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#চুয়াড় বিদ্রোহ@Chuar Rebellion: Midnapur Bankura legacy of freedom and Resistance!
Millions of farmers in Latin America, Africa and south Asia are, at present, direct victims of the wondrous regime set up by the WTO and world order sustained by governments worldwide led by ruling hegemony of ruling dynasties in desguise of democracy and their agencies all on name of growth,development and humanitarian cause and projected mass movement .
With the gradual dismantling of quantitative restrictions and tariff barriers, the peasantry in the poorer countries is facing rack and ruin.
A whole range of farm commodities can be offered for trading by the technologically advanced Western countries at prices that would not cover farmers' costs in the poor continents. One reason is the neo-colonial edict: some are more equal than others; subsidies are out for farmers in India, Pakistan or Bangladesh, but not for those in the US, or in France.
But agrarian Midnapur and Jangal Mahal in Bengal have a different legacy of resistance to reject the Global Order,indiscriminate industrializaion,urbanisation and infrastructure.
I am just drawing your attention to this humanscape of continuous resistance inherent.
Midnapur is quite different from rest of Bengal,rest of India.So the tribal India,which it makes with Jharkhand,dandakarnya,Orrissa,MP,Maharashtra and Andhra are quite different in culture,psyche,linguistics and history.
We have brute apathy against them!We may include tribal Gujarat and rajasthan along with UP and Bihar in this list.Then entire North East.
For Example as Warren Hastings failed to quell the Chuar uprisings. The district administrator to Bankura wrote in his diary in 1787 that the Chuar revolt was so widespread and fierce that temporarily, the Company's rule had vanished from the district of Bankura.
Finally in 1799 the Governor General, Wellesley crushed these uprisings by a pincer attack. An area near Salboni in Midnapore district, in whose mango grove many rebels were hung from trees by the British, is still known by local villagers as "the heath of the hanging upland", Phansi Dangar Math.
Some years later under the leadership of Jagabandhu the paymaster or Bakshi (of the infantry of the Puri Raja), there was the well-known widespread Paik or retainer uprising in Orissa. In 1793 the Governor General Cornwallis initiated in the entire Presidency of Bengal a new form of Permanent Settlement of revenue to loyal landlords.
This led to misfortunes for the toiling peasantry: in time they would protest against this as well.
First Chuar Rebellion (1767.)
But the world owes much to rebels who would dare to argue in the face of the pontiff and insist that he is not infallible.
In the fight for Swaraj you fight with the whole nation on your side...[but to annihilate the caste], you have to fight against the whole nation—and that too, your own. But it is more important than Swaraj. There is no use having Swaraj, if you cannot defend it. More important than the question of defending Swaraj is the question of defending the Hindus under the Swaraj. In my opinion, it is only when Hindu Society becomes a casteless society that it can hope to have strength enough to defend itself. Without such internal strength, Swaraj for Hindus may turn out to be only a step towards slavery. Good-bye, and good wishes for your success. | <urn:uuid:8d64c906-9d5a-460a-b157-4f16b64723d9> | CC-MAIN-2017-43 | http://antahasthal.blogspot.com/2017/05/chuar-rebellion-midnapur-bankura-legacy.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00730.warc.gz | en | 0.939078 | 789 | 2.65625 | 3 |
Don’t have the time or energy to invest in earning a bachelor’s degree? Worry not! There are plenty of high paying jobs that require, at the most, a diploma. Keep reading this article to know about the top-paying jobs that don’t need a bachelor degree. To know about more jobs that don’t require a degree visit 22 top paying jobs that don’t need bachelor degree.
The Top High Paying Jobs That Don’t Need a Bachelor’s Degree
In this category, workers are involved in repairing of electric appliances like air conditioners, heating, and refrigeration. You may need to enroll in a technical school to work as an appliance repairer, because many clients insist on looking at qualifications. The programs can range from six months to two years. Repairers earn up to $43,640 per annum.
These are the people who assist lawyers and help prepare files and legal documents, as well as, conduct legal research. The demand for paralegals is very high and one can earn $46,990 yearly.
Computer service technicians:
People who choose to work in this field, assist businesses and individuals by advising them on utilizing types of equipment and software. Having computer knowledge is necessary along with diploma in computer related courses. The average salary in this category is $48,900 annually.
You may not need a degree to become an electrician, but it is really important that you go through training since the nature of the job is very volatile. Aspiring electricians will need to attend a technical school and this will definitely lead to a solid job opportunity. The average pay is $49,980.
These therapists assist patients who suffer from respiratory problems like asthma. They have a high demand in medical facilities and some even offer at home services. But it is very important that aspiring therapists have an associate degree and the necessary licensing required. Once all that is settled, as a respiratory therapist you can earn up to $55,890 per year.
People who create visual effects and animations for various media outlets are called multimedia artists. Even though labor department’s statement suggests that most multimedia artists possess a bachelor’s degree, it is not necessary to have a university degree. A certified training course in graphics and design will get you a good job as a multimedia artist. The average pay is $62,500.
Web developers create and design websites. In this career it is very important to have knowledge about coding and optimum design skills, employers look to see coding knowledge and HTML knowledge and experience in graphic design is also important. The annual pay in this field is $62,500.
To become a construction supervisor, it is more important to have extensive experience in this field rather than a degree. You may have to work on construction sites for four or five years before taking the lead position. The salary is $467,130.
In the last few decades, the gaming industry has been growing, although not by much. But that does not mean that the industry will stop expanding, even if it expanding at a slow rate. To oversee operations at a casino club, the basic qualification is a high school diploma. On average a gaming manager will earn $66,200 each year.
If the above list still has you “on the fence” about choosing the right job then check out 22 top paying jobs that don’t need a bachelor degree to explore more options. | <urn:uuid:f8d5c770-53cf-46f1-bbb1-f1dde2896df8> | CC-MAIN-2020-16 | http://www.mystudytimes.com/the-top-high-paying-jobs-that-dont-need-a-bachelors-degree/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370496330.1/warc/CC-MAIN-20200329232328-20200330022328-00126.warc.gz | en | 0.950488 | 712 | 2.5625 | 3 |
I received the following question from a reader.
Q. My mom called me this morning and told me that she heard on the news that ADHD was caused by vegetables. Then I heard that a new study found that the pesticides left on fruits and vegetables may be the cause of some ADHD. That must have been what she was talking about. My question is, if I boil my vegetables, will that remove the pesticides?
A. In researching this, I found a few pieces of information about boiling vegetables or fruit to remove pesticides, but the information was contradictory. In fact, the information on removing pesticides from fruits and vegetables by any method is contradictory.
The United States Department of Agriculture website is unfortunately silent about removing pesticide residues from food. I did find advice on washing vegetables on the site, but that advice didn’t mention pesticides. It only mentioned washing to remove surface dirt. It also included a warning about washing with detergents, which is a method that many people advise for removing surface pesticide residue.
Consumers should not wash fruits and vegetables with detergent or soap. These products are not approved or labeled by the Food and Drug Administration for use on foods. You could ingest residues from soap or detergent absorbed on the produce.
So, based on news that pesticides on food may be a contributor to ADHD, and because the President’s Cancer Panel says chemical pollution, including chemicals found in foods, is causing preventable cancer, how can you limit your exposure to residual pesticides left on food? Here are few suggestions, but they are only suggestions. I don’t claim to have the miracle answer.
- Buy as many fruits and vegetables as you can organically. Chemical pesticides and fertilizers are not used on organic produce.
- Check out the Environmental Working Groups Shopper’s Guide to Pesticides in Foods. You can determine which produce has the highest levels of pesticide residue and choose to buy them organically or avoid them. You can also determine which produce has the lowest amount and serve them more frequently.
- Choose frozen or canned fruits and vegetables over fresh. I know this sounds contradictory to what we’ve been taught about fresh produce being the healthiest, but in research on the USDA website, I found this one piece of information from a study titled USDA Pesticide Data Program. (Note that they cite canned green beans and spinach as exceptions — there may be other exceptions not mentioned.)
"Generally, samples with detectable pesticide residues were less abundant in processed foods where extensive washing, processing and /or heating is expected to remove or reduce residues. Notable exceptions of canned green beans and canned spinach demonstrate that some residues are more tolerant of processing than others presumably based on the chemical stability."
- Based on the previous information about extensive washing, processing and/or heating, it seems that thorough washing of the surface of fruits and vegetables before eating may be helpful. A solution of one part vinegar to nine parts water is often recommended as a natural produce wash. Wash thoroughly and scrub with a vegetable scrubber. Be aware that pourus fruits and vegetables may take on a vinegar taste/odor.
- It also seems as if perhaps boiling vegetables and fruit may be helpful also, but I don’t think there is enough information there to really draw that conclusion.
Readers, if you can point us to any reliable sources, in print or on the Web, that talk about how to remove pesticide residue from produce, please share them in the comments.
MNN homepage photo: Vasko/iStockphoto | <urn:uuid:1fe05804-06c5-4123-9609-f5c428f75806> | CC-MAIN-2016-40 | http://www.mnn.com/food/healthy-eating/blogs/limiting-pesticide-exposure-from-produce | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661974.78/warc/CC-MAIN-20160924173741-00191-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.958364 | 724 | 2.640625 | 3 |
The glue that holds society together
September 5, 2010 § 2 Comments
by Irna Hofman
‘The glue that holds society together’.
That is how Putnam (1993, 1995 in Portes, 2000) defined social capital.
Well, how about this glue on Mandø?
Social capital, the stock of social capital actually, determines the extent to which a society has strength for collective action, and the capacity to cooperate. By positive interaction and communication and mutual interests the stock increases and strengthens community bonds, builds trust. By the same token, negative experiences, such as conflicts devaluate the glue.
On Mandø, collective action is there in case of emergency. A serious accident which happened this year bound inhabitants together. However in daily life bonds are loose. Like one lady told me, in case of storm, people certainly help each other. ‘Aber am Alltag bekriegen wir den ander’.
A first glance of the island, after two days, gives me the impression that there is only little cooperative capacity or willingness to cooperate on Mandø. Overall, without focussing on particular individuals or families, life can be characterised as ‘living apart together’. From my first impression, inhabitants can roughly be divided into different groups:
- People depending on tourists for income: the lady managing the Mandø centre, the several other people owning shops with souvenirs, the shop with food, the men owning the tractor busses. Most of these people have historical roots here and are born on the island.
- People living permanently on the island, but are independent of visitors. They are farmers (four households), or pensioners, or people having other sources of income. Children go to school on the main land, which is a difficulty because traveling back and forth is determined by the tide. Therefore older children go to boarding schools and come back only in the weekends.
- People coming here regularly and prefer to have a rest, not to be disturbed by too many tourists. Most of them have a summer house: the majority of families owns a house which is inherited and given over from one generation to the next. As an outsider it is hardly possible to buy a house. Permanent renting rarely takes place. Many of the house owners are seasonal inhabitants: they have a permanent residence on the main land.
The different groups each attach own values to the island, to its nature, and have own, sometimes (actually quite often) opposing preferences and ideas of future development of the island. A shared identity which could function as a vehicle to develop the island seems to be absent.
What should a common future look like? And, what could follow from a dialogue with the artists? More to follow in the coming week… | <urn:uuid:eb8ee0ac-657b-4d62-ad55-7ddb7194d514> | CC-MAIN-2018-05 | https://waddenart.wordpress.com/2010/09/05/the-glue-that-holds-society-together/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887535.40/warc/CC-MAIN-20180118171050-20180118191050-00040.warc.gz | en | 0.94663 | 568 | 2.96875 | 3 |
When we met on the patio behind a Santa Monica coffeehouse, local resident Anna Cummins, Education Advisor for Algalita Marine Research Foundation, pulled a jar from out of her bag. Floating in the sample of sea water were thick pieces of nylon rope, caviar-shaped fragments of old crates and toys in a variety of colors, and barely visible plastic particles that appeared like salt sprinkled through the concoction. This was one of several samples of ocean plastics, an example of what happens to disposable products after they are discarded, collected by Algalita on its recent excursion through the North Pacific Gyre.
“Now you’re seeing for real what it is, very thick particles of plastic and some large pieces and these super, almost microscopic pieces, spread out over a large area,” says Dr. Marcus Eriksen, Director of Research and Education for Algalita. “You see this jar, there might be a quarter-pound of trash spread out over three football fields of area, but keep in mind that there are well over five million football fields in the ocean, so it adds up to many, many millions of tons of trash.”
Cummins and Eriksen were two of six researchers who sailed on the ORV Alguita from Hilo, Hawaii to Los Angeles for a four-week study of the Gyre, an expansive stretch of ocean that functions as a vortex, allowing trash to enter but preventing it from floating elsewhere. Captain Charles Moore, founder of Algalita, first studied the Gyre in 1997 and has gone on several repeat missions over the years. A September 2007 expedition discovered that the amount of plastic debris in the Gyre had increased fivefold, “conservatively” Eriksen adds, in one decade. On the most recent mission, which began on January 20 and ended in Long Beach on February 23, the crew collected samples of debris to study. Cummins and Eriksen gathered additional samples for distribution. In addition, the crew collected several marine life samples for further study.
“The main thrust of this trip was quantifying how much is out there, but we also brought back a small sample of fish that we collected in our night trawls to analyze their tissue samples for chemical content,” says Cummins, who also blogged during the expedition. “The question is when they are eating these toxic pellets, are the chemicals that are adhering to these pellets then getting absorbed in the tissue? Will that affect them? Will it affect us when we are eating fish? That’s all research that is in the pipeline, and we brought samples back for that purpose.”
This 4000-plus-mile journey was the first step of a three-part campaign called Message in a Bottle. The second step of the campaign, coordinated by Cummins, Eriksen, and former marine debris researcher/diver Joel Paschal, will involve building a boat out of 20,000 plastic bottles, an airplane fuselage, fishing nets, a solar generator, and a bicycle generator. Large bottles will be filled with messages from individuals who wish to help sponsor the project. Named Junk, the boat is currently undergoing construction at the Aquarium of the Pacific and will set sail for Hawaii in late May. Eriksen has a substantial background in building and sailing boats made of plastic bottles.
“In 2003, when I finished my college degree at USC, I had a long promise that I made to myself to raft the Mississippi,” he explains. Eriksen’s first plastic journey lasted five months as he traveled from Minnesota to the Gulf of Mexico. Since then, he has traveled down the West Coast and through the Los Angeles River by plastic boat. The Message in a Bottle excursion, however, will be his largest undertaking, with the vessel sailing over 2,000 miles through high seas, including another tour of the Gyre.
Later this summer, Cummins and Eriksen will embark on their third Message in a Bottle mission. The two will ride amphibious bicycles from Vancouver to Tijuana, making stops to give presentations and distribute samples of the Gyre’s plastic collection to educators and policymakers along the West Coast.
For the group, which supports Santa Monica’s proposed ban on plastic bags, educating others on the effects plastic debris has on the marine environment is an utmost priority. The group’s research estimates that in Santa Monica Bay plastics outnumber zooplankton 2.5-1. In the Gyre, where trash floats in from North America’s western edge as well as parts of Asia, that ratio increases to 6-1.
“As a society, we have an extremely disposable mentality,” says Cummins, who also founded Bring Your Own, an organization that encourages people to utilize reusable shopping bags, cups, and containers. “We use a tremendous amount of resources and products for things that we just throw away. This is clear proof that…everything has to go somewhere, either to a landfill, the street, or winds up in the ocean.”
She concludes, “We’re doing some fun and different things to draw attention to the issue and use it to educate people.”
Copyright © 2011 by Santa Monica Mirror. All rights reserved. | <urn:uuid:3293b1ef-0bf1-4128-b728-baa07cb389ac> | CC-MAIN-2014-15 | http://www.smmirror.com/print.php?id=25857 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537186.46/warc/CC-MAIN-20140416005217-00040-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.959418 | 1,097 | 2.625 | 3 |
The R Factor, K Factor and C Factor of Insulation
Insulation terms can be quite confusing to anyone outside the industry. If you’ve ever bought insulation for your house, you know that insulation with a high R factor is better. But what, exactly, does that mean? Did you know that the R Factor depends on other factors?
When it comes to buying more specific insulation products, like removable insulation jackets for hot pipes, understanding the particulars of the three measures of insulation is key. In order to understand the well-known R factor it’s important to understand the factors upon which it relies, the K factor and C factor.
If you are seeking out the formulas to calculate these factors, check out our R, C & K Factor Formula Conversion Table that lists all the formulas discussed in this article. For more information, read on!
|K Factor||C Factor||R Factor|
|I Have||K Factor||C=K-factor/in. of thickness||R= in. of thickness/K-factor|
|C Factor||K=C-factor in. of thickness||R=1/C-factor|
|R Factor||K=in. of thickness / R-factor||C-1/R-factor|
|K=BTU-in / hr – ft² – °F||C=BTU/(hr · ft · °F)||R=h · ft² · °F/BTU|
The K Factor of Insulation
What is the K Factor of Insulation?
The K factor of insulation represents the material’s thermal conductivity or ability to conduct heat. Usually, insulation materials have a K Factor of less than one. The lower the K factor, the better the insulation. The textbook definition of the K factor is “The time rate of steady heat flow through a unit area of homogeneous material induced by a unit temperature gradient in a direction perpendicular to that unit area.” That’s a mouthful.
Simplified, the K factor is the measure of heat that passes through one square foot of material that is one inch thick in an hour.
How Do I Calculate the K Factor of Insulation?
If R factor is unknown, the formula to calculate the K factor of insulation is:
K factor = BTU-in / hr – ft2 - °F
British Thermal Unit-Inch Per Square Foot Per Hour Per Fahrenheit Degree
If R factor is know, this easier formula can be used to calculate the K factor:
K factor = inches of thickness / R Factor
How is the K Factor of Insulation Reported?
K factors are reported at one or many mean temperatures. The mean temperature is the average of the sum of the hottest and coldest surface temperatures which the insulation material is exposed to.
Put more simply, the testing apparatus that determines the K factor of an insulation material places a sample of the material between two plates, hot & cold, and the average of the surface temperatures of those two plates equals the mean temperature. Here is an example of an insulation material’s K factor report:
Notice that as the mean temperature rises, so does the K factor. It’s important to observe the K factor & mean temperature when comparing insulation.
The C Factor of Insulation
What is the C Factor of Insulation?
The C factor stands for Thermal Conductance Factor. The C factor, like the K factor, is a rate of heat transfer through a material. The lower the C factor, the better the insulating properties of the material. It is the quantity of heat that passes through a foot of insulation material.
The C factor is dependent upon the thickness of the insulation. The thicker the insulation is, the lower the C factor will be and thus the better the material will be at insulating. This is one of the main differences between the K factor and C factor, because generally the thickness of an insulation material will not affect its K factor.
How Do I Calculate the C Factor of Insulation?
If the K factor is unknown, the formula to calculate the C factor of insulation is:
Btus/hour per square foot per degree F of temperature difference
If the K factor is known, this easier formula can be used:
C factor = K factor / inches of thickness
The R Factor
What is the R Factor of Insulation?
The R factor pulls together all of the information of the other factors and makes it easy to judge the effectiveness of insulating material. The R factor of insulation can be found most easily of the insulation factors discussed, and it is the most popular indicator of a material’s insulator properties. Generally it is listed on an insulation material’s label. The R factor stands for thermal resistance. The higher the R factor, the better the insulation.
The textbook definition for R Factor is: the quantity determined by the temperature difference, at steady state, between two defined surfaces of a material or construction that induces a unit heat flow through a unit area. Aren’t textbooks supposed to be helpful?
To simplify, the R factor is a variable value that measures the ability of a material to block heat rather than radiate it. The variable is the C factor, which is dependent upon the thickness of the material. It is the opposition to the flow of heat energy.
How Do I Calculate the R Factor of Insulation?
There are a few formulas to calculate the R factor of insulation, depending on if your K factor and C factor are known. If they are unknown, you can use this formula:
degrees F times square feet of area times hours of time per Btus of heat flow
If your K factor and C factor are known, you can use these formulas which may be easier to use:
R-factor = 1 / C-factor
R-factor = thickness in inches / K-factor
Keep in mind that these factors are specific to the materials being measured. For instance, if you take two pieces of batting that are rated at R 11 and put them together, you won’t get R 22 coverage. Understanding the ins and outs of the factors that help describe how effective insulation material is will go a long way to helping make the buying process easier. | <urn:uuid:d4910364-4199-4e59-afe2-9ab9ab7b53f1> | CC-MAIN-2014-42 | http://www.thermaxxjackets.com/insulation-ratings-r-factor-k-factor-c-factor/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507449153.0/warc/CC-MAIN-20141017005729-00158-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.901045 | 1,301 | 3.65625 | 4 |
Ancient China for Kids
Here are some panda facts you might not know.
1. There is no difference in size between a Giant Panda and other adult pandas. It's just a name.
2. Full grown pandas are black and white. New born baby pandas are BRIGHT PINK!
3. A baby panda is about the size of a stick of butter. They are tiny and fragile. The mama panda stays very close to her cub(s) for at least the first month of life, sometimes longer. The mama does keep an eye on her cub until that cub nearly full grown.
4. Pandas do not hibernate. They cannot store enough food to hibernate. They eat continuously for about 12 hours every day.
5. Pandas mostly eat bamboo and fruit, but they have sharp teeth and could eat meat if they wanted to.
5. Pandas have been around for a very long time. Scientists have dated panda fossils that are two million years old!
6. A few years ago, pandas were removed from the endangered animals list. Things are looking up for these gentle giants, but they are not totally restored to strong numbers yet, although the Chinese government is working on it.
7. DO NOT ENTER A PANDA HABITAT. If you visit China, do not go off the advised trails and accidently or on purpose enter a panda habitat, an area in which pandas are known to be living. If they feel threatened, they will attack. If they have their babies with them, they will attack. They look adorable and the cubs especially are such fun to watch. It is true that adult pandas are gentle giants, but what they perceive as a threat and what you perceive as a threat is probably very different. So don't go wandering without a professional tour guide if you hope to see pandas in the wild and live to tell about it. | <urn:uuid:deb7ef72-1093-437f-92e5-f01b7bd54a64> | CC-MAIN-2021-39 | https://china.mrdonn.org/panda.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057018.8/warc/CC-MAIN-20210920040604-20210920070604-00369.warc.gz | en | 0.970131 | 402 | 3.15625 | 3 |
The trouble with teaching music in our schools
When many schools have cupboards full of musical instruments, why are so few students learning to play?
By Dr Alexander Crooke, Postdoctoral Fellow in Music Therapy
Musical participation in schools has been increasingly linked to a range of benefits deemed critical for today’s students. This includes fostering creativity, offering unique ways of understanding and interpreting the world, and promoting numerous forms of school engagement.
It is also linked to a number of wellbeing and social justice benefits, such as increased inclusion and connectedness at school and classroom levels, as well as cultivating peacebuilding, diversity and intercultural understanding.
So why do so many schools have cupboards full of musical instruments gathering dust? Our ongoing research has identified several important trends.
One major barrier to sustained music programs relates to who actually delivers them. Some argue it should be the generalist classroom teacher, but as over 15 years of research and government reports have pointed out, most have neither the time nor the training to do so.
This speaks to two issues: the first being that space for the arts in generalist teacher-training has been on the decline since the 1990s, with more recent reports claiming it comprises an average of 1.51 per cent of time spent in Victorian preservice courses. This has left teachers who aren’t already musicians under-equipped in terms of both skill and confidence to provide music to their students.
And then teachers must deal with an increasingly crowded curriculum. Few would disagree the emphasis in our current education model on standardised testing, and mandated performance in core subjects like literacy and numeracy, has significantly reduced teachers’ abilities to focus on provision in other areas.
If you then add in all of the other “extras” teachers and schools are expected to provide their students – think Bike Ed, dental vans, science excursions, swimming lessons and more – suddenly teachers are up against the wall. This is not to deny the fantastic work many do to build music into their daily lessons, but in our research, it has been clear these are the exception, not the norm.
Unfortunately, we found that that, even when teachers who were incredibly supportive of the arts were given intensive support by skilled practitioners to integrate it into their daily teaching, most simply can’t find the time to do it. Others stated that, while in-class mentoring was valuable, this value lay in the fact that sessions provided students access to experiences they couldn’t, and didn’t intend to, provide themselves in their normal classes.
Some may argue the introduction of specialist teachers has addressed this issue.
Specialist teachers are employed, often part time, to deliver a specific subject that has been deemed too hard to deliver in the mainstream curriculum. In Victoria, this includes things like Languages Other Than English, Physical Education, and education in all art forms.
While this may be a useful model for the schools that can afford them, in the majority of the schools we’ve spoken to over the last six years, it is not a sustainable solution. Faced with the reality of being able to afford only one or two specialists, school leadership has told us they are left to pick and choose which of these specialist subjects they will provide.
Often this comes down to who is available, and what they are willing to do. Furthermore, because of the instability (and what many specialist music teachers report as a significant lack of support, or isolation, from the rest of the school community), these specialists regularly move on, taking the school music program with them.
These factors lay the groundwork for what we call “the exposure model”, whereby schools tend to expose their students to as many diverse arts experience as possible. This is linked to an understanding that, not only is ongoing provision in one art form unrealistic, but will inevitably reduce students’ access to experiences in other areas.
Clearly, this undermines the stability of music provision, which requires extended, deep engagement to achieve the benefits noted above.
The value of the arts
The most common factor which underpins all of this at a systemic and cultural level is what participants in our studies have repeatedly referred to as a lack of value for music, and the arts more generally, in our schools and in our society.
Participants have told us this is lack of value exists among teaching staff, school leadership, parents, education departments, the federal government, and in some rare cases, even students. Schools have consistently reported to us that this is one of the biggest hurdles they face in supporting musical provision.
We, and many others, have argued strongly that governments need to go beyond rhetorical support for school music, and start providing schools tangible support to provide it. That is why I welcome the Victorian Government’s pledge, to provide $2 million over four years so that every Victorian student has access music by 2018.
This is a significant step, and signals a value shift in the right direction. For this, people like Victorian Labor MP James Merlino should be commended for pushing this funding scheme through, and maintaining it one year on.
Yet, we are far from celebration. There is a lot of work to be done in our schools, and in our society, before all Victorian schools are really in a position to provide music to students.
The changes required are both structural, and cultural.
We first need to attribute value to music that is comparable to curriculum leviathans like maths and English. Secondly, this needs to demonstrated through education policy structures that place music within the core of the educational experience, rather than an added extra.
Once we do this, then we can expect musical instruments to be used with the same surety as calculators and dictionaries.
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The Death of Jesus:
Why Was It Necessary?
by Mark D. Roberts, Ph.D.
Second edition, February 2021
© 2021 Mark D. Roberts
Why did Jesus have to die?
Roman, Jewish, and Christian Perspectives
Table of Contents
In this article I will consider the question: “Why did Jesus have to die?” At the outset, I must say that this isn’t an easy question to answer for several reasons. Let me mention three.
First, when it comes to the death of Jesus, we’re dealing with an historical event concerning which we have limited historical sources. We don’t have some of the sources that would make our task much easier, the diary of Pontius Pilate, for example, or notes from the proceedings of the Jewish council that examined Jesus prior to his crucifixion. Therefore, when I try to explain why Pilate or certain Jewish leaders believed that Jesus had to die, I’ll have to extrapolate from the evidence that is available to us. I do believe, however, that this evidence, both in the New Testament Gospels and in other ancient sources, is strong enough to allow us to formulate likely hypotheses concerning Roman and Jewish motivations for the crucifixion of Jesus.
Second, the question of why Jesus was put to death is a matter of considerable scholarly disagreement. For centuries it was common to put all the blame on “the Jews.” But the horrors of the Holocaust combined with new historical insights have led scholars in almost completely the opposite direction. Many claim that “the Jews,” even Jewish leaders, had little or nothing to do with the death of Jesus. In my opinion, as you’ll see, the pendulum that had once swung way too far in the direction of “the Jews” has now swung too far back in the opposite “Romans only” direction. I’ll have more to say about this later.
I should add at this point that I am aware of the shameful history of anti-Semitism and the danger of anti-Semitism that is very much alive today. This does make it tricky to deal with the historical evidence in a straightforward way, because if one concludes that some Jews were in some way responsible for the death of Jesus this might fuel anti-Semitic attitudes and actions. So, I will say at the outset that nothing in the historical record justifies hatred of or mistreating of Jews, or any other people, for that matter. In fact, such behavior would be contradictory to the whole point of the cross.
Third, there is not one, simple, obvious answer to the question of why Jesus had to die. From a historical point of view, we have to deal with at least two perspectives, Roman and Jewish. In fact, I’ll show that there was more than one Jewish point of view on Jesus’ death. So it is really too simple to speak of “the Jewish perspective” on the necessity of Jesus’ death.
Furthermore, historical explanation doesn’t exhaust the realm of discourse when it comes to the reason for Jesus’s death. We also need to deal with the whole area of theology. We’ll want to know why, in light of his understanding of God, Jesus himself believed that he needed to die. Moreover, we must also examine early Christian thinking concerning why Jesus’s death was necessary for the salvation of the world. In the end, therefore, the answer to the simple question “Why did Jesus have to die?” will be anything but simple. It will have multiple layers and nuances.
Nevertheless, this is a task well worth the effort, both in the writing and in the reading. No matter what you think about Jesus, you will help yourself and your world if you’re able to discuss his death intelligently. This is especially true given the tendency of this conversation to become terribly anti-Semitic. In a world where hatred of Jews is on the increase, all thoughtful, compassionate human beings need to be informed about just who was responsible for the death of Jesus and why.
Finally, if, like me, you believe that the crucifixion of Jesus stands at the very center of history, then knowing why Jesus had to die is just about the most important bit of knowledge you can have.
Where Do We Start When Considering the Death of Jesus? Some Basic Facts
Where should we start in our effort to discover why Jesus had to die? I propose to begin with some basic historical facts, facts that are affirmed by almost every historian and biblical scholar, even those who approach this question from a highly critical and skeptical starting point. So what are these facts:
Jesus was crucified. There were many ways in the first-century for a criminal to be put to death, including stoning, beheading, being torn apart by beasts, etc. Yet all the earliest sources attest to the crucifixion of Jesus. These sources include, in addition to the New Testament writings, the Jewish historian Josephus (Antiquities 18.3.3, A.D. 95) and the Roman historian Tacitus (Annals 15.44, A.D. 109)
Jesus was crucified during the governorship and under the authority of Pontius Pilate. Once again, this basic fact is confirmed in Josephus and Tacitus in addition to the New Testament.
Pilate placed a sign on Jesus’ cross that read “The King of the Jews.” This fact is found in all four New Testament Gospels and in some later non-canonical gospels as well. This “title” helps to explain the nature of the charges against Jesus.
Jesus was crucified in Jerusalem on or near the Jewish feast of Passover. Again, all New Testament Gospels agree on these basic facts, and there is every reason to believe that they are accurate (though the precise timing of Jesus’s death in relationship to Passover is hard to pin down).
These basic facts, though apparently obvious and unspectacular, will actually prove to be very helpful as we try to figure out the reasons for Jesus’s death.
As I mentioned above, the question “Why did Jesus have to die?” doesn’t have a simple answer. I propose to address this question from four different perspectives:
• Roman: Why did Pontius Pilate think Jesus had to die?
• Jewish: Why did some Jewish leaders think Jesus had to die?
• Jesus: Why did Jesus himself think that he had to die?
• Early Christian: Why did early Christians think Jesus had to die?
The fact that Jesus was crucified rather than stoned, hanged, or killed in some other way means that the Romans were ultimately responsible for his death. Of course this is clear in the biblical gospels. But even if we lacked such primary sources, the simple fact that a man was crucified in Jerusalem around A.D. 30 implies that, for some reason or other, he was condemned by Roman authorities. Jews in the first-century A.D. didn’t crucify people. This horrible means of execution was the prerogative of the Romans, who used it with chilling effect.
The Roman Practice of Crucifixion
If we want to know why a Roman authority, in this case, the prefect Pontius Pilate, would choose to crucify someone, we might look first at the Roman practice of crucifixion in general. Although Rome didn’t invent this means of execution, the nation perfected it as one of the most horrible means of putting criminals to death. In fact, not all Roman convicts sentenced to death were crucified. Crucifixion was reserved for the lowest of the low, and most of all for those who openly opposed Roman power. Commit a serious crime and Rome might cut off your head; rebel against Roman rule or upset Roman peace and you might be headed to a cross. I say “might be” because Roman citizens were protected from crucifixion, unless they happened to be treasonous soldiers.
Why was crucifixion so horrible? For one thing, the victim experienced some of the most extreme pain that a person could experience and the duration of suffering often lasted several days. But, even beyond personal suffering, the crucified person experienced extreme shame in a world that valued honor supremely. Contrary to most portrayals of Jesus’s death, those sentenced to crucifixion were naked when attached to the cross, in full view of the masses.
The Romans made every effort to crucify people in public places, such as along major thoroughfares. The point was to augment the dishonor and suffering of the one being killed, not to mention his family and colleagues. (It seems, by the way, that the Romans did not crucify women.) As the Roman rhetorician Quintilian explained, “Whenever we crucify the guilty, the most crowded roads are chosen, where most people can see and be moved by this fear. For penalties relate not so much to retribution as to their exemplary effect” (Quintilian, Declamations 274). Thus the point of crucifixion was not only punishment, but also deterrence.
We have seen that crucifixion, in addition to being an extremely horrific punishment of criminals, was believed by Rome to be an effective deterrent against sedition. “Watch someone get crucified for challenging our authority,” the Romans believed, “and you’ll be unlikely to challenge our authority yourself.” If you’ve seen The Passion of the Christ, you can certainly understand Roman logic here. Crucifixion was cruel beyond cruel.
Roman Crucifixion Among the Jews
Yet, even the threat of crucifixion didn’t completely squelch attempts to overthrow Roman rule, least of all among the Jews. Shortly after the death of Herod the Great in 4 B.C., thousands of Jews sought to toss the Romans out of Judea. Of course the Romans didn’t take kindly to this, sending an army to squash the rebellion. When the rebels fled into the country, the Roman general Varus pursued them. The first-century Jewish historian Josephus describes what happened next:
Upon this, Varus sent a part of his army into the country, to seek out those that had been the authors of the revolt; and when they were discovered, he punished some of them that were most guilty, and some he dismissed: now the number of those that were crucified on this account were two thousand. (Antiquities 17.10.10)
Two thousand rebels crucified at one time! Now that would surely give restless Jews second thoughts before challenging Roman tyranny again.
Seven decades later, thousands upon thousands of Jews revolted against Roman rule. For a short time they appeared to have prevailed. But, once again, Rome sent a superior military force to Judea. Soon the Jews were trapped in Jerusalem, surrounded by the Roman army besieging the city. Recognizing their hopeless condition, some Jews actually tried to escape, but to no avail. According to Josephus, when they were caught, “they were first whipped, and then tormented with all sorts of tortures before they died, and were then crucified before the wall of the city” (Jewish War, 5.11.1). This happened to at least 500 people daily, according to Josephus. So disgusting was the mass torture of Jewish prisoners that even the Roman General Titus felt pity on them. But he let the brutality continue. Why? Josephus explains: “The main reason why he did not forbid that cruelty was this, that he hoped the Jews might perhaps yield at that sight, out of fear lest they might themselves afterwards be liable to the same cruel treatment” (Jewish War, 5.11.1).
To conclude what we have learned about Romans and crucifixion, Rome reserved crucifixion for the worst of criminals, especially for those who stirred up rebellion against the state. Because the point of crucifixion, beyond punishment, was deterrence, crosses were placed in public places so people would learn to fear the wrath of Rome. When Jews challenged Roman authority, they, like others rebels against Rome, were crucified if caught.
But is this relevant of the case of Jesus? Did Jesus challenge Roman authority such that Pontius Pilate, the Roman governor of Judea in the time of Jesus, believed he must be crucified? Does what we have learned about Roman crucifixion help to explain Jesus’s own death?
