.
Having their own passport
Until the 1930s, married couples were issued a joint passport on which only the husband's name appeared along with "and wife" or "accompanied by his wife," according to Craig Robertson's book The Passport in America. This was partly because many countries did not yet require a passport to enter (and therefore many couples wouldn't go through the trouble of applying for two) and partly because the idea that a married woman would be traveling alone was so inconceivable that no one bothered to plan for it. But in 1937, the Passport Division of the Department of State issued a memo eliminating the "wife of" requirement, and allowing married women to use their maiden names on their passports.
Serving as permanent members of the military
During World War I, Loretta Perfectus Walsh became the first American woman to enlist in the military as anything other than a nurse. But it was not until 1948 that Congress passed the Women's Armed Services Integration Act, which permitted women to serve as permanent members of the military. Prior to that, they could only serve during times of war. Progress continued over subsequent decades, as women gained the right to enter U.S. military academies in 1976 and serve in combat in 2013.
Working jobs that were hazardous to their health or morals
As of 1929, multiple states had laws that prohibited women to take on so-called "dangerous" occupations. Kansas, for example, had a state law prohibiting women from working jobs "under conditions of labor detrimental to their health or welfare," whereas Washington and Michigan had laws that applied to jobs that were potentially hazardous to women's "morals" as well. Michigan's law went so far as to say no woman "shall be given any task disproportionate to her strength, nor shall she be employed in any place detrimental to her morals, her health, or her potential capacity as a mother." Mining was one job women were commonly excluded from participating in by law. And another was bartending. It wasn't until the 1970s that these laws started being overturned. And for more laws you won't believe, check out The 47 Weirdest Laws from Around the World.
Keeping their money
Due to the coverture, the English common law system that prevented a married women from owning property, entering into contracts, and the like without her husband's say so, married women in the States were also not able to keep their wages. In the late 19th century, some states—like Oregon and New York—started to make strides toward equal property laws in marriages, but as of 1887, a third of U.S. states did not provide statutory protection for a married women to control her earnings. It wasn't until the 20th century that the whole country implemented laws that gave married women the right to keep their wages, instead of handing them over to their husbands.
Working the night shift
Similar to how certain jobs were seen as inappropriate or even dangerous for women, certain shifts were viewed the same way. The Factory Act of 1948 prohibited women who worked in factories from working outside of the hours between 6 a.m. and 7 p.m. But around that same time, these restrictions started loosening in other industries. A paper published in the Monthly Labor Review in 1951 highlights the restrictions in certain industries in 18 states that had such laws, including California, Connecticut, Delaware, and Indiana.
Working while pregnant
Until the passage of the Pregnancy Discrimination Act of 1978, women could be fired for being pregnant. Some states even outright banned women from working during periods of time before and after delivery. For example, schoolteachers were often required to take unpaid maternity leave due to liability concerns and the idea that the pregnancy might distract the children. And for more about how parental leave affects men and women, check out: Nearly a Third of Men Feel Uncomfortable Taking Paid Parental Leave.
Serving on a jury
According to the American Civil Liberties Union (ACLU), as of 1927, only 19 states allowed women the right to serve on a jury. It wasn't a nationwide right until 1968 when the final state, Mississippi, relented in its refusal to let women do their civic duty.
It was not until 1920 that the 19th amendment was ratified and women across the United States were granted the right to vote. The ultimate women's rights win came after a decades-long battle fought by suffragettes such as Susan B. Anthony, Lucretia Mott, and Elizabeth Cady Stanton. Some of the shockingly sexist reasons men gave over the years for banning women from voting, per The Washington Post, included: "A woman's brain involves emotion rather than intellect"; "The masculine represents judgment… while the feminine represents emotion"; and "Control of the temper makes a happier home than control of elections."
And women have been taking full advantage of their right to vote ever since they got it. In every presidential election since 1980, the proportion of eligible women who voted has exceeded the proportion of eligible men who voted, according to the Center for American Women and Politics at Rutgers University. And for more on women's right to vote, check out this 2018 article about Women Proudly Covering Susan B. Anthony's Grave in "I Voted" Stickers.
Technically, women could get divorced throughout the 20th century, but it was such a difficult and messy process that many were dissuaded. Then California Governor Ronald Reagan signed the nation's first no-fault divorce bill in 1969, allowing couples to end their marriages on the grounds of irreconcilable differences. Before that, a spouse would have to show evidence of adultery, abuse, or abandonment (not always the easiest things to prove) and women would receive the bulk of the blame for tearing their families apart. And for more on places where divorce is common, check out These Are the 9 States With the Highest Divorce Rates.
Keeping their citizenship after marrying a non-American
Per the Expatriation Act of 1907, if an American woman married a non-U.S. citizen between 1907 and 1922, she would immediately lose her U.S. citizenship. The law granted that if that woman's husband later became a naturalized citizen, she could then also go through the naturalization process to regain her citizenship. The law was repealed with the Cable Act of 1922, but it's worth noting that none of these restrictions applied to men.
Getting a business loan without a male cosigner
In a number of states, women were required to have their husbands or male relatives cosign for business loans up until the passage of the Women's Business Ownership Act in 1988. The law gave women equal access to capital in order to start their own businesses, and it no longer required them to enlist a man's help.
Getting a credit card easily
While credit cards were something of a novelty in the 1960s and 1970s, they too had very old-fashioned application policies and often required a husband to cosign for his wife's card. That shifted in 1974 following the passage of the Equal Credit Opportunity Act, which made it illegal to discriminate against a person applying for credit based on sex.
Using the bathroom easily at work
Throughout the 20th century, women's restrooms were often treated as an afterthought since most workplaces still tended to be male-dominated. Women would be required to walk much farther than their male counterparts in order to find a bathroom, and would sometimes be denied jobs because of an office's lack of women's toilets, according to Time.
Even women in the House of Representatives didn't have a bathroom near the Speaker's Lobby until 2011. Before that, the time it would take them to walk to the nearest women's room and back exceeded session break times, according to The Washington Post.
Wearing pants on the Senate floor
The 20th century saw a growing number of women entering national office. However, it was not until the early '90s that women were allowed to wear pants on the Senate floor. Prior to that, the norm—enforced by Senate doorkeepers—was for women to wear dresses. That changed in 1993, when Illinois Senator Carol Moseley-Braun walked into the Senate building wearing her favorite pantsuit, not knowing that pants were forbidden. She told a Chicago radio station in 2016 that "the gasps were audible." "What happened next was that other people started wearing pants. All the women staffers went to their bosses and said, 'If this senator can wear pants, then why can't I?' And so it was the pantsuit revolution," she said. Soon thereafter, a new policy was put in place.
Using birth control
The first oral contraceptive, Enovid, was approved by the Food & Drug Administration in 1960. But that didn't mean it was automatically available for use. It wasn't until 1965 that the Supreme Court ruled that states could not ban married couples from using oral contraceptives; in 1972, the Supreme Court legalized birth control for all citizens, irrespective of their marital status.
Suing for sexual harassment
By 1977, three separate court cases ruled in favor of a woman having the right to sue her employer for sexual harassment under Title VII of the 1964 Civil Rights Act. Sexual harassment was later officially defined in 1980 with the help of the Equal Employment Opportunity Commission (EEOC).
Refusing sex with their husbands
The concept of "marital rape" was not recognized until the mid-1970s, when many states passed laws defining and banning it. Finally, in 1993, it was criminalized in all 50 states—though, as a 2003 paper in Trauma, Violence, & Abuse notes, dozens of states have either partially or fully repealed these laws since then.
Smoking in public
Some cities across the U.S. prohibited women from smoking in public at the turn of the 20th century, though these laws were generally short-lived. For example, New York City politician Timothy Sullivan rolled out an ordinance in 1908 banning women from doing so. After just two weeks, though, the mayor repealed the sexist law.