Introduction to Pontius Pilate
If we’re going to understand the Roman perspective on the death of Jesus, we need to know something of the Roman man who was legally responsible for his crucifixion: Pontius Pilate. Traditionally, Pilate has been seen by Christians in relatively positive terms, as one who really didn’t want to crucify Jesus but who did so because he was compelled to by the Jewish leaders and crowds. This image of Pilate, which seems to emerge from the New Testament Gospels, doesn’t fit with what we know about Pontius Pilate from historical sources, including the Gospels themselves. Let me survey this evidence briefly.
Pontius Pilate was the governor of Judea from 26-37 A.D. An inscription discovered in the ruins of a Roman theater in Caesarea reveals that Pilate’s official Roman title was “prefect” (Latin, praefectus). In this role he was ultimately responsible for all matters in Judea, including judicial and financial affairs. Pilate governed from the provincial capital of Judea, Caesarea (Maratima), a city on the Mediterranean coast, about 75 miles northwest of Jerusalem. He would make the trip to Jerusalem only when necessary. Pilate was accountable to the governor of Syria, through whom he was ultimately subservient to the Roman Emperor.
Pilate does not figure prominently in first-century Roman histories, a fact that suggests he was a relatively insignificant leader. Moreover, the assignment to govern Judea was no plum, and some of those who served in Pilate’s position were known to complain about it. Not only was it potentially a dead-end job, but also it was fraught with complications.
The complications had largely to do with what the Romans would see as the peculiarities and propensities of the Jews. The peculiarities were, by and large, Jewish religious sensibilities that put them at odds with Roman norms. Jews, for example, did not follow the Roman model in welcoming all sorts of gods into their pantheon. On the contrary, Jews would die for their belief in one and only one God. Jewish propensities had to do with general unrest and fairly regular attempts by some Jews to rebel against Roman rule. When one became prefect of Judea, one could expect trouble.
Pilate’s inability (or unwillingness) to respect Jewish sensibilities is seen in an event recorded by the Jewish historian Josephus (Antiquities 18.3.1). Unlike previous governors, when Pilate took charge, he brought images of Caesar into Jerusalem in order to display them. This enraged the Jewish population, who took this as a violation of their law and as an insult. Multitudes of people traveled to Caesarea in order to ask Pilate to remove the images. At first he refused and, when the petitioners persisted, he was prepared to kill them. But when they showed themselves willing to die rather than have their laws violated, Pilate finally relented. In another instance when he offended Jewish sensibilities, Pilate did not show mercy, and those who protested were slaughtered by soldiers under Pilate’s command (Antiquities, 18.3.2).
The New Testament confirms this picture of a cruel Pilate. In Luke 13:1 we read, “At that very time there were some present who told him about the Galileans whose blood Pilate had mingled with their sacrifices.” We don’t know anything else about this incident. But it appears that, for some reason, Pilate killed some Galileans who had come to the Jerusalem temple in order to offer sacrifices to God. Not only did Pilate have them killed, but also he had their own blood mingled with the blood of the animals they had sacrificed. Talk about adding insult to injury!
The first-century Jewish philosopher Philo of Alexandria once wrote a letter to Caesar, in which, among other things, he complained about the harshness of Pontius Pilate. Philo blames Pilate explicitly for: “briberies, insults, robberies, outrages, wanton injustices, constantly repeated executions without trial, and ceaseless and grievous cruelty.” (Legatio ad Gaium, 301-302). Even granting Philo’s bias against Pilate, this text doesn’t reflect well upon Pilate’s governorship. In the end, he was removed from office by the Syrian governor, Vitellius, though we don’t know exactly why.
But what about the image of Pilate as the reflective leader who is reluctant to kill Jesus, and who even converses with Jesus about the nature of truth? I’ll address this picture in greater detail later. But for now, I’d simply observe that the gospel accounts of Jesus’s trial can in fact be read as confirming the negative image of Pilate.
Pilate’s ultimate responsibility was to oversee Judean affairs, to squash outright rebellion, to keep the tax money flowing to Rome, and, in general, to preserve the fragile peace of the region. It is this, which, above all, seemed to be at risk when Jesus came to Jerusalem around the feast of Passover.
Pilate and the Danger of Passover
Pontius Pilate had delegated immediate authority over Jerusalem itself to a Jewish man named Caiaphas, whom Pilate had appointed high priest of the Jewish temple. But, each year during his tenure in Judea, Pilate journeyed to Jerusalem in the spring. He wanted to be in this city during the Jewish celebration of Passover. It’s not that he had any fondness for the Jews and their rituals. Rather, Pilate needed to be in Jerusalem at this time to preserve order. He didn’t trust Caiaphas with such an important task in such a volatile season.
The Passover was, after all, a festival in which Jews remembered how God had delivered them from foreign domination. During the celebration of the Passover meal they not only thanked God for his deliverance in the past, but also prayed for him to do so again. Thus the Passover itself could easily inspire anti-Roman feelings, if not outright rebellion.
Moreover, the population of Jerusalem swelled greatly during the festival. Though it’s difficult to determine precisely the population of Jerusalem during the time of Roman rule, 35,000 wouldn’t be too far off base. During the Passover, however, this number swelled by a figure of ten or more. Josephus reports that 2,000,000 to 3,000,000 people gathered in the city for the festival (Jewish War, 2.14.3, 6.9.3). While most scholars believe that Josephus exaggerated, his estimates testify to the large number of pilgrims who came to Jerusalem for Passover. A more conservative estimate would be in the 300,000-400,000 range. Pilate knew that crowds of Jews jammed together in a small area remembering liberation from a foreign power was a formula for disaster.
Given the themes of Passover and the massive temporary population of Jerusalem, it’s easy to see why Pilate felt it necessary to come to the city and why he would have done so with trepidation. Pilate was well aware of the fact that Jerusalem was a powder keg ready to blow during Passover. In fact, Josephus, talking about an earlier ruler who had tyrannized the Jews, mentions that “the nation of the Jews made an insurrection against him at a festival; for at those feasts seditions are generally begun” (Jewish War, 1.4.3, emphasis added). Pilate might well have anticipated an insurrection during the Passover.
The prefect didn’t come to Jerusalem unprepared. To help keep the peace, he brought with him a few thousand Roman soldiers from Syria. But, even then, the odds would not be in his favor if the Jews decided to stir up rebellion, since the soldiers were outnumbered by a factor of at least one hundred to one.
Given the tenuous peace of Jerusalem, Pilate must have been greatly distressed by early reports about Jesus’s actions in Jerusalem. This popular prophet from Nazareth had been welcomed into the city by a crowd of his followers who hailed him as a conquering king. Then, Jesus created a ruckus in the Jewish temple, even prohibiting sacrifices from being offered for several hours. So, while Pilate might have smirked to think of the distress this had given Caiaphas, nevertheless he’d be worried. What was Jesus’s agenda? What had he come to Jerusalem to do? Was he seditious? Was he fomenting rebellion against Rome? Pilate’s initial strategy was to watch and wait. Maybe, just maybe, he’d be lucky, and the Passover would conclude without incident. Then Jesus would go back to Galilee where he came from, and Pilate would return to Caesarea, where he could govern Judea a safe distance away from the time bomb of Jerusalem.
Pilate’s Encounter with Jesus and the Jewish Leaders
Early on Friday morning, after Jesus of Nazareth had entered Jerusalem, Pontius Pilate was awakened by a group of Jewish leaders who had brought Jesus to him with the intention of having Jesus crucified. They accused Jesus of “perverting our nation, forbidding us to pay taxes to the emperor, and saying that he himself is the Messiah, a king” (Luke 23:2). When Pilate questioned Jesus, the accused was strangely quiet. Finally the governor cut to the chase. “Are you the king of the Jews?” he asked. “You say so,” was all Jesus said in reply (Luke 23:3). When Pilate mentioned to the Jewish leaders that their charges against Jesus weren’t persuasive, they added, “He stirs up the people by teaching throughout all Judea, from Galilee where he began even to this place” (Luke 23:5). It’s likely that this was not news to Pilate, who had probably been following the unusual exploits of Jesus for some time. Roman governors kept an eye out for Jewish prophets who announced the coming of God’s kingdom.
Once the Jewish leaders had brought Jesus to Pilate, the question of Jesus’s fate lay in the governor’s hands. Certainly he could follow the recommendation of the leaders, including the high priest, Caiaphas, whom he had appointed. But killing Jesus had a considerable downside. Pilate was surely aware of Jesus’s popularity among the people. He might even have known before Friday that the Jewish leaders were trying to do away with Jesus, but were reluctant to do so because he was so popular with the people. Killing Jesus might well have incited the people to riot (Mark 14:2), something neither the Jewish officials nor Pilate would have wanted. If Pilate were perceived by the people as the one responsible for the death of their popular prophet, then he might end up causing a ruckus or even a revolt that could very well lead to his own downfall.
Yet Pilate would surely have preferred to get Jesus out of the way somehow. Though this peculiar prophet was not seditious in the ordinary sense – Jesus carried no weapons, organized no army, and had not assaulted any Roman authorities – nevertheless the Nazarene was clearly a rabble-rouser, from Pilate’s point of view. And even if he didn’t explicitly espouse the overthrow of Rome, Jesus certainly flirted with the seditious language of kingship.
Two other factors contributed to Pilate’s reluctance to execute Jesus. First, his interaction with Jesus convinced him that the Galilean was no ordinary insurrectionist. It’s hard to reconstruct from the Gospel accounts exactly what Pilate thought of Jesus. If he truly believed him to be innocent and no threat to Rome, then it’s unlikely that he would have had Jesus crucified. But, Pilate must have seen that Jesus was in a completely different league from the others he had crucified. Of course I’m aware that Christian tradition paints Pilate as a truth-seeker who genuinely believes in Jesus’s innocence. But this image doesn’t fit what we know about Pilate from history, not to mention the indisputable fact that Pilate himself was, in the end, responsible for Jesus’s death. It’s very hard to imagine that Pilate was bullied, either by Jewish leaders or by the mob, into doing something that he really didn’t want to do. I believe that many of the statements in the Gospels that seem to reflect the “noble Pilate” were in fact originally spoken by the governor in order to incite the Jews to accept greater responsibility for Jesus’s death, thus exonerating Pilate in the eyes of the people. Or, in other cases, I believe Pilate’s tone was ironic or sarcastic. When he asked Jesus, “What is truth?” Pilate wasn’t beginning a philosophical dialogue, but simply mocking Jesus, who had just spoken of “belonging to the truth” (John 18:37-38).
The second factor that contributed to Pilate’s reluctance to execute Jesus was a recommendation from his wife that he should “have nothing to do with” Jesus. Pilate’s wife claimed to have “suffered a great deal because of a dream about him” (Matthew 27:19). Pilate, like most pagans, was in all likelihood quite superstitious, and his wife’s nightmare would have spooked him as well.
From Pilate’s perspective, what would have been the best outcome of this whole mess? Somehow get Jesus to stop causing trouble, but without inciting the people to riot. If silencing Jesus required his death, then so be it, but let it be someone else’s fault other than Pilate’s. If Jesus could be shut down by some other means – like flogging – then this would also be an acceptable option.
Pilate’s Decision to Have Jesus Crucified
Pilate tried passing the buck. He told the Jewish leaders to judge Jesus themselves, but they averred that they couldn’t execute him (John 18:31-32). He said, perhaps sarcastically, that they should go ahead and crucify him themselves (John 19:6-7), even though Pilate knew that crucifixion was legal only under Roman authority. At one point during the “trial” of Jesus, Pilate tried to pass the buck to Herod Antipas, who, as Tetrarch over Galilee, had the legal right to put Jesus to death. But Herod didn’t grab the bait. Instead, he used his meeting with Jesus as an occasion to mock him (Luke 23:6-12).
When the responsibility for Jesus’s fate fell back upon Pilate’s shoulders, he preferred to take the course of least resistance: have Jesus flogged, which would surely silence him for a while, and which, Pilate hoped, would keep the people from going on a rampage. But many of the Jewish leaders, combined with a mob that gathered outside of Pilate’s headquarters, pressed for Jesus’s crucifixion.
Three factors seemed to have persuaded Pilate that executing Jesus was the best course of action. First, his reluctance to kill Jesus appeared to put his loyalty to the emperor in doubt (John 19:12). Even the slightest appearance of imperial disloyalty could have terminal implications for Pilate. Second, the Jews who had gathered in his courtyard, although a tiny percentage of the current population of Jerusalem, were fervent enough in their desire for Jesus’s death that Pilate believed he could convincingly lay the blame on them. Third, his reluctance to crucify Jesus was itself starting to cause a riot, which was the very thing Pilate was attempting to avoid by not executing Jesus (Matt 27:24). So his primary motivation for keeping Jesus alive – maintenance of order – was no longer valid. Jesus had to die.
In sentencing Jesus to death, Pilate revealed himself to be devious, if not spineless. He sent Jesus to the cross. The responsibility for this decision was his – at least from a legal-historical point of view. Yet, when announcing Jesus’s fate, Pilate tried to avoid taking responsibility for his action. Symbolically washing his hands in front of the crowd, he said, “I am innocent of this man’s blood” (Matthew 27:24). Of course this wasn’t true. No matter now much others might have urged Pilate to take Jesus’s life, in the end, he and he alone had the authority to make that fateful decision.
The fact that Pilate had Jesus crucified strongly suggests that he saw Jesus as a threat to Roman order. Though not your ordinary brigand or revolutionary, Jesus proclaimed the kingdom of God (not Caesar) and accepted adulation as a messianic (kingly) figure. Moreover, even if his answers to Pilate were minimal, Jesus didn’t reject the charge that he claimed to be king of the Jews. So, even though Jesus wasn’t your run-of-the-mill Zealot, he was still the sort of person who was dangerous to Rome, and was therefore worthy of death, at least from the Roman point of view.
Pilate’s legal justification for crucifying Jesus appeared on the sign attached to Jesus’ cross: “The King of the Jews.” The wording and placement of this sign tells us much about Pilate’s ultimate motivation for killing Jesus. On the one hand, Jesus was being crucified because he dared to make a claim to kingship. On the other, by identifying the crucified Jesus as “King of the Jews,” Pilate was mocking Jesus, the Jewish people, and their kingdom aspirations – all in one ironic statement. In a manner consistent with what we know about Pilate from other sources, he was saying, “Here you go, you Jews. Here is your king – beaten to a pulp, powerless, a victim of superior Roman power.” Furthermore, by crucifying Jesus, Pilate also held him up as a persuasive deterrent: “Next time you think about having someone other than Caesar as your king, remember the crucifixion of Jesus, the King of the Jews.”
Why Did Jesus Have to Die? The Roman Perspective: Conclusion
From a Roman perspective, why did Jesus have to die?
• Because he disturbed Roman order.
• Because he spoke seditiously of a coming kingdom other than that of Caesar.
• Because he allowed himself to be called “King of the Jews.”
• Because he made a nuisance of himself at the wrong time (Passover), in the wrong place (Jerusalem), in the presence of the wrong people (Pilate and the temple
leadership under his command).
• Because his crucifixion would be a powerful deterrent that might keep other Jews from following in his footsteps.
Placing This Conversation in Context
Before I proceed to discuss one Jewish perspective on the necessity of Jesus’s death, I must say a bit about the contemporary context for this conversation. For centuries, many Christians hated Jews. Part of the Christians’ justification for their hatred was their belief that “the Jews killed Christ.” Even though Jesus himself had called his followers to love their enemies, somehow the belief that “the Jews killed Christ” justified a very un-Christ-like hatred of all Jews. This sort of twisted reasoning contributed to the unspeakable horror of the Holocaust, in which over six million Jews were murdered by the Nazis.
The ugly history of anti-Semitism makes it difficult to talk objectively about Jewish involvement in the death of Jesus. If one suggests that some Jews were in some way responsible for Jesus’s death, this person runs the risk of being labeled anti-Semitic. When I was in graduate school, I was encouraged to ask all sorts of creative and critical questions about early Christian history. But when it came to the death of Jesus, there was an unspoken rule that prohibited even discussing the possibility of some Jewish responsibility for the death of Jesus. The party line was that the Romans killed Jesus for their own reasons and that the early Christians made up the parts of the passion narrative that implicate Jews. The Christians did so, we were told, partly because they weren’t getting along with Jews during the latter half of the first-century A.D., and partly because they wanted to improve their relationship with the Roman Empire. This theory – filled with more holes than Swiss cheese – was something my colleagues and I were not welcome to examine critically. It was simply off limits. The painful history of anti-Semitism required that the history of early Christianity be told in a certain way, whether it actually happened that way or not.
Therefore, before I discuss Jewish involvement in the death of Jesus, I must say three things quite clearly:
1. Anti-Semitism is wrong. From a Christian perspective, it is a sin. No matter who was actually responsible for the death of Jesus, there is no excuse for anti-Semitism. It’s something that Christians and all sensible people should oppose.
2. Even if “the Jews” were completely responsible for Jesus’s death (which I’ve already shown to be false, given the involvement of Pontius Pilate), this would in no way justify anti-Semitism today.
3. Even if a Christian considered “the Jews” to be his or her enemies, that Christian would be compelled by the very words of Jesus to love the Jews, not to hate them.
4. Anti-Semitism is alive and well today (or, alive and sick, perhaps). All moral people, including Christians, should reject and oppose it. Anti-Semitism is morally wrong, unjustifiable, and unchristian.
As you can infer from this introduction, I am going to argue that some Jews were involved in the crucifixion of Jesus because they believed that Jesus had to die. But, I think it’s historically incorrect to speak of “The Jewish Perspective” on the necessity of Jesus’s death. If we wish to be accurate, we must talk in terms of “One Jewish Perspective” on the question: “Why did Jesus have to die?”
Why “One” Jewish Perspective?
As a young Christian, I had a clear picture of what happened to Jesus in the last week of his life. This picture resulted from my knowledge of the Gospels, and, to a great extent, from images I had seen in Sunday School booklets and filmstrips. My mind had been impressed with scenes of Jesus’s triumphal entry into Jerusalem on Palm Sunday, of his “trial” before Pilate, and of his being assaulted by Jewish leaders. These images led me to believe that Jerusalem in the time of Jesus was a relatively small town inhabited by a relatively small number of Jews, and that the same Jews who had welcomed Jesus into town as a king on Sunday had turned against him on Friday. From my juvenile viewpoint, “the Jews” of Jerusalem had, as a single group, both hailed Jesus and then condemned him. Since only a few close disciples supported Jesus until the bitter end, it would have seemed appropriate to me to speak of “the” Jewish perspective on why Jesus had to die.
I no longer believe that my youthful picture of Jesus’s last week was historically accurate, though I do believe that the New Testament Gospels provide historically reliable viewpoints on what really happened that week. For one thing, the actual scale of life in Jerusalem was far greater than anything I had imagined. As I explained earlier in this series, it’s likely that the normal population of Jerusalem in the time of Jesus was around 35,000. But during the festival of Passover the population swelled to eight or ten times that number, perhaps even more.
This means, among other things, that a tiny percentage of the overall population of Jerusalem actually welcomed Jesus into the city on Palm Sunday or called for his crucifixion early on Good Friday. Since scholars cannot agree on the precise location of Pilate’s headquarters, we cannot say definitively how many people might have gathered in his courtyard to call for Jesus’ death. This number is probably less than 500, possibly quite a bit less. What this means, therefore, is that something like .2% of the Jews in Jerusalem were demonstrably eager to have Jesus crucified.
But, one might object, perhaps this tiny percentage represented the majority. This objection is unlikely for three reasons:
First, we know from the Gospels that Jesus was, for the most part, very popular among the Jewish masses (for example, Matt 4:25; 8:1; 9:8; 12:15; 13:2; 14:14; 15:30; 20:29; 21:8).
Second, we also know that the Jewish leaders in Jerusalem who wanted to have Jesus killed hesitated precisely because Jesus was so popular among the people there (Matt 21:46). Nothing in the Gospel records suggests that this popularity ended magically on Good Friday.
Third, in fact the Gospel accounts suggest that large numbers of Jews were deeply distressed by the death of Jesus. For example, as Jesus was walking along the Via Dolorosa, Luke tells us that “A great number of the people followed him, and among them were women who were beating their breasts and wailing for him” (Luke 23:27). Then, after Jesus was crucified, the crowds who “saw what had taken place, . . . returned home, beating their breasts” (Luke 24:48). In other words, vast numbers of Jews not only had nothing to do with his death, but also they were horrified it
Thus it’s historically accurate to speak, not of “the” Jewish perspective on the necessity of Jesus’s death, but of at least two diverse Jewish perspectives. It’s quite likely that the majority of Jews in Jerusalem did not want Jesus killed at all. But the perspective that had greatest impact on the fate of Jesus was that of Caiaphas and other principal leaders of Jerusalem. This is the “one” perspective I want to examine here.
The Perspective of Jewish Leaders in Jerusalem
Although the majority of Jews in Jerusalem may not have wanted Jesus to die, or may have had no opinion either way, some of the most influential Jews did see Jesus’s death as necessary. All four New Testament Gospels testify to the key role of the “chief priests” and other Jewish leaders in the effort to have Jesus crucified. The chief priests included the high priest Caiaphas, who was appointed by Pilate, and other priests who provided leadership, not only for the temple, but also for all religious and civic affairs in Jerusalem. Some other learned and powerful Jewish leaders joined with the chief priests in the effort to silence Jesus once and for all.
Although not providing specific names or titles, the first-century Jewish historian Josephus concurs with what we find in the New Testament. In his Jewish Antiquities, Josephus devotes a short section to the antics of Pontius Pilate. In this context the historian writes that Pilate, “at the suggestion of the principal men amongst us,” had Jesus “condemned to the cross” (Antiquities 18.3.3). Unfortunately Josephus does not explain why these “principal men,” presumably the chief priests and other leaders, had it in for Jesus.
Why did leading Jews in Jerusalem believe it was necessary for Jesus to die? Part of the answer to this question comes from the Gospel of John, in a scene where a group of Jewish leaders was debating the problem of Jesus’s problematic popularity. “If we let him go on like this,” they said, “everyone will believe in him, and the Romans will come and destroy both our holy place and our nation” (John 11:48). Jesus was stirring up the people with his message of God’s kingdom and with his mighty deeds, and he wasn’t the first to walk down this perilous road. Others had done so before him and the result hadn’t been good for the Jews. Inevitably the Romans swept into Judea with their armies, slaughtering some, crucifying others, and taking still others into slavery. They had no hesitation about destroying an entire city if only some its residents had challenged Roman authority. So it would be logical for Jewish leaders to fear that Jesus might indeed bring down Roman wrath upon both the temple and the nation.
In the midst of this debate about the problem of Jesus, John records the counsel of the high priest, Caiaphas: “You know nothing at all! You do not understand that it is better for you to have one man die for the people than to have the whole nation destroyed” (John 11:50). Since Caiaphas did not believe that Jesus fit the job description of God’s messiah, and since he shared with his colleagues the fear of Roman reprisals against the Jews, his argument made sense. Better that Jesus should die than the whole nation be destroyed.
When Caiaphas and his cohort finally captured Jesus and brought him to Pilate so that he might be crucified, their accusations touched upon several ways he was endangering the Jewish people. “We found this man perverting our nation,” they said, “forbidding us to pay taxes to the emperor, and saying that he himself is the Messiah, a king” (Luke 23:2). When Pilate was underwhelmed, they added, “He stirs up the people by teaching throughout all Judea, from Galilee where he began even to this place” (Luke 23:5). In other words, Jesus was both undermining orderly Roman rule (forbidding taxes, claiming to be king, stirring up the people) and seducing the Jewish people to abandon their religious commitments (keeping the Sabbath, offering sacrifices in the temple, separating themselves from “sinners”).
Although we Christians may want to argue that these accusations were false, it’s easy to see how, from the perspective of the Jewish leaders, they appeared to be true, dangerously true. Moreover, we find in Jewish sources basic confirmation of what Luke puts upon the lips of the leaders. In the Babylonian Talmud (a fifth-century collection of earlier Jewish oral traditions), we read the following:
There is a tradition: They hanged Yeshu on the Sabbath of the Passover. But for forty days before that a herald went in front of him (crying), “Yeshu is to be stoned because he practiced sorcery and seduced Israel and led them astray from God”. (b. Sanhedrin 43a)
Although the details don’t fit perfectly with the New Testament accounts, the charges against Jesus confirm what we have already seen. Jesus was said to “practice sorcery,” which is how his miracles would have appeared to his opponents, and which explains his ability to arouse the people. He also “seduced Israel and led them astray from God.” How similar this is to the charges in Luke 23, where Jesus was said to have perverted the nation and stirred up the people.
The “Crime” of Jesus
The concerns of the Jewish leaders, however pressing they might have been, would probably not have been enough to bring about Jesus’s execution except for something Jesus himself did, something shocking, unexpected, and utterly unacceptable from the perspective of the Jewish leaders. I’m speaking of his activity in the temple, that which Christians call “the cleansing of the temple.” Here’s Mark’s account of this scandalous action:
Then they came to Jerusalem. And he entered the temple and began to drive out those who were selling and those who were buying in the temple, and he overturned the tables of the moneychangers and the seats of those who sold doves; and he would not allow anyone to carry anything through the temple. He was teaching and saying, “Is it not written, ‘My house shall be called a house of prayer for all the nations’? But you have made it a den of robbers.” (Mark 11:15-17)
How did the Jewish leaders respond to Jesus’s action? “And when the chief priests and the scribes heard it, they kept looking for a way to kill him” (Mark 11:18).
Why was Jesus’ behavior in the temple worthy of death?
First of all, he was suggesting that the current state of the temple was unacceptable and that the temple leadership – the chief priests – were unworthy of respect. They were like a bunch of robbers.
Second, Jesus actually prohibited the crucial function of the temple: the offering of sacrifices. From the point of view of the priests, he was keeping the Jewish people from worshipping God in the way God had prescribed – a serious if not a capital offense.
Third, Jesus’s activity in the temple was consistent with his earlier actions, whereby he implied that the temple was no longer necessary. If Jesus himself could forgive sins (Mark 2:1-12), then why bother with the temple? Thus Jesus was saying to a temple-centered religion: The very center of your relationship with God is wrong. Such a critique would not be taken lightly by those who embraced a temple-centered Judaism.
It wasn’t only what Jesus did in the temple that provoked a negative response from the leaders, but also what he said. By referring to the temple as a “den of robbers,” Jesus was doing far more than insulting the chief priests or criticizing the selling of sacrifices. He was actually quoting from the prophet Jeremiah. In Jeremiah 7, the prophet condemned the tendency of Israel to put their faith in the existence of the temple. Many in Jeremiah’s day believed that they could do all sorts of evil deeds without fear of punishment because God’s temple was in their midst. The temple was their spiritual safety net, so to speak. But God was neither fooled nor pleased. So, through Jeremiah the Lord prophesied,
Thus says the LORD of hosts, the God of Israel: Amend your ways and your doings, and let me dwell with you in this place. Do not trust in these deceptive words: “This is the temple of the LORD, the temple of the LORD, the temple of the LORD.” . . . Here you are, trusting in deceptive words to no avail. Will you steal, murder, commit adultery, swear falsely, make offerings to Baal, and go after other gods that you have not known, and then come and stand before me in this house, which is called by my name, and say, “We are safe!” – only to go on doing all these abominations? Has this house, which is called by my name, become a den of robbers in your sight? . . . And now, because you have done all these things, says the LORD, . . . therefore I will do to the house that is called by my name . . . just what I did to Shiloh. (Jer 7:3-4, 8-14)
And what did the Lord do to Shiloh? He destroyed it and the tabernacle it once housed (Psalm 78:60).
In the day of Jeremiah, the people had turned the temple into a “den of robbers,” a place of supposed protection from accountability for those who did evil deeds out in the world. For this reason, God promised to destroy the temple, which he did in 586 B.C. through the Babylonians. Thus, by quoting from Jeremiah 7 as he overturned the tables in the temple, Jesus implied that the same judgment applied in his day. Those who took refuge in the temple could not presume to be safe. God was about to destroy the temple because of the sin of the people, even as he had done to Shiloh and to the first temple in Jerusalem.
Jesus’s actions in the temple, combined with his words, not only insulted and upset the chief priests, but also conveyed God’s judgment upon the temple itself. This crime against the temple could not be tolerated, as far as its leaders were concerned. Jesus, the blasphemous criminal, deserved, not only to be silenced, but also to die.
Jewish Leaders Respond to Offenses Against the Temple
For those whose experience and viewpoint is far removed from that of the Jewish leaders in Jerusalem, it may seem that their intended punishment simply doesn’t fit the crime. But, if we look for historical parallels, however, we find two incidents in which other leaders acted much as did Caiaphas and his associates when dealing with Jesus.
The first example comes from the ministry of Jeremiah, some 600 years before Jesus. The Lord told Jeremiah to stand in the Jerusalem temple and speak the following:
“If you will not listen to me, to walk in my law that I have set before you, and to heed the words of my servants the prophets whom I send to you urgently – though you have not heeded – then I will make this house like Shiloh, and I will make this city a curse for all the nations of the earth” (Jeremiah 26:4-6).
What response did this prophecy spark in the Jewish leaders and others? Sorrow? Repentance? Hardly! In fact, here’s what happened:
And when Jeremiah had finished speaking all that the LORD had commanded him to speak to all the people, then the priests and the prophets and all the people laid hold of him, saying, “You shall die!” (Jeremiah 26:8)
There it is, the same pattern we see in the last days of Jesus: Speak judgment on the temple and the leaders will believe that you need to die. In the case of Jeremiah, however, he insisted that he was only passing on God’s own message, so the people spared his life (Jer 26:12-16).
Now jump forward in history more than six centuries, to an incident that occurred about thirty years after the death of Jesus. Curiously enough, this incident involved another man named Jesus, son of Ananus (Hananiah), who came to Jerusalem during a feast and began to cry out “against Jerusalem and the holy house.” According to the Jewish historian Josephus, Jesus’s persistent proclamation of judgment on the temple and city offended “certain of the most eminent among the populace,” which is to say, the leaders of Jerusalem. So, at first they beat Jesus severely. But when this didn’t shut him up, they brought Jesus to the Roman procurator “where he was whipped [flogged] till his bones were laid bare.” When even this didn’t silence Jesus, the procurator dismissed this Jesus as a madman and a nuisance. (The story of this Jesus can be found in Josephus’s Jewish War, 6.5.3.)
In the case of Jesus ben Hananiah, the Jewish leaders seem not to have pressed for his crucifixion. Of course, this Jesus didn’t pose the same threat as Jesus of Nazareth once did, nor did he do anything resembling the cleansing of the temple. Yet, merely by proclaiming God’s judgment on the temple, Jesus son of Ananus earned several beatings, including what must have been an almost fatal Roman flogging. And, like Jesus of Nazareth, the Jewish leaders dealt with him, first on their own and then by handing him over to the Roman governor.
The experiences of Jeremiah and Jesus ben Hananiah, though different in detail and time period, nevertheless illustrate how Jewish leaders were apt to deal with those who spoke against the temple. They were worthy of severe punishment, if not death. And when the Jewish leaders no longer had the authority to execute someone, they would turn him over to the Roman governor. Thus the actions of Caiaphas and his associates in response to the problem of Jesus of Nazareth reflect the same commitments and tendencies of similar leaders in similar positions. This greatly increases the likelihood that the historical scenario I have been proposing with respect to Jesus of Nazareth is, in fact, accurate.
Summing Up One Jewish Perspective
Let me briefly summarize my findings on “one Jewish perspective,” adding some observations along the way.
1. It’s more accurate to speak of “one” Jewish perspective on the necessity of Jesus’s death than to speak of “the” Jewish perspective because not all Jews agreed with the viewpoint of those who conspired to have Jesus crucified. Only a tiny percentage of Jews in Jerusalem were actually involved in the effort to persuade Pilate to execute Jesus. Moreover, the New Testament Gospels attest to the widespread popularity of Jesus among his Jewish contemporaries. “A great number” of those in Jerusalem at the time of Jesus’s death were horrified by what had happened to him (Luke 23:27). Thus, if anything, the numerically dominant Jewish perspective would have supported Jesus. But those who held power in Jerusalem we able to do what the masses would not have wanted.
2. Some of the leading Jews in Jerusalem, including Caiaphas, the High Priest, sought to have Jesus crucified. Evidence for this comes not only from all four New Testament Gospels, but also from the Jewish historian Josephus.
3. The Jewish leaders who sought to have Jesus crucified believed that his death was necessary for the following reasons:
a. By stirring up the people, Jesus was threatening the peace and life of the Jewish people, thus increasing the likelihood that Rome would destroy both Jerusalem and the temple. The death of Jesus would be preferable to the destruction of the nation.
b. Jesus “seduced Israel and led them astray from God” (Babylonian Talmud, Sanhedrin 43a). His message and ministry lessened the people’s commitment to living out their Judaism in the way approved of by the Jewish leaders (priests, Pharisees).
c. Jesus interrupted the orderly system of sacrifices in the Jerusalem temple, speaking against the temple and its leaders, thus opposing not only the core of Judaism, but God himself. Jesus’s quotation from Jeremiah 7 (“den of robbers”) combined with other things he had said during his ministry clarified his condemnation of the temple – a blasphemous offense. Moreover, he insisted that God was on his side, thus adding blasphemy to blasphemy.
d. Jesus presented himself as the Messiah, the one anointed by God to bring divine salvation to Israel. But he failed to do what the Messiah was supposed to do, notably, lead a successful revolt against Rome. Instead, Jesus turned his judgment against God’s own temple. Thus Jesus was a false messiah. This fact alone might not have warranted his crucifixion. But, when combined with his other offenses, his false claim to messiahship increased further the chances that his actions would bring devastation upon Judea.
4. The efforts of Jewish leaders to silence Jesus by physical violence were consistent with what other Jewish leaders did in similar situations (vs. the prophet Jeremiah in Jer 26 and vs. Jesus ben Hananiah in Josephus, Jewish War, 6.5.3). This consistency greatly increases the probability that the Gospel accounts accurately portray the role of Jewish leaders. Caiaphas and company did exactly what Jewish leaders in their position thought they had to do when someone insulted or threatened the temple.
Implications for the Current Debate
Given this picture of “one” Jewish perspective on the necessity of Jesus’ death, I want to draw out two implications.
First, it is historically irresponsible to say, “The Jews killed Christ.” Yes, I’m aware that the Gospel of John uses “the Jews” in a way that seems to lay blame for Jesus’s death upon “the Jews.” But, when read in context, “the Jews” means “some Jewish leaders.” Ultimate and legal blame for Jesus’s death fell upon the shoulders of Pontius Pilate, no matter how he might have tried to wriggle out of it. Moreover, many, and quite probably the vast majority of Jews in the time of Jesus, did not want him killed, and were horrified when it happened. Given the tragic history of Christian anti-Semitism, we Christians must speak carefully and accurately about Jewish involvement in his death. The truth: some influential Jews believed Jesus had to die and sought to convince Pilate to crucify him.
Second, it is historically irresponsible to deny all Jewish involvement in the death of Jesus. Some scholars, no doubt responding to the horrors of anti-Semitism, have applied their critical scalpels to the New Testament records, cutting from them any implication of Jewish complicity in the death of Jesus. In their surgery, however, they bleed historical probability to death. In fact two ancient Jewish sources, Josephus and the Talmud, indicate that some Jews were involved in the death of Jesus and help us to understand why they would have been. Plus, the picture of Caiaphas and his associates in the Gospels makes historical and logical sense. These leaders were protecting that which they believed to be essential, including both the temple and their own civic/religious position. The actions of other leaders in similar situations confirm the conclusion that the New Testament Gospels paint an historical reliable picture of Jewish involvement in the death of Jesus.
Finally, there was another Jewish perspective on the necessity of Jesus’s death, a perspective I haven’t yet mentioned. It was the most important Jewish perspective of all, that of Jesus himself.