Running in the Boston Marathon
Technically women could run in the Boston Marathon, but their times were not "officially acknowledged" until 1972. Nina Kuscsik was the first woman to officially cross the finish line, with a time of 3:10:26. Five years earlier in 1967, Kathrine Switzer, the first woman to run the Boston Marathon as a numbered entrant, was famously harassed by a race official who attempted to tear off her bib as she ran past him.
Boxing in the Olympics
Women actually weren't allowed to box in the Olympics until the 21st century. The rules changed for the 2012 Summer Games, making it the first Games in which every sport had both men and women competing. British boxer Nicola Adams took home the history-making gold medal that year. | <urn:uuid:38f1e13e-5e7e-478f-8eff-270b85848a6e> | CC-MAIN-2020-40 | https://bestlifeonline.com/womens-rights-restrictions/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400208095.31/warc/CC-MAIN-20200922224013-20200923014013-00081.warc.gz | en | 0.983009 | 2,410 | 3.28125 | 3 |
Most of us don't fully understand the environmental impact of clothes production. From their fabrication, transportation to market, washing, and disposal; clothes can make quite an impact on our global environment.
While more and more people seem to be recycling their old attire, according to the U.S. EPA Office of Solid Waste, Americans still throw away more than 68 pounds of clothing and textiles per person per year. Clothing and other textiles represent about four percent of the municipal solid waste stream.
The materials used to make the clothes we buy also matter:
The most commonly used manufactured fiber, is made from petroleum in an energy-intensive process that emits volatile organic compounds (VOCs) and acid gases into the air. The process also uses a large amount of water for cooling.
The manufacturing of nylon emits nitrous oxide, a greenhouse gas with a carbon footprint 310 times that of carbon dioxide.
Rayon, derived from wood pulp, often relies on clearing old growth forests to make way for water-hungry eucalyptus trees, from which the fiber is derived.
Cotton, found in most clothing, is the most pesticide-dependent crop in the world. It takes one-third of a pound of pesticides to make one t-shirt.
When manufacturing clothes, dyeing requires a hefty amount of water, and its fixatives often flow into rivers and sewers. Also, all “easy care” and “permanent press” cottons are treated with formaldehyde.
Why Recycle Clothes and Shoes?
As clothes recycling becomes ever popular it’s estimated that each person donates 68 pounds of textiles annually. While many communities have can and glass recycling programs, few communities have textile recycling programs. About 85% of textiles goes to landfills where it occupies about 4% of landfill space and the amount is growing.
Almost all clothing can be used again in one form or another. Discarding these clothes would be a waste, not just of the material itself, but of the water and energy that went into the manufacturing. The water, pesticides energy and labor required to produce cotton clothes is staggering. Most textiles can be repurposed and the benefit of taking the time to recycle those items far outweighs the inconvenience of setting such items aside for recycling. Instead let's get the full benefit of these resources by simply recycling.
When Americans recycle their unwanted clothes and shoes, it provides may benefits: Recycling reduces solid waste, decreases energy consumption and provides economic stimulus and employment here and abroad. Other benefits include:
Pink Bin Recycles more than just clothes.
Items besides clothes can be recycled. For instance, shoes, small toys, belts, stuffed animals, and hats can be recycled as well.
Benefits of Recycling Clothes and Shoes
Almost 100% of household textiles and clothing can be recycled, regardless of quality and condition. Recycled clothing and textiles reduces solid waste, and provides employment in the many states the national organization operates.
Other benefits include:
- reduces solid waste in landfills
- demonstrates sustainability and reduces carbon footprint
- creates economic development around the world
- converts waste products into value products through re-use
- provides employment to semi-skilled or marginally employable U.S. workers
Textile Recycling By The Numbers
As a textile recycler, Pink Bin understands the recycling, recyclability, re-purposing, and source reduction issues have relevance to our industry. We hope through education and the cooperation of government agencies that the general public will recognize the need and importance of recycling secondhand clothing. Through our program, we hope to maximize the recycling of textile wastes and thus minimize the amount of material that goes into the waste stream.