Setting Up the Problem
According to the New Testament Gospels, Jesus fully expected that he would be tortured and killed. Yet he spoke of his death, not merely as something that would happen, but as something that must happen. So, for example, in Mark 8 we read, “Then he began to teach them that the Son of Man must undergo great suffering, and be rejected by the elders, the chief priests, and the scribes, and be killed, and after three days rise again” (8:31). On numerous occasions Jesus predicted his pending death in Jerusalem (Mark 9:31; Mark 10:33-34), yet he did nothing to prevent it. In fact, his actions in Jerusalem – cleansing the temple, failing to flee from those who sought to arrest him – if anything, propelled him to the cross. The big question is: Why? Why did Jesus believe that it was necessary that he die?
This isn’t an easy question to answer because, though Jesus was clear about the inevitability and necessity of his death, he wasn’t nearly so clear about his reasons as he taught his followers. His lack of clarity explains, among other things, the fact that his own disciples did not understand his predictions of his death. They were confused about what was going to happen and why. So if they didn’t figure out the reason for Jesus’s death – at least before it happened – how can we hope to discern Jesus’s intentions?
Jesus’s perspective on his death emerges from a few things he said prior to his death and well as something he did, something that serves as his ultimate explanation. I want to begin by looking at what Jesus said before examining this telltale action.
Out of Obedience to the Father’s Will
In the Gospel of John Jesus makes it clear that he is choosing to die. Nobody is forcing him to do it:
For this reason the Father loves me, because I lay down my life in order to take it up again. No one takes it from me, but I lay it down of my own accord. I have power to lay it down, and I have power to take it up again. I have received this command from my Father. (John 10:17-18)
Here, alongside Jesus’ claim that he freely gives up his life, is the observation that he has “received this command from [his] Father.” So, one major reason Jesus believed that he must be killed is that he also believed this to be the will of his Heavenly Father.
This observation is confirmed in the Garden of Gethsemane, where Jesus asks his Father to “remove this cup” from him. Yet, he adds, “not what I want, but what you want” (Mark 14:36). In other words, Jesus asks not to have to go to the cross, but he perceives this to be the will of his Father in heaven. Thus he offers up his life out of obedience.
Drinking the Cup
In Mark 10 Jesus not only speaks of his pending death, but also suggests reasons for this death. In verse 33 he says to his disciples,
“See, we are going up to Jerusalem, and the Son of Man will be handed over to the chief priests and the scribes, and they will condemn him to death; then they will hand him over to the Gentiles; the will mock him, and spit upon him, and flog him, and kill him; and after three days he will rise again.”
Immediately following this prediction, James and John, two of Jesus’ closest followers, approach him asking for a favor. “Grant us to sit, one at your right hand and one at your left, in your glory” (10:37). This request would be comical were it not so sad. Jesus has just spoken of his suffering and those near and dear to him are worried about their own glory in the coming kingdom. Jesus responds by telling them that they don’t know what they’re asking. “Are you able to drink the cup that I drink, or be baptized with the baptism that I am baptized with?” he inquires (Mark 10:38). Of course James and John think they are able, though they have no idea what Jesus is talking about.
But what is Jesus talking about? What is the cup that he drinks? To answer this question we must look to the Old Testament. There, the metaphor of the cup stands for that of which our life is filled. Our “cup” can be filled with blessing and salvation (Psalm 23:5; 116:13); or it can be filled with wrath and horror (Isa 51:17; Ezek 23:33). Frequently the cup stands for God’s judgment and wrath. Consider, for example, Isaiah 51:17:
Rouse yourself, rouse yourself!
Stand up, O Jerusalem,
you who have drunk at the hand of the LORD
the cup of his wrath,
who have drunk to the dregs
the bowl of staggering.
Similarly, through the prophet Ezekiel the Lord speaks of the judgment about to fall upon Jerusalem:
You shall drink your sister’s cup,
deep and wide;
you shall be scorned and derided,
it holds so much.
You shall be filled with drunkenness and sorrow.
A cup of horror and desolation
is the cup of your sister Samaria;
you shall drink it and drain it out,
and gnaw its sherds,
and tear out your breasts. (Ezek 23:32-34)
Thus when Jesus speaks of drinking the cup, he is alluding to these images from the Scriptures. By going to the cross, he will drink the cup of God’s wrath. He will bear divine judgment, that which rightly falls upon Israel, and, indeed upon all humanity.
That Jesus uses “the cup” in reference to his crucifixion is made especially clear in the Garden of Gethsemane, when he prays, “Abba, Father, for you all things are possible; remove this cup from me; yet not what I want, but what you want” (Mark 14:36). Nevertheless, in the Garden Jesus chose to drink the cup, to take upon himself the judgment of God, so that God’s salvation might be poured out upon humankind. His death was necessary, Jesus believed, not only because the Father willed it, but also because in this way he would fulfill his calling has Israel’s Messiah and, indeed, the world’s Savior.
The Serving Son of Man
In Mark 10 James and John ask to be given places of honor and power in the kingdom of God. Jesus responds by asking, “Are you able to drink the cup that I drink?” (Mark 10:38). Drinking the cup, I explained above, is a symbol of receiving God’s judgment. Jesus will drink the cup in the sense that he will take upon himself the penalty for human sin by dying on the cross.
When the rest of the disciples hear what James and John asked, they become angry, presumably because they also desire positions of honor in Christ’s kingdom. In response to them Jesus says,
“You know that among the Gentiles those whom they recognize as their rulers lord it over them, and their great ones are tyrants over them. But it is not so among you; but whoever wishes to become great among you must be your servant, and whoever wishes to be first among you must be slave of all. For the Son of Man came not to be served but to serve, and to give his life a ransom for many.” (Mark 10:42-45)
Once again, Jesus speaks of himself as the Son of Man. And, once again, he says things that would have been confusing and troubling to his disciples. Earlier in Mark, Jesus revealed that his mission as the Son of Man involves suffering and dying (Mark 8:31; 10:33-34). When he said this in Mark 8, Peter actually began to rebuke him, presumably because he thought Jesus was speaking nonsense (8:32).
Indeed, what many Jewish people in the time of Jesus believed about the Son of Man was completely opposite to Jesus’s own conception of his destiny as the Son of Man. In Jewish speculation, the Son of Man was a supernaturally-empowered human being who would come in the last days to execute divine judgment on earth. This was based on the vision in Daniel 7, where “one like a son of man” (literal translation of the Aramaic original) comes before the throne of God. “To him,” Daniel relates, “was given dominion and glory and kingship, that all peoples, nations, and languages should serve him. His dominion is an everlasting dominion that shall not pass away, and his kingship is one that shall never be destroyed” (7:14). Notice that, in Daniel’s vision, the “one like a son of man” is served by all people as he receives an everlasting kingdom.
Jesus inverts this picture by saying that he, as the Son of Man, “came not to be served but to serve” (10:45). Ultimately Jesus, as the Son of Man, will come in “great power and glory” (Mark 13:26). In the future he will be served by all humankind, indeed, all creation (Philippians 2:5-11). But Jesus’s first step is not toward obvious glory, but toward servanthood, indeed, toward the shame of the cross (which is, ironically, his glory; see John 12:23, 17:1).
A Ransom for Many
Given how different this picture of the Son of Man is from what first-century Jews expected, you may wonder where Jesus got this picture. To be sure, it could have been a brand new revelation. But, in fact, there is some precedent in Judaism for the notion of someone giving his life for the sake of others, even if this someone is not referred to as the Son of Man.
Jesus wasn’t the first Jew in his time of history to speak of giving up one’s life for the sake of others. A century and a half before Jesus, Mattathias, the father of Judas Maccabeus and his brothers, urged his sons to “show zeal for the law, and give your lives for the covenant of our ancestors (1 Maccabees 2:50). The Maccabean brothers were to fight to the death for the sake of their faith. Even closer to Jesus’s understanding of his sacrifice is a description of martyrdom found in 4 Maccabees: “[Those who died] having become, as it were, a ransom [antipsychon] for the sin of our nation. And through the blood of those devout ones and their death as an atoning sacrifice, divine Providence preserved Israel that previously had been mistreated” (4 Macc 4:21-22). Here the willingness of Jewish people to suffer and die rather than compromise their faithfulness to God is seen as making up for the sin of the Jewish people, which in turn motivated God to preserve the nation.
These texts from the Maccabean literature and Jesus’s description of his own sacrifice in Mark 10 were inspired by two crucial chapters from the prophet Isaiah. These chapters begin with a hopeful vision of the coming of God’s kingdom:
How beautiful upon the mountains
are the feet of the messenger who announces peace,
who brings good news,
who announces salvation,
who says to Zion, “Your God reigns.” (Isa 52:7)
But then the passage takes an unexpected turn, picturing God’s servant as anything but attractive (52:14-53:2):
He was despised and rejected by others
a man of suffering and acquainted with infirmity;
and as one from whom others hide their faces
he was despised, and we held him of no account. (53:3)
Yet this Suffering Servant endured such scorn for the sake of others:
Surely he has borne our infirmities
and carried our diseases; . . .
But he was wounded for our transgressions,
crushed for our iniquities;
upon him as the punishment that made us whole,
and by his bruises we are healed. . . .
Therefore I will allot him a portion with the great,
and he shall divide the spoil with the strong;
because he poured out himself to death,
and was numbered with the transgressors;
yet he bore the sin of many, . . . (53:4-5, 12)
Although this passage from Isaiah does not use the word “ransom” (lutron in Mark 10:45), it clearly conveys the idea of one who suffers for the sake of others so that they might be made whole. Through his painful death, the Servant of God bears the sins of others. And somehow this is part and parcel of the coming of God’s kingdom announced at the beginning of Isaiah 52.
Of course what makes Jesus’s statement in Mark 10:45 so curious is that he doesn’t speak of the Servant of God giving his life as a ransom for many. Rather, the Son of Man fills this role. There’s nothing in the Hebrew Scriptures to suggest that the Son of Man would bring the kingdom through some sort of sacrificial death. We don’t find this connection in the Maccabean literature or in other Jewish writings either. Jesus is weaving together disparate strands of Jewish tradition to create a unique tapestry of the coming kingdom. He, as Messiah and Son of Man, will bring the kingdom, but only by fulfilling the role of the Suffering Servant in Isaiah 52-53. For the first time in the Gospels we see clearly a part of Jesus’s rationale for suffering and dying. He will bear the sin of many in order to bring the healing and forgiveness of God’s kingdom.
Jesus’s understanding of the purpose of his death is revealed most clearly in the event we call The Last Supper: Jesus’s final meal with his disciples before he is betrayed and crucified.
In the Gospel of Mark, this final meal occurs on the occasion of the Passover, the Jewish feast that commemorates the Exodus, when God delivered the Jews from bondage in Egypt. Here is Mark’s description of the key moments of this feast:
While they were eating, he took a loaf of bread, and after blessing it he broke it, gave it to them, and said, “Take; this is my body.” Then he took a cup, and after giving thanks he gave it to them, and all of them drank from it. He said to them, “This is my blood of the covenant, which is poured out for many. Truly I tell you, I will never again drink of the fruit of the vine until that day when I drink it new in the kingdom of God.” (Mark 14:22-25)
It’s all too easy for Christians to miss the potential scandal of Jesus’s action. He and his followers are remembering God’s salvation of Israel from Egypt, not to mention God’s faithfulness to his people throughout the ages. Jesus, as host of the meal, makes a most unexpected pair of assertions. “This is my body” and “This is my blood of the covenant.” Until that moment in history, the Passover was primarily about God and secondarily about Israel. But now Jesus, an apparently faithful Jewish man leading a celebration of the Passover, says in so many words: “In fact, this is all about me!” Astounding! Shocking!
If you have a hard time relating to the apparent offense of these statements, suppose that the next time your church celebrates communion, instead of saying to the people, “This is the body of Christ, broken for you,” your pastor were to say, “This is my body, the body of [your pastor’s name]. Here is God’s salvation, in me.” Blasphemy, you say!? Indeed! Your pastor’s future would suddenly be in jeopardy, I can assure you, for good reason.
Yet this is more or less what Jesus was doing with the Passover. Either he was struck by a fit of megalomania or he was somehow telling the startling truth of his life and mission. Even as Passover was all about God’s salvation of Israel, now that salvation was being embodied in Jesus himself.
The Blood of the New Covenant
As the Last Supper draws to a close, Jesus refers to the cup of wine as “my blood of the covenant, which is poured out for many” (Mark 14:24). This is an allusion to the story in Exodus 24, where the people of Israel endorsed God’s covenant. Then, having sacrificed many animals, Moses “took the blood and dashed it on the people, and said, ‘See the blood of the covenant that the LORD has made with you in accordance with all these words’” (24:7-8). The new covenant will also be ratified with blood, but in this case with the spilled blood of Jesus, who, like the lambs sacrificed in the first Passover, will give his life so that God’s people might be spared.
Jesus wasn’t the first one to connect the blood of the covenant with the coming of God’s kingdom. The prophet Zechariah made this same connection in a passage we associate with Jesus’ triumphal entry into Jerusalem:
Rejoice greatly, O daughter Zion!
Shout aloud, O daughter Jerusalem!
Lo, your king comes to you;
triumphant and victorious is he,
humble and riding on a donkey,
on a colt, the foal of a donkey.
He will cut off the chariot from Ephraim
and the war horse from Jerusalem;
and the battle bow shall be cut off,
and he shall command peace to the nations;
his dominion shall be from sea to sea,
and from the River to the ends of the earth.
As for you also, because of the blood of my covenant with you,
I will set your prisoners free from the waterless pit.
Because of God’s covenant with Israel, which was ratified with the blood of sacrificed animals, God’s king will rule over a global kingdom and God’s people will be redeemed from bondage. Jesus comes as the divinely-anointed king, not at first to lead Israel to victory, however, but to offer his own blood so that the new covenant and God’s universal kingdom might be inaugurated.
What is the nature of this new covenant? Here is the description from the Old Testament prophet Jeremiah:
The days are surely coming, says the LORD, when I will make a new covenant with the house of Israel and the house of Judah . . . I will put my law within them, and I will write it on their hearts; and I will be their God, and they shall be my people. No longer shall they teach one another, or say to each other, “Know the LORD,” for they shall all know me, from the least of them to the greatest, says the LORD; for I will forgive their iniquity, and remember their sin no more. (Jer 31:31, 33-34).
To sum up the meaning of Jesus’ actions and words in the Lord’s Supper, it’s as if he were saying:
- Even as God once saved his people from slavery in Egypt, so God is now saving his people from slavery to sin through me.
- Even as the blood of lambs once enabled death to “pass over” Israel, so my blood will lead to the forgiveness of sin.
- Even as the first covenant was sealed with sacrificial blood, so the new covenant will be sealed through my blood, poured out for many. I am choosing the way of death, Jesus says, so that the new life of the new covenant may come. My sacrifice will overcome the problem of sin, so that God’s kingdom may be established in all its fullness.
As we have seen, Jesus not only predicted his death, but also spoke of it as being necessary (e.g. Mark 8:31). Why? Why did Jesus think he needed to die?
Jesus provides several different answers to this question. They include:
- Jesus believed that his death was the will of his Heavenly Father, so he chose to obey the Father’s will (John 10:17-18; Mark 14:36).
- Jesus believed it was his calling to “drink the cup” of God’s judgment, taking upon himself the righteous judgment of God upon the sin of Israel (and, indeed, all humanity) (Mark 10:38; 14:36).
- Jesus believed that his mission as the Son of Man was to serve rather than to be served, and in fact to give his life as a “ransom for many” (Mark 10:45). Thus he combined the Old Testament visions of the Son of Man (Daniel 7) and the suffering Servant of God (Isaiah 52-53).
- Jesus believed that his death was at the center of God’s plan for salvation, even as the exodus from Egypt was central to Old Testament salvation. Through his broken body and shed blood the new covenant would be inaugurated (Mark 14:22-25).
From a historical point of view, one can argue that Jesus died as the victim of Roman oppression or the machinations of Jewish leaders, or both. But from Jesus’s point of view, he was no victim at all. As the Good Shepherd, he chose to “lay down [his] life for the sheep” (John 10:15). “No one takes it from me,” Jesus said, “but I lay it down of my own accord” (John 10:18).
The Earliest Christian Reflection
After the death and resurrection of Jesus, the earliest Christians reflected upon the meaning of his death. Basing their reflection upon what Jesus himself had taught, they saw his death as the crux of God’s plan for the salvation, not only of Israel, but also of the world.
We have relatively little direct information about what the very first believers in Jesus thought about his death and its meaning. Acts of the Apostles gives us a small window into this period of time, but not much more. The earliest of the New Testament writings are the letters of Paul. Yes, they come after the Gospels in the Bible, but they were actually written before these accounts of Jesus’s ministry.
Several of the letters of the Apostle Paul were written around A.D. 50, or just about twenty years after the death of Jesus. These letters often contain earlier bits of Christian tradition, elements that get us back to within a very few years of Jesus himself. From these snippets of Paul’s letters we can learn what some of the very earliest Christians believed.
One of these passages occurs in 1 Corinthians 15. There, Paul refers to the core truth of the Christian faith, that which had been handed on to him from the first believers, and which he in turn passed on to the Corinthians. Then he quotes verbatim a portion of this tradition:
For I handed on to you as of first importance what I in turn had received: the Christ died for our sins in accordance with the scriptures, and that he was buried, and that he was raised on the third day in accordance with the scriptures, and that he appeared to Cephas, then to the twelve. (15:3-5)
Notice that the first statement of this creed-like formulation concerns the death of Jesus and its meaning: “Christ died for our sins in accordance with the scriptures.” His death was not simply a terrible accident or a result of his having offended Roman and Jewish authorities. Jesus died “for our sins,” both because of our sins and in order to insure our forgiveness. By implication, Jesus had to die so that we might be saved from that which caused our lives to be broken.
How did the earliest Christians know this? Because it was “according to the scriptures.” Remember that the scriptures of the first Christians were not the writings of the New Testament, but rather the collection we know as the Old Testament. These Jewish scriptures, though written centuries before Jesus, nevertheless pointed ahead to his death and its purpose.
The first Christians didn’t make up this idea, of course. They got it from Jesus himself. During his earthly ministry he connected his death with the suffering Servant in Isaiah. There, as you may recall, the Servant “was wounded for our transgressions, crushed for our iniquities” (Isa 53:5). Indeed, the Servant of God “bore the sin of many” as he “poured out himself to death” (53:12).
Yet what Jesus said about his death prior to Good Friday was rather cryptic. That’s why none of his followers got it. After Easter, however, the resurrected Jesus himself explained to his disciples how the Old Testament foretold the necessity of his death (Luke 24:26). No doubt Isaiah 53 figured prominently in Jesus’s explanation, but it included far more, even “Moses and all the prophets” (24:27). So, following Jesus’s own example, the earliest Christians looked to the Old Testament for a way of understanding his death. And there they discovered, time and again, that Jesus died “for our sins.”
1 Corinthians 15 does not explain exactly how the death of Jesus was “for our sins.” The text doesn’t lay out some sophisticated notion of substitutionary atonement, for example. That we’ll find elsewhere in the New Testament. But in the simple language of earliest Christian reflection, we hear a clear and necessary connection between sin and the death of Jesus. He died, not only as a result of human sin, but also as a means for that sin to be forgiven. Through the death of Jesus, the new covenant was dawning, that of which Jeremiah prophesied:
The days are surely coming, says the LORD, when I will make a new covenant with the house of Israel and the house of Judah. It will not be like the covenant that I made with their ancestors when I took them by the hand to bring them out of the land of Egypt—a covenant that they broke, though I was their husband, says the LORD. But this is the covenant that I will make with the house of Israel after those days, says the LORD: I will put my law within them, and I will write it on their hearts; and I will be their God, and they shall be my people. No longer shall they teach one another, or say to each other, “Know the LORD,” for they shall all know me, from the least of them to the greatest, says the LORD; for I will forgive their iniquity, and remember their sin no more. (Jeremiah 31:31-34)
Our starting point for understanding the early Christian perspective on the death of Jesus is the basic statement that he died “for our sins in accordance with the scriptures.” Upon this foundation the first believers reflected further on the meaning of Jesus’ death.
The Means of Reconciliation
According to the tradition encapsulated in 1 Corinthians 15, Jesus died “for our sins in accordance with the scriptures” (15:3). Yet this text doesn’t explicate further the way in which the death of Christ deals with the problem of human sin. For this explication we must turn to 2 Corinthians 5:16-21
From now on, therefore, we regard no one from a human point of view; even though we once knew Christ from a human point of view, we know him no longer in that way. So if anyone is in Christ, there is a new creation: everything old has passed away; see, everything has become new! All this is from God, who reconciled us to himself through Christ, and has given us the ministry of reconciliation; that is, in Christ God was reconciling the world to himself, not counting their trespasses against them, and entrusting the message of reconciliation to us. So we are ambassadors for Christ, since God is making his appeal through us; we entreat you on behalf of Christ, be reconciled to God. For our sake he made him to be sin who knew no sin, so that in him we might become the righteousness of God.
This text assumes that our relationship with God outside of Christ is not a happy one. If we need to be reconciled to God, then we are not just out of touch with God, but alienated from him. Indeed, as Paul says rather bluntly in Romans 5:10, sin has made us God’s enemies. Many people today think that the basic human problem is merely a lack of knowledge of God. If we search for God, then we can find him and have relationship with him. But the biblical perspective is much bleaker at first. Yes, we lack knowledge of God. Yet this is only a symptom of a far deeper and in fact terminal disease – our eternal alienation from God because of sin.
So how does God deal with our sin, so that we might be reconciled to him? We find the answer in 2 Corinthians 5:21: “For our sake he made him to be sin who knew no sin, so that in him we might become the righteousness of God.” Though scholars continue to debate the precise nuances of this verse, its basic sense is clear. Allow me to paraphrase: “For our sake, God the Father treated Jesus as if he were sin itself, so that in Jesus we might experience right-relationship with God the Father, the kind of relationship that Jesus himself had with the Father.”
When did the Father treat Jesus as if he were sin? In the crucifixion. Far more horrible than the physical pain Jesus experienced was the spiritual reality he endured, being forsaken by his Heavenly Father, entering into the very essence of Hell. This was necessary, not because Jesus himself deserved it, but because humanity deserved it. Yet in God’s amazing grace, Jesus’ suffering counted for all of us. In his death Jesus bore the sin of the world. So we read in 1 Peter 2:24: “He himself bore our sins in his body on the cross, so that, free from sins, we might live for righteousness; by his wounds you have been healed.” Behind the logic of 2 Corinthians 5:21 and 1 Peter 2:24 we find, once again, the image of the suffering Servant of God in Isaiah 53: “But he was wounded for our transgressions, crushed for our iniquities; upon him was the punishment that made us whole, and be his bruises we are healed.”
What is the result of Jesus’ being treated as if he were sin? We get to “become the righteousness of God” (2 Cor 5:21). Or, to put it differently, we are reconciled to God. That which once separated us from God and in fact made us God’s enemies – sin – has now been banished by Jesus’s sacrifice on the cross. Thus we can experience reconciliation with God, and this impacts everything in life. Indeed, when we’re in Christ, “there is a new creation” (2 Cor 5:17). Not only are we ourselves made new, but also we begin to live in the new creation of the future.
To sum up what we’ve seen in 2 Corinthians 5, Jesus had to die in order to regarded by God as if he were sin, so that we humanity might be reconciled to God and live in right-relationship with him. Through the death of Jesus, we experience personal renewal and, indeed, the beginning of the renewal of all creation.
An Act and Symbol of Love
Perhaps one of the most startling of the early Christian interpretations of the cross was that it was all about love. It’s easy in our day, when crosses are religious symbols, attractive ornaments, and trendy jewelry to associate the cross with love. But, in the first century, crucifixion was about as far from love as you could get. To say that the cross – a horrid symbol of Roman oppression and barbarity – was a symbol of love was to speak like a madman (1 Corinthians 1:18-25). Yet this is precisely what the earliest Christians did, to the shock of their neighbors.
The Apostle Paul was one of the instigators of this paradoxical association of the cross with love. In Romans 5:6-8 he writes:
For while we were still weak, at the right time Christ died for the ungodly. Indeed, rarely will anyone die for a righteous person – though perhaps for a good person someone might actually dare to die. But God proves his love for us in that while we still were sinners Christ died for us.
If, Paul reasons, we had been absolutely wonderful and virtually sinless people apart from Christ, perhaps his death for us would have been merely sensible. But since we were in fact sinners, and as sinners estranged from God and even God’s enemies (Rom 5:10), the fact that Christ died for us becomes a stunning demonstration of God’s gracious love.
But the cross is not merely a symbol of love. It isn’t just a sign that says, “God loves you.” It is also an act of love. Suppose, for example, you were drowning in a turbulent river. If a friend of yours erected a sign at that moment that read, “I love you,” you might feel a tiny bit grateful. But probably you’d wonder why your loving friend didn’t throw you a rope. At that moment you need, not just an indication of love, but an act of love. By dying on the cross, Jesus not only showed God’s love, but he acted in love toward us by taking our sin and dying in our place.
Indeed, the cross, which was once a terrifying symbol of Roman domination, becomes a symbol of divine love precisely because it was first the location of God’s supreme act of love in Christ. There has never been a more complete and astounding transition in symbolism. That which once sent shivers of fear and horror down the spines of Roman subjects now fills our hearts with gratitude and peace. What an amazing transformation of a symbol!
Yet many in our day have a hard time associating the cross with love. Many non-Christian people – and even some Christians – who have seen The Passion of the Christ came away from the movie saying, “I don’t see how a loving God could ever demand that Jesus die on the cross. The crucifixion of Jesus was all about Roman cruelty, not God’s love.” Unless we grasp the big picture of God’s holiness and human sin, then we won’t be able to understand the cross as an act and sign of love. It is only in light of biblical truth that we will come to grasp, though never to comprehend fully, the fact that Jesus died “for our sins in accordance with the scriptures” (1 Cor 15:3).
In this article on the death of Jesus, I have presented four different perspectives on why Jesus had to die: Roman, Jewish, Jesus’s, and Early Christian. I believe that each of these points of view has merit and that we cannot fully understand the necessity of Jesus’s death without taking them all into account.
But many people today disagree. They prefer to accept one perspective as true, and reduce or deny other perspectives. You could see this, for example, in the letters to the editor in response to TIME Magazine’s cover story “Why Did Jesus Have to Die?” One of these letters said:
Jesus stood up to the injustices of the world and was crushed in the process. That is happening all over the world today, and not only to Christians. People of every religion who see wrongs and try to right them lose their lives. That is what the Christian spirit is all about. LOUIS OSTROM Madison, Wis.
Now it’s certainly true that when people stand up to injustice, as Mr. Ostrom observes, they are often crushed in the process. Remember, for example, the brave soul faced down a column of tanks in Tiananmen Square in 1989. He, as it turns out, wasn’t killed for his effort. But other students who protested against the Chinese government were put to death because they stood against oppression. Yet Ostrom’s explanation of Jesus’ death, however true, doesn’t go nearly far enough, either historically or theologically.
A pastor from New York City got the historical point in his letter to TIME:
It is inappropriate to look for explanations of Jesus’ death that blame God. God is not the one who killed him but the one who raised him from the dead. Jesus died because those in power ordered him killed. They could not tolerate someone who challenged the status quo as forcefully and thoroughly as Jesus was capable of doing. (THE REV.) DOUGLAS P. CUNNINGHAM New York City
Rev. Cunningham is also correct, to a point. Jesus did die because he challenged the status quo, and therefore people in power ordered him killed. But the Reverend mistakenly believes that this historical explanation tells the whole story. It doesn’t. At least it doesn’t if we take seriously the perspective of Jesus and early Christians. It’s not “inappropriate” to look for theological explanations that “blame” God (though the word “blame” misses the biblical nuance), even though we can accept historical explanations that blame people.
Yet, even as we allow for divergent perspectives on the reason for Jesus’s death, the New Testament presents the theological reason as foundational bedrock. Though it’s true that Jesus died “because those in power ordered him killed,” this answer doesn’t get to deepest truth. The bottom line is this, according to the New Testament: Jesus died for our sins, in fulfillment of God’s plan for salvation. The human agents who killed Jesus, though acting freely and responsibly, were, nevertheless, unwittingly carrying out the divine plan (1 Corinthians 2:8)
By claiming that the theological reason for Jesus’s death is somehow more basic than others, I’m not thereby denying the importance of historical explanations, but simply placing them in what I believe to be the ultimately proper context. You haven’t really grasped the reason for Jesus’s death until you’ve seen it in light of God’s plan. Of course the theological rationale for the necessity of Jesus’s death is also something that goes beyond historical proof. I can show you on the basis of historical data that early Christians believed Jesus’ death was part of God’s plan, but I can’t prove that this belief is true. If one takes the New Testament as God-breathed and authoritative, as I do, then one will accept that what the early Christians believed is also reflective of God’s own perspective
Ironically, the immense impact several years ago of Mel Gibson’s The Passion of the Christ made it both harder and easier to accept the idea that Jesus’s death was part of God’s plan for salvation. The film made it harder because it exposed us to the brutal, bloody reality of crucifixion. As I have argued elsewhere, The Passion of the Christ forced people in to confront the scandal of the cross. Yet this film also made it easier for some people to see Jesus’s death as an expression of God’s loving plan. Almost all of those who view The Passion through the eyes of faith come away with a much deeper sense of God’s love and grace. They don’t blame the Jews for killing Christ, or Pontius Pilate, or even God. Rather, they take the blame on their own shoulders, realizing the Jesus died for their sins.
Perhaps the hymn-writer Isaac Watts put it best in his classic composition:
When I survey the wondrous cross,
On which the Prince of glory died,
My richest gain I count but loss,
And pour contempt on all my pride.
Forbid it, Lord, that I should boast,
Save in the death of Christ my God;
All the vain things that charm me most,
I sacrifice them to his blood.
See, from his head, his hands, his feet,
Sorrow and love flow mingled down;
Did e’er such love and sorrow meet,
Or thorns compose so rich a crown.
Were the whole realm of nature mine,
That were a present far too small;
Love so amazing, so divine,
Demands my soul, my life, my all. | <urn:uuid:07b96d0e-7eaa-4263-a504-893378c27aaa> | CC-MAIN-2023-06 | https://depree.org/the-death-of-jesus-why-was-it-necessary/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500035.14/warc/CC-MAIN-20230202165041-20230202195041-00103.warc.gz | en | 0.975055 | 21,071 | 3.15625 | 3 |
Read Gen 5:21-24 at the Bible Gateway.
All of the parshas from Gen 5:1-31 follow the same pattern, with one exception. Establishing a pattern is a teaching tool of Torah, and breaking an established pattern is another teaching tool of Torah.
Gen 5:1-5 (stumah): the mortality of Adam (his name means “man”).
Gen 5:6-8 (stumah): the mortality of Seth (his name means “appointed”).
Gen 5:9-11 (stumah): the mortality of Enosh (his name means “mortality”).
Gen 5:12-14 (stumah): the mortality of Kenan (his name means “possessed of sorrow”).
Gen 5:15-17 (stumah): the mortality of Mahalalel (his name means “praise of God”).
Gen 5:18-20 (stumah): the mortality of Jared (his name means “descend”).
Gen 5:21-24 (stumah): Enoch walked with God and did not die (his name means “teaching”).
Gen 5:25-27 (stumah): the mortality of Methuselah (his name means, “his death shall bring”).
Gen 5:28-31 (stumah): the mortality of Lamech (his name means “despairing”), and the birth of Noah (his name means, “comfort, rest”).
The history of Enoch is different from the history of all the other patriarchs. God says something about Enoch that he doesn’t say about any of the others, even Adam or Seth. Enoch walked with God. And he did not die – God took him. The asumption is that he was taken to heaven alive as Elijah was. God is teaching us by breaking the pattern previously established in Torah, that man suffers mortality, but the man who walks with God does not die.
The Hebrew word “walk” is used one time previously in Genesis: when God walked in the Garden in the cool of the day (Gen 3:8). When God walked in the Garden, that was when He was coming to meet with man! In Gen 3:8, God walks with man; in Gen 5:22, man walks with God.
“Walk” is Hebrew halak, Strong’s H1980, ilh hey – lamed – kaph, from an even more primitive root, il lamed – kaph.
l lamed: this is the shepherd’s staff, so it also means whatever a shepherd does with his staff – teach, guide, direct, correct, exercse authority or discipline.
i,k kaph: the open palm, also blessing, welcome, giving.
The lamed – kaph root is the picture of the staff in the palm, as a nomad would grasp when he went anywhere, thus “to walk.” (Our English word “walk” is from this Hebrew root: see the l – k, the lamed – kaph? Hebrew is the mother tongue, from which all the languages were divided at Babel.)
The addition of the h hey on the front: the hey is the picture of the man with his arms upraised in wonder, worship, exclamation, astonishment. Thus it often indicates revelation. So ilh hey – lamed – kaph is to walk a revealed path – to walk a journey, thus to live a lifestyle (to walk a journey through life).
Now Enoch was a prophet (Jud 14-15) who warned of two judgments to come which would destroy all the earth: the first by water, the second by fire. When his son was born, he prophesied that when his son died, the first judgment would come, thus he named him Methuselah, “his death shall bring.” Methuselah is the longest- lived person in the Bible at 969 years; thus even in this age, we see God extending grace, and delaying the time of judgment to give as many as possible time to repent!
The theme of the parsha stumah from Gen 5:21-24 is Enoch walked with God, and did not die.
Leave a Reply | <urn:uuid:5422601b-6944-4107-8d23-7f3073cd3b9e> | CC-MAIN-2023-14 | https://www.alittleperspective.com/genesis-521-24-enoch-walked-with-god/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949533.16/warc/CC-MAIN-20230331020535-20230331050535-00180.warc.gz | en | 0.953978 | 939 | 2.765625 | 3 |
The world is about to start a new year with the coronavirus epidemic still in the background. In a battle led on two fronts with the Delta and Omicron variants, some countries are instating new restrictions while relying on the vaccination campaign. In such a context, it is hard to believe in the end of the epidemic.
But the World Health Organization has delivered a new message of hope: ending the epidemic by mid-2022. This is the goal announced by director general Tedros Adhanom Ghebreyesus. But to make it, he hammers disadvantaged countries must be given better access to vaccine home. According to WHO director general, it is necessary to get at least 70% of the population vaccinated in each country to see this scenario come true.
Putting an end to the vaccinal inequity in the world is the major resolution of 2022. At the same time, some scientists hypothesize the Omicron variant could help ending the epidemic: more contagious, but less dangerous, it could enable to “complete” the goal of reaching herd immunity.
Covid: and what if the Omicron variant was to end the epidemic?
And what if Omicron was able to end the pandemic? This is what suggests virologist Yves Van Laethem, stating its high contagiousness and its weakened virulence might enable not-vaccinated people to be “immunized in a benign fashion”. [Read more] | <urn:uuid:52771ecf-2e59-4963-8b2f-48b416a66f97> | CC-MAIN-2022-27 | https://www.sortiraparis.com/news/coronavirus/articles/267558-coronavirus-the-epidemic-to-end-in-2022-the-who-s-goal/lang/en | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104215790.65/warc/CC-MAIN-20220703043548-20220703073548-00541.warc.gz | en | 0.942386 | 304 | 2.625 | 3 |
Kibale Association for Rural Environment Development (KAFRED)
KAFRED is a community-based organization which promotes local livelihoods and biodiversity conservation through ecotourism.
During the nature walk, a local guide will take you along the boardwalk through the Magombe swamp wetlands. You are likely to see wildlife at close-hand, including several of the 200 species of birds, eight varieties of primates and numerous butterflies, along with unusual swamp vegetation.
The daily life of the Batooro can be discovered during the village walks. The tour stops by the village’s primary school, church, and traditional healer. You will learn about the role of women in the village and traditional ceremonies, and the history of Bigodi is told through the story of the “Village of Two Tribes”, describing when the indigenous Batooro were joined by migrating Bakiga from southwestern Uganda in the 1950s.
Income from this activity is invested in education, health, sanitation and improving the livelihood of local residents. It is also used to help raise awareness of the value of biodiversity through music, dance, and drama performances at local schools. In 2010, KAFRED they won the prestigious UNDP’s Equator Initiative Award.
Contact Name: George Owoyesigire | <urn:uuid:88af8196-bcc4-4e6e-859c-b25540c62bd7> | CC-MAIN-2016-26 | http://www.ugandawildlife.org/explore-our-parks/parks-by-activity/cultural-encounters/item/96-cultural-encounters-in-knp | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783408840.13/warc/CC-MAIN-20160624155008-00151-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.957575 | 267 | 2.53125 | 3 |
Submitted to: Meeting Abstract
Publication Type: Abstract Only
Publication Acceptance Date: November 12, 2002
Publication Date: N/A
Technical Abstract: Vegetable oils derived from the major U.S. grain crops, such as soybean, represent a potential renewable and biodegradable feedstock for industry. The industrial value of these oils, however, is typically limited by their fatty acid composition. Soybean oil, for example, contains too much fatty acid unsaturation for most lubricant applications and too little unsaturation for many drying oil applications. By transgenically manipulating the expression of fatty acid desaturase genes, soybean lines can be generated that are suited for either of these applications. In addition, considerable progress has been made in producing novel fatty acid structures in seed oils of crop plants. This has been achieved by transferring genes for specialized fatty acid modifying enzymes from plants that have poor agronomic properties to existing oilseed crops. A wide range of oils have been produced through this approach, including those enriched in fatty acids with epoxy and hydroxyl groups and conjugated double bonds. These types of oils can be used in industrial applications, such as plasticizers, drying oils, adhesives, and nylon and composite precursors. Though the ability to generate these oils holds tremendous potential, researchers have yet to produce transgenic seeds that accumulate large amounts of novel fatty acids. This is due primarily to an incomplete understanding of factors that have evolved for the proper metabolism of these fatty acids. In addition to technical problems, the costs associated with the development, regulatory approval, and possible need for identity preservation, threaten to limit the production of industrially-enhanced transgenic oilseeds. | <urn:uuid:8afaf5f6-f49b-44e2-9672-5e14220b9d4c> | CC-MAIN-2014-10 | http://www.ars.usda.gov/research/publications/publications.htm?seq_no_115=141058 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999665814/warc/CC-MAIN-20140305060745-00046-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.951224 | 351 | 2.75 | 3 |
Greek Heroes » Alcestis
Alcestis, the woman of Sacrifice
The Impossible Challenge
Alcestis was the most beautiful of the three daughters of Pelias, King of Thessaly.
When she was of an age to marry, several princes and kings appeared to propose, but Alcestis refused all of them.
Pelias, knowing that the constant denials of his daughter to all those powerful suitors could threaten his position, set a test to discover who would be the most suitable husband:
Alcestis was to be the wife of the first man to yoke a lion and a boar to a chariot.
The Sacrifice of Alcestis
With the aid of Apollo, a neighbouring king named Admetus succeeded in this seemingly impossible task.
But at the wedding, Admetus forgot to make the necessary sacrifice in gratitude to Artemis, the goddess of the hunt, and so he found his wedding bed full of snakes, an implication that he had to die.
Once again Apollo came to the king's assistance and persuaded the Fates to spare Admetus' life. The Fates agreed, but asked for the life of another person related to Admetus in return. As no one, not even his parents, would die on Admetus behalf, Alcestis gave her life for him.
The Redemption of Alcestis
The gods, impressed by Alcestis' sacrifice, wanted to honor the princess' unconditional love and heroism. So they decided to redempt
Alcestis' soul sent the Greek hero Heracles and restore her to Admetus, younger and more beautiful than ever.
The couple continued to live happily ever after and they had three sons, who later took part in the Greek expedition against Troy.
Sources"Alcestis" by Eurypides
The "Symposium" by Plato | <urn:uuid:936c5978-7781-4e64-89d3-153e07240471> | CC-MAIN-2017-04 | http://www.greek-gods.info/greek-heroes/alcestis/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00284-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.965289 | 385 | 3.265625 | 3 |
What’s the best way to get rid of the ringing in my ears? There’s no cure for tinnitus, but learning about what causes or aggravates your symptoms can help you reduce or prevent flare-ups.
Experts calculate that 32 percent of people experience a continual ringing, buzzing, or whooshing sound in their ears. This condition, which is called tinnitus, can be a serious problem. People who suffer from this condition may have associative hearing loss and often have trouble sleeping and concentrating.
There are measures you can take to reduce the symptoms, but because it’s normally related to other health conditions, there is no direct cure.
What Should I Avoid to Minimize The Ringing in My Ears?
There are some things that are known to cause tinnitus symptoms or make them worse and these are the things you need to stay away from. Loud noise is one of the most common things that aggravate tinnitus. If you’re exposed to a noisy work place, use earplugs and also try to avoid using headphones or earpods.
Some medications such as anti-inflammatory drugs, antibiotics, and even high doses of aspirin can worsen the ringing so talk to your doctor. Never stop taking your medications without first consulting your health care professional.
Here are some other common causes:
- other medical problems
- excessive earwax
- high blood pressure
- jaw problems
Tinnitus And Issues With The Jaw
Your ears and jaw are closely related. That’s why issues with your jaw can result in tinnitus. The best example of this is an affliction called Temporomandibular joint disorder (TMJ for short), which comprises a breakdown of the shock-absorbing cartilage in the joints in your jaw. Tinnitus can be the result of the stress of basic activities such as chewing.
What can I do? If your tinnitus is triggered by TMJ symptoms, then the best way to achieve relief is to find medical or dental treatment for the root cause (no pun intended).
Stress And The Ringing in my Ears
The affects of stress on the body are very real and very significant. Associated surges in heart rate, breathing, and blood pressure can all bring on an increase of tinnitus symptoms. Stress, consequently, can activate, exacerbate, and extend bouts of tinnitus.
Can I do anything to help? If your tinnitus is brought on by stress, you should determine ways of de-stressing. It will also help if you can reduce the general causes of stress in your life.
It’s totally normal and healthy for you to have earwax. But excessive earwax can aggravate your eardrum, and begin to cause ringing or buzzing in your ears. The ensuing tinnitus can intensify if the earwax keeps accumulating or becomes difficult to wash away normally.
How can I deal with this? Cleaning without using cotton swabs is the simplest way to minimize ringing in the ears triggered by earwax. Some individuals produce more earwax than others; if this applies to you, a professional cleaning may be in order.
Tinnitus is Worsened by High Blood Pressure
All kinds of health issues, including tinnitus, can be caused by high blood pressure and hypertension. High blood pressure can intensify the ringing or buzzing you’re already hearing, making it difficult to disregard. There’s no cure for tinnitus, but there are treatments for high blood pressure.
What can I do? High blood pressure isn’t something you want to ignore. Medical treatment is suggested. But you could also change your lifestyle somewhat: steer clear of foods with high salt or fat content and exercise more. Hypertension and stress can increase your blood pressure triggering tinnitus, so try to find lifestyle changes and ways of relaxing to reduce stress (and, thus, tinnitus brought about by hypertension).
Can I Alleviate my Tinnitus by Using a White Noise Generator or Masking Device?
If you distract your brain and ears, you can minimize the impact of the continual noise in your ears. Your TV, radio, or computer can be used as a masking device so you won’t even need any special equipment. If you prefer, there are hearing aids or specialized devices you can buy to help.
If you experience a continuous ringing, buzzing, or whooshing sound in your ears, take the problem seriously. If you’re suffering from hearing loss or have health problems that are acting up, it could be a warning sign. Before what started as an annoying problem becomes a more serious issue, take measures to protect your ears and if the ringing continues, seek professional hearing help. | <urn:uuid:32d51d97-b3a1-418e-b37c-f2d9eae53513> | CC-MAIN-2020-45 | https://www.holistichearinghealth.com/is-there-a-cure-for-the-ringing-in-my-ears/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107894759.37/warc/CC-MAIN-20201027195832-20201027225832-00412.warc.gz | en | 0.930902 | 993 | 2.53125 | 3 |
Key messages from scientific research that's ready to be acted onGot It, Hide this
Vaughan M, LaValley M, AlHeresh R, et al. Which features of the environment impact community participation of older adults? A systematic review and meta-analysis Journal of Aging and Health. 2015; 28(6): 957-978.
Do certain environmental qualities of a neighbourhood, particularly social and street-level factors, improve the level of community participation among adults over the age of 55?
Community participation and engagement is a key component of healthy aging; however, for older adults participating in social and community activities can involve challenges associated with medical conditions that are more prevalent in the aging population. Common medical conditions preventing older adults from engaging in activities outside the home include mobility limitations and conditions requiring frequent care, such as arthritis, respiratory disease or diabetes.
Although specific physical, social and policy features of the environment, such as providing benches to rest in cities where walking long distances is required, have been shown to improve the participation of older adults in community activities, opportunities for improvement still exist. A growing number of initiatives to create age-friendly cities and improve the person-environment “fit” for older adults have been adopted by cities worldwide.
Despite observed efforts towards age-friendly cities, limited empirical evidence links specific environmental factors to higher levels of community participation among older adults. The identification of evidence highlighting key environmental features to improve community participation will inform future age-friendly community initiatives. Thus, this systematic review aims to investigate the environmental factors proven to increase the participation of community-dwelling older adults.
A detailed search of a number of electronic databases for studies published from 2001 to 2017 was conducted. Studies that focused on social and street-level environmental factors of neighbourhood communities that affect the participation rates of adults over the age of 55 in non-domestic, outside-the-home activities were included in the review.
A total of 1,295 studies were identified in searches, and 12 were included in the review after assessments for eligibility.
This review was funded by a NIDILRR Center Grant (Enhancing Activity & Participation among Persons with Arthritis (ENACT)) and a NIAMS Multidisciplinary Clinical Research Center Grant.
Based on the participants recruited from both urban and rural locations, this review found positive statistical significance between the following environmental factors and community participation of older adults: street connectivity/walkability; land-use diversity; perceived social support; neighbourliness; transportation services; and civil protection services.
Of these factors, the social support that comes with living with and near friends and family created a “togetherness-oriented participation feel,” which improved the likelihood of community participation for older adults the most.
The review also found that street connectivity and walkability, such as qood side-walk conditions, improved social engagement for older adults significantly.
Although a positive statistical significance was found, studies that highlighted the impact of transportation services and civil protection services to improve community participation were limited in scope to older adults with physical limitations and in strict urban settings.
The results of this review highlight the positive correlation between social and physical factors of neighbourhood environments, and community participation of older adults. Improving community participation outcomes can improve the healthy aging process, thus is relevant for planners, policymakers and public-health advocates.
Opportunities for research study improvements identified by the review include a more consistent approach to measuring specific environmental factors, addressing the interaction of personal factors with community participation (e.g., gender), and discussing the role of individual as well as summative effects on community engagement. | <urn:uuid:9fb83d76-c0d6-4533-b66a-9d4805c4e1a3> | CC-MAIN-2019-47 | https://www.mcmasteroptimalaging.org/full-article/es/neighbourhood-characteristics-influence-community-participation-older-adults-2830 | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496668585.12/warc/CC-MAIN-20191115042541-20191115070541-00259.warc.gz | en | 0.937978 | 733 | 2.859375 | 3 |
Millions watch medical shows such as Grey’s Anatomy, House, and E.R. each week. Yet watching a heavy dose of medical news and drama on television can lead to hypochondria and can reduce people’s satisfaction with life, according to a study by Yinjiao Ye, assistant professor of communication studies, Harrington School of Communication and Media.
In the study, Ye surveyed 274 students in the College of Communications at the University of Alabama about their TV viewing and life satisfaction. They were not told the purpose of the survey.
The study, published in the September issue of the journal Mass Communication and Society, found TV viewing led the students to believe they had a greater likelihood of being victimized by health risks and that the risks were severe.
Since most people learn important information about health risks from the mass media, there is clearly a double-edged-sword effect at work here. As people become more knowledgeable, they enjoy life less. But ignorance, at least of TV’s presentations of medical information, is closer to bliss.
These findings extend previous research that TV viewing can cause people to be less satisfied with their lives because it makes them more materialistic and causes them to overestimate other people’s possessions compared to their own. Now getting sick and not being able to do much about it can be added as a second cause of life dissatisfaction.
College students are generally associated with good health and vitality. “While this surveyed group shows dissatisfaction, I suspect that if I surveyed a more general population the dissatisfaction would be even higher,” says the researcher. | <urn:uuid:1e7da37a-4a10-4ae0-9f0c-e044d4c10a0c> | CC-MAIN-2014-52 | http://web.uri.edu/quadangles/sick-from-watching-medical-shows/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802768285.15/warc/CC-MAIN-20141217075248-00105-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.974152 | 326 | 2.734375 | 3 |
The word Rococo is seen as a combination of the French rocaille, or shell, and the Italian barocco, or Baroque style. The Rococo style superseded the Baroque style beginning in France in the late 1720s, especially for interiors, paintings and the decorative arts. Rich Baroque designs were giving way to lighter elements with more curves and natural patterns. The delicacy and playfulness of Rococo designs is often seen as a reaction to the excesses of Louis XIV's regime. The 1730s represented the height of Rococo development in France. The style had spread beyond architecture and furniture to painting and sculpture. Rococo still maintained the Baroque taste for complex forms and intricate patterns. By this point, it had begun to integrate a variety of diverse characteristics, including a taste for Oriental designs and asymmetric compositions.
Fashion in the period 1700-1750 in European and European-influenced countries is characterized by a widening, full-skirted silhouette for both men and women following the tall, narrow look of the 1680s and 90s. Wigs remained essential for men of substance, and were often white; natural hair was powdered to achieve the fashionable look.
Distinction was made in this period between full dress worn at Court and for formal occasions, and undress or everyday, daytime clothes. As the decades progressed, fewer and fewer occasions called for full dress which had all but disappeared by the end of the century. | <urn:uuid:d8423c6a-b4dc-4fc5-b066-7bddf17d37a7> | CC-MAIN-2016-40 | http://fashionhistory.zeesonlinespace.net/rococo.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738660548.33/warc/CC-MAIN-20160924173740-00292-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.975729 | 305 | 3.375 | 3 |
Used in laundry detergents, medicines, and biofuels, certain alcohols known as long-chain fatty alcohols, with 12 to 18 carbon atoms in the backbone, are desirable products. These compounds can be made by a yeast called Saccharomyces cerevisiae. However, yields have remained low, slowing the adoption of microbes as producers of fatty alcohols. Through genetic engineering of S. cerevisiae, scientists improved the concentration and yield of fatty alcohol products from 2 percent to up to 20 percent of the maximum theoretical yield.
This work signifies progress towards renewable microbial production of fatty alcohols from plant matter, or lignocellulosic biomass. This plant matter can be derived from specialty bioenergy crops or from agricultural waste. In both cases, the feedstock does not impact food production.
At the DOE Joint BioEnergy Institute, researchers significantly improved the concentration and yield of fatty alcohols produced by S. cerevisiae from lignocellulosic feedstocks. This was accomplished by comparing four different fatty acid reductases, the enzyme responsible for catalyzing the production of the valuable, broadly applicable C12-C18 fatty alcohols. The best performing of the four enzymes was the enzyme isolated from the common mouse. In total, the researchers tested 24 gene edits, and they combined the top six into the best yeast strain. The researchers demonstrated the production of 1.2 g/L fatty alcohols in lab flasks and 6 g/L fatty alcohols in a successful bioreactor scale-up. This corresponds to ~20 percent product yield of the theoretical maximum. This is a substantial improvement from the previous best of less than 2 percent of the maximum theoretical yield.
BER Program Manager
Kent Peters, Ph.D.
Biological Systems Sciences Division
Office of Biological and Environmental Research
Office of Science
U.S. Department of Energy
Jay Keasling Ph.D.
U.S. Department of Energy Joint BioEnergy Institute
This work was part of the U.S. Department of Energy (DOE) Joint BioEnergy Institute supported by the DOE, Office of Science, Office of Biological and Environmental Research, through contract DE-AC02-05CH11231 between Lawrence Berkeley National Laboratory and DOE.
L. d'Espaux, A. Ghosh, W. Runguphan, M. Wehrsa, F. Xu, O. Konzock, I. Dev, M. Nhan, J. Gin, A. Reider Apel, C. Petzold, S. Singh, B. Simmons, A. Mukhopadhyay, H. García Martína, and J. Keasling, "Engineering high-level production of fatty alcohols by Saccharomyces cerevisiae from lignocellulosic feedstocks." Metabolic Engineering 42, 115-125 (2017). [DOI: 10.1016/j.ymben.2017.06.004]
Performer/Facility: DOE Laboratory | <urn:uuid:cb9578e2-3338-44e3-8aff-5ddeed6cebf4> | CC-MAIN-2021-04 | https://www.energy.gov/science/ber/articles/designer-yeast-consumes-plant-matter-and-spits-out-fatty-alcohols-detergents | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703517559.41/warc/CC-MAIN-20210119011203-20210119041203-00363.warc.gz | en | 0.87874 | 628 | 3.296875 | 3 |
Nyu Physics can be an education system that uses cuttingedge, electronic technologies as a way to provide an instruction which is not only entertaining but also exceptionally interactive. The app is installed for instruction, which includes working along side a Nyu Physics tutor who’ll direct you get through the practice of studying. Each lesson built to boost the pupil’s understanding of the subject matter and has been developed from scratch. Students can also pick from an variety of modules and courses, every one which can be followed closely with video and audio tracks, as well as a vast array of paths.
A student needs to finish a pair as a way to effectively complete a class of learning aims. This is done via a set of modules which make the area up. When you progress through the a variety of modules, you are going to find a way to interact with the teacher, often using a”gram” touch or code panel to be able to keep in touch with an instructor on a large selection of topics.
The instructor could also have access. This permits the teacher keep you up, along with to continue to keep track of your progress.
The most optimal/optimally thing concerning Nyu Physics is it enables for a variety of tasks in order to enhance understanding. You can just take notes whilst carrying out a certain activity, consider the pictures which are on the monitor, in addition to browse.
The way in which in is using various pictures projected on the computer screen in order to enhance the pupil’s ability to find exactly the concepts. These aids can empower college pupils interact with pupils, helping them know the theories even better and to socialize with all the images.
To unplagiarize my work be able to discover in lessons, students have to click on. Students can simply tune in plus they’re going to soon be motivated if the second step is demanded of these. If there is the college student is going to be offered to contact the teacher, permitting the teacher.
There are videos that are available, every one https://wuphysicians.wustl.edu/ of which will be presented in order to provide students the capacity. They have been certainly an effective way of educating almost every college university student while these movies do not replace the use of this text publication.
There are those who might find it troublesome to retain the info found in the lessons because to the fact that they would rather take part in different activities while learning about the stuff. The application is supposed to match the demands of college students and teachers alike, so producing the knowledge exceptionally interactive.
Because of the new methods which have been employed while in this program’s invention, some men and women believe it is similar technology to tv advertisements, unplagiarizer.com which puts more emphasis on enjoyment than to the aspect of the small business. Because of this, there really are a wide selection of critics that feel this program does not live up to its hype.
Specialists do agree that the usage of multimedia things in the instruction of mathematics is a huge gain to the education of some high amount of students. That really is only because students are able to fully grasp the concepts and learn the exact notions in a quicker speed compared to if they were merely examining the writing novel.
Nyu Physics does not, however, provide any benefits that the pupil could never possess acquired through a course that is normal. What this app does is by simply integrating the skills of visualizing and engaging that the environmental surroundings, enhance the scholar’s understanding of mathematics.
For those that want to know more about choosing a class in physics, it’s necessary to research each one the options which are available. In order to find the absolute most it is imperative that you are conscious of exactly what options are accessible and the way that this can affect your purpose of acquiring a qualification. | <urn:uuid:597d2181-29ac-47f6-8ce0-83a15d394d98> | CC-MAIN-2020-29 | https://stat.kpfu.ru/finding-the-benefits-of-nyu-physics/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655886706.29/warc/CC-MAIN-20200704201650-20200704231650-00404.warc.gz | en | 0.966296 | 788 | 2.53125 | 3 |
Helping to build a barrier around a primary forest in the centre of Ivory Coast's Abidjan, Victor is happy to protect the endangered green space from the expanding city.
"We have our own Great Wall of China," says the construction worker proudly.
In three months' time, a cinder block fence 10 kilometres (six miles) long is to run along the edge of the Banco National Park to prevent it from being swallowed up by neighbouring districts.
Along with the Tijuca park in Brazil's Rio de Janeiro, the nature reserve is one of just two virgin forests worldwide to have survived at the heart of a metropolis.
Ivorian ecologist Tom Thalmas Lasme says the wall is crucial in a country that has lost a huge swathe of forests over the past half-century.
The nature reserve of 3,474 hectares (8,584 acres) is home to "around 30 flora species in danger of extinction in West Africa", he said.
But "in six years, a demographic explosion and a boom in haphazard construction have pecked away" at its edges.
Those who live in the impoverished neighbourhoods along its borders regularly slip in to chop down trees for firewood or hunt its fauna to eat, locals say.
And drivers speeding down the motorway on its western edge have also been known to unwittingly ravage the park, locals say.
There have been "several forest fires caused by motorists tossing in cigarette butts," said 58-year-old Roger Manet, who lives nearby.
Ivory Coast has lost up to 80 percent of its natural forests in just 50 years due to agriculture, bush fires, illegal forest exploitation and artisanal mining, the International Union for Conservation of Nature says.
Of the three million hectares of forests the country has left, two million have been designated as 14 separate nature reserves, the Ivorian Office for Parks and Reserves (OIPR) says.
Every year a further 300,000 hectares of trees vanish, it says.
The OIPR says it is building the barrier around the western and northern boundaries of Abidjan's forest with government and Japanese funding to help halt the destruction.
"The Banco forest absorbs carbon dioxide and emits essential oxygen for Abidjan's six million inhabitants," the office's head Adama Tondossama said.
"We have erected this concrete fence to avoid this green lung from disappearing due to deforestation."
'Dive into the woods'
Fousseni Coulibaly, a lieutenant colonel in charge of the park, said preserving the reserve also helped regulate rainfall and recharge the underwater reserves feeding the nearby city with drinking water.
Some have said it could also help boost security in an area that borders the country's largest prison. Escapees have been said to find refuge among its trees.
The Banco park's upkeep costs the equivalent of $335,000 a year, says OIPR director Tondossama, essential funding "to preserve it for future generations".
He says he hopes conservation efforts, including the new wall, will push more tourists to explore the nature reserve and its 80 kilometres (50 miles) of cycling paths.
Laurent Pigagnon, a tourist from Mauritius, was already enthusiastic.
It's my "first time visiting a forest so close to a city", he said.
"It's great to be able to take a break from the noisy urban centre, dive into the woods and enjoy some nature."
Issiaka Kamate, an Ivorian also out on a stroll, said preserving the park was essential to maintain healthy living conditions in the economic hub.
"Without it, we'd have so many sick people in Abidjan," he said. | <urn:uuid:8a809947-b433-4937-a659-c14bbb6b6781> | CC-MAIN-2023-40 | https://www.africanews.com/2022/03/27/ivory-coast-walls-up-forest-to-fend-off-encroaching-city/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00046.warc.gz | en | 0.955307 | 778 | 2.875 | 3 |
How well do you know your sharks? Odds are most people only know the sharks that have been portrayed as vicious killers in Hollywood thrillers, such as the mighty great white shark in the 1975 blockbuster hit “JAWS.” But the truth is there are over 400 different types of sharks in our oceans and aquariums all over the world and, despite all the horror stories, sharks do not eat people.
Sharks come in all sizes from the massive whale shark, reaching lengths of 30 feet, to the dwarf lanternfish that’s less than 10 inches. Being able to tell the hammerhead from the nurse shark is quite easy, but others can be difficult. Can you spot the difference between a leopard shark and tiger shark?
How can you tell one from the other?
IT’S ALL IN THE BITE:
Sharks’ teeth are adapted for what they eat. Sharks like the great white and tiger shark have triangular teeth with jagged edges. This keeps hold of larger fish and animals, tear chunks of meat or slice through a turtle’s shell. A sand tiger’s teeth, on the other hand, are long and narrow which make them look frightening, but in fact these types of sharks are not very aggressive. The shape of their teeth is ideal for grabbing a hold of prey. However, the whale shark has very small teeth and it’s not used for biting because they simply filter their food.
Coloration and patterns play an important role in identifying a shark. Their special marks allow them to camouflage perfectly into their environment. Mako sharks, for example, inhabit tropical and offshore water and are normally a bluish color. On the other hand, the nurse shark has a tan pigmentation ideal for hiding on the ocean’s floor. Tiger sharks can be identified by their stripes and leopard sharks for their spots.
LOCATION, LOCATION, LOCATION!
Know the sharks that lurk in the water. Sharks can be found all over the world from the warm waters of the Caribbean to the freezing temperatures of the arctic. The Gulf of Mexico alone houses more than 50 different species of sharks including, on the rare occasions, the great white shark. The bull shark and blacktip shark are quite common off the shores of Galveston while the Caribbean reef shark is obviously in the Caribbean. | <urn:uuid:1064a462-254c-4754-8cde-9720fb5882ed> | CC-MAIN-2016-40 | http://blog.moodygardens.com/tag/mako-shark/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738660467.49/warc/CC-MAIN-20160924173740-00104-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.949163 | 484 | 3.046875 | 3 |
Study finds success with alternative water conditioning systems
In my first article, “Traditional Treatment Methods” (June 2014), I touched on traditional methods of residential water treatment and conditioning such as water softeners, reverse osmosis and ultraviolet systems. As a water treatment professional living in one of the developed world’s worst consumers of water — Canada (amongst other studies that show excessive water use, one conducted by the Organization for Economic Co-operation and Development found that Canada’s water consumption is more than double that of the top 16 participating developed nations) — I felt that my second installment should focus on the alternative and emerging technologies that are making their way into the mainstream due to their comparative energy and cost-efficiency.
For many years, ion exchange water softeners were the only proven method for residential scale protection. In the past decade or so, some new technologies have been introduced.
Homeowners, property managers, chief engineers and facility maintenance personnel all face the same challenges in battling the ill effects of hard water. Protecting a commercial plumbing system from damaging scale buildup can bring considerable expenses, both up front and ongoing, to any commercial property.
Neglecting scale control is never a smart option, because eventually the cost of repairs or replacement will offset the initial savings. For many years, the installation of commercial-grade water softeners was the only proven technology for scale protection.
Water softeners, however, present their own set of challenges. They require electricity to operate, and they take up precious space in already cramped mechanical rooms. They demand, and then waste, hundreds of gallons of water to drain during backwash and regeneration cycles. They require regenerants like salt or potassium chloride to maintain performance. Clean water bears considerable cost coming in, and then also must be paid for as it makes its way into the waste treatment stream.
A Study of Alternatives
Results from a multi-phase, impartial study recently conducted by Arizona State University (ASU) in conjunction with the WateReuse Foundation have shed new light on the controversial subject of alternative water conditioning devices. Using the same source water, heating coils and identical testing rigs (including an untreated control rig), the study tested the effectiveness of four alternative technologies plus traditional ion exchange:
Physical water treatment (PWT) technologies work by changing the physical characteristics of the solution being treated, but with little or no change in the solution’s chemical composition. It is chiefly used to reduce the negative effects of water hardness in plumbing systems, appliances, valves, equipment (boilers, water heaters, dishwashers, automotive and process wash equipment, etc.) and other components that generate or use heated water.
The vast majority of PWT devices work to promote hardness crystallization (mostly CaCO3) in the bulk solution so that it is not available to scale on downstream surfaces. The following are brief overviews of each technology tested.
TAC. TAC is a technology that influences the water solution at localized sites on the media surface such that hardness ions and their counter-ions (bicarbonate) combine to form inert nanometer-size “seed crystals.” Called nucleation, this occurs when dissolved molecules or ions dispersed throughout a solution start to gather to create clusters in the sub-micron size range. When the remaining dissolved ions reach their solubility shift, they attach to the seed crystals and continue harmlessly downstream, eventually to be consumed or end up going to drain.
While closed-loop boiler systems technically do not qualify as TAC applications because there is no flow to drain, systems that incorporate a bottom blow-down with scheduled daily discharges have been successful in controlling scale while reducing or eliminating chemical additives.
TAC media (such as Watts’ OneFlow) is always used in an up-flow design so it is not subject to low-flow channeling or high-flow pressure drops. The pressure drop as measured at peak flow rate is less than 4 psi. Like other resins, the media is subject to water chemistry limitations, such as chlorine, iron, manganese, tannins and pH.
The effective life of the TAC media is three years and is independent of the volume and hardness level of water.
EIP. EIP is a physical water treatment process that uses an electric field to precipitate dissolved scale-forming particles in water. Precipitate forms on an electrode that must be cleaned periodically. The device tested in the ASU study required cleaning after treating 800 gal of water and reduced scale formation by approximately 50%.
MWT. MWT is a physical treatment in which water is subjected to a magnetic field to alter calcium carbonate adhesion properties. Most devices use a series of wires wrapped around a pipe, with a voltage transformer controlling the current through the pipe. By controlling the current, the magnetic field induced by it can be reversed, causing cations to move to the center of the pipe and anions to the wall of the pipe. MWT also achieved an approximate scale reduction of 50%.
CDI. CDI is a commercial electro-chemical water treatment process in which ions in water adsorb to charged electrodes that have a high surface area, effectively removing them from the water stream. Several CDI devices have been developed. They all include a forward-flow adsorption/regeneration process and a periodic backward-flow cleaning and recharging process. Due to its high upfront capital investment and relatively high energy requirement, CDI is currently only viable as a commercial PWT option.
Because the total scale formed in the no-treatment controls was significantly different for each water source tested, the results for each water type were normalized to the no-treatment controls to show the relative reduction in scale formation.
According to the study, “TAC media was originally submitted to DVGW, the German Technical & Scientific Assn. for Water & Gas, whose standard [is] W512, [which] is considered the most rigorous and challenging accredited standard to certify PWT systems for scale reduction efficiency. The media achieved a scale prevention efficiency of more than 99% for both recirculation hot water (1998) and single-pass cold water (2006) protocols. In this most recent study, TAC reduced scale formation by greater than 88%.”
The results speak for themselves—all of the technologies tested have shown a reduction in scale formation in household water heaters to some degree, with some treatment methods pulling ahead of the rest. The emerging field of PWT and alternative methods of water conditioning is an exciting one and definitely worth looking into.
A copy of the ASU report can be found online at www.thescalesolution.com/resources.asp. | <urn:uuid:b7b65607-08f9-4de0-8a03-b46420609c85> | CC-MAIN-2016-36 | http://www.wqpmag.com/alternative-action | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982293615.23/warc/CC-MAIN-20160823195813-00053-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.937333 | 1,372 | 2.671875 | 3 |
The flipside to the hope principle relates to antagonists and is comprised of the following elements: a villain is impeded by a minor obstacle. He overreacts and is doubly punished as a result.
The no-hoper principle complies with the law of inverse significance: comic characters attribute vast importance to trivial things, and treat important things as trivial. When a comic villain is impeded only slightly, he reacts with all the force at his disposal. These characters never doubt that their bomb-to- kill-a-bug technique will succeed, even though, hidden in the bomb cloud, the bug frequently escapes to fight another day.
An example is the comic villain who slips on a freshly mopped floor. Rising to his feet, he notices a sign marked ‘Caution—slippery floor’. Angry, he kicks the sign, loses his balance and falls on his arse again—harder.
At any stage, the villain could stop, think and consider the risks. He could choose to tread carefully over the wet floor, wait for it to dry or avoid it entirely. But he’s a villain. Whether through self-importance, impatience, control- freakdom, anger management issues or any other evildoer shortcoming, the comic villain consistently defies and underestimates obstacles. This mindset is not based upon hope but upon ego. Comic villains cannot see their own deficiencies.
This principle can work in a broader narrative arc. The villainous Sheriff of Rottingham is frustrated when his wooing of Maid Marion is interrupted by Robin Hood. In the real world, the sheriff would get the girl easily. He’s rich, powerful, educated and handsome, while Robin is a penniless vagabond who lives in a tree. However, instead of adopting a more personable demeanour that might attract Marion, the Sheriff overreacts. He tries to slaughter Robin and his Merry Men In Tights. Fool! He not only loses Marion, but his life (Robin Hood: Men In Tights).
Like the hope principle, the no-hoper principle tends to define the story- driving characters. Secondary antagonists tend to act with more moderation. A villain’s sidekick, for example, may advise caution. In Jay Roach and Mike Myers’ Goldmember, Number Two initially advises against Dr Evil’s scheme to produce sharks with lasers attached to their heads. As they are an endangered species he will have to make do with ill-tempered sea bass.
Because secondary antagonists tend to be more even-tempered they often escape the retribution visited upon their masters. Number Two never receives the punishment his master suffers. Perhaps his name is enough.
APPLYING THE NO-HOPER PRINCIPLE
If your villain isn’t working, either in a scene or throughout the story, check them against the no-hoper principle. Your villain might be:
- Too wise. He should be blinded in some way by his ambition.
- Too patient. Though he may have waited calmly for his chance, when he does act he should do so without precision and with overwhelming force. Villains lash out with their eyes wide shut.
Despite this it should be clear that the villain is a credible threat and could with care and planning easily attain his goal. For example, Dr Evil in Austin Powers: International Man of Mystery (by Mike Myers) is a multi-millionaire with weapons of mass-destruction. Comic bad guys are undone as much by their personal flaws and limited world view as by the hapless protagonist. | <urn:uuid:6dedf9ea-5bc5-4bcc-8b30-e894ffd039ae> | CC-MAIN-2021-21 | https://www.cheekymonkeycomedy.com/the-comic-villain-principle/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989749.3/warc/CC-MAIN-20210510204511-20210510234511-00497.warc.gz | en | 0.959681 | 738 | 2.609375 | 3 |
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Basically, having Jonas around has convinced the Giver that change is possible. Jonas has made him think change is possible and has given him an idea as to how to bring it about.
About 3 or 4 pages into Chapter 20, the Giver tells Jonas that he has come to believe that change is possible. He has thought for years that things should change, but it is only since he's worked with Jonas that he has thought it is possible and indeed necessary.
He has gotten this idea by listening to Jonas's ideas about feelings and things like that. They have made him realize the community is really missing something. Then, when Jonas talks about what might happen if he (Jonas) died, the Giver started to think about the possibilities of how losing Jonas would change the community.
After watching his father kill a newborn baby through lethal injection and dump the body down a chute as part of his job as a Nurturer, Jonas is distraught. The Giver announces to Jonas that the two must make a plan, acknowledging that the world has not always been a place in which people are devoid of feelings; there used to be pride, sorrow, love, and pain.
Jonas' ability to share the memories of these feelings with the Giver is what has given him hope that it is possible for things to change. The two talk for a long time and finally reach the conclusion that Jonas must try to escape the community to go Elsewhere, an act which would mean that the residents of the community must "bear the burden themselves," accepting all of the emotional memories that Jonas had been storing for them. The Giver will stay behind to help transition the community into accepting these memories and to prevent them from destroying themselves once they feel the great, communal weight of having those feelings returned to them.
We’ve answered 319,841 questions. We can answer yours, too.Ask a question | <urn:uuid:99707b11-9a70-4865-b475-7eca00e63b18> | CC-MAIN-2017-17 | https://www.enotes.com/homework-help/why-was-giver-now-ready-make-plan-change-213681 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121865.67/warc/CC-MAIN-20170423031201-00446-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.984836 | 395 | 3.1875 | 3 |
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For the water garden or small pond owner, plants, meaning desirable plants can be a very good thing.
They’re natural of course, and along with adding a natural appearance to a pond, they also do a lot of other good things. If you want to ward off algae, certain plants like lilies or hyacinths can be one of your best friends.