Statistics collected by the Council for Textile Recycling indicate that on a national basis this industry recycles approximately 10 lbs. per capita or 1,250,000 tons of post-consumer textile waste annually. However, these 10 lbs. represent less than 25% of the total post-consumer textiles waste that is generated. According to the EPA's 2009 study of the United States Generation of Solid Waste, textiles account for some 12.8 million tons of the solid waste stream. Per the same study, rubber, leather, and textiles make up 8.3% of municipal solid waste.
We All Have An Impact
So is there a silver lining in all these numbers? You can be assured that 48% of the post-consumer textile waste is being sold to developing countries. It is through our industry's efforts that the worlds’ underprivileged are clothed. Industry members are capable of delivering a pair pants in clean, damage-free condition to the east coast of Africa for a $ .34 a pair and sweaters to Pakistan for $ .12 each. These prices not only include the garment, but the cost of transportation as well.
We are able to do this because of our investment in equipment and facilities to process efficiently and economically the huge volume of material that is handled. Approximately 20% of the material processed becomes wiping and polishing cloths. Finally, 26% of this post-consumer waste is converted into fiber to be used in products similar in nature to those manufactured from pre-consumer textile waste. | <urn:uuid:4eed262b-1655-4314-8816-9a88b58621b8> | CC-MAIN-2020-24 | http://pinkbin.org/recycling/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348492295.88/warc/CC-MAIN-20200604223445-20200605013445-00368.warc.gz | en | 0.94207 | 1,086 | 3.703125 | 4 |
I've heard that flushing the toilet sends germs into the air. Can they get onto toothbrushes stored in the open?
-- Paula Frohmiller, North Wales, PA
Airborne bacteria can indeed spread to your toothbrushes. If you store brushes on a shelf or sink that's close to the toilet, you may want to cover the bristles. And don't let individual toothbrushes touch each other, because infections like colds and periodontal diseases can be passed from one toothbrush to another. Rinse bristles thoroughly after use. Dental experts recommend replacing brushes about every three months or when the bristles become splayed or worn. | <urn:uuid:f5b02567-c4ec-49fb-9cec-ad69cc8237da> | CC-MAIN-2017-51 | http://www.goodhousekeeping.com/home/cleaning/tips/a20921/protect-toothbrush-mar06/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00521.warc.gz | en | 0.918301 | 137 | 2.609375 | 3 |
an important factor in tranforming the nature of American agriculture after the civil war was?
increasing utilization of machinery
in general, american agriculture in the second half of the nineteenth century became?
more dependent on market forces
an important factor in the white man's defeat of the plains tribes was the?
destruction of the buffalo herds
in the last three decades of the nineteenth century, indians on the great plains?
often fiercely resisted white settlement in the area
the development of agriculture in california during the late nineteenth century was characterized by?
between 1865 and 1900, immigrants to the united states who settled on the great plains?
came largely from germany, the britich isles, and canada
in the years following the civil war, weekly and monthly magazines?
soared in number as illiteracy decreased and the publishing industry advanced
the federal government's indian policy between 1876 and 1900 was characterized by?
a movement to end indian power and culture
those indians who followed the ghost dance movement believed that?
natural disasters would destroy the whites, but not the indians
the philosophy of the new south advocates stressed?
a policy promoting industrialization of the southern economy
in the period after the civil war, souther industrial progress?
was impeded by southern loyalty to the past
chief leader of the moderate approach to achieving black rights within american society was?
booker t washington
according to the plessy v. ferguson decision?
the races could be separated but equal accommodations must be provided
during the late nineteenth century, the supreme court?
gradually abandoned support of black rights gauranteed by the constitution
in the period from 1865 to 1900, southern factory workers?
often earned wages insufficient to support their families adequately
one of the primary goals of farmer movements during the late nineteenth century was?
regulation of the railroads
the supreme court upheld the principle that state governments could regulate railroad and grain elevator companies with its decision in?
munn v. illinois
an organization which represented an early attempt by farmers to confront their problems during the 1860s and 1870s was the?