Other types of aquatic vegetation are used too, and some of these are even used in aquarium settings. Curly leaf pond weed, Hyrdilla, and even common Duckweed come to mind.
As a responsible pond owner however you should keep in mind that one person’s perfect plant, is another person’s (or community’s) nightmare.
This reminder from the Michigan State University Extension Service provides a good rundown on how to dispose of unwanted plants at seasons end. The one thing you don’t want to do is to “release” them into native waters where they may prove invasive. This goes for aquatic wildlife too.
Currently, around various parts of the country, and in may states, invasive species are causing a lot of problems on ponds, lakes, and streams. The type of plant will vary a bit depending on the location and climate, but nevertheless, the simple truth is most of these problems could be avoided by simply following the Extension’s advice on proper disposal methods and containment.
If one desires to be an environmentally conscious steward of the land, it’s the least we can do as pond owners.
Here’s an additional list from the USDA with more information on invasive aquatic species.
Amazon and the Amazon logo are trademarks of Amazon.com, Inc, or its affiliates. | <urn:uuid:1006eee4-b773-4a83-a591-2f51521cc66b> | CC-MAIN-2022-49 | https://pondalgaesolutions.org/2014/11/13/dont-winterizing-small-pond/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710789.95/warc/CC-MAIN-20221201021257-20221201051257-00169.warc.gz | en | 0.938062 | 367 | 2.53125 | 3 |
Nature uses only the longest threads to weave her patterns, so each small piece of her fabric reveals the organization of the entire tapestry.
Richard Feynman’s metaphor is particularly apt when applied to John Morgan Allman’s marvelous new book, Evolving Brains. Allman, a professor of psychobiology at the California Institute of Technology, gives an account of the origins of the human brain that emphasizes the startling continuity in the development of nervous systems from the fruit fly to us, despite the obvious discontinuities in behavior. He shows how small changes in one part of the fabric of nature, the genetic code, can give rise to far-reaching changes in the behavior of organisms—and how that behavior is represented in neural tissue. Feynman’s metaphor applies in a broader sense as well; Evolving Brains weaves its story about the origin of the human brain (and human nature) with strands of argument running through disciplines from molecular genetics to psychology.
Although Allman covers topics from developmental genetics to evolutionary biology, and tackles some of the most arcane issues in neuroscience, his straightforward prose and engaging style make the ideas come alive for the lay reader. Another delight of Evolving Brains is its illustrations. Like so many books in the Scientific American Library series, this one is lavish with full-color drawings, photographs, and diagrams that illuminate its ideas. Most of the drawings are by Joyce Powzyk, a gifted artist with a deep appreciation of brain structure and animal behavior. Her drawings are superb.
WHY DO BRAINS DIFFER?
Allman poses a deceptively simple question: “Given that organisms share a common ancestry, why is it that they differ so greatly in their capacities to sense, remember, and respond to the world around them?” The answer, he argues, “depends crucially on understanding how brains have evolved.” He then offers a basic introduction to the brain and neurons but, happily, not through your obligatory “How Neurons Work” section. Instead, he explores fundamental questions about why organisms might need a brain and why neurons are needed to control the flow of information within the bodies of multicellular animals.
These are not questions always addressed by other authors, who prefer to plod on with yet another explanation of action potentials.
Chapter 2 is a lucid account of how similarities and differences in animal brains, at both the level of gross anatomy and synaptic transmission, reflect similarities and differences in ecology and lifestyle. Take the example of the raccoon and its close relative the coatimundi. Both have highly developed areas in their cortex for somatosensory awareness, reflecting their use of tactile information to probe the environment in search of food. But, as Allman points out, there are clear differences between them in how different body parts are represented in the somatosensory cortex. The raccoon, who relies on the fine sensitivity of its forepaws to detect crayfish and other prey, has an enormous representation of its forepaws in its somatosensory cortex. The coatimundi, who uses its sensitive snout to find food, has a huge representation of that part of its anatomy in its somatosensory cortex.
It is chapter 3, however, that sets Evolving Brains apart from conventional texts on brain evolution. Here Allman offers a primer on modern ideas of genetics, showing how gene duplication can regulate the production of brain segments and mediate the emergence of new brain structures. He introduces the idea of primordial homeotic genes (from the Greek homoios, “like”) that control the development of animals ranging from sea urchins to human beings. Homeotic genes have been duplicated many times during evolution and now control development of different segments of the body and brain. This brief chapter is packed with provocative, exciting ideas that will be new to many behavioral neuroscientists as well as to lay readers.
One of these ideas, to which Allman refers throughout the book, is that development of the brain is tightly coupled with development of the gut, and that this has been so for more than half a billion years (perhaps because of the brain’s pivotal role in controlling what gets into the gut). All-man reminds us that genes controlling development of the brain and gut in fruit flies have mammalian counterparts, expressed in development of the forebrain and in ectodermal tissues that become organs such as the liver, lungs, and intestines.
A WALK THROUGH EVOLUTION
In chapters 4 through 6, Allman takes us through evolution of brains from simple, early animals to modern primates. He moves easily from details of neural connectivity to speculation about the ecological scenarios that might have shaped the structure and function of the brain in different creatures. Along the way, he explores some controversial ideas put forward to account for differences between the brains of different groups of animals. Two of these are Jack Pettigrew’s “flying primate” hypothesis (which Allman abruptly brings down to earth) and Caleb Finch’s notion of “programmed senescence” (for which Allman provides supporting arguments).
Allman also analyzes the costs and benefits of new adaptations to explain some paradoxes in the evolution of coping strategies. For example, the emergence of temperature regulation, or homeostasis, in early mammals came with a cost. Although they became independent of the temperature of their immediate environment, early warm-blooded mammals probably did not live as long as their cold-blooded ancestors. Their short life span, Allman suggests, “was probably related to the very high energy costs of temperature homeostasis in a small animal.” With its large body surface relative to its body size, the small mammal would have a hard time keeping its body temperature up. It would have to eat more to generate enough energy to offset heat loss. Thus early mammals “were at great risk of starvation, which was the price of being able to function independently of variations in environmental temperature.” As we learn later in the book, however, humans escaped this “painful trade-off” between warm blood and long life by developing large brains able to exploit far more options in their environment.
Allman also revisits the emergence of binocular vision in primates: why our eyes and the eyes of our monkey relatives face forward rather than to the side, as in animals such as squirrels, deer, and horses. Again he points out the costs and benefits. Front-facing eyes may have given our primate ancestors big advantages in detecting prey and grasping fine branches in the treetops, but severely limited their ability to detect predators approaching from the side or the rear. (One solution may have been to form social groups, so we could watch each other’s backs.)
Many of Allman’s examples are drawn from work on the visual system, reflecting his own important research. He is known for studies of primates that charted areas lying beyond the primary visual cortex and for electrophysiological work on the visual properties of neurons. Most recently he has shown how high-order cortical areas handle information about the size of objects over different viewing distances, a prerequisite for “object constancy”(or experiencing the same object at different viewing distances as equivalent). With Jon Kaas, he has theorized how differences in the layout of the brain’s visual areas may be governed by the need to minimize “wire” length in the nervous system.
SMALL CHANGES, BIG EFFECTS
Time and time again in Evolving Brains, Allman shows how small changes in structure can have big effects on the performance of brains and the behavior they control. A case in point is the octopus. As Allman points out, the octopus is a pretty “brainy” mollusk, one with a ratio of brain to body size on a par with that of some mammals. The big brain and elaborate eye of the octopus, along with its efficient motor and respiratory system, no doubt emerged because its ancestors were predators who had to detect, pursue, and capture fast-moving prey. But although the first cephalopods, the group to which the octopus belongs, appear in the fossil record of the late Cambrian Period, some 500 million years ago, their brains and nervous systems have never evolved as have those of vertebrates. Why?
Allman suggests two critical differences between cephalopods and jawed vertebrates that enabled vertebrates to pull ahead and, at the same time, limited the cephalopod brain. First, the cephalopods never developed an insulating material like myelin, which enables axons in the vertebrate nervous system to conduct information rapidly from one part of the body to another. Without insulation, the only way for the cephalopod to improve its rate of conduction was to have larger axons—a serious constraint, since much space and energy would have to be devoted to them. The large size of the cephalopod axons may have enabled scientists like A. L. Hodgkin and Andrew Huxley to discover the action potential, but in nature these huge cables were no match for the smaller, myelin-insulated axons of the jawed fishes.
Second, the green blood of the cephalopod, which uses a copper-based protein, hemocyanin, to transport oxygen, is no match for the red blood of the vertebrate, which uses iron-based hemoglobin. Hemocyanin can transport only one quarter of the oxygen that can be transported by hemoglobin. Gram for gram, red-blooded vertebrates simply have more oxygen available to support their activity; they can do far more with far less than can the cephalopod.
DO BIG BRAINS MAKE LONG LIVES?
Allman saves his most provocative ideas for his final chapter. (One senses that this may have been the chapter he most enjoyed writing.) Here he explores the big question: Why do humans have such large brains compared to other primates? In answering it, he probes the relationship between big brains and longevity, and thus, by implication, the relationship between big brains and life experiences. Much of the work he reports is his own. His inspiration to delve into this question apparently was a picture on the cover of Science in 1982, showing Bobo, a capuchin monkey, thought at the time to be the oldest living monkey in captivity.
Bobo, who eventually died at age 54, was certainly an old monkey, but All-man soon discovered from conversations with his primatologist colleagues that such longevity was not unusual even in wild capuchins. He knew, too, that capuchins are intelligent, highly social animals whose brains relative to their body size are actually bigger than those of the larger macaque monkeys, whose lives are significantly shorter. Could there be a relationship between brain size and longevity?
To find out, Allman and his colleagues spent years poring over life-span records of primates in zoos around the world. The hard work paid off. They demonstrated a surprisingly strong relationship between the two variables: the longer a species lived, the bigger its brain. (In telling this story, Allman emphasizes that we must look at relative longevity and relative brain size, since almost all smaller species live shorter lives than larger species.) Allman then uses the relationship between longevity and brain size to discuss how variables—including diet, longevity, the size of the birth canal, social structure, parenting, and gender— can influence brain size and organization.
Many of Allman’s ideas seem consistent with those of Owen Lovejoy, a paleoanthropologist who argues that a range of selection variables, from bipedalism to romantic love, reinforced one another in shaping our evolution. This multiple bootstrapping by forces of natural selection eventually led to emergence of the human way of life and our ascendance as the ruling species on the planet. But Allman adds another factor to the mix, one that many will find surprising. He suggests that when early humans first encountered wolves 140,000 years ago, after leaving Africa, they formed a bond that gave both species an enormous advantage over other predators, including other early human species
Wolves, like humans, live in extended families where both males and females care for the young. Both species are held together in groups by strong social bonds maintained through communal vocalizations and elaborate social rituals. Wolves and early humans were both highly successful predators who used intelligence and cooperative hunting to bring down prey much larger than themselves. Allman suggests that this common heritage of social bonding in humans and wolves permitted domestication. Wolf pups could bond with humans. Their social intelligence enabled them to become part of the extended family of the early human nomads. Individuals in both species benefited from this arrangement. Indeed, Allman points out, so successful was this partnership that it may have been responsible for eventual displacement, by the ancestors of modern humans that emerged from Africa, not only of the relic populations of Homo erectus living in the rain forests of southeast Asia but also of the ancestors of Neanderthals living in the colder climes of Europe and western Asia.
But there is a price to pay for domestication. Dogs have brains about two-thirds the size of wolf brains, even when adjusted for body size—perhaps in part because domestic dogs, living with caretaking humans, are buffered against the vicissitudes of natural selection. In the last paragraph of Evolving Brains, Allman adds that the human brain, too, is smaller than it was some 35,000 years ago. He wonders if the change from a nomadic to an agrarian existence buffered us, too, against forces of natural selection. This is all quite speculative, of course, as Allman readily acknowledges, but it is a fitting tale with which to end the book, weaving the disciplines of comparative neuroanatomy, development, and evolutionary biology into a wonderful synthesis.
THROUGH ANTHROPOLOGY TO THE BRAIN
This synthesis sets Evolving Brains apart from other books on evolution of the brain. Earlier books concentrated on the details of comparative neuroanatomy—giving short shrift to evolutionary biology and behavior—or speculated wildly on the behavior of our primate ancestors without relating these behavior patterns to functional organization of our brains today. In other words, we have had to choose between dry-as-dust anatomy texts and “just so” stories.
The absence of any sensible discussion of evolution in many earlier texts is perhaps not that surprising. Neuroscience, particularly “systems” neuroscience, has tended to ignore evolutionary biology. In this respect, neuroscience is not so different from classical physiology (one of its founding disciplines, after all), which historically grew out of medicine, not biology. Unlike the biological sciences, physiology did not look to natural selection to explain its disparate observations; its approach—a highly successful one—was determinedly mechanistic. Physiologists made great progress in understanding the complexities of human physiology but spent little time pondering the origins of those complexities. This became the legacy of most systems-level neuroscientists, who constructed their theories without much thought about the origins of the brain through natural selection.
The difference is that John Morgan Allman came to neuroscience not via physiology or psychology (two popular routes) but through physical anthropology, where natural selection is a unifying principle. Thus, when Allman went off to a physiology laboratory to pursue his interests in brain evolution, he had an appreciation of the explanatory power of natural selection—and a mind open to new developments in genetics and evolutionary biology. This is evident not only in his distinguished career in neuroscience but also in Evolving Brains.
The reader will have gathered that I am enthusiastic about this book. Allman has written an account of brain evolution that is both scholarly and accessible to lay readers. Evolving Brains has set a high bar for those to come whose topic is the origins of that most remarkable of organs.
From Evolving Brains by John Morgan Allman. © 1999 by W. H. Freeman and Company. Used with permission.
Building on the Past
In 1971, when we contemplated the emerging evidence that there were many cortical maps, Jon Kaas and I suggested that evolution of cortical areas proceeded by replication of pre-existing areas. We were inspired by the paleontologist William King Gregory, who in 1935 suggested that a major mechanism in evolution has been the replication of body parts due to genetic mutation in a single generation that was then followed in subsequent generations by the gradual divergence of structure and functions of the duplicated parts.
Why are separate cortical areas maintained in evolution? One reason for the retention of older mechanisms occurred to me during a visit to an electrical power-generation plant belonging to a public utility. The plant had been in operation for many decades, and I noticed that there were numerous systems for controlling the generators. There was an array of pneumatic controls, an intricate maze of tiny tubes that opened and closed various valves; there was a system of controls based on vacuum tube technology; and there were several generations of computer-based control systems. All these systems were being used to control processes at the plant. When I asked why the older control systems were still in use, I was told that the demand for the continuous generation of power was too great to allow the plant to be shut down for the complete renovation that would be required to shift to the most up-to-date computer-based control system, and thus there had been a progressive overlay of control technologies, the pneumatic, vacuum tube, and computer systems integrated into one functional system for the generation of electrical power.
I realized that the brain has evolved in the same manner as the control systems in this power plant. The brain, like the power plant, can never be shut down and fundamentally reconfigured, even between generations. All the old control systems must remain in place, and new ones with additional capacities are added on and integrated in such a way as to enhance survival. In biological evolution, genetic mutations produce new cortical areas that are like new control systems in the power plant, while the old areas continue to perform their basic functions necessary for the survival of the animal just as the older control systems continue to sustain some of the basic functions of the power plant. | <urn:uuid:2383bd1c-5ef8-4b3a-b599-fb4be6859f86> | CC-MAIN-2015-40 | http://dana.org/Cerebrum/1999/New_Brains_from_Old_Genes/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443738009849.87/warc/CC-MAIN-20151001222009-00052-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.954423 | 3,871 | 3.015625 | 3 |
VI. Queen-Bishop Battery, Bishop-Queen Battery, pawn-Bishop Battery, and
There is a special lineup of two pieces – the Bishop & a Queen – which is usually a very powerful combination to have during the playing of a game. That is when a player’s Queen and either of his or her Bishops are aligned on the same diagonal line, creating a battery. There are two types:
- Bishop forward & Queen to the rear along the diagonal (Queen-Bishop Battery).
- Queen forward & Bishop to the rear along the diagonal (Bishop-Queen Battery).
Depending on the “positional” structure of the game, either may present significant challenges to the opposing player. Generally, the Queen-Bishop battery will be more effective and powerful for controlling the squares along the diagonal and to provide offensive and defense for control of the center of the board. The Bishop-Queen battery can be more effective for threatening or accomplishing a checkmate of the opposing King along the diagonal in the corner of the board if the King is castled. The Queen-Bishop battery often also is used to threaten a capture of the opposing player’s pawn on his or her second rank in the Kingside wing (h file) against a King castled to the Kingside with a resulting check on the castled King to open the wing file for an attack toward checkmating the castled King in the Kingside corner of the board.
As with any move or position, a battery may have negative consequences as well. One example dueling Queen-Bishop Batteries but one player has his or her battery with no other piece or pawn protecting the Bishop, and the opposing player has a battery but also has adequately protected the Bishop with one or more of his or her other pieces or pawns, thereby posing an immediate direct attack and threat of free capture on the opposing player’s Bishop with a follow-up threat of capturing the Queen.
Two other batteries are the Bishop & pawn Battery (Bishop to rear, pawn forward on the diagonal) and pawn-Bishop battery (pawn to the rear; Bishop forward on the diagonal). Bishop batteries may be accompanied by or coupled more powerfully with a fork, fork check, check or double check, or the threat of an ensuing fork, fork check, check, double check, or checkmate on the next move. | <urn:uuid:40aabce7-8fd9-483c-97c8-f94b5f712f09> | CC-MAIN-2020-50 | https://markalowery.net/Chess/Bishop/Bishop4.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141181482.18/warc/CC-MAIN-20201125071137-20201125101137-00433.warc.gz | en | 0.961904 | 493 | 2.90625 | 3 |
Professional careers in child psychology are all but nonexistent for those who only have undergraduate degrees. However, a bachelor’s degree provides the foundation for future advanced coursework and employment. The most important thing is to find a program that provides courses in child psychology, counseling and development, according to the American Psychological Association. Master’s degrees in child psychology typically require two to three years of full-time study. A master of science is better suited to those who plan to work in research. Doctoral programs in clinical child psychology may take up to five years to complete. Regardless of the type of psychologist, all states require these professionals be licensed in order to practice.
Child specialists provide services to pediatric patients and their families in order to support coping and adaptation to problems. They often work in health care environments such as inpatient pediatric clinics. Child specialists need to work independently and function as a contributing member of health care teams. They provide a healing, comfortable and child friendly environment. They provide education about interventional techniques for children and their families. They use their assessment skills to develop therapeutic care plans, communicate these to the team and follow up with patients on their progress. Most child specialists have a master’s degree in pediatric nursing, therapeutic recreation and child psychology or development. They must successfully complete internships under the direct supervision of a licensed psychologist. They may also be required to sit for national certification exams.
Autism Care Specialist
Autism care specialists are educators, psychologists and speech language pathologists. Their rewarding work involves helping children diagnosed with autism reach their full potential and maintain basic functionality. They work with behavior therapists and special education experts to help families and their children with autism learn, explore, socialize and grow. Most of their work consists of structured one-on-one interaction and instruction with children with autism spectrum. They work with their clients in their homes, at schools, in community settings and clinic centers. They provide observational data on the learning and developmental progress of their clients using technology solutions. They are supervised by credentialed professionals, such as Board Certified Behavior Analyst (BCBA). They need to be prepared to work in a collaborative environment that is flexible, client-based and research-driven.
Academic researcher’s responsibilities include administering neuropsychological, eye movement and other tests. They are also tasked with scoring cognitive and sensorimotor test data. Afterwards, they input data entry, conduct analyses and generate reports. They participate in lab meetings that focus on reviewing data and interpreting findings. They often work directly with clinical populations conducting psychological and neuropsychological testing. Most academic researchers go on to pursue clinical psychology programs, doctoral training in medical schools and cognitive neuroscience programs. Laboratory administration involves coordinating with research participants, traveling to sites and meeting with program managers to facilitate study objectives. They are responsible for the recruitment and scheduling of research participants. They work with research personnel for purchasing, upgrading and maintaining lab equipment. They disseminate clinical reports regarding neuropsychological, eye movement, sensorimotor and functional tests to relevant partners and organizations.
Finally, early intervention specialists complete the initial intake, screening, eligibility determination and scheduling for clients. They work at schools to conduct tests, support clients and implement action plans. Other careers in child psychology include clinical therapist and special needs learning center directors. | <urn:uuid:b7e223c9-a2d3-49f9-abce-8fd064b8ea89> | CC-MAIN-2020-16 | https://www.bestmastersinpsychology.com/faq/what-careers-are-in-child-psychology/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00118.warc.gz | en | 0.953056 | 665 | 2.890625 | 3 |
The Government of Saskatchewan and its partners monitor for crop pests, including insects, diseases and weeds because:
- Crop pests hurt the bottom line of growers.
- Pest monitoring programs provide valuable information and are used to create forecast maps, guide research decisions, detect and track new or emerging pests, and support management decisions.
We need your help to build a robust pest-monitoring system.
- Please sign up to allow us access to your land to continue this valuable work and continue to provide you with valuable and timely information on these pests.
- Your help is much appreciated by us and the entire growing community in Saskatchewan.
- To participate, sign up via our online form. It will only take a minute or two.
Why we monitor for crop pests
Insects, diseases and weeds can hurt yields and quality. To understand the risks and potential damage associated with these pests, the Ministry of Agriculture and its partners monitor the presence, abundance and impact of important crop pests in Saskatchewan. The ministry also employs the assistance of contractors and volunteers to conduct this work.
We use this information to build forecast maps and make recommendations for control. This information is freely available and can be used by growers to make informed seed purchase and pest management decisions. Pest surveys also enable early detection of pest issues. Several of our most important pests of field crops in Saskatchewan are invasive. This means that the locations where these organisms are found can expand quickly. Monitoring the spread of invasive pests is extremely valuable; this information allows producers and industry to be proactive and potentially prevent spread and exert control where and when it's needed. This network also keeps an eye out for new and emerging pests.
Information gathered during pest surveys is also used in many other ways, such as providing information to support pest-related trade discussions. The data is archived and used as a reference to see historical trends that can be used to guide research initiatives or identify changes in pest pressure. Pest-related research is also supported through pest surveys via the collection of samples used by researchers in studies.
Pests we monitor for
Saskatchewan has a robust pest monitoring network that allows us to effectively monitor pest levels and damage in crops across the province.
The following diseases are assessed:
- Fusarium head blight
- Flax diseases
- Cereal leaf diseases
- Chocolate spot of faba bean
- Lentil diseases
- Field pea diseases
- Ascochyta blight in chickpea
- Soybean diseases
- Canola diseases including blackleg and clubroot
- Blossom blight of caraway and coriander
Monitoring programs include the following important insect pests:
- Cabbage seedpod weevil
- Pea leaf weevil
- Wheat midge
- Bertha armyworm
- Diamondback moth
- Aster leafhopper
- Lygus bug
- Swede midge
- Spotted wing Drosophila.
Weed monitoring programs include assessing changes in abundance, frequency and herbicide-resistance status of all weed species.
Agencies that monitor for pests in Saskatchewan
The Ministry of Agriculture collaborates with many partners to make pest monitoring in Saskatchewan possible. These partners include Saskatchewan Crop Insurance Corporation, Agriculture and Agri-Food Canada, the University of Saskatchewan, grower groups, the Saskatchewan Association of Rural Municipalities, and contractors and volunteers. All partners are experienced with pest identification and follow strict biosecurity protocols to prevent the introduction of crop pests when working in producers' fields.
All producer identification, land location and contact information is only used for the purpose of contacting producers and is kept confidential. It is not shared outside of the network.
How you can get involved
The Ministry of Agriculture is adopting a permission-based survey system. This means that we need the help of growers to get this important work done. We are requesting that you sign up to allow us access to your land so that we can conduct this monitoring.
Please fill in your name, email, the best phone number to reach you during the day and your rural municipality via our online form. | <urn:uuid:20feb851-9c66-4af1-bd45-b1eb9120aafb> | CC-MAIN-2020-34 | https://www.saskatchewan.ca/business/agriculture-natural-resources-and-industry/agribusiness-farmers-and-ranchers/programs-and-services/crops-programs/pest-monitoring | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738735.44/warc/CC-MAIN-20200811055449-20200811085449-00411.warc.gz | en | 0.916157 | 838 | 3.171875 | 3 |
Summer is the time when a large part of our skin is exposed to environmental contact while the sun remains more piercing than other seasons. That’s why a bit extra precaution is obligatory for good summer skin care so that its beauty remains intact.
Neglecting skin care can result in some skin problems like tanning, fine lines, large pores, dark complexion, etc. Major issues during summer season with the skin are recorded as:
• Fine lines
During summers, the fine line can occur on the skin due to less intake of water and a condition of dehydration.
• Burn spots
This is the most frustrating and irritating thing which happens in summer. It occurs because of over exposure to the sun rays during summer time. Some black and brown spots are visible on the skin.
• Leathery orange-peel-textured skin
This is caused due to inflammation and dehydration. The tanning effects can make the skin rough and dry.
• Chronic redness
This is a skin problem again caused due to inflammation and dehydration. Sometimes your skin swells due to intensive UV rays, and the lack of proper summer skin care makes the condition serious.
Mark some summer beauty tips:
Try some tips for a healthy skin that work wonders irrespective of the climate condition.
• Use self-tanner
Using self–tanning moisturizers will keep your skin smooth and shiny; it will help to protect skin from the ultraviolet rays. UV rays not only burn your skin, but also cause premature aging, which, later on, can cause skin cancer. Therefore, summer skin care is essential before going out into the sun.
• Spread on sunscreen
Sunscreen can protect your skin from the sun’s UV rays. Many dermatologists prescribe to use a sunscreen with SPF 30 compared to SPF 15 because it will protect our skin by 97% as compared to 93% of by SPF 15. Reapply the sunscreen every two hours, especially after heavy sweating and swimming.
• Lips also need care:
Don’t let your lips go dry and never forget to use SPF agent even if you are applying a lipstick. The dry lips indicate the lack of water in the body and you may feel the need to hydrate yourself more frequently.
• Call up hair care:
Use SPF containing sprays after washing your head, it will protect your head from the heat of the sun. Also, never over wash your hair, otherwise, it can remove the oil which is naturally present in your hair and protect it from damage.
• Exfoliate your body
Exfoliation helps to remove the dull and dry skin from your body and makes it fresh and smooth. For beautiful and smooth skin, rub exfoliator in circular movements on your entire body from top to toe and rinse clean. This practice is considered one of the effective summer beauty tips.
• Proper Moisturizing
During the summer season, elbows, feet and ankles become very dry and they need extra care in the form of Vitamin E. Avocado oil is rich in vitamin E and it’s very helpful in moisturizing and nourishing your skin perfectly.
• Be gentle to your face
Always use a good sunscreen or a lotion on your face before going outside. You do not need to rub your face very hard as skin is already very soft in summer and any hard chemical could bring redness to your face.
• Try herbal makeup products
The herbal beauty products are found to be ideal for taking care of your skin in summer. The natural ingredients work gently on your skin and they don’t leave any side effects as well. A summer skin care product made of herbal items is always recommended by the experts.
• Be careful about your dietary habit
Consider including foods rich in vitamins, minerals, antioxidants and proteins like fresh fruits, vegetable, fish, eggs, etc. in your diet for a fresh and supple skin. It helps you prevent wrinkles and dullness of skin.
• Drink plenty of water
Intake of plenty of water in summers is must as about 8 glasses of water during the day are good for the skin.
• Can try some red wine
In summer, red wine is helpful in healing the dull skin and it’s limited consumption can reduce redness and sunburn spots on the skin. It works as an anti-inflammatory and antioxidant agent which is essential for better summer skin care.
• Intake of melon
Watermelon is rich in antioxidant properties and it also gives proper hydration to the skin, which is helpful in achieving a radiant complexion.
• Fight for acne
During the summer season, acne emerges as a common skin problem. Dermatologists take the antibacterial cleansing bar as one of the effective tips for healthy skin.
When it comes to maintaining the natural beauty of skin, summer makes the task more arduous. You may have to try a number of summer skin care products from moisturizer, antioxidant to exfoliator. Don’t try to labor very hard, and if you can adjust your lifestyle, then summer becomes as normal as any other seasons, and your skin will enjoy this hot and humid condition too. | <urn:uuid:dd0ff938-d3d0-4ccb-8010-50e762eb6d60> | CC-MAIN-2021-49 | https://www.reliablerxpharmacy.com/blog/tips-skin-care-summers/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00177.warc.gz | en | 0.937645 | 1,064 | 2.71875 | 3 |
Circling the Square: Avant-garde Porcelain from Revolutionary Russia Circling the Square: Avant-garde Porcelain from Revolutionary Russia is an exhibition celebrating an extraordinary period in the history of 20th century art and design. It will present, for the first
from which rays emanate), and Natan Altman’s famous red and green plate ‘Land to the Workers’, of 1919. The prestigious job of decorating St Petersburg’s Palace Square to celebrate the first anniversary of the October Revolution fell to Altman and his watercolour design for this scheme, which inspired the plate, will also be shown. The significance of porcelain in terms of our understanding of popular street art cannot be overestimated; for although the objects themselves very quickly became elite objects – not for domestic consumption or for use by the masses – the iconography and decoration serves as a lasting testament to much of the temporary art put up at the time to celebrate major revolutionary festivals.
Notes to Editors
Lomonosov Porcelain Factory and Museum
The St Petersburg Porcelain Factory was founded by Empress Elizabeth in 1744 on the banks of the river Neva on the outskirts of St Petersburg. During the reign of Catherine the Great the factory was styled the Imperial Porcelain Factory and production, until the Revolution of 1917, was exclusively for the Imperial court. The quality of its products equalled those of European porcelain manufacturers and during the 19th century it was well represented at international exhibitions. In 1844, to mark its centenary, Tsar Nicholas I ordered the creation of a museum to house pieces from the factory and serve as a teaching collection for the factory’s craftsmen and artists. The museum was based on the existing collection of models, supplemented by some of the finest works from the storerooms of the Winter Palace and other royal residences. It was open daily, apart from weekends and holidays, and entrance was free to all. The museum contained examples from other celebrated European factories as well as Chinese and Japanese ceramics. As production at the factory grew, so did the museum, and by the end of the 19th century one copy of all new designs went to the museum, a practice that has continued into the 21st century.
Following the February Revolution of 1917 and the Bolshevik Revolution of October 1917 the factory was nationalised and renamed the State Porcelain Factory. Surviving blanks from the Imperial Porcelain Factory were decorated with the new revolutionary designs. In 1925 it was re-named the Lomonosov Porcelain Factory in honour of Russia’s first great scientist Mikhail Vasilevich Lomonosov, who was also an admired poet and the founder of Russia’s Academy of Science. The museum’s collection moved several times during the 20th century, eventually finding a home in the factory’s administrative building in 1975.
The factory was privatised in 1993 and in 2001 its prestigious historical collection was transferred to the care of The State Hermitage Museum, of which it now forms the department known as the Porcelain Museum. Today, Mrs Galina Tsvetkova, Chairman of the Board of the Lomonosov Porcelain Factory, owns 75.61% of the factory with minority shareholders holding the remainder. The collection, which is still physically housed on the site of the Lomonosov Factory, is open to visitors. | <urn:uuid:71f0b80b-c01d-4089-a12e-cb91aad0f67f> | CC-MAIN-2016-30 | http://news-antique.com/?id=199000&pg=3&keys=Revolutionary-Russia-Porcelain | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257824995.51/warc/CC-MAIN-20160723071024-00142-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.968172 | 702 | 2.796875 | 3 |
A Concise History of the United States of America
Born out of violence and the aspirations of its early settlers, the United States of America has become one of the world's most powerful nations, even as its past continues to inform its present and to mould its very identity as a nation. The search for nationhood and the ambiguities upon which the nation was founded are at the root of this intelligent and forthright book. Taking a broadly chronological approach, it begins in colonial America as the first Europeans arrived, lured by the promise of financial profit, driven by religious piety, and accompanied by the diseases which would ravage and consume the native populations. It explores the tensions inherent in a country built on slave labor in the name of liberty, one forced to assert its unity and reassess its ideals in the face of secession and civil war, and one that struggled to establish moral supremacy, military security, and economic stability during the financial crises and global conflicts of the twentieth century. Woven through this richly crafted study of America's shifting social and political landscapes are the multiple voices of the nation's history: slaves and slave owners, revolutionaries and reformers, soldiers and statesmen, immigrants and refugees. It is their voices, together with those of today's multicultural America, that define the United States at the dawn of a new century.
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Abraham Lincoln African Americans Algonquian Amer American nationalism army asserted battle became Boston Britain British certainly challenge Chesapeake civil rights Cold War colonies colonists Confederacy Confederate conflict Congress Prints Constitution context course cultural decade Declaration defined Democratic Dorothea Lange economic England English equal established Europe European fear federal fight FIGURE film finally financial first forces freedom ican idea identified Image courtesy immigrants indigenous individual influence Jefferson John John Murray Forbes labor land later least liberty Library of Congress Lincoln man’s Manifest Destiny Massachusetts military moral nation’s native nineteenth century North office percent perspective Photographs Division political population president Prints and Photographs Puritan race racial religious Republican Revolution Roosevelt settlement settlers slave slavery social society sought South Carolina southern Spanish specifically Thomas Thomas Hariot Thomas Nast threat tion tobacco troops Union United Vietnam Virginia Company Washington William women World World War II York | <urn:uuid:71e552d5-ee94-442c-abcb-263c9675ba17> | CC-MAIN-2018-51 | https://books.google.com.au/books?id=01dX1W4xvS0C | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00223.warc.gz | en | 0.913824 | 508 | 3.28125 | 3 |
Types of Trust and Its Effect on Taxes!
The one issue that is faced by everyone when it comes to trusts is access to capital as well as income. It usually depends a lot on the category of trusts that are been used, as a beneficiary might have rights to capital that one isn’t aware of. Trusts are right to income and capital that are completed at the discretion of the trustee. This explains how a beneficiary of a trust cannot demand the income amount. Well, there are different types of trusts that are as follows…
- Fixed Trusts: The trusts where trustee have access to trust assets for the sake of beneficiaries’ benefit in the certain specified amount. Such cases where the trustee doesn’t have to process through a caution as beneficiaries are genuinely entitled to their fixed share of the income of the trust.
- Testamentary Trusts: What the name implies, such trust only take effect on the death of the testator. Usually, the terms are documented in the testator’s will and are established where the testator wishes to bestow their children who have yet to reach adulthood.
- Unit Trusts: Such types of trusts are somewhat another kind of fixed trusts as beneficiaries’ interests are recognized by holding units. The beneficiaries are considered as unit holders. It is common for property, joint ventures, and the investment trusts to be carved as unit trusts. The beneficiary is eligible to transfer their interest in the name of trust by sending their units to the buyer.
- Bare Trusts: It is quite easy to understand as there is a single trustee, who is legally a competent beneficiary and has to deal with no such obligations. He or she is known as the bare trust. The best example for a bare trust is a nominee shareholding.
- Hybrid Trusts: Such type of trust can have both fixed characteristically as well as discretionary. This fixed entitlement to income is dealt with through the trustee’s power ‘special units’.
To know more stay connected with Joe Madrajat blogs and you will get to know more and more via our informative content. | <urn:uuid:2ad0845c-a8e4-4ea1-9fe3-107a6f8d77fc> | CC-MAIN-2020-10 | https://joemadrajat.net/types-of-trust-and-its-effect-on-taxes/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145708.59/warc/CC-MAIN-20200222150029-20200222180029-00504.warc.gz | en | 0.975221 | 432 | 2.625 | 3 |
This puffy newspaper tree craft is simple, fun and absolutely gorgeous! The best part is you probably already have all of the materials you need right on hand. Win-win!
One of my favorite ways to celebrate Earth Day is to spend the week making crafts from recyclable materials like newspaper and cardboard that we have on hand at home. With a little bit of creativity it’s amazing what you can make with these simple materials.
How to Make a Puffy Newspaper Tree Craft
Painted newspaper creates such a fun texture for making crafts! If you’ve never tried, this tree craft is the perfect opportunity. Stuffing the tree top with newspaper gives this craft an amazing 3D effect that kids will love!
Read our simple step-by-step instructions below for how to make your own puffy newspaper tree for Earth Day.
Supplies needed to make this Newspaper Tree Craft:
This post contains affiliate links to the products mentioned. Read our disclosure policy for more information.
Instructions for making this Earth Day Craft
1. Start by painting a page of newspaper with your liquid watercolors. We used a green and blue-green color. The newspaper will be saturated but no worries, after it dries overnight it will dry out and even feel a little thicker. Note: This can be a bit messy so make sure to use a plastic tablecloth or something similar to cover your table.
2. When your newspaper is dry, fold it in half. Draw the shape of a treetop onto one side with your green marker. Then, with the newspaper still folded, cut it out. This makes it so you get two (mostly) identical shapes.
See Also: Ultimate List of Newspaper Crafts
3. Use a stapler to staple your two pieces together around the edge of the tree but leave an opening at the bottom of the tree for the tree trunk and to stuff your tree.
4. Cut up pieces of newspaper, crinkle them up a little and stuff them into the open slot of your treetop to make it puffy.
5. Cut a tree trunk out of your cardboard and use your brown marker to draw lines and knots. Insert it up inside the treetop, then close up the rest of your tree with staples. Make sure to get a couple staples into your tree trunk so it doesn’t slide out.
Here are some books you might enjoy for Earth Day:
You might also enjoy these crafts: | <urn:uuid:6cbf1f2b-33b0-461d-85d2-e8e05c908d04> | CC-MAIN-2022-49 | https://iheartcraftythings.com/puffy-newspaper-tree-craft-for-earth-day.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711045.18/warc/CC-MAIN-20221205200634-20221205230634-00226.warc.gz | en | 0.938948 | 510 | 2.90625 | 3 |
the person (人) is waiting (朩) to drink a grass (艹)
This tea is good, what's in it?
Ten small grass people.
It takes ten small people, as if bent down, to pick up the tea flowers that grow as grass.
tea is something for everyone: small people and people of rank
an (Eng)lish person (d)(rank) some tea made of (grass) in Korea.
- think 朩 is kwukyel/ hanja? tea in korean is also 'cha'
for cao: sows eat grass
You need to log in to write a story for 茶
Definitions for 茶 pronounced as chá
- tea plant
- milk tea
- to have tea and refreshments
- to have dimsum lunch (Cantonese) | <urn:uuid:18305719-59b6-45fd-9acf-e94dc13dd6eb> | CC-MAIN-2023-06 | https://characterpop.com/characters/%E8%8C%B6 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500251.38/warc/CC-MAIN-20230205094841-20230205124841-00416.warc.gz | en | 0.952714 | 272 | 2.71875 | 3 |
Cold, dry, arctic air was already in place, but temperatures were still in the mid-upper 30s when the moisture arrived.
As the moisture moved in, when the first flakes fell from the cloud and into the dry air, they evaporated. But as water evaporates, it takes heat energy from the air to do so, thus making the air colder.
As the process repeated, the air became colder and the temperature dropped low enough to make it snow near the surface. Closer to Seattle, the air wasn't as dry, so the temperature didn't drop as far when the rain moved in, keeping it as rain.
You can keep an eye on this yourself. If you see low dew points (the temperature at which the air saturates) around 27 or under, it can be a sign it could snow, even if the temperature to start is over freezing, as the temperature will tend to cool toward the dew point.
Precipitation intensity can also affect snowfall. Sometimes heavier showers can bring colder air from higher altitudes toward the surface, making it cold enough to snow at the surface. This frequently happens in Puget Sound Convergence Zones, where heavy showers can drop the temperature from 38 to 31 in a jiffy. | <urn:uuid:1e5f3884-ad9e-4491-ad80-16166cbd9a45> | CC-MAIN-2015-32 | http://www.komonews.com/weather/faq/4347141.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042986148.56/warc/CC-MAIN-20150728002306-00248-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.964741 | 261 | 3.265625 | 3 |
Other Literary Forms
Although best known for his short stories—especially the quintessential tale “Bontsha the Silent”—Isaac Peretz was a noted playwright, poet, essayist, and ideologue in two languages. He wrote prolifically in Hebrew and Yiddish, and only the novel form escaped his sustained attack. In 1888, his mock-heroic poem Monish (1888), published under the auspices of Sholom Aleichem, demonstrated his ability to express themes from Jewish life with the sophistication derived from secular literary pursuits. His symbolic dramas, such as Baynakht oyfn altn mark (1907; night in the old marketplace), provided further proof of his ability to harmonize diverse traditions. In Warsaw, he published a literary almanac, the first volume of which was distinguished by what he called “Travel Pictures” delineating shtetl life. In the 1890’s, Peretz contributed to New York Yiddish journals many poems and stories that were regarded as anticlerical and politically subversive. A subsequent change of heart led him to East European mystical lore, and his writings assumed the manner of Hasidic monologues, symbolic romances, and folkloric sketches. In allegories sometimes defying classification, he sought to penetrate the social concerns of his time, especially those impinging on international Jewish life. His writings are surviving testimony to his broad interests, which encompassed history, science, social welfare, and Jewish national survival. | <urn:uuid:939b3728-8fc3-4b35-a2df-084fc0234da7> | CC-MAIN-2017-43 | https://www.enotes.com/topics/isaac-leib-peretz/in-depth | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825227.80/warc/CC-MAIN-20171022113105-20171022133105-00711.warc.gz | en | 0.973196 | 310 | 2.921875 | 3 |
By the President of the United States of America
In the Pacific Ocean northwest of the principal islands of Hawaii lies an approximately 1,200 nautical mile stretch of coral islands, seamounts, banks, and shoals. The area, including the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve, the Midway National Wildlife Refuge, the Hawaiian Islands National Wildlife Refuge, and the Battle of Midway National Memorial, supports a dynamic reef ecosystem with more than 7,000 marine species, of which approximately half are unique to the Hawaiian Island chain. This diverse ecosystem is home to many species of coral, fish, birds, marine mammals, and other flora and fauna including the endangered Hawaiian monk seal, the threatened green sea turtle, and the endangered leatherback and hawksbill sea turtles. In addition, this area has great cultural significance to Native Hawaiians and a connection to early Polynesian culture worthy of protection and understanding.
Whereas Executive Order 13089 of June 11, 1998, Executive Order 13178 of December 4, 2000, and Executive Order 13196 of January 18, 2001, as well as the process for designation of a National Marine Sanctuary undertaken by the Secretary of Commerce, have identified objects of historic or scientific interest that are situated upon the lands owned or controlled by the Government of the United States in the area of the Northwestern Hawaiian Islands;
Whereas section 2 of the Act of June 8, 1906 (34 Stat. 225, 16 U.S.C. 431) (the "Antiquities Act") authorizes the President, in his discretion, to declare by public proclamation historic landmarks, historic and prehistoric structures, and other objects of historic or scientific interest that are situated upon lands owned or controlled by the Government of the United States to be national monuments, and to reserve as a part thereof parcels of land, the limits of which in all cases shall be confined to the smallest area compatible with the proper care and management of the objects to be protected;
Whereas it would be in the public interest to preserve the marine area of the Northwestern Hawaiian Islands and certain lands as necessary for the care and management of the historic and scientific objects therein,
Now, Therefore, I, George W. Bush, President of the United States of America, by the authority vested in me by section 2 of the Act of June 8, 1906 (34 Stat. 225, 16 U.S.C. 431), do proclaim that there are hereby set apart and reserved as the Northwestern Hawaiian Islands Marine National Monument (the "monument" or "national monument") for the purpose of protecting the objects described above, all lands and interests in lands owned or controlled by the Government of the United States within the boundaries described on the accompanying map entitled "Northwestern Hawaiian Islands Marine National Monument" attached to and forming a part of this proclamation. The Federal land and interests in land reserved includes approximately 139,793 square miles of emergent and submerged lands and waters of the Northwestern Hawaiian Islands, which is the smallest area compatible with the proper care and management of the objects to be protected.
All Federal lands and interests in lands within the boundaries of this monument are hereby appropriated and withdrawn from all forms of entry, location, selection, sale, or leasing or other disposition under the public land laws, including, but not limited to, withdrawal from location, entry, and patent under mining laws, and from disposition under all laws relating to mineral and geothermal leasing.
The Secretary of Commerce, through the National Oceanic and Atmospheric Administration (NOAA), will have primary responsibility regarding management of the marine areas, in consultation with the Secretary of the Interior. The Secretary of the Interior, through the Fish and Wildlife Service (FWS), will have sole responsibility for management of the areas of the monument that overlay the Midway Atoll National Wildlife Refuge, the Battle of Midway National Memorial, and the Hawaiian Islands National Wildlife Refuge, in consultation with the Secretary of Commerce.
The Secretary of Commerce and the Secretary of the Interior (collectively, the "Secretaries") shall review and, as appropriate, modify the interagency agreement developed for coordinated management of the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve, signed on May 19, 2006. To manage the monument, the Secretary of Commerce, in consultation with the Secretary of the Interior and the State of Hawaii, shall modify, as appropriate, the plan developed by NOAA's National Marine Sanctuary Program through the public sanctuary designation process, and will provide for public review of that plan. To the extent authorized by law, the Secretaries, acting through the FWS and NOAA, shall promulgate any additional regulations needed for the proper care and management of the objects identified above.
The Secretary of State, in consultation with the Secretaries, shall take appropriate action to enter into negotiations with other governments to make necessary arrangements for the protection of the monument and to promote the purposes for which the monument is established. The Secretary of State, in consultation with the Secretaries, shall seek the cooperation of other governments and international organizations in furtherance of the purposes of this proclamation and consistent with applicable regional and multilateral arrangements for the protection and management of special marine areas. Furthermore, this proclamation shall be applied in accordance with international law. No restrictions shall apply to or be enforced against a person who is not a citizen, national, or resident alien of the United States (including foreign flag vessels) unless in accordance with international law.
Nothing in this proclamation shall be deemed to diminish or enlarge the jurisdiction of the State of Hawaii.
The establishment of this monument is subject to valid existing rights and use of the monument shall be administered as follows:
Access to the Monument
The Secretaries shall prohibit entering the monument except pursuant to permission granted by the Secretaries or their designees. Any person passing through the monument without interruption must notify an official designated by the Secretaries at least 72 hours, but no longer than 1 month, prior to the entry date. Notification of departure from the monument must be provided within 12 hours of leaving. A person providing notice must provide the following information, as applicable: (i) position when making report; (ii) vessel name and International Maritime Organization identification number; (iii) name, address, and telephone number of owner and operator; (iv) United States Coast Guard (USCG) documentation, State license, or registration number; (v) home port; (vi) intended and actual route through the monument; (vii) general categories of any hazardous cargo on board; and (viii) length of vessel and propulsion type (e.g., motor or sail).
Vessel Monitoring Systems
1. As soon as possible but not later than 30 days following the issuance of this proclamation, NOAA shall publish in the Federal Register a list of approved transmitting units and associated communications service providers for purposes of this proclamation. An owner or operator of a vessel that has been issued a permit for accessing the monument must ensure that such a vessel has an operating vessel monitoring system (VMS) on board, approved by the Office of Legal Enforcement in the National Oceanic and Atmospheric Administration in the Department of Commerce (OLE) when voyaging within the monument. An operating VMS includes an operating mobile transmitting unit on the vessel and a functioning communication link between the unit and OLE as provided by an OLE-approved communication service provider.
2. Only a VMS that has been approved by OLE may be used. When installing and activating the OLE-approved VMS, or when reinstalling and reactivating such VMS, the vessel owner or operator must:
a. Follow procedures indicated on an installation and activation checklist, which is available from OLE; and
b. Submit to OLE a statement certifying compliance with the checklist, as prescribed on the checklist.
3. No person may interfere with, tamper with, alter, damage, disable, or impede the operation of the VMS, or attempt any of the same.
4. When a vessel's VMS is not operating properly, the owner or operator must immediately contact OLE, and follow instructions from that office. If notified by OLE that a vessel's VMS is not operating properly, the owner and operator must follow instructions from that office. In either event, such instructions may include, but are not limited to, manually communicating to a location designated by OLE the vessel's positions or returning to port until the VMS is operable.
5. As a condition of authorized access to the monument, a vessel owner or operator subject to the requirements for a VMS in this section must allow OLE, the USCG, and their authorized officers and designees access to the vessels position data obtained from the VMS. Consistent with applicable law, including the limitations on access to, and use, of VMS data collected under the Magnuson-Stevens Fishery Conservation and Management Act (16 U.S.C. 1801 et seq.), the Secretaries may have access to, and use of, collected data for scientific, statistical, and management purposes.
6. OLE has authority over the installation and operation of the VMS unit. OLE may authorize the connection or order the disconnection of additional equipment, including a computer, to any VMS unit, when deemed appropriate by OLE.
7. The Secretaries shall prohibit any person from conducting or causing to be conducted:
a. Operating any vessel without an approved transmitting device within the monument area 45 days after the publication of the list of approved transmitting devices described in paragraph (1) above;
b. Failing to install, activate, repair, or replace a mobile transceiver unit prior to leaving port;
c. Failing to operate and maintain a mobile transceiver unit on board the vessel at all times;
d. Tampering with, damaging, destroying, altering, or in any way distorting, rendering useless, inoperative, ineffective, or inaccurate the VMS, mobile transceiver unit, or VMS signal required to be installed on or transmitted by a vessel;
e. Failing to contact OLE or follow OLE instructions when automatic position reporting has been interrupted;
f. Registering a VMS or mobile transceiver unit registered to more than one vessel at the same time;
g. Connecting or leaving connected additional equipment to a VMS unit or mobile transceiver unit without the prior approval of OLE;
h. Making a false statement, oral or written, to an authorized officer regarding the installation, use, operation, or maintenance of a VMS unit or mobile transceiver unit or communication service provider.
The Secretaries shall prohibit persons from conducting or causing to be conducted the following activities:
1. Exploring for, developing, or producing oil, gas, or minerals within the monument;
2. Using or attempting to use poisons, electrical charges, or explosives in the collection or harvest of a monument resource;
3. Introducing or otherwise releasing an introduced species from within or into the monument; and
4. Anchoring on or having a vessel anchored on any living or dead coral with an anchor, anchor chain, or anchor rope.
Except as otherwise provided in this proclamation, the Secretaries shall prohibit any person from conducting or causing to be conducted within the monument the following activities:
1. Removing, moving, taking, harvesting, possessing, injuring, disturbing, or damaging; or attempting to remove, move, take, harvest, possess, injure, disturb, or damage any living or nonliving monument resource;
2. Drilling into, dredging, or otherwise altering the submerged lands other than by anchoring a vessel; or constructing, placing, or abandoning any structure, material, or other matter on the submerged lands;
3. Anchoring a vessel;
4. Deserting a vessel aground, at anchor, or adrift;
5. Discharging or depositing any material or other matter into Special Preservation Areas or the Midway Atoll Special Management Area except vessel engine cooling water, weather deck runoff, and vessel engine exhaust;
6. Discharging or depositing any material or other matter into the monument, or discharging or depositing any material or other matter outside of the monument that subsequently enters the monument and injures any resources of the monument, except fish parts (i.e., chumming material or bait) used in and during authorized fishing operations, or discharges incidental to vessel use such as deck wash, approved marine sanitation device effluent, cooling water, and engine exhaust;
7. Touching coral, living or dead;
8. Possessing fishing gear except when stowed and not available for immediate use during passage without interruption through the monument;
9. Swimming, snorkeling, or closed or open circuit SCUBA diving within any Special Preservation Area or the Midway Atoll Special Management Area; and
10. Attracting any living monument resources.
Emergencies and Law Enforcement Activities
The prohibitions required by this proclamation shall not apply to activities necessary to respond to emergencies threatening life, property, or the environment, or to activities necessary for law enforcement purposes.
Armed Forces Actions
1. The prohibitions required by this proclamation shall not apply to activities and exercises of the Armed Forces (including those carried out by the United States Coast Guard) that are consistent with applicable laws.
2. Nothing in this proclamation shall limit agency actions to respond to emergencies posing an unacceptable threat to human health or safety or to the marine environment and admitting of no other feasible solution.
3. All activities and exercises of the Armed Forces shall be carried out in a manner that avoids, to the extent practicable and consistent with operational requirements, adverse impacts on monument resources and qualities.
4. In the event of threatened or actual destruction of, loss of, or injury to a monument resource or quality resulting from an incident, including but not limited to spills and groundings, caused by a component of the Department of Defense or the USCG, the cognizant component shall promptly coordinate with the Secretaries for the purpose of taking appropriate actions to respond to and mitigate the harm and, if possible, restore or replace the monument resource or quality.
1. The Secretaries shall ensure that any commercial lobster fishing permit shall be subject to a zero annual harvest limit.
2. Fishing for bottomfish and pelagic species. The Secretaries shall ensure that:
a. Commercial fishing for bottomfish and associated pelagic species may continue within the monument for not longer than 5 years from the date of this proclamation provided that:
(i) The fishing is conducted in accordance with a valid commercial bottomfish permit issued by NOAA; and
(ii) Such permit is in effect on the date of this proclamation and is subsequently renewed pursuant to NOAA regulations at 50 CFR part 660 subpart E as necessary.
b. Total landings for each fishing year may not exceed the following amounts:
(i) 350,000 pounds for bottomfish species; and
(ii) 180,000 pounds for pelagic species.
c. Commercial fishing for bottomfish and associated pelagic species is prohibited in the monument after 5 years from the date of this proclamation.
The Secretaries shall ensure that any commercial fishing within the monument is conducted in accordance with the following restrictions and conditions:
1. A valid permit or facsimile of a valid permit is on board the fishing vessel and is available for inspection by an authorized officer;
2. No attempt is made to falsify or fail to make, keep, maintain, or submit any logbook or logbook form or other required record or report;
3. Only gear specifically authorized by the relevant permit issued under the Magnuson-Stevens Fishery Conservation and Management Act is allowed to be in the possession of a person conducting commercial fishing under this section;
4. Any person conducting commercial fishing notifies the Secretaries by telephone, facsimile, or electronic mail at least 72 hours before entering the monument and within 12 hours after leaving the monument;
5. All fishing vessels must carry an activated and functioning VMS unit on board at all times whenever the vessel is in the monument;
6. All fishing vessels must carry an observer when requested to do so by the Secretaries; and
7. The activity does not take place within any Ecological Reserve, any Special Preservation Area, or the Midway Atoll Special Management Area.
Permitting Procedures and Criteria
Subject to such terms and conditions as the Secretaries deem appropriate, a person may conduct an activity regulated by this proclamation if such activity is specifically authorized by a permit. The Secretaries, in their discretion, may issue a permit under this proclamation if the Secretaries find that the activity: (i) is research designed to further understanding of monument resources and qualities; (ii) will further the educational value of the monument; (iii) will assist in the conservation and management of the monument; (iv) will allow Native Hawaiian practices; (v) will allow a special ocean use; or (vi) will allow recreational activities.
1. The Secretaries may not issue any permit unless the Secretaries find:
a. The activity can be conducted with adequate safeguards for the resources and ecological integrity of the monument;
b. The activity will be conducted in a manner compatible with the management direction of this proclamation, considering the extent to which the conduct of the activity may diminish or enhance monument resources, qualities, and ecological integrity, any indirect, secondary, or cumulative effects of the activity, and the duration of such effects;
c. There is no practicable alternative to conducting the activity within the monument;
d. The end value of the activity outweighs its adverse impacts on monument resources, qualities, and ecological integrity;
e. The duration of the activity is no longer than necessary to achieve its stated purpose;
f. The applicant is qualified to conduct and complete the activity and mitigate any potential impacts resulting from its conduct;
g. The applicant has adequate financial resources available to conduct and complete the activity and mitigate any potential impacts resulting from its conduct;
h. The methods and procedures proposed by the applicant are appropriate to achieve the proposed activity's goals in relation to their impacts to monument resources, qualities, and ecological integrity;
i. The applicant's vessel has been outfitted with a mobile transceiver unit approved by OLE and complies with the requirements of this proclamation; and
j. There are no other factors that would make the issuance of a permit for the activity inappropriate.
2. Additional Findings for Native Hawaiian Practice Permits. In addition to the findings listed above, the Secretaries shall not issue a permit to allow Native Hawaiian practices unless the Secretaries find:
a. The activity is non-commercial and will not involve the sale of any organism or material collected;
b. The purpose and intent of the activity are appropriate and deemed necessary by traditional standards in the Native Hawaiian culture (pono), and demonstrate an understanding of, and background in, the traditional practice, and its associated values and protocols;
c. The activity benefits the resources of the Northwestern Hawaiian Islands and the Native Hawaiian community;
d. The activity supports or advances the perpetuation of traditional knowledge and ancestral connections of Native Hawaiians to the Northwestern Hawaiian Islands; and
e. Any monument resource harvested from the monument will be consumed in the monument.
3. Additional Findings, Criteria, and Requirements for Special Ocean Use Permits
a. In addition to the findings listed above, the following requirements apply to the issuance of a permit for a special ocean use:
(i) Any permit for a special ocean use issued under this section:
(A) Shall authorize the conduct of an activity only if that activity is compatible with the purposes for which the monument is designated and with protection of monument resources;
(B) Shall not authorize the conduct of any activity for a period of more than 5 years unless renewed by the Secretaries;
(C) Shall require that activities carried out under the permit be conducted in a manner that does not destroy, cause the loss of, or injure monument resources; and
(D) Shall require the permittee to purchase and maintain comprehensive general liability insurance, or post an equivalent bond, against claims arising out of activities conducted under the permit and to agree to hold the United States harmless against such claims; and
(ii) Each person issued a permit for a special ocean use under this section shall submit an annual report to the Secretaries not later than December 31 of each year that describes activities conducted under that permit and revenues derived from such activities during the year.
b. The Secretaries may not issue a permit for a special ocean use unless they determine that the proposed activity will be consistent with the findings listed above for the issuance of any permit.
c. Categories of special ocean use being permitted for the first time under this section will be restricted in duration and permitted as a special ocean use pilot project. Subsequent permits for any category of special ocean use may be issued only if a special ocean use pilot project for that category has been determined by the Secretaries to meet the criteria in this proclamation and any terms and conditions placed on the permit for the pilot project.
d. The Secretaries shall provide public notice prior to requiring a special ocean use permit for any category of activity not previously identified as a special ocean use.
e. The following requirements apply to permits for a special ocean use for an activity within the Midway Atoll Special Management Area.
(i) The Secretaries may issue a permit for a special ocean use for activities within the Midway Atoll Special Management Area provided:
(A) The Secretaries find the activity furthers the conservation and management of the monument; and
(B) The Director of the United States Fish and Wildlife Service or his or her designee has determined that the activity is compatible with the purposes for which the Midway Atoll National Wildlife Refuge was designated.
(ii) As part of a permit, the Secretaries may allow vessels to transit the monument as necessary to enter the Midway Atoll Special Management Area.
f. The Secretaries may issue a permit for a special ocean use for activities outside the Midway Atoll Special Management Area provided:
(i) The Secretaries find the activity will directly benefit the conservation and management of the monument;
(ii) The Secretaries determine the purpose of the activity is for research or education related to the resources or qualities of the monument;
(iii)The Secretaries provide public notice of the application and an opportunity to provide comments at least 30 days prior to issuing the permit; and
(iv) The activity does not involve the use of a commercial passenger vessel.
4. Additional Findings for Recreation Permits. The Secretaries may issue a permit only for recreational activities to be conducted within the Midway Atoll Special Management Area. In addition to the general findings listed above for any permit, the Secretaries may not issue such permit unless the Secretaries find:
a. The activity is for the purpose of recreation as defined in regulation;
b. The activity is not associated with any for-hire operation; and
c. The activity does not involve any extractive use.
Sustenance fishing means fishing for bottomfish or pelagic species that are consumed within the monument, and is incidental to an activity permitted under this proclamation. The Secretaries may permit sustenance fishing outside of any Special Preservation Area as a term or condition of any permit issued under this proclamation. The Secretaries may not permit sustenance fishing in the Midway Atoll Special Management Area unless the activity has been determined by the Director of the United States Fish and Wildlife Service or his or her designee to be compatible with the purposes for which the Midway Atoll National Wildlife Refuge was established. Sustenance fishing must be conducted in a manner compatible with this proclamation, including considering the extent to which the conduct of the activity may diminish monument resources, qualities, and ecological integrity, as well as any indirect, secondary, or cumulative effects of the activity and the duration of such effects. The Secretaries will develop procedures for systematic reporting of sustenance fishing.
Definitions For purposes of this proclamation:
Attract or Attracting means luring or attempting to lure a living resource by any means, except the mere presence of human beings (e.g., swimmers, divers, boaters).
Bottomfish Species means bottomfish management unit species as defined at 50 CFR 660.12.
Commercial Bottomfishing means commercial fishing for bottomfish species.
Commercial Passenger Vessel means a vessel that carries individuals who have paid for such carriage.
Commercial Pelagic Trolling means commercial fishing for pelagic species.
Deserting a vessel means:
1. Leaving a vessel aground or adrift:
(i) Without notifying the Secretaries of the vessel going aground or adrift within 12 hours of its discovery and developing and presenting to the Secretaries a preliminary salvage plan within 24 hours of such notification;
(ii) After expressing or manifesting intention to not undertake or to cease salvage efforts; or
(iii)When the Secretaries are unable, after reasonable efforts, to reach the owner/operator within 12 hours of the vessels condition being reported to authorities.
2. Leaving a vessel at anchor when its condition creates potential for a grounding, discharge, or deposit and the owner/operator fails to secure the vessel in a timely manner.
Ecological Reserve means an area of the monument consisting of contiguous, diverse habitats that provide natural spawning, nursery, and permanent residence areas for the replenishment and genetic protection of marine life, and also to protect and preserve natural assemblages of habitats and species within areas representing a broad diversity of resources and habitats found within the monument.
Ecological Integrity means a condition determined to be characteristic of an ecosystem that has the ability to maintain the function, structure, and abundance of natural biological communities, including rates of change in response to natural environmental variation.
Fishing Year means the year beginning at 0001 local time on January 1 and ending at 2400 local time on December 31.
Introduced Species means:
1. A species (including, but not limited to, any of its biological matter capable of propagation) that is non-native to the ecosystem(s) protected by the monument; or
2. Any organism into which genetic matter from another species has been transferred in order that the host organism acquires the genetic traits of the transferred genes.
Landing means offloading fish from a fishing vessel or causing fish to be offloaded from a fishing vessel.
Midway Atoll Special Management Area means the area of the monument surrounding Midway Atoll out to a distance of 12 nautical miles, established for the enhanced management, protection, and preservation of monument wildlife and historical resources.
Mobile Transceiver Unit means a vessel monitoring system or VMS device installed on board a vessel that is used for vessel monitoring and transmitting the vessel's position as required by this proclamation.
Native Hawaiian Practices means cultural activities conducted for the purposes of perpetuating traditional knowledge, caring for and protecting the environment, and strengthening cultural and spiritual connections to the Northwestern Hawaiian Islands that have demonstrable benefits to the Native Hawaiian community. This may include, but is not limited to, the non-commercial use of monument resources for direct personal consumption while in the monument.
Ocean-Based Ecotourism means a class of fee-for-service activities that involves visiting the monument for study, enjoyment, or volunteer assistance for purposes of conservation and management.
Pelagic Species means Pacific Pelagic Management Unit Species as defined at 50 CFR 660.12.
Pono means appropriate, correct, and deemed necessary by traditional standards in the Hawaiian culture.
Recreational Activity means an activity conducted for personal enjoyment that does not result in the extraction of monument resources and that does not involve a fee-for-service transaction. This includes, but is not limited to, wildlife viewing, SCUBA diving, snorkeling, and boating.
Special Preservation Area (SPA) means discrete, biologically important areas of the monument within which uses are subject to conditions, restrictions, and prohibitions, including but not limited to access restrictions. SPAs are used to avoid concentrations of uses that could result in declines in species populations or habitat, to reduce conflicts between uses, to protect areas that are critical for sustaining important marine species or habitats, or to provide opportunities for scientific research.
Special Ocean Use means an activity or use of the monument that is engaged in to generate revenue or profits for one or more of the persons associated with the activity or use, and does not destroy, cause the loss of, or injure monument resources. This includes ocean-based ecotourism and other activities such as educational and research activities that are engaged in to generate revenue, but does not include commercial fishing for bottomfish or pelagic species conducted pursuant to a valid permit issued by NOAA.
Stowed and Not Available for Immediate Use means not readily accessible for immediate use, e.g., by being securely covered and lashed to a deck or bulkhead, tied down, unbaited, unloaded, or partially disassembled (such as spear shafts being kept separate from spear guns).
Sustenance Fishing means fishing for bottomfish or pelagic species in which all catch is consumed within the monument, and that is incidental to an activity permitted under this proclamation.
Vessel Monitoring System or VMS means a vessel monitoring system or mobile transceiver unit approved by the Office for Law Enforcement for use on vessels permitted to access the monument, as required by this subpart.
Nothing in this proclamation shall be deemed to revoke any existing withdrawal, reservation, or appropriation; however, the national monument shall be the dominant reservation.
Warning is hereby given to all unauthorized persons not to appropriate, injure, destroy, or remove any feature of this monument and not to locate or settle upon any lands thereof.
In Witness Whereof, I have hereunto set my hand this fifteenth day of June, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth.
George W. Bush | <urn:uuid:ac62f057-b78e-4a61-aa07-5859ba23bac8> | CC-MAIN-2015-48 | https://en.wikisource.org/wiki/Proclamation_8031 | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398460263.61/warc/CC-MAIN-20151124205420-00272-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.914184 | 6,159 | 2.546875 | 3 |
Ohio’s Education Technology Conference wrapped up this past week and my mind is buzzing with a good number of ideas and questions (always a sign of a good conference). I had the good fortune to sit on a panel to discuss Open Education Resources and, fresh off the fun conversations carried with other smart educators, wanted to brainstorm ways to make OER work in the education field. To some extent, tech conferences are about spotting trends (negative or positive) and my sense is that OER is beginning to really gain steam.
First, What are Open Education Resources
Open is the key word here. As in, resources are not restrictive. The internationalist in me likes the Cape Town Open Education Declaration:
“Open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.”
Licenses and copyrights run a range. Being good law abiding educators, we need to pay attention to those licenses and copyrights on materials we use to teach students. Open Education Resources make this possible. More importantly, OER allows us to build on what others have created.
But OER has some Challenges
OERs are not a panacea to education. I’m particularly struck by the following challenges:
- Quality Control
- Searchability and Indexing
Before Pearson cribs those talking points and starts having lunch with legislators, I wanted to explore those issues in greater detail and suggest some solutions.
On the Issue of Quality Control
Why a textbook? Sure, it’s nice to have resources. But our rockstar teachers are constantly curating and creating resources to fit the academic needs of their students. They don’t necessarily need a publisher’s textbook. So why buy them?
We buy them for quality control. For beginning teachers or teachers who struggle in the profession, textbooks provide a uniformed experience for students. These experiences might not be super rigorous or engaging, but at least the materials have been vetted by experts and are common.
Because OERs can and are created by anyone, they don’t necessarily have a quality control mechanism built in. That open textbook might have been written by a writebot gleaning information off a reddit page. I’ve seen a lot of shoddy OERs (usually with bad clip art and lots of Comic Sans, which is odd).
Aethestics matter. Comic Sans will always raise quality control flags.
Now ideally and fundamentally, a teacher provides the quality control for their resources. They’re the expert. Trust them. And I do. Most teachers I work with are incredible.
But teachers are also overworked. Sometimes they’re trying to get a quick worksheet fix before 5th period (I’ve been there). If there was a way to ensure quality in OERs, it would be a great help.
Nothing new here, just a need to define “who” the authority is for reviewing an OER (beyond the teacher). The authority should have some type of credentials or proof that they are, in fact, an authority in the content area of the OER.
In Ohio, a number of organizations come to mind. InfOhio, ITCs, ESCs, various school consortiums, even (fingers crossed) the state.
When authority is defined, some type of system also needs to be put in place to verify an OER is reviewed.
Wisdom of the Masses
On the opposite side of defining authority is using the wisdom of the masses. In this type of system you have the masses up voting or down voting resources based on their quality. Similar to reddit, amazon reviews, or Digg.
This solution has its own challenges. First, you need critical mass to leverage the wisdom of masses. An OER watering hole where educators hang with fellow nerds. Second, sometimes the masses aren’t very wise (see Jaron Lanier’s Digital Maoism: The Hazards of the New Online Collectivism).
Maybe the masses know something I don’t?
The best solution would likely be a hybrid of sorts. A collective place to share and vote – but giving extra-weight to authority. Or possibly a curated collection of highest voted OERs. Wikipedia and BetterLesson have elements of this as well.
Searchability & Indexing
How do I find quality OERs? Google isn’t necessarily the answer. Where do I direct teachers to find open education resources?
To some extent, InfOhio has laid some groundwork in this area with their iSearch feature (although this doesn’t necessarily search for OERs). Other organizations such as OER Commons and Search Creative Commons are making solid strides as well.
Personally, I would like the next level of searchability with an open API that allows districts to tie their curriculum platforms with a robust OER search engine.
The largest issue I face as a technology director is the silo effect of systems. School districts are complex organizations with many moving parts. The parts need to talk with each other. Frequently they don’t.
The last thing I want is OERs to add to this complexity. Districts use different Learning Management Systems, Student Information Systems, Devices, Operating Systems, and personnel with different skill sets. OERs need to be as agnostic and portable as possible to account for these different conditions.
The question is how?
This is not a new problem and others have put forth some solutions. SCORM, IMS Global, Tin Can API: All are possible approaches to a portable “unit” of learning. The geek in me really likes them. The pragmatist in me gets that their complexity prohibits widespread adoption. Your average teacher (much less technologist) is going to interface with an API. The problem is that this is very much a difficult problem to solve without complexity. That said, we can look at popular models to get some ideas on how we might grow OERs.
Take OverDrive as an example. When I want to read Thinking Fast and SlowI follow this procedure:
- Login to my library account
- Click Overdrive
- Select Thinking Fast and Slow
- Pick how I want to read the book.
Step four is key. I’m given simple options: Amazon Kindle, ePub, web, PDF. While not exactly platform agnostic, the creator/publisher does pick the top 4 platforms (three of which are pretty open) to allow 95% of the market access to their content.
Human Behaviour Really isn’t Rational
Were I a betting man, I would bet the development of OERs using web standards (especially with the recent announcement of the merging of the two major consortiums W3C and IDPH). Then the issue becomes how to “extract” an OER made with web standards into whatever flavor of platform a school or district uses.
One idea worth exploring (future post!) is a Git for OERs (and yes, I do realize I’m beginning to venture into complexity land here). The rough outlines of this idea:
- An organization (lending credibility) hosts a git repository. Let’s call it gitedu.
- Educators post their OERs to the git.
- Other educators can contribute to the OER git. Report issues. Suggest corrections. Etc.
- Or they can “fork” the OER into their own repository and take the OER in an entirely different direction.
- The key is the OER inherits the same copyright and/or license.
While I get (pun intended) the software model of using Git with OERs might be a bit of a stretch (especially in education circles), there are definite function features within Git that would readily support the growth and adoption of OERs.
The key is keeping OERs as open as possible in their original form. I might create a Word Document worksheet and give it a Creative Commons License. It’s technically an OER. But if I want to build on that worksheet I really need to own Office. (This is a bit of a gray area. Microsoft would say that docx is technically an open XML format. But I’ve had many a Word Doc blow up when trying to open it with any other program other than MS Office).
Can OERs make money if they’re open? Or a slightly different question, can people creating OERs make money?