in its attempt to regulate railroad rates during the late nineteenth century, the interstate commerce commission?
was often opposed by the federal courts' decisions
the authors characterize the late nineteenth century as "the nadir of black life." nadir means the?
an important factor promoting industrial development in the united states during the last half of the nineteenth century was?
between 1865 and 1900, the basis for economic growth in the united states was found in?
important in facilitating the conversion of american industry to mass production was?
a shift to the use of steam power
during the late nineteenth century, the typical american city?
often attracted rural americans displaced by the mechanization of agriculture
in the last three decades of the nineteenth century, the industrial city in the united states was characterized by?
the poorest people living near the center of the city
the "new immigrants" whose migration to the united states increased after 1880 came mainly from?
southern and eastern europe
the social geography of the industrial city in america during the late nineteenth century indicated that?
people tebded to be separated by class, occupation, and race
one reason that american women enjoyed greater freedom after the civil war than before was because?
they were having fewer babies
success and upward mobility in late nineteenth-century america were generally?
more available to native-born, middle-class whites
the social ethic which prevailed in late nineteenth-century america stressed that?
economic success was available to anyone who worked hard
in the working class neighborhoods of american industrial cities in the the three decades after the civil war?
ethnic groups often gathered in a particular area
the transformation of the american economy during the late nineteenth century resulted in?
increased instability in the economic cycle
an important facotr in the rapid development of industry in the united states during the last half of the nineteenth century was?
the availabity of capital for investment purposes
an important factor influencing industrial work in late nineteenth-century america was?
unlike married white women, married black women in late nineteenth-century america?
were more often forced by societal conditions to work outside the house
the primary goals of the typical worker in the united states in the last quarter of the nineteenth century were?
respectable wages and humane conditions
in the era between 1865 and 1900, american workers?
often protested against their working conditions
in its attempt to deal with the pullman strike, the federal government used an injunction, which is a?
some of the entrepreneurs of the late nineteenth century in the united states attempted to dominate their chosen area of the economy through vertical integration. vertical integration involves?
adding operations either before or after the production process
as the result of economic developments in the united states during the late nineteenth century?
the united states became one of the major industrial countries of the world
to the leaders of the AFL, the main concern of a national union should be to?
focus on immediate practical benefits for the workers
in its approach to union organization, the knights of labor officially?
welcomed both skilled and unskilled workers
an important development in the operation of the united states government that occurred during the late nineteenth century was the?
emergence of a professional bureaucracy
in the last three decades of the ninteenth century, american voters?
were particularly interested in local issures
from 1876 to 1897, political control of the national government in the united states?
reflected a stalemate between the two major parties
among the issues confronting american political leaders in the last three decades of the nineteenth century was?
chester a. arthur, a member of the stalwart faction of the republican party?
became president on Garfield's death
republicans indicated their attitude toward the protection of black rights during the harrison administration by their vote on the?
social reformers in lae nineteenth-century america considered the laissez faire philosophy advocated by social darwinists to be oth wasteful and inhumane. lassez faire means?
an economic life free of government intervention
he period of the late nineteenth century in the united states is often referred to as the gilded age. gilded implies?
a deceptive outward appearance
the election of 1896 represented?
the triumph of industrialism over agrarianism in american politics
the columbian exposition held in chicago in 1893?
made the inequities in american society more apparent
agricultural and industrial overextension during the late nineteenth century in the united states contributed to?
by 1890, blacks found the republican party?
willing to compromise black needs to obtain political support for other issues
those who supported the right of women to vote in the last quarter of the nineteenth century?
argued that native-born women could counter the vote of immigran men
in the late nineteenth century, urban bosses?
dispensed patronage jobs in return for votes and contributions
the theory of social darwinism promoted the idea that?
the maldistribution of wealth in society was justifiable
the typical social reformer in the united states during the late nineteenth century would most likely be?
political campaigns in late ninteenth-century america often tended to?