I would say yes. It requires a different view on revenue.
First, I should point out that many of us who work on OERs are funded by tax dollars. You can (and I do) make the case that OERs are the expected results of government investments. I personally think local, state, and federal governments would do well to invest into OERs through employing quality educators. It’s a better return on the dollars spent.
All that said, another model for funding would be to copy popular open-source platforms.
Take WordPress as an example. Anyone can download and run WordPress (for free). Yet WordPress has created a booming economy for many small and large businesses. It does this by:
- Allowing businesses to provide support (revenue in labor).
- Allowing businesses to offer “premium” add-on features.
- Allowing businesses to offer “customizations”.
Say a future hypothetical OER Amazon begins to dominate the field. If OERs are open (anyone can use them), how does OERAma generate revenue to fund continual growth? They could:
- Offer to host OERs on their own customized platform. Districts pay for access to the platform – the hosting if you will.
- Offer customization on already existing OERs. Don’t like the cover image on an OER title? Pay $5 to update it to your school logo.
- Offer scope of work to develop an OER from scratch. A district gets an OER at the of the work (with an open CC license), but they’ve paid for the labor of developing the OER.
- Offer a subscription service for an OER. By joining the service, districts get updates on the OER (and a degree of support).
The Wrap Up: Why OERs?
Our own generation enjoys the legacy bequeathed to it by that which preceded it. We frequently know more, not because we have moved ahead by our own natural ability, but because we are supported by the menial strength of others, and possess riches that we have inherited from our forefathers. Bernard of Clairvaux used to compare us to punt dwarfs perched on the shoulders of giants. He pointed out that we see more and farther than our predecessors, not because we have keener vision or greater height, but because we are lifted up and borne aloft on their gigantic stature.
John of Salisbury
Open is good for education. It allows students and teachers to build on previous knowledge without encountering the walls of proprietary knowledge silos. It allows districts to adopt and adapt resources to the particular needs of their students and communities without some of the worries that arise from copyright.
OERs certainly have questions and issues that need addressing. It is my hope that the education community will work towards developing solutions that support their growth.
Just browsing the email you sent me on Dave’s workshop led me to your blog. I read the OER post and have so many thoughts. I’m extremely fascinated by this idea as I think it’s one of the main disruptors that will completely change the shape of education in the next 10 to 20 years.
1. Lmao at this:
Before Pearson cribs those talking points and starts having lunch with legislators, I wanted to explore those issues in greater detail and suggest some solutions.
2. Quality Control – I recently listened to a Tim Ferris podcast with Nick Szabo about cryptocurrency and the blockchain. The analogy used to describe authority and trust in transactions was a “fly in Amber.” As each transaction happens, it essentially encripts the original trusted transaction in another layer of amber (Probably a drastic simplification…). Although tangential, I think this mode of thinking could provide a trusted source without the need for someone approving “the cannon” of OERs.
Reddit, as you demonstrate, is full of confirmation bias and groupthink that we wouldn’t want on a platform or OER. However Wikipedia, which operates in a similar intellectual sphere to where we are headed with an OER, has a layer of protection through sourcing. “Source needed” is always a huge red flag for any reader. Admittedly, if I’m stuck on a research question – I will wikipedia a subject to find source information or point to actual studies that are more vetted. Some of the most politically nuetral reading I do comes from a browsing of a Wikipedia entry. I’m knee deep in the world of neo-Marxian feminism in my current program. 🙂
Working within the cryptocurrency analogy, what if a combination of user adoption / completion and approval (I think completion may be the most important here -how many MOOCs have people “started”), district adoption, teacher approval (vote up), and University professor or expert (vetting on badges earned) created a layer of trust? As these entities build onto the OER and are more and more utilized / trusted – their ability to pack on the amber to an OER increases. The platform or Git could start at 0, and as implementation of resources begins to occur – trust begins to build or be omitted (which also could be applied to platforms or Git networks themselves).
Teacher approval provides a middle of the road vetting, and university professors / expert vetting provides a path forward for their career field. It allows the importance of experts to contribute and vet information – but allows them to be humbled in their content applicability by users and teachers.
Digression and Educational Singularity Idea:
As OERs begin to reach mass adoption, the layer of trust created could potentially phase out teacher and expert vetting because the system itself has created trust networks that allow users to vet or contribute to material with no oversight. However, because the system was created with a tiered (4 part) vetting of OERs, humans will have the ability to make the decision to let go of the vetting from teachers and professors/experts. Exactly when that occurs would be the biggest debate, but my guess would be that OERs for math and any technical field would come first. AI’s advancement in pattern recognition for building and / or recognizing OERs that produce largest gains in student achievement and growth will probably be the “singularity” of the Ed sphere.
2. Profit – In the short term, creating an open platform for OERs in the system described above incentivizes educational businesses to contribute due to the future prospects of being able to get a corner on the most trusted OER through a platform. The larger business community will be extremely attracted to an OER that has that much user data, talent pool, and workforce training potential – thus funding development from Ed companies. I am also beginning to feel that further incentive can be achieved through the educational platform being, initially, a non-governmental 501c3 with government regulation and oversight. That may be the wild west, but at least it spans both sides of the political aisle in our neo-con world. Other platforms will arise, as is the case with cryptocurrencies, but that is still vetted through adoption rates.
3. I’m entering the end of my thought capacity this morning – but… user data!
Entering into the world of a massive OER platform adoption has me slightly worried about the ramifications for user data and AI. I really don’t like the idea of premium features and sponsorships because of how predatory that can be on democracy itself. It opens a Pandora’s box, especially with enabled location data, because it FEELS unethical to me. I know you mean to use premium add-ons for OERs, but I would be concerned that the incentive to create sponsored ads, targeted educational resources, etc should fall into the wrong hands. I like the idea of closing the system to that type of thing by establishing a non-profit organization in coordination with government entities. Then, we could incentivize underserved communities to adopt the most trusted educational platforms, provide training, etc. Premium and add-ons allow the Pearson folks to package and contribute to content, but could discourage teachers or entrepreneurs to create content that can be added to OERs or whatever. I think Premium features are a slippery slope.
I know you’ll probably disagree on the non-profit idea initially, but consider this – who has more incentive to make Open Ed truly open – Zach Vander Veen, Chris Rose, David Knapp, and Ty Smallwood (our non-profit executive board), or openly lobbied governmental agencies (Pearson *cough*). I trust the former! Plus, districts would need training on the adoption of these OERs, technology integration, etc. It doesn’t solve the pedagogy problem, just the content problem. Again, a framework is needed conceptually with a unified vision – one that must be created by innovators – not legislators.
Anywho… Hope all is well man! This is fun to think about. I know I probably butchered a few points, but let me know if you ever want to rap about this stuff (or whatever the kids are calling it these days). | <urn:uuid:3f6c5328-4801-4368-a468-127d7aedd84c> | CC-MAIN-2023-14 | https://wordpress-177557-515943.cloudwaysapps.com/2017/02/28/open-education-resources/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00680.warc.gz | en | 0.948892 | 3,775 | 2.625 | 3 |
Matter and Interactions, 4th Edition
January 2015, ©2015
Matter and Interactions, 4th Edition offers a modern curriculum for introductory physics (calculus-based). It presents physics the way practicing physicists view their discipline while integrating 20th Century physics and computational physics. The text emphasizes the small number of fundamental principles that underlie the behavior of matter, and models that can explain and predict a wide variety of physical phenomena. Matter and Interactions, 4th Edition will be available as a single volume hardcover text and also two paperback volumes.
VOLUME I Modern Mechanics
1 Interactions and Motion
2 The Momentum Principle
3 The Fundamental Interactions
4 Contact Interactions
5 Determining Forces from Motion
6 The Energy Principle
7 Internal Energy
8 Energy Quantization
9 Translational, Rotational, and Vibrational Energy
11 Angular Momentum
12 Entropy: Limits on the Possible
VOLUME II Electric and Magnetic Interactions
13 Electric Field
14 Electric Fields and Matter
15 Electric Field of Distributed Charges
16 Electric Potential
17 Magnetic Field
18 Electric Field and Circuits
19 Circuit Elements
20 Magnetic Force
21 Patterns of Field in Space
22 Faraday’s Law
23 Electromagnetic Radiation
The Supplements can be found at the web site, ww.wiley.com/college/chabay
Supplement S1 Gases and Heat Engines S1-1
Supplement S2 Semiconductor Devices S2-1
Supplement S3 Waves S3-1
- Online Homework – now all of the end-of-chapter problems are available for assignment with the WebAssign online homework system.
- Instructor Solutions Manual – The new edition is accompanied by a complete instructor solutions manual.
- NEW Student Solutions Manual – contains full solutions to a selection of end-of-chapter problems.
- Increased support for computational modeling throughout.
- Discussion throughout the text contrasting iterative and analytical problem solutions.
- Many new computational modeling problems – large and small.
- Improved discussion throughout of the contrast between models of a system as a point particle and as an extended system.
- Improved discussion of the Momentum Principle throughout Volume 1.
- Improved treatment of polarization surface charge in electrostatics (Ch.14) and circuits (Ch.18) based on computational models.
- More extensive problem sets at the end of each chapter, with improved indication of difficulty level.
Modeling: The text places a major emphasis on constructing and using physical models. A central aspect of science is the modeling of complex real-world phenomena. A physical model is based on fundamental principles; its intent is to predict or explain the most important aspects of an actual situation.
Computer Modeling: Computer modeling is now as important as theory and experiments in contemporary science and engineering. Computer modeling is introduced early to help build a strong foundation in the use of this important tool.
Experiments Using Simple Equipment: Some end-of-chapter problems involve experiments using simple equipment such as weights, string, coffee filters, scotch tape, etc. By experimenting with very simple equipment, students can gain insight into rather deep scientific issues.
Active Learning: Stop and Think questions are interspersed throughout the reading to encourage students to engage the material more deeply.
Lab Activities: There is a complete set of lab activities that were written specifically for a Matter & Interactions-style course.
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(West cowboy), refers to the 18 to nineteenth Century in the United States, the vast land in the west, a group of enthusiastic and fearless pioneer. In the history of the United States, they are the pioneers in the development of the west, they are full of adventure and the spirit of hard work, so the Americans called "horseback hero".
west cowboy Background
The American cowboy,
The cattle are inseparable, Americans are descendants of European immigrants, the United States is the offspring of European cattle. The United States is the first by cattle Columbus
Take. At that time, he took the cattle to Spain West Indies
And, in the coastal area of South america.
The cowboy is a brief historical phenomenon, is a kind of service industry in the western United States from 1866 to 1886 this period of workers. This occupation produced depends on the refrigeration equipment of the train of the invention. But another invention of barbed wire and the occupation soon disappeared.
In 1525, Spanish cattle began to introduce the North American continent from the West indies.
In 1540, the Spanish explorer Coronado across the Atlantic to North America looking for the legendary "Sebola Qibao town", he also brought 500 cattle, the cattle were shipped to northern Mexico and the United States today today Arizona
Area. Thereafter， herd of cattle
The continuous reproduction throughout northern Mexico and gradually this Jalisco
In 1611, the British and the number of cattle shipped to Virginia
The city of James, from the British kind of cattle in the North American continent wide reproduction, there appeared a lot of farming. At the beginning of the seventeenth Century, the Jalisco cattle has reached more than 100 thousand. In short, the cattle entering from the East and south of the two directions, gradually spread throughout the country.
At the beginning of eighteenth Century, cattle in the United States The state of Ohio
and The state of Kentucky
In the Indian language like grass, also called grass. And adjacent to Kentucky Illinois
It is Indian
Known as the "prairie country", here is the paradise of cattle.
By the middle of nineteenth Century, where cattle bull taming technology has been very clever. After the civil war, and westwards to cattle The Mississippi River
West of the vast grasslands, which had become a "cattle kingdom". From the south of Mexico in Spain is also a large number of cattle breeding.
Late nineteenth Century, The state of Texas
Has 50 million cows, is the nation's most cattle state. From the beginning of 1860s, Texas
People will put a lot of cattle driven to the North Kansas
The railway side, then turn the pin across the United states. There was a special "cattle" and "cow town", "cow" is "cattle" walk the road of "cow town" is a way of stopping station.
In 1860s, followed by the United States The Civil War
After the invention of the train carriages refrigeration, which can haul and keep fresh beef. The results, in the eastern part of the city's market to open up the Western rancher, and ranchers immediately to expand herd breeding scale to adapt to the ever-increasing demand. In Texas Texas
The state and the southwestern states of feeding cattle ranch are concentrated on the western United States was rushed to the train station, which is located in Kansas Abilene
The train station. From there, with a boxcar cow to Chicago
After slaughtering, cutting and frozen, and then transported to the east. Cattle in the journey, across the States, of course, need to lead the charge, thousands of young people stampede in, to look for jobs in the ranch. They are the Midwestern farm boy, seeking adventure in the British East to separate from the parents of young people, before defecting soldiers, a few slaves, some Indians, and from the Mexican border. They, the first group is Cowboy source. After being called a "horseback hero".
By the middle of the 1880s, the cowboy way of life came to an end. When the United States forty percent of the land is used for livestock. The beef market greatly and the price fell, pile up in excess of requirement, many ranchers bankruptcy.
A major winter storm in 1886 destroyed millions of cattle, many ranchers and herd desperate. When the ranchers began to recover from this double whammy, they installed barbed wire fence in order to more easily control the management and under the conditions of feeding cattle. Since then, no longer in the open pasture grazing. But around the barbed wire fences and crops grazing, is to make the cowboy downhearted thing, they will disappear soon.
At the end of nineteenth Century, the U. S. transportation increasingly developed, gradually lowering the status of jeans. They have to switch to other jobs, fewer people to see their vigorous figure. Although in 1920s, some places still maintains a Western Cowboy lifestyle, but cowboy heyday has gone for ever. But they forge ahead, pioneering spirit has always inspired americans.
west cowboy Life style
For most Americans, and even for many people in the world, the United States is a cowboy heroism and mysterious character. In literature, film and television works, the cowboy is usually wearing a Mexico type width along the top Hat
The colt revolver revolver, waist arm or shoulder, wrapped with a Winchester rifle bullet, wearing jeans, leather coat and beam tight jeans, sleeve bag feet decorated with a pair of high boots spurs the nail barrel skin and neck circumference of a printing color dazzlingly beautiful big square, riding horse image and go by like the wind, the mighty clear, is a typical external garb of individualism and the spirit of freedom. Because after another poor western movies and various paperback novels and TV shows the rendering, kind, capable, brave cowboy welcome. However, the real cowboy is often influenced by romanticism than the rendering of the descendants of more complex characters.
In the long arduous journey, cowboys must be hardworking, but also witty, brave, calm, calm, able to cope with the way all kinds of unexpected accidents and dangers. The first bundle of semi tame cattle, especially the Spanish temperament fierce wild cowboy with cattle, the cattle side, firmly stick to them, not a moment to relax. Along the way, we must pay attention to the wolves and other wild animals and poisonous snakes, poisonous insect attacks against Indians Lengjian, javelin. Sometimes encountered A thunderstorm
That Lightning flashes and thunder rumbles. often lead to shock group, Niu Ben rampant chaos, cowboy will calm Douzhuan them round in a circle, eliminate panic.
The cowboy trail driving cattle as large-scale march. Large cattle escort cowboys to strict division of labor, carry out their duties. Often there are two of the most experienced people served as commander in chief, a correspondent for the message, around. In addition to the "Ranger", around the flexible wing patrol, riding on the road on both sides of the team," Ride the tail
"Rear, in charge of dallas, The cow
And the lazy cow. Cowboy, some players but the majority is itself, cattle merchants hired, they played an important role in the process of westward migration of the population in the eastern United states. Cowboy long grazing, itself a pioneering, they directly opened the road west.
Some photos of the existing display,
Their life is hard and dirty, but not as expected risk. They face dirt, wearing baggy wool shirt and trousers, and the screen in high spirit and literary works. In addition, the cowboy image are quite different; they are not often with guns. However, their life is not so easy. At dawn, the cowboy must lasso his horse. This horse is not on Bridle
Just keep my feet, had spent the night in the grazing area. The cowboys have to tame it, then began rounding up the cattle, ready to haul northward. Herd to go northward often have to go through the territory of the indians. Inadequate nutrition cowboys and monotonous, mainly dry beans, pork and coffee, but also suffering from cold, dysentery and mosquito bites suffering.
west cowboy Work equipment
The lasso, cowboy towel, The cowboy hat
, jeans, cowboy boots. Not much difference between the modern cowboy costume and movies. Because of these costumes of cowboy, each one has its existence value, and not just decoration.
west cowboy Lasso
The Lasso is a classic essential equipment in every cowboy,
Divided into simple straw lasso and more elaborate leather or other animal skins to lasso two. As a real cowboy, can skillfully use the lasso, and measure whether he has superb technology ma, Pierce a willow leaf with an arrow from the distance of a hundred paces
Marksmanship is often equally important, they can be hired key. The Lasso is usually cowboy coilup hanging in the saddle on the head or tied in the thigh before the cowboy side of the saddle, ready to be taken to use. The lasso usage is usually a head in the saddle head strong, the other end is a live set, used to set in the chase of cattle or other livestock neck or leg. In addition, the lasso and many unique features, such as it will pull the wagon on steep slopes, shipping logs, cattle horn or foot caught it from falling into the mire or cave pulled. When the "sheep", the cowboy must be to the fastest speed riding after leading cattle, accurate throw snare its neck or leg, be pulled to the ground to be uniform, so as to stop the madness of the cattle continue to rush.
west cowboy Cowboy towel
The cowboy collar usually brightly colored shawl round stamp. Printing towel mostly with cotton or silk production, the background is relatively simple, there are mainly red, blue and black, emblazoned with a variety of small patterns, the cowboys loved colorful pattern beautiful silk printing towel. Printing towel almost become the symbol of cowboy life, dubbed "Western Pastoral banner", its use is very extensive, wipe, wash, wound dressing, block dust, signal transmission, at the same time, it is also the bright colors, personalized decoration. The Cowboys for their big towel all cherish every place where there is water, cowboy to the big towel carefully cleaned, and then rode on top or grip in the hands of the head, let the wind dry. The cowboy died, my companions are in the face of cover a piece of his favourite clean printing towel, make him lonely journey in another world is still among the most loyal partner.
west cowboy The cowboy hat
American The cowboy hat
From the Mexico Cowboys often wear a called "Stetson" the wide brimmed felt hat high.
The cowboy hat
The top of the hat down to depression, and both sides are slightly to the upturned brim. In addition to its people wearing a cowboy hat is smart capable, has many practical functions, can not only block the sun or hail, various difficulties and hardships, ready-made bailer, bowls, pillows. Western movies can be seen in the evolution of cowboy hat and diversity. 1920s Western
The star love extends to the brim fold; from 50s to 60s as a star. James Stuart
And Stephen Maqueen, their hats made exaggerated and curly; Clint Eastwood
Every time in western movies, always accompanied by his peculiar flat straight edge black cowboy hat, the most vivid is he in the "Twilight three in the bad and the ugly" classic style -- a face buried behind the slanting hat, a corner exposed half smoked cigar, mysterious and legendary.
west cowboy Jeans
Early American cowboy
Generally wear light Leather pants
Instead of jeans.
Take the ear of the chaps in cowboy Field work
We must not only protect the legs hurt from thorns, winter can also be cold, also can match in the above! Cowboys rarely wear short sleeved, a sunscreen, and to prevent scratches. General wear tight Sleeveless
The leather jacket, wearing different colors, the sleeve of the beam, which is made of flannel shirt Scotland square. A denim shirt over the shoulder and chest pocket design, can be decorated with a tie and lapel. This dress is not only wear off easily, work is convenient and agile full of spirit. The cowboy coat with many pockets, the Cowboys can carry various necessities will need to be arranged in his pocket. In the western, cowboy shirts are beautified, some in front of increased or decorated with lace decoration Tassels
Also, some wearing making very fancy leather shirt.
west cowboy Cowboy boots Riding boots
In the western United States is almost the same as common and daily necessities,
Whether it is a cowboy or the general residents are put, made of leather, ostrich, crocodile, snake and so on, after Embossing
Color, high heel boots tied at the end of thin, strong, not only Juegan good, still very beautiful. A good pair of western boots can be worn for twenty or thirty years without deformation. High leather boots are cylinder cowboys zounanchuangbei essential. In the middle of this high boots and calf, Cuba and shape, line line, most of the two tone, with a beautiful leather or leather carved decorative motifs, both waterproof and durable wear-resistant, warm, bright and charming, set it acts swiftly, very suitable for all their cattle and grass by the water in the cowboy required. General Assembly on the back of cowboy boots The Spurs
. Some still boots Hanging up
A kind of impact will be issued when the all clear and melodious sound of the decorations, when they ride or walk will be heard tinkling sound, showing "no its people first heard the sound" very inspiring.
west cowboy The main document
west cowboy Western Novels
If the Western Cowboy embodied the spirit of The spirit of the United States
The prototype of the words, the cowboy image in Western fiction, the spirit to shape the United States, has become the The symbol of the American spirit
. Western novels show the hardships of western frontier life, Publicity
A pioneer in the struggle for survival of the spirit, the unique circumstances of exercising the national spirit, it is the core of the spirit of the United states.
The American Western novels can be traced back to 1784, John Felson published "Kentucky found, settlement and status". Through this book, Americans first learned of the earliest migration to the west of the hero Daniel Boone
. His courage, fortitude, wisdom, his spirit never yield in spite of reverses into a model, in people's minds, also became synonymous with "western spirit". From the understanding of the mystery of the West has undergone a qualitative change. One of the greatest achievements in the development of American Western novels, is the Western hero into a more specific characteristics of the western cowboy. Owen West's masterpiece " Virginia
"Be regarded as The history of American Literature
The starting point of cowboy novels, known as the first true western novels. The cowboy image has since become the eternal classic. The "Virginia" and immediately caused a born writer and imitated countless worship. A cowboy myth novels and short stories emerge in an endless stream to create many different looks, the cowboy image: Gray grace "jungle Knight" and Ernest Haycocks's "the road" in the lordsburg Winters
And "the golden youth" so selflessly protect the helpless women chivalrous Jack Schaef "; Sean
"Shane as moral and dignity" baodabuping "cowboy; Brett Hart Tennessee" friends ", Jack London
The "full" Jingu Bill as Buweijianxian gold...... Fresh Cowboy figure left a deep impression on the reader: in the desert edge about the sinking of a red backdrop, wearing a hat, neck scarf, boots, wear a pistol wielding cowboy. The rope
The hundreds of thousands of Longhorn gather, then in the dust in cattle wade Cemayangbian, swept across the Prairie night campfire, singing Cowboys depression melancholy diffuse in the sky. Canyon, wonderful day heights wide, rugged integrity, full of go Cowboys ahead fearlessly.
west cowboy Western movies
Western novels LED With the development of Hollywood Westerns the same age so tough cowboy image became the collective myth of the heroic image, cowboy spirit eventually become The symbol of the American spirit
. Taken in the 1903 film " The Great Train Robbery
"Is the origin of American Western movies. Thug Blanco Billy in this film. Anderson
Became the first Hollywood Westerns male star. 1939, John Ford
Directed by the sound " Stagecoach
"Because they gathered all the western classical elements and is recognized as the milepost of Westerns as its style, character set and the narrative rhythm have laid Westerns basic mode. The film describes a stagecoach across the western United States The state of New Mexico
The land of breathtaking wilderness journey, showing a clear visual map of the West: the unique Karst scenery
And steep valleys, filled the yellow sand of the desert, monumental rock, remote town and the pubs, galloping horses and wagons. People are quite typed, John Wayne
The fruit is in the image of a typical cowboy, his handsome, Dior uninhibited, wearing a wide brimmed hat and carrying a revolver, to revenge the war.
The "time in the west" film stills
In 1952 the "noon" is to create a psychological Westerns of the ground, the 4/5 of the time in the bedding, the final shot only at the moment. The film depicts a small town sheriff can not find a helper in the case, alone against the four came to avenge the villain. The movie "Do Not For Sake Me episode" music Oscar award, a cowboy song sung by 1:00. 1969, " Once upon a time in the West
"In 60s the waning occasion, created the" spaghetti Westerns "of a miracle, it is like a magnificent and beautiful, soothing atmosphere of the" western poetry ", recalling all the characteristics of the West: the railway exciting era, boundless yellow sand of the desert. An entanglement of a wandering nameless harmonica cowboy, a wanted criminals, a treacherous Henla the conspirators, in three among the glamorous girl.
1990, Kevin Costner
The first directed by " Dances with Wolves
"At a time when western has been fading across the game, when Oscar, shocked the world cinema to Hollywood Westerns revival. The film lasted for 3 hours, at a cost of $18 million, using a 3500 Buffalo, 300 horses, more than 130 technicians and 400 extras. This large-scale epic western film a counter in the past will be written in the Indian savages, bold subversion of the white supremacy of the Western movie tradition, refresh the western look. In 2000, a " Space Cowboy
"Turned out by the Eastwood
As the "space Dartagnan
"Led his three" space Musketeers "were with unknown space a struggle, to get back and defend their honor. The spirit of the West re distillation of the spirit of the United states. 2006 " Brokeback Mountain
"Has long since become the type of dramas, the more a new breakthrough. Ang Lee Puncture a fallacy with one remark
The United States: "the west is a masculine world, only man and animal, all the western movies never to go to the soft side."
west cowboy social influence
At the end of nineteenth Century, east railway runs through, cowboys have to switch, and they see the less vigorous figure. With the traffic developed, at the beginning of the twentieth Century, a complete end to the era of cowboy. But the end of cowboy era but led to Western Cowboy spirit fully established. With the spread of the American culture, cowboy culture gradually with the cowboy image in literature and movies. The cowboy clothing, unique language, Ballad
After the entertainment, the world has become a symbol of cowboy culture interpretation. The Cowboys ahead, pioneering history and legend of unofficial history has become an important part of American culture, inspired generations of americans. The legend continues.
west cowboy The other meaning
Twentieth Century appeared in succession" The lost generation
"," The beat generation
"That is nothing but the cowboy air different manifestations of cultural character. From the beginning as "Runaways" to the travelers from east to west, the Americans never seem to grow up, their youth blooming. In the digital era, it is not the old Also children
. Just as the discovery of the new world and to open the west, the digital world in this new world is found in the United States, they become the latest area of the extension of xinjiang. The computer was born in the United States is not accidental. The emergence and development of computer technology the American national character was confirmed. Continuously update themselves, is a manifestation of the so-called "American spirit".
Perhaps the cowboy spirit and the connection between the computer revolution is unbelievable. just like Bill Gate
At the Harvard University, majoring in law, and his favorite magazine is "American social science" and " Economist
"That can lead the United States computer" experts "and the regular army is with Gates Negroponte
Nonprofessional such "lay" and "technology cowboy". Technical Cowboys seem to have a common characteristic, Gates, the founder of Facebook, Google and brin Paige
In order to dream have decided to drop out of school. They all will own territory into a "cowboy field". When the talented and independent spirit of college students and Sergiu Brin Larry Paige
Founded Google 10 years ago, they created a two person company's own characteristics reflect. They encourage employees to work 20% of discretionary time, with the staff they think is the best way to benefit local companies. Google engineers can arrange their own working hours, they usually come to the office at noon, enjoy the famous chefs cooking lunch and dinner in the company cafeteria, and work late into the night; every week in the company's parking lot has also arranged the two wheeled Hockey
Game; staff dress casual fresh daily, favors T-shirts instead In western dress and leather shoes
. The famous "Gates style" is nothing but a wear white jeans and a casual T-shirt, a pair of feet through the dust of old moccasins and mongolia. | <urn:uuid:4973bd86-db08-48f1-b9f7-82c9f4ffbf13> | CC-MAIN-2017-04 | http://et97.com/view/6589.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282935.68/warc/CC-MAIN-20170116095122-00259-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.935981 | 4,659 | 3.140625 | 3 |
Sigmar Polke in his studio, 2007. Albrecht Fuchs for The New York Times.
Sigmar Polke, the founder of the Capitalist Realism (Kapitalistischen Realismus) movement in Germany in 1963, passed away yesterday in Cologne, Germany. Polke was 69, and passed away due to complications of cancer, as his dealer Erhard Klein confirmed. Polke was a painter, photographer, and printmaker who created multi-layered works combining elements from American Pop art, abstraction, parodies of consumer society, and a subversive use of materials. Polke’s experimentation with technology, and his hybridization of artistic influences was highly influential for generations of German artists.
More text and images after the jump…
Polke was born in Oels, an east German region, in 1941. His family soon fled to west Germany in 1953, settling in Dusseldorf where Polke studied at the Dusseldorf Art Academy between the years 1961 and 1967. While still in school, Polke, along with Gerhard Richter and Konrad Fischer, founded the Captialist Realism movement, which incorporated aspects of American Pop art’s interest in consumer and popular imagery with abstraction and an emphasis on a progressive use of mediums. The movement also instilled into their works satirical commentary about consumerism, the political climate in Germany at the time–even the movement’s name was a play on the Russian art movement of Socialist Realism.
His artistic practice embraced and incorporated mistakes such as drips, tears, and copy printing errors into his paintings. His experimentation with photography in the 1970s intentionally disregarded the standard rules: “dropping the wrong chemicals onto the paper, turning on the light during development, brushing the developer on selectively, using exhausted fixer.” Polke would then use these ‘mistakes’ to explore his interest in abstract pictorial space. Polke’s irreverence for classical artistic practices made for an innovative and stylistically uncategorizable body of work that uses photography and printed materials as source material, silkscreened layers on top of painterly expanses, chemical substances and other non-art materials within a collage-like aesthetic.
Sigmar Polke, S. Schmeckt Pfirsich von H., 1996. Via 5 + 5 Gallery.
Polke’s works have been exhibited at the Solomon R. Guggenheim Museum in New York, the Städtische Kunsthalle Düsseldorf, Martin-Gropius-Bau in Berlin, the Museum of Modern Art in New York, the Musée National d’Art Moderne Centre Georges Pompidou in Paris, the Stedelijk Museum in Amsterdam, and the Tate Modern in London, among many other international retrospectives. Polke participated in many Documenta exhibitions, and the 2007 Venice Biennale. Most recently he was awarded with the Swiss Roswitha-Haftmann-Preis last month.
Sigmar Polke, German Artist, Dies at 69 [New York Times]
German Artist Sigmar Polke Dies, Age 69, After Cancer Battle [Bloomberg]
Sigmar Polke ‘The Editions’ at Museum Ludwig, Cologne [Art Observed]
Sigmar Polke: ‘Lens Paintings’ at Michael Werner Gallery, New York [Art Observed]
Sigmar Polke, Puckish Virtuoso of German Painting, Has Died at 69 [ArtInfo]
Michael Werner Gallery | <urn:uuid:6e62673d-0fa1-46b6-a84e-2f3bce0c5700> | CC-MAIN-2014-49 | http://artobserved.com/2010/06/ao-breaking-news-sigmar-polke-dies-at-age-69-in-cologne/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931009515.14/warc/CC-MAIN-20141125155649-00080-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.915716 | 749 | 2.671875 | 3 |
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Whether or not you need orthodontic treatment will be determined during your consultation with one of our dentists. When you come into our office, we will take x-rays of your mouth, examine your teeth, and discuss your medical history with you. If it is determined that you need some type of orthodontic treatment, we will go over your options with you. Typically, you will need orthodontic treatment if you have one of the following conditions:
- Misplaced midline
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There are many different types of orthodontic treatments available and each one corrects a specific problem. The most common correction method is braces. Braces are used to straighten your teeth and remove any odd spacing or gaps that you may have. Braces are typically metal and have brackets and wires that hold them in place, but there are invisible options including clear aligners.
The second correction method includes space maintainers. These are usually used when a tooth prematurely falls out before a permanent tooth grows in or trauma has knocked a tooth out of place. The space maintainer will reserve the space for the permanent tooth to grow in. The third correction method includes repositioning appliances that are used to keep your jaw in place or prevent TMJ from occurring. These devices are used typically before you go to bed and can be removed on a daily basis.
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Our invisible aligners option is ideal for teens and adults who are seeking a clear solution to teeth straightening. One of the reasons this treatment option is popular is because when the clear aligners are used, you can remove them as needed to eat, brush, and talk. Therefore, you never have to worry about avoiding certain foods, not brushing all of your teeth correctly, or even the discomfort that may come along with tightening the wires and brackets.
Tell all your friends | <urn:uuid:35662d72-41c7-48a7-8067-023540076586> | CC-MAIN-2019-09 | https://www.downtowndental.ca/orthodontics/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247482347.44/warc/CC-MAIN-20190217172628-20190217194628-00431.warc.gz | en | 0.9349 | 514 | 2.53125 | 3 |
Although in its completion the Sri Guru Granth Sahib Ji contains 1430 pages, each divided into thirty nine chapters, its earliest beginnings were started through the efforts of the second Sikh Guru, Guru Angad Dev Ji as he compiled all the teachings and hymns of the first Sikh Guru, Guru Nanak Dev Ji. Guru Arjan Dev Ji began the process of making the hymns and scriptures more official, just as Sikhism was becoming more known and growing as a religion. If there is one aspect of the Sri Guru Granth Sahib Ji which embraces and reflects on the most important tenet that all Sikhs must follow-it is the Sikh belief that all humans are equal under the eye of God, and that there should be no barriers between one another, whether they may be of caste, religion, sex or creed. Thus, one of the most noble and amazing aspects of the Sri Guru Granth Sahib Ji is that in addition to the works of all ten Sikh Guru’s it also incorporates the hymns, poems, writings, and teachings of Hindu saints, Muslim Sufis, Hindu peoples representing all castes, both high and low, court poets, as well as figures throughout India, writing in their own vernaculars of Punjabi, Sindhi, Sanskrit, Persian, Gujrati, Marathi and Hindi. As for the incorporation of other non-Sikh works, the fifth Sikh Guru, Guru Arjan Dev Ji, also included the works of some fifteen saints from the Bhakti movement including: Kabir, Ravidas, Trilochan, Farid and Namdev. For Sikhs all around the world, the Sri Guru Granth Sahib Ji not only represents their religious history based on the words and teachings of all ten Gurus and those whom the Gurus revered themselves, but the Sri Guru Granth Sahib Ji is representative of the physical living presence of the Sikh Guru, to whom always provides guidance and peace. | <urn:uuid:89a4aeab-4c75-4212-aa07-80cc352c038e> | CC-MAIN-2019-22 | http://canadiansikhheritage.ca/sikh-scriptures/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00040.warc.gz | en | 0.9592 | 405 | 2.5625 | 3 |
Georgia’s hot summers and warm early-fall temperatures – and the intensive labor required to grow and harvest Brussels sprouts – make growing the crop too risky for Georgia farmers.
Although they are a cold-tolerant crop, University of Georgia Cooperative Extension research has found that, in order to grow to maturity, Brussels sprouts would have to be planted in late summer, when temperatures are too high.
“I think it’s going to be difficult to make this a commercially viable crop,” said Justin Shealey, UGA Extension coordinator in Echols County. “There are a lot of hurdles we’re going to have to figure out before we can get to that point.”
Shealey coordinated on-field research trials of Brussels sprouts with UGA Extension vegetable horticulturist Tim Coolong. After two years of research, Shealey concluded that Georgia farmers would lose much of their crop if Brussels sprouts were planted too soon, and would miss the market if they were planted too late.
Coolong believes Brussels sprouts would be greeted by an “attractive market” in Georgia, but agrees the unpredictable weather patterns and labor required to farm the vegetable makes the proposition risky. The crop’s uncertainty due to Georgia’s weather also means the use of a mechanical harvester may not be feasible, Coolong said.
“Out in California and other places, they have the growing system and weather in place where they can get a uniform crop of sprouts on a stalk. Mechanical harvesters are a very reasonable option for them,” Coolong said. "The cost of a mechanical harvester is prohibitive without having a significant amount of production in place. It’s one of those things where people have been unable to make an investment, but at the same time, (harvesting) by hand is not an economically good option. There’s just too much labor involved.”