appeal primarily to the emotions
the presidents of the united states from 1877 to 1897 can generally be described as? | <urn:uuid:757aeaca-2a17-4a92-984f-be78336b8e99> | CC-MAIN-2015-35 | https://quizlet.com/17764509/apush-17-19-flash-cards/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644064445.47/warc/CC-MAIN-20150827025424-00229-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.941665 | 1,568 | 3.015625 | 3 |
One two three, one two three, one two three … Nate was in a groove, the ensemble was cookin’, and Miles Davis’ tune All Blues had never sounded better. As the lead drummer, Nate stayed with that simple beat, rode it out to the end, then finished in perfect time. He beamed as the audience roared in appreciation, and if you hadn’t known him you would not have believed that one year ago he’d been unable to count rhythmically or sit still for more than 5 minutes.
But those who’d known him – who had seen his eyes light up at that first simple beat and witnessed his growth over the year as he learned to focus, to listen, and to succeed – we knew what had happened. Nate had found himself through the arts.
The challenges Nate once faced are growing more common every day. Attention deficits, oppositional defiance, and incidents of youth violence and suicide have increased as our society has become preoccupied with materialism. As our focus has gone off taking care of our kids, the opportunities for to them to discover and express their voice have diminished. The arts can fill this need in an after school setting – especially when implemented with an effective strengths-based approach.
It’s also true that any modality which can cause healing can also mitigate or even prevent illness. We can see that clearly in cultures where the arts are alive and well.
In many cultures, the arts serve as a cohesive fluid in which the community operates. People get together informally through music, dance or song to relax and enjoy themselves and each other, with the performance aspect of art secondary to a self-participatory way of being together.
These often impromptu gatherings create a feeling of community in which all can share the human experience in an upbeat way through a universal language. This creatively expressive resonance with others can be reassuring and therapeutic.
Because the arts can convey meaning without words they can create common ground, connecting and bonding people together in ways that transcend culture, race, language, negativity, and other often divisive factors. This kind of participation is often a much easier and more enjoyable way to move forward as individuals and as a society. It can also be a way of expressing feelings that are difficult or make us feel too vulnerable, a way of expressing love and a need for others, a way of alleviating a lot of the pressures that life normally and naturally brings.
The arts are also capable of moving us out of our normal frame of thinking because they heighten feelings, and being accepted in our self expression can lead us to more readily accept others. When that happens – even momentarily – we are more apt to let in something new, to accept things outside ourselves.
A good example of this is when we share a really heightened experience with people whom we perceive to be different from us, one that so impacts us that we are taken out of our normal sense of reality. At that moment we jointly experience a new reality and a new commonality. Most of us value this kind of experience.
The healing process of a creative community also involves an external experience that reduces the isolation, a way of translating and processing with others. It’s an experience that is strengths-based and upbeat, beyond psychopathology and not burdensome to others. So much in life is communicated without words, goes beyond words, and is beneficial for all people whether they suffer severe challenges or not.
It seems that our nation is ready for real social change now, for a reversal of the increasing violence, polarization, and isolation. Addressing fundamental human conditions and finding positive, common, truthful ways to express them will cultivate the soil to put us on new ground. This will allow for emotional understandings which will be educational for all involved, enabling us to go beyond an orientation of treating symptoms towards one of gaining an effective understanding of underlying problems.
We need to work towards prevention, and this can only occur through understanding root causes. In the same way, we need to have a deeper engagement with at-risk and challenged people of all ages, a more contemporary, grass-roots, flexible engagement that takes their feelings and strengths more seriously. When we do, we will be a part of their growth so that when – like Nate – they beam with satisfaction at their success, we will truly share in their joy.
It’s the rare person who doesn’t face some sort of challenge in his or her life; how much better for us all if we could reassess some of our perceptions and look deeper into ourselves and each other. The arts provide wonderful opportunities for all of this.
Just imagine how many Nates there are around our country. It’s not just them who lose; we’re all the poorer for not having their participation in our communities. I believe we need the personal will to start to turn things around – and I can’t imagine any group better equipped to do so than the after school arts mentoring community.
Trouble in Mind,
Lord I’m blue
But I won’t be blue always.
You know the sun’s gonna shine
In my back door one day.
Lyrics from Trouble in Mind, a traditional Blues song | <urn:uuid:4a6c7a3d-3467-4845-a028-768fbe905439> | CC-MAIN-2020-34 | https://billrossimusic.com/the-challenged-individual-the-arts-and-the-after-school-community/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738950.61/warc/CC-MAIN-20200813014639-20200813044639-00371.warc.gz | en | 0.966905 | 1,077 | 2.609375 | 3 |
|NATIONAL PARKS QUICKLINKS|
Backpacker Magazine – January 2009
Hike safely in avalanche terrain
Whether you're on skis, snowshoes, or foot, you'll find some of the most exciting winter terrain is also the steepest–and most dangerous. Here's how to find a safe route when you're traveling in avalanche country.
LET IT SETTLE
Don't hike right after a storm. Most avalanches occur during or just after a heavy snowfall, when added weight and weak bonds between fresh and existing snow make slides more likely. Experts recommend waiting at least 48 hours–but local variables can extend that time. Always check the avalanche forecast (go to avalanche.org to find a report for your area).
Assess a slope's angle before traveling across or below it: Slopes pitched less than 25 degrees are safest, while 30- to 45-degree slopes are most avalanche-prone. Pack an inclinometer (or a compass with one built in) for the most accurate measurement. To use a built-in inclinometer, lay a ski or trekking pole on the slope. Hold the compass's baseplate on its edge along the pole, then read the slope's angle on the inclinometer scale. Also consider the slope's curve: Concave curves tend to be more stable than convex ones because the snow lower on the hill often supports the snow above.
HIKE THE RIDGELINE
Climb on the windward side of gradually sloping ridges, where snow is usually thinner and less likely to slide. Stay well away from cornices; these wave-shaped drifts form on the lee sides of ridges and can break under a hiker's weight. Hike as far away from the cornice's edge as the ridge allows.
WATCH THE TREES
Avoid barren gullies and slopes with sparse stands of young timber. Trees with broken branches on their uphill sides are also signs that avalanches routinely sweep vegetation from the hill. Travel below or on heavily forested slopes, where mature trees help anchor the snow.
If you must traverse a steep slope, choose the highest route possible. People caught near the crown of an avalanche are more likely to survive, since they tend to stay near the surface of the debris. Travel one by one so a slide doesn't wipe out your entire group, and move carefully but rapidly to minimize exposure. | <urn:uuid:2e4a7196-7488-4481-9644-fa1b1fbdd67a> | CC-MAIN-2014-10 | http://www.backpacker.com/how_to_avoid_avalanches/nature/12686 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999650916/warc/CC-MAIN-20140305060730-00002-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.922655 | 499 | 2.640625 | 3 |
¿Quién fue Harriet Beecher Stowe?
To complete your purchase as a tax-exempt buyer, please contact your Language Specialist
Born in Connecticut in 1811, Harriet Beecher Stowe was an abolitionist, author, and playwright. The publication of her book, Uncle Tom’s Cabin, a scathing anti-slavery novel, fanned the flames that started the Civil War. The book’s emotional portrayal of the impact of slavery captured the nation’s attention. A best-seller in its time, Uncle Tom’s Cabin sealed Stowe’s reputations as one of the most influential anti-slavery voices in US history. | <urn:uuid:d920cdfa-10b9-47d0-b81c-5d89ca163fb4> | CC-MAIN-2021-31 | https://dostomatillos.com/book-type/biography/quien-fue-harriet-beecher-stowe | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046150000.59/warc/CC-MAIN-20210723175111-20210723205111-00278.warc.gz | en | 0.89749 | 145 | 3.53125 | 4 |
WASHINGTON (Reuters) - Monkeys resembling today’s capuchins accomplished the astonishing feat of crossing at least 100 miles (160 km) of open ocean 21 million years ago to get from South America to North America eons before the two continents joined together.
Scientists said on Wednesday they reached that conclusion based on the discovery of seven little teeth during excavations involving the Panama Canal’s expansion, showing monkeys had reached the North American continent far earlier than previously known.
The teeth belonged to Panamacebus transitus, a previously unknown medium-sized monkey species. South America at the time was secluded from other continents, with a strange array of mammals evolving in what 20th century American paleontologist George Gaylord Simpson called “splendid isolation.”
How Panamacebus performed the feat is a bit mysterious. After all, seagoing simians seem somewhat suspicious.
“Panama represents the southernmost extreme of the North American continent at that time,” said Jonathan Bloch, a vertebrate paleontology curator at the Florida Museum of Natural History on the University of Florida campus.
“It may have swum across, but this would have required covering a distance of more than 100 miles, a difficult feat for sure. It’s more likely that it unintentionally rafted across on mats of vegetation,” Bloch added.
Bloch said as far as anyone knows these monkeys were the only mammals that managed to cross the seaway from South America to reach present-day Panama. While South American giant ground sloths managed to reach North America about 9 million years ago, it was not until about 3.5 million years ago that the Isthmus of Panama formed, allowing animals to begin trekking in large numbers between the continents in one of the biggest mixing of species on record.
Bloch said learning that monkeys lived then in North America was a “mind-bending discovery” because it had long been accepted that they simply did not exist there at that time.
It would be akin to learning that Australia’s kangaroos and koalas live in the wilds of Asia today.
Monkeys originated in Africa and later spread to other parts of the world. Scientists believe monkeys made an even lengthier transoceanic voyage, perhaps 37 million years ago, when they transited from Africa to South America, also probably on floating debris.
Bloch said the seven teeth, the largest of which were molars about one-fifth of an inch (5 mm) long, were unmistakable as belonging to a South American monkey, and their shape showed Panamacebus had a diet of fruit in its tropical forest environment.
The research was published in the journal Nature.
Reporting by Will Dunham; Editing by Sandra Maler | <urn:uuid:efbdb31b-9fe3-4e3a-914f-8c8958b0440c> | CC-MAIN-2018-30 | https://ca.reuters.com/article/lifestyleNews/idCAKCN0XH2G9 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676596463.91/warc/CC-MAIN-20180723125929-20180723145929-00345.warc.gz | en | 0.966324 | 577 | 3.46875 | 3 |
Balloons & the Environment
Latex Balloons & the Environment
Latex balloons are easily identified by their elastic character & are composed of natural rubber sap & small amounts of non-toxic coagulants & pigments. They are 100% biodegradable. When exposed to outdoor elements, they are completely consumed by soil or water micro-organisms at a rate quicker than experienced by an oak leaf under identical conditions. In much the same way maple syrup is harvested from the maple tree, latex is collected by cutting the tree’s bark, then catching the latex in a cup. Latex harvesting won’t hurt the trees & contributes positively to the preservation of tropical rain forests.
Helium is a lighter-than-air gas used to inflate balloons. It exists in small quantities within the earth’s atmosphere & is mined from underground pools where is accumulates as a by-product of the earth’s production of natural gas. Helium is non-toxic, non-flammable & has no harmful effects on the earth’s environment.
Releases & the Environment
When a latex balloon is released, it rises to a height of approximately 28,000 feet, with the helium gas expanding as it rises. With the temperature dropping to minus 40 degrees at this altitude, the balloon freezes. As the helium continues to expand in the frozen balloon, the balloon undergoes “brittle fracturing” & ruptures into small slivers which scatter & fall to earth. A small percentage of balloons which are released will experience leaks from defects & will not rise high enough to freeze & burst. The distance they travel & their distributions will be determined by current prevailing winds. | <urn:uuid:3b816766-8091-4ec3-b70f-24103446425c> | CC-MAIN-2018-13 | http://www.balloontrix.com/environment/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647758.97/warc/CC-MAIN-20180322014514-20180322034514-00324.warc.gz | en | 0.93214 | 349 | 3.453125 | 3 |
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