Brussels sprouts plants look like collard plants until little sprouts emerge where leaves come out of the plant. To help the plant produce sprouts, workers must cut the tops of the plants to force the plant to put resources into sprout production.
Workers must remove the plants’ leaves through a process called “kiting.” This allows energy to move into the sprouts instead of leaf production and increases airflow to the plants, which reduces disease pressure.
During harvest, Shealey estimates between 30 to 40 individual Brussels sprouts must be harvested from each plant. Between 3,800 and 4,000 plants are grown per acre, which leaves an unenviable task for a grower and his farm workers.
“How many workers are you going to have to have, and how long is it going to take you to pop all those sprouts off?” Shealey said. “That’s a lot of labor that growers have to account for when considering this crop.”
Brussels sprouts can grow in the spring, but Coolong believes they would perform better in the fall. He worries that the heat that accompanies late spring in Georgia would slow growth, but he admits more research is needed to verify that theory.
If research did show that Brussels sprouts could grow in Georgia’s fall temperatures, the crop’s lack of uniformity would remain a problem, Coolong said.
“There’s such an interest in buying regionally. Most of our vegetables, especially Brussels sprouts, are coming from California or maybe out of Canada. If our East Coast customers could actually get products from Georgia in a reasonable window of time, I think the market would be wide open,” he said.
Shealey and Coolong warn Georgia farmers who, despite the risks, try to grow Brussels sprouts that there is a lack of labeled chemicals for control of insects, diseases and weeds. | <urn:uuid:8b5c0a35-4b8a-42f4-a8e1-bd231b212bcb> | CC-MAIN-2021-49 | https://newswire.caes.uga.edu/story/6073/brussels-sprouts.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964361169.72/warc/CC-MAIN-20211202054457-20211202084457-00122.warc.gz | en | 0.961114 | 814 | 3.171875 | 3 |
Bisphenol-A, commonly known as BPA, has been linked with childhood obesity in numerous studies. New York-based researchers theorize that BPA disrupts the body’s metabolism, changing the way it breaks down food and spends energy.
A new study followed 2,800 subjects between the ages of 6 and 19, comparing the BPA levels in their urine to their body mass index (BMI) scores. Participants with the highest levels of BPA in their urine were more than twice as likely to be obese as participants with the lowest BPA levels.
Study author Leonardo Trasande concludes, “Clearly unhealthy diet and poor physical activity are the leading factors contributing to obesity in the United States, especially in children.”
BPA is commonly found in plastics, but its use in sippy cups and baby bottles has been banned in the United States. However, the chemical is still found in many common items and household products, as no research has yet definitively linked it to health problems in adults. Tin food cans and aluminum cans are both known to contain significant amounts of BPA.
Not everyone believes in Trasande’s theory, however. The American Chemistry Council issued a statement regarding the results of the new study. They believe that “Attempts to link our national obesity problem to minute exposures to chemicals found in common, everyday products are a distraction from the real efforts under way to address this important national health issue.”
Source: Daily Mail | <urn:uuid:f5c0ab60-75d0-452f-bf3b-afde36477f94> | CC-MAIN-2018-05 | http://m.activebeat.co/your-health/children/does-bpa-cause-childhood-obesity/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886437.0/warc/CC-MAIN-20180116144951-20180116164951-00757.warc.gz | en | 0.96867 | 304 | 3.0625 | 3 |
Bharatpur is one of the renowned tourist destinations in India. It is also known as the 'Eastern Gateway to Rajasthan' and is located in the Bharatpur District of Rajasthan. It is an ancient city, built by Maharaja Suraj Mal, in the year 1733.
The city is named after King Bharat, brother of the Hindu deity, Lord Rama. Laxman, also a brother of Lord Rama, is worshipped as the family deity of Bharatpur.
Bharatpur, also referred to as ‘Lohagarh’, serves as a passage to popular tourist destinations, such as Jaipur, Udaipur, Jaisalmer and Jodhpur. The district of Bharatpur is bordered by Haryana, Uttar Pradesh, Dholpur, Karauli, Jaipur and Alwar.
A Haven Of Birds
A birdwatcher's paradise, Bharatpur is world-famous for its national park. This park is a natural habitat to about 375 bird varieties. The best time to visit the park is the winter season and the monsoon season. Migratory water fowls, such as bar-headed and greylag geese, along with other birds such as pintails, common teals, ruddy shelducks, mallards, widgeons, shovelers, common shelducks, red crested pochards and gadwalls are commonly seen in its wilderness.
Tourist Places In And Around Bharatpur
The architecture of the monuments in Bharatpur exhibits an influence of the Rajput, the Mughal and the British architectural styles. The Lohagarh Fort is one of the renowned forts in the state of Rajasthan. Tourists can also see the Deeg Fort, the Bharatpur Palace, Gopal Bhavan and the Government Museum in the city.
How To Reach Bharatpur
This beautiful destination is easily accessible by air, rail, and road. Tourists can reach the destination from the Indira Gandhi International Airport at Delhi by availing taxis or buses. This airport is connected to major Indian cities, such as Mumbai, Bengaluru, Kolkata and Chennai, by daily flights.
The Bharatpur railway station is connected to Jaipur, Mumbai, Ahmedabad and Delhi. Tourists can avail taxis or buses from the railway station to reach Bharatpur. State owned, and private buses are also available to Bharatpur from cities, such as Agra, New Delhi, Fatehpur Sikri, Jaipur and Alwar.
Best Time To Visit Bharatpur
Bharatpur has an extreme climate, with its proximity to the Thar Desert. Monsoons and winters are the best periods to visit Bharatpur. | <urn:uuid:5aeb3c84-00c7-4fd2-9923-2d66a79d1737> | CC-MAIN-2021-31 | https://www.nativeplanet.com/bharatpur/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046155529.97/warc/CC-MAIN-20210805095314-20210805125314-00338.warc.gz | en | 0.955067 | 584 | 2.609375 | 3 |
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P.E. Central Lesson Plan: Shark Attack
Purpose of Activity:To help students develop the different jumping patterns (hopping; jumping using 2 feet take-offs and landings; leaping; 1-to-2 foot jumps; 2-to-1 foot jumps)
Suggested Grade Level:1-2
Materials Needed:Hoops; and poly spots (the more the better); carpet squares for those teachers who have carpeted activity areas
Lesson Plan:Description of Idea
After students have practiced the different kinds of jumps (i.e. hopping; 2-ft. jumping; leaping; 1-to-2 foot jumps; 2-to-1 foot jumps), let students know they will be using their jumps to play a game called "Shark Attack". Put out all the hoops and poly spots in scattered manner throughout the activity area, making sure they are close enough so students can move from one spot to another, yet far enough that they cannot just walk from spot to spot. If needed, only use half of your activity area to keep the objects close enough.
Have students line up on one end of the gym beside each other. Have them number off from 1 to 4. When you call all 1's, for example, those students must use their jumping patterns to jump from spot to spot without touching the floor (where the sharks are!). Challenge them to try to make it to the other end of the river without falling into the river and getting bitten by the shark even once! (If they do, they just keep going.)
Once the 1's have begun and there is enough space, allow the number 2's to go...3's, 4's, etc. (if space and equipment permits, have as many students as possible cross the river). Once students make it to the other end, they once again line up and wait for the signal to return. Ask how many students made it through without getting bitten by the shark, and challenge them to go slowly enough to correctly use their different kinds of jumps.
If students do well with this have half of the class go to the other side, number off and have them start to go across the shark infested waters going the opposite way. Make sure to tell them to look up before they jump into a hoop. Another person crossing the river may be getting ready to jump into their hoop as well.
This can be used as an assessment of one's gross motor skill. Allow students to jump only using 2 foot jumps, for example, and write down those students who you feel need additional practice on the skill.
A variation of the activity could be that they are only allowed
to hop in the red hoops or the blue ones; leap to the yellow ones; etc.
Author:Robert Parker who teaches at Ramapo Ridge Middle School in Mahwah, NJ. Posted on PEC: 7/14/2002.
This lesson plan was provided courtesy of P.E. Central (www.pecentral.org).
Products for This Lesson: | <urn:uuid:d1ee7e30-97b3-40b2-a11f-5b31be43d574> | CC-MAIN-2015-40 | http://www.ssww.com/pages/?page_id=217&seq=340 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736682947.6/warc/CC-MAIN-20151001215802-00061-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.940192 | 717 | 3.875 | 4 |
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16 June 2007
Space and time are truely intertwined that it makes to sense to speak of time as being separate from space. The reasons they must be taken together will be explored in more detail later. But, this essay concentrates on understanding the interesting effects that must be explained. Some people, rather than simply not understanding Relativity no matter how many times it is explained, actually refuse to accept it as real. They will insist that time is absolute, that time is unique and distinct from space, that time does not make sense as a ďdimensionĒ, or that the interesting observations are illusions or artifacts and not the fundimental nature of reality.
The idea was certainly mindblowing when it was first advanced. Albert Einstein developed the theory of special relativity, publishing it in 1905. But the great mathematician Hermann Minkowski realized in 1907 that the math came out so much simpler and extrodanarily elegant if expressed as a 4-dimensional system unifying space and time. Not only the math, but the understanding is vastly simplified using this concept.
The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength. They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality. —Hermann Minkowski, 1908
As we shall see, the concept of time being relative is directly analogous to the concept of ďupĒ being relative that was explored in part 1.
No matter how fast you move, in any direction, you will observe the same speed for light. If you accelerate in a space ship to half the speed of light, and measure the speed of light in a lab onboard the ship, you will get the identical results that was measured on Earth. Ah, but so will any measurement for the speed of sound. The medium of air is moving with the lab, so that doesnít prove anything as some hypothetical medium for light could be doing the same.
More telling, if you measure the speed of light coming from the Sun receeding behind you and half the speed of light, what do you get? If you expected half the Earthly speed of light (hensforth abbreviated as .5 c) you are stuck in the 19th century or are one of those reality denyers. Today everyone knows that you will measure the light from the Sun at precicely the one true speed of light, or 1 c.
Likewise, if the speeding ship shines a light ahead of itself, two telling observations can be made. First, if someone in the ship measures the speed of that light when it reflects off an upcoming asteroid (the ďlightĒ was RADAR in this case), he will find it to be 1 c, even though the emitter is moving at .5 c relative to his ship. Meanwhile, an observer at rest outside the ship will measure the same speed, relative to himself, and perceive that the leading edge of the RADAR pulse is moving .5 c faster than the ship chasing behind it.
Back in the shipboard lab, under more controlled conditions, the same thing happens. The measured speed of light is c, as mentioned earlier. But if the experiment were also visible to an observer outside the ship at rest, he would see the same speed for the light! If the lab contained a moving medium like sound, the outside observer should see that particular light pulse move at 1.5 c in one direction and 0.5 c in the other. This paradox is illustrated below.
The ship-board observer sees the light beam cover a distance of 2d. A naÔve speculation about the outside observer, seeing that the apparatus is moving at half the speed of the light beam, will conclude that he will measure a total distance of 2⅔d, which is definitly a longer path.
But, the different observers do measure the same speed for light, always. Note that Iím not talking about light slowing down when moving through water or air or diamond, but the unfettered speed of light in a vacuum. If two observers measure the same speed, but have different distances, somethingís got to give.
When you actually do the experiment and see what happens, something interesting indeed shows up. Two somethings interesting, in fact. First, you will notice that the length of the ship, and of the apparatus within it, is squished! What the shipboard observer measured as d, the outside observer measures as 0.87 d (√3⁄2 to be precise).
Since the distance between the emitter/detector and the mirror is closer together, the ship will move less in the time it takes a beam of light to go from the emitter to the mirror. Travelling at a velocity of .5 c, half the speed of the beam of light, the entire apparatus will have moved its own length when the light reaches the mirror, regardless of what that length is. If the apparatus is shorter, so is the distance it must move to move its own length. Likewise, on the return trip the reflected light travels twice as far as the detector when the meet in the middle.
So, the outside observer actually measures a total trip distance of 2.31 d, which is 87% of what you originally supposed before doing the experiment.
That is an improvement (2.31 instead of 2.67, compared with the other observerís 2.0), but does not fully resolve the paradox. How can both observers measure the same speed of light, when they measured different distances for its path?
That brings us to the second effect, which is more subtle and does not show up in this diagram. It is not until the two observers compare notes and their scratch work, not just their results, that the second effect becomes apparant.
Not only do the two observers measure a different length of the apparatus, but they experience a different time duration! During the flight of the beam, one observer lives for 15.5% longer than the other. Their watches or other clocks, their beating hearts, their thoughts, and any physical processes at all will show that the shipboard observer was experiencing less time than the outside observer*.
The fact that for a moving object length contracts and time slows down explains the fact that the speed of light is measured to be the same velocity. Velocity is distance over time. Both factors change by the same amount, giving the same quotient.
The combination of length contraction and time dialation explain completely how different observers can measure the same speed of light. But, you canít really call that an explanation, since you are just replacing one bizzare effect with another. What it does do is resolve the apparant paradox. A constant speed of light, by itself, doesít make sense and leads to contradictions. But length/duration change implies the constant speed of light and everything works out consistantly.
The constant speed of light clearly is not a single isolated effect, but merely one interesting effect of a richer whole with many interrelated effects.
With the flat-Earth analogy, imagine being confronted only with the results that when surveying large areas of land, you get triangles whose interior angles donít add up to 180° and circles whose circumference is shorter than π times the diameter. Trying to comprehend how that can be so, with no concept of anything other than plain geometry, would be mind-boggling. But if you try it on a toy globe, you see that these impossible shapes work out naturally. Impossible triangles or circles canít exist on their own, but are part of a larger range of effects stemming from a single deeper mechanism.
Length contraction and time dialation were presented above as two separate effects, that just happen to work together and always hold opposite values. Probing the effects even deeper, it turns out that length contraction can be explained as just an effect of relative simultaniousness. It is hard to understand the two ends of the ship (points separated by some distance in space) as being seen in different times, because the ship is one rigid object. So letís come back to that later, and start with a different example.
In the illustration below, you see that observer 1 (letís use names instead and call him Albert) has prepared a series of space buoys. They all lie in a straight line, and are not moving relative to each other or with Albert, who waits a short distance off. In other words, the buoys are not moving in Albertís reference frame.
The buoys are equipt with flashing lights, and Albert synchronizes them to flash at the same time. To verify the setup, Albert uses RADAR to check the position of each buoy. From the length of time it takes the signal to return, and the direction of the beam, he can plot their positions. It agrees with how he positioned them in the first place. When they flash, he sees the nearer ones first because the speed-of-light delay is shorter. Noting the time at which he sees each one flash, and compensating for each oneís distance from him, he determines that they all flash at the same time and at the expected time based on his clock.
Observer 2, Benjamin, is in a ship approaching the line of buoys from the left, meaning is is moving right in the diagram, at relativistic speed.
In Benís reference frame, the buoys are approching him at high speed and he considers himself stationary. His RADAR results are harder to figure out, since the target is moving. One measure of the speed is from the doppler shift of the returning pulse. Another is the change in position from two successive pulses. He knows the distance at the point of RADAR beam reflection, and that it continues to move after that. So, he can build up a picture of the buoys all moving towards him in a line, not changing their place in formation, and know where each will be at any given time on his clock.
Meanwhile, observer 3, Carl, is doing the same thing but approaching from the right. He is moving left in the diagram, at relativistic speed.
Now at the appointed time on Albertís clock, all the buoys flash in unison. What does Ben experience? First, his clock doesnít show the same time as Albertís because it is running slow. He can correct for that, but it doesnít really matter to this observation. We can suppose that Ben is not told when the flash will occur, so he just has to watch out for it.
As you would expect, he sees the flash from the nearer buoys first, because there is less of a delay for the light to reach him. But Ben compensates for this, noting the time on his clock when each flash arrives, and his knowledge of the trajectory of the line of buoys, and calculates backwards to determine where each buoy was when the light pulse left it, and what time it was when that happened.
He double-checks all his work, and reports in. Besides noting that the light from the buoys is bluer in frequency than Albert, and that the spacing of the buoys in the line is closer together than what Albert measured, he also reports that the buoys did not flash all in sync. He reports that the closest buoy flashed earliest, and then each flashed in turn with the rightmost (on our diagram) flashing last.
At the same time, Carl is also making measurments. His report is identical with Benís, except that when he reports that the closest buoy flashed first and the farthest last, he means that the right one on our diagram was first, and the left last. He determines that the flashes took place in the opposite order as Ben.
To summarize the situation, we have three observers reporting on the same events. In one reference frame, all the events took place at the same time. In the second, the events took place at different times, with some short interval between each, with the leftmost first. In the third reference frame, the time interval was the same but the rightmost was first.
From the careful considerations described, you should be convinced that this time difference is a real physical effect on the flowing of time itself, and is not a measurement artifact or optical illusion. When the leftmost buoy flashes, the event of the middle one flashing is in Benís future, Carlís past, and Albertís present! All of those are correct statements!
This may seem utterly bizzare and worse than clocks running slow, but it is analogous to the earlier example of the round Earth. Each observer disagreed on the direction in which Saturnís ring plane was tilted; in other words, they had a different ordering for higher/lower. Here, we have a different ordering for past/future. How can the two observers disagree as to which item is above the other? A flat-Earth beleiver would be just as befuddled. But the diagram of ďupĒ being different for each observer, and the digram, along with the acceptance that this is so, makes it all clear.
This section might have been titled Time Is an Axis in 4 Dimensions, but I wanted to preserve the analogy with part 1, and didnít want to scare anyone off continuing.
the shipboard observer was experiencing less time than the outside observer
This is actually the twin paradox. Donít worry about it in the example, and suppose that the ship came back and the observers are comparing notes while both are in the observerís reference frame. | <urn:uuid:eeebcbca-8ad6-4a87-84e4-64c0d2fe9010> | CC-MAIN-2016-50 | http://www.dlugosz.com/nb/physics/denyreality-2.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698544140.93/warc/CC-MAIN-20161202170904-00107-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.960651 | 2,846 | 2.6875 | 3 |
Database learning can never stop. Based on the previous posts on the basics I saw few comments asking to cover some of the basics in a one liner mode. In this blog post, we will talk about the database fundamentals of system DB’s, what are the DB files and what are the filegroups. I get an opportunity to talk to a lot of developers who come from the compete platform and are often asking these fundamental and basic questions. I am sure this blog post will help them understand these fundamentals.
- Master: composed of system tables that keep track of server installation as a whole and all other databases that are eventually created. Master DB has system catalogs that keep info about disk space, file allocations and usage, configuration settings, endpoints, logins, etc.
- Model: template database. Gets cloned when a new database is created. Any changes that one would like be applied by default to a new database should be made here
- Tempdb: re-created every time SQL Server instance is restarted. Holds intermediate results created internally by SQL Server during query processing and sorting, maintaining row versions, etc. Recreated from the model database. Sizing and configuration of tempdb is critical for SQL Server performance.
- Resource [hidden database]: stores executable system objects such as stored system procedures and functions. Allows for very fast and safe upgrades.
- MSDB: used by the SQL Server Agent service and other companion services. Used for backups, replication tasks, Service Broker, supports jobs, alerts, log shipping, policies, database mail and recovery of damaged pages.
- Primary data files: every database must have at least one primary data file that keeps track of all the rest of the files in the database. Has the extension .mdf.
- Secondary data files: a database may have zero or more secondary data files. Has the extension .ndf.
- Log files: every database has at least one log file that contains information necessary to recover all transactions in a database. Has the extension .ldf.
Creating a Database
- New user database files must be at least 3 MB or larger including the transaction log
- The default size of the data file is the size of the primary data file of the model database (2 MB) and the default size of the log file is 0.5 MB
- If LOG ON is not specified but data files are specified during a create database, the size of the log file is 25% of the sum of the sizes of all the data files.
Expanding or Shrinking a Database
- Automatic File Expansion:
- The file property FILEGROWTH determines how automatic expansion happens
- File property MAXSIZE sets the upper limit on the size
- Same as doing DBCC SHRINKDATABASE (dbname, 25). Leave 25 % free space in the database after the shrink
- Thread performs autoshrink as often as 30 minutes, very resource intensive
- Can group data files for a database into filegroups for allocation and administration purposes.
- Improves performance by controlling the placement of data and indexes into specific filegroups on specific drives or volumes.
- Filegroup containing the primary data file is called the primary filegroup, there is only one primary filegroup.
- Default filegroup: there is at least one filegroup with the property of DEFAULT, can be changed by DBA.
- Use cases when -not- to use filegroups:
- DBA might decide to spread out the I/O for a database: easiest way is to create a database file on a RAID device.
- DBA might want multiple files, perhaps to create a database that uses more space than is available on a single drive: can be accomplished by doing CREATE DATABASE with a list of files on separate drives
- DBA might want to have different tables assigned to different drives or to use the table and index partitioning feature in SQL Server.
- Allows backup of parts of the database.
- Table is created on a single filegroup, allows for backup of critical tables by backing up selected filegroups.
- Same for restoration. Database can be online as soon as primary filegroup is restored, but only objects on the restored filegroups will be available.
Given the nature of content, also look at the other topics we have discussed before.
Thanks for reading this far. Feel free to pass your comments too.
This entry was posted on Monday, November 19th, 2012 at 08:30 and is filed under Technology. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. | <urn:uuid:49fa308e-1295-44a4-a780-f9b01fb5dfe9> | CC-MAIN-2017-04 | http://blogs.extremeexperts.com/2012/11/19/sql-server-database-basics/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285001.96/warc/CC-MAIN-20170116095125-00538-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.903159 | 966 | 2.921875 | 3 |
During July, Guam celebrates the liberation of the island from the brutal occupation of the Japanese by the U.S. military in World War II.
The Liberation Carnival and the Liberation Day Parade are two of the bigger events that remind us of when Uncle Sam returned to free the Chamorro people from oppression and brutality. We should always be thankful and grateful to the brave men of the Army and Marines who spilled their blood on our shores and in our jungles.
But Liberation also is about remembering and honoring the struggles and tribulations of the Chamorro people and all they endured during the war.
Chamorros remained loyal and patriotic to the United States throughout the occupation. They kept Navy radioman George Tweed out of the hands of the Japanese, helping him escape capture despite harsh and deadly ramifications. Many kept homemade American flags hidden away, knowing they could be severely punished, tortured or killed for doing so.
Today begins the first of several memorials for the Chamorro victims of World War II and their survivors. The Manenggon Memorial Foundation is inviting all survivors of the war to attend its annual commemoration event in Yona, which will include the lighting of torches and candle, as well as a Mass celebrated by Archbishop Anthony Apuron.
There are several other events that give residents an opportunity to commemorate and honor the deaths and sacrifices of the Chamorro people:
•July 13: Chagui'an Massacre Memorial in Yigo.
s July 15: Visits to the sites of the Tinta Cave and Faha Cave massacres.
s July 19: Memorial for those slain in the Fena Massacre.
•July 20: Memorial ceremony at the Asan Bay Overlook.
As we mark the anniversary of the Liberation of Guam, remember the many Chamorros who suffered and died during World War II, and those who persevered and survived. | <urn:uuid:cb5eecf3-ef81-447f-bf7f-7f07ce6b0909> | CC-MAIN-2015-22 | http://www.guampdn.com/article/20120707/OPINION01/207070316/Honor-Always-remember-Chamorros-suffering-during-World-War-II | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207929272.95/warc/CC-MAIN-20150521113209-00319-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.961812 | 386 | 3.109375 | 3 |
By THOMAS KELSALL AND KELLY HUGHES
The Forgotten War:
Although the war in Syria has captivated the globe, the world’s worst humanitarian crisis is currently taking place in Yemen; a failing state embroiled in a catastrophic civil war.
The conflict features large civilian casualties, war crimes, an IS insurgency, and foreign involvement from countries all around the world, including Australia and the United States (US).
The United Nations said the bombing campaign led by a Saudi Arabian coalition is to blame for 60% of civilian casualties. The US and many of its allies provide logistical support, intelligence and weapons to the Saudi bombing campaign.
Despite clear evidence of the US government’s complicity in Saudi war crimes, the US senate voted 55-44 against a resolution to end military support for the war.
But why are the US and its allies invested in such a brutal bombing campaign in a relatively small Arab country? To answer this question, it is crucial to understand who is fighting in the war, and the implications Yemen has on the larger geopolitical interests in the region.
Who is fighting Whom?
While the graphic below does not encapsulate the full complexity of the war, it provides an overview of the rivaling factions fighting for power within Yemen, and the foreign powers trying to gain influence in the region.
Why did the war start?
After years of intermittent violence, North and South Yemen entered a tense unification under the rule of authoritarian leader Ali Abdullah Saleh in 1990.
President Saleh struggled to maintain control over Yemen’s rivalling factions, and the Shiite minority ‘Houthi’ grew increasingly frustrated with the discriminatory rule of the Sunni led government. This sparked an insurgency in Northern Yemen in 2004.
During the Arab Spring uprising in 2011 Yemeni citizens protested President Saleh’s corrupt and ineffective government. This forced him to hand over power to his deputy Abdrabbuh Mansur Hadi.
In the midst of the political upheaval, President Hadi struggled to deal with attacks from Al-Qaeda, food insecurity, corruption, unemployment, and civil and political unrest.
By 2014, the ongoing Houthi insurgency successfully captured Yemen’s capital Sana’a. This forced President Hadi to flee to Saudi Arabia, where he remains today.
Saudi Arabia, fearing an Iran supported Shiite government on its border, intervened on President Haidi’s behalf with a coalition bombing campaign against the Houthis in March 2015.
The war is now waging between the Saudi-led coalition and the Houthis, with the complicating presence of IS and Al-Qaeda.
Yemen is part of a larger regional conflict
The large number of foreign countries involved in Yemen highlights the wider geopolitical rivalry at stake between Saudi Arabia and Iran.
The tension between the two countries is dubbed ‘The Middle East Cold War’. Their struggle for influence has parallels to the 20th century Cold War between the US and Soviet Union.
Saudi Arabia and Iran are not in a direct war, but rather fight ‘proxy wars’ in other countries by supplying arms and supporting groups aligned with their interests and ideology.
Recent US interventions in Afghanistan, Iraq and Libya have catastrophically destabilized the Middle East.
The power vacuum from the removal of dictators like Saddam Hussein and Muammar Gaddafi has assisted the rise of Sunni, Shia and extremist militia groups in the region.
The 2011 Arab Spring protests also aided this process by putting immense political pressure on long time authoritarian leaders.
The wealth and political stability of Saudi Arabia and Iran have allowed them to exploit the chaos in the region and pursue their diametrically opposed ideological and financial interests. The two rivals have supported opposing groups in Syria, Iraq, Libya, Tunisia, Bahrain, Lebanon, Morocco and now Yemen.
The region is being torn apart by the competing interests of the Cold War, as well as the violent presence of extremist groups like IS. As a result, the Yemeni people have become human pawns in a wider proxy war between Iran and Saudi Arabia.
Why is the US involved?
Image Source: ABC
The US views Saudi Arabia as one of its most important strategic allies. Since World War II, Saudi Arabia has been vital to the US’s fight against communism and terrorism.
They also share an important financial relationship.
In May 2017, President Donald Trump signed a $350 billion arms deal with Saudi Arabia, significantly boosting the business of US defence contractors. And since 1973, the US has imported on average 1187 barrels (188,799 litres) of Saudi crude oil and petroleum every day.
The US also shares a negative view of Iran. The Iranian Revolution in 1979 overthrew the US backed Shah of Iran and installed the anti-American Ayatollah Khomeini.
The US Embassy hostage crisis and President George W Bush’s declaration that Iran is part of an “axis of evil” strained relations further.
Therefore, maintaining good relations with the Saudis and limiting Iranian influence in the region is a key foreign policy objective for the US.
The public pretext for US involvement is to prevent Yemen from becoming an extremist hotbed. But when Hadi’s government collapsed, the US had to remove all its troops from Yemen, undermining its ability to combat extremism in the country.
The US now provides logistical support for the Saudi coalition fighting the Houthis. This includes sharing intelligence and refueling Saudi bombers in the air, giving them significantly more lethal capacity.
Western support for the brutal Saudi campaign is not limited to the US. The UK has shown unwavering support for the Saudi government, selling the country 48 highly advanced fighter jets earlier this month.
Australia is also a quiet supporter of the brutal war.
Despite the naval blockade targeting civilians in Northern Yemen, the Australian Navy has conducted joint training exercises with Saudi Arabia in waters not too distant from the site of the blockade.
What is the human cost of the war?
The humanitarian crisis in Yemen has bypassed epidemic levels.
According to the UN, the death toll surpassed 10,000 at the beginning of 2017, with at least 40,000 wounded.
Since March 2015, some 3.3 million people have been displaced.
Because of thee unliveable conditions, the mass displacement of war has caused diseases such as cholera to re-emerge and spread at an extraordinary rate, with 7,000 new cases discovered per day.
The disease is curable but requires clean water, salts, gloves and oral rehydration.
The situation has been dubbed the worst-recorded cholera outbreak in the world, and there are predictions the disease could affect one million Yemenis by the end of 2018.
In March 2016, the Yemeni government ceased supplying money for the Public Health Department and, as a result only 50% of hospitals in Yemen are operational with mass shortages of staff and supplies.
The United Nations International Children’s Emergency Fund (UNICEF) reports that more than 5000 children have been killed or injured in the Yemen war, with “an average of five children every day since March 2015”.
The threat of starvation is a daily consequence for the people of Yemen, with 8.4 million civilians at risk.
Image Source: BBC
The current population in need of urgent humanitarian assistance stands at 22. 2 million– almost the entire population of Australia- with 11 million of those being children.
Peace deals have been organised by the UN to alleviate the crisis, but their efforts to negotiate any sort of peace agreement have failed three times.
Evidence of War Crimes
Strong international condemnation over Saudi Arabia’s bombing campaign in Yemen have incited calls to restrict the targeting of civilians.
However, there is little evidence of change or progress on this issue.
Human Rights Watch called on the UN in late 2017 to launch an international investigation into the war crimes.
They also wanted the Saudi-led coalition to return to its “list of shame” for harming and killing innocent children.
In response, Saudi Arabia has been placed on a UN blacklist for killing and injuring children and attacking dozens of schools and hospitals in Yemen.
Yemeni officials say the Saudi-led coalition has not allowed ships to deliver much needed aid. The UN is calling for a lift of the blockade, warning that Yemen could suffer the worst famine in decades.
List of War Crimes
Both sides of the conflict are committing war crimes, but the air and naval power of the Saudi coalition has allowed them to attack indiscriminately; targeting innocent Yemeni civilians in their homes and hitting medical facilities, harming those in need of medical assistance.
Here is an incomplete list of known Saudi-coalition war crimes.
- Bombing of a hospital for the blind, 81 killed, January 2016.
- Bombing of a Medicine Sans Frontiers (MSF) hospital ,11 killed, August 2016.
- Bombing of funeral procession, at least 140 killed, 600+ wounded, October 2016.
- Purposeful targeting of urgent supplies, such as a bombing of a desalination plant cutting off millions from their only source of clean water, December 2016
- Bombing of civilian market, 54 killed, December 2017.
- Bombing of civilian farm, 14 members of the same family killed, December 2017
- A naval blockade of crucial medical supplies for treating Cholera, also preventing food from reaching 75% of the population, March 2017
Image Source: ABC
A tragic combination of blockades, targeted attacks and indiscriminate/unpredictable violence has created a breeding ground for famine, cholera, malnutrition, child suffering and civilian deaths.
Is there an end in sight?
The Houthis seem too weak to conquer Yemen, but too powerful to back down from Saudi-led forces, thus the battle lines have barely moved.
Countries who are backing the Saudi-led coalition or the Houthis, see their part in the war as a way of exuding dominance and influence over the Middle East.
This is an enormous problem for Yemen because their country is being used as leverage for economic deals, such as controlling oil, trade etc.
To compound this, the war-torn country is a breeding ground for terrorist groups, who see Yemen as a prime opportunity to incite a new wave of IS militant influence.
Mark Mitchell, the Acting U.S. Assistant Secretary of Defence warned the U.S. Congress late last year,
“The areas that we’ve seen that are the most troubling and provide the most potential for [IS] in particular to establish a new base — first of all would be Yemen, which….has a failed government and is wracked by a civil war,” Mr. Mitchell said.
Just two days ago a bipartisan resolution in the US senate failed to pass, which would have ended US involvement in the Yemen war.
On the same day, President Trump welcomed Saudi Arabia’s crown prince, the main force behind the Yemen war, to Washington to discuss their relationship and future arms sales.
Silent support is mounting as the war in Yemen errs on the side of a genocide.
The West’s three pillars of freedom, democracy and human rights are undermined by their complicit relationship with such a ruthless regime. | <urn:uuid:c0c18910-77c0-45ec-a9ec-f2444e8cdde5> | CC-MAIN-2018-17 | https://ontherecordunisa.com.au/2018/03/23/yemen-the-humanitarian-crisis-you-havent-heard-about/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125947690.43/warc/CC-MAIN-20180425022414-20180425042414-00608.warc.gz | en | 0.945062 | 2,313 | 2.671875 | 3 |
Similarly, What is considered a local education agency?
A state’s public board of education or other public authority that oversees the administration of public elementary and secondary schools in a city, county, township, school district, or other political subdivision.
Also, it is asked, What do local education agencies do?
Local Education Agencies are responsible for operating schools, enforcing federal and state laws, rules, and standards, developing and implementing local educational policies and curriculum, employing and supervising teachers, and providing financing to local schools.
Secondly, What is the meaning of education agency?
An education agency is a body that is in charge of overseeing the teaching and educational services provided to pupils in a certain environment, such as a geographic region. A school district is one kind of local education agency, but other organizations may also be designated education agencies.
Also, What is the role of the LEA?
The relevant LEA must have an individualized education program (IEP) team meeting as quickly as feasible to amend the child’s IEP and create an educational placement.
People also ask, Is a charter school a local education agency?
In 11 states and the District of Columbia, charter schools, for example, act as their own local education agency (LEA). When it comes to special education, four of the 11 public charter schools are not autonomous LEAs, and instead collaborate with the LEA where the student lives in a variety of ways.
Related Questions and Answers
What does Lea option mean?
The LEA Medi-Cal Billing Option Program reimburses LEAs (school districts, county offices of education, charter schools, community college districts, California State Universities, and University of California campuses) for the federal share of the maximum allowable rate for approved health-care services.
What is sea in education?
When a certified expert recommends the need for specialized equipment, the Special Equipment Amount (SEA) offers cash to school boards to help with the price of equipment necessary to serve kids with special education needs.
What are the three agencies of education?
The primary educational agencies are family, school, religion, peer groups, and the media. Education agents may be formal, informal, or non-formal.
How many types of education agencies are there?
Formal and Informal Educational Agencies are the two types of educational agencies.
How community is an agency of education?
Many resources and strategies may be interconnected via school-community partnerships to promote communities that serve all adolescents and their families. As an educational agency, they may be able to enhance schools, build communities, and reduce the challenges that young people face.
What is the most important responsibility of an LEA representative?
Because the LEA representative is the person on an IEP team who has the responsibility to commit agency resources and must be able to assure that special education services indicated in the IEP are given as stated, the LEA representative plays an essential role in the provision of FAPE.
What is an LEA facilitator?
Specifications of the position The LEA facilitator’s duty is to serve as an educational leader and advocate for students with disabilities in the classroom. He or she will work closely with the assigned school(s) to ensure that there is a strong commitment to increasing academic and social accomplishment of children with disabilities.
Who is legally responsible for ensuring the goals in a student’s IEP are met?
Your child’s IEP must include the assistance and supports she will need in order to participate and meet her yearly objectives. The school district is in charge of ensuring that her IEP is implemented and that services are provided as scheduled. It is not, however, responsible for providing additional services beyond those indicated in her IEP.
What is the difference between a charter school and a public school?
Rather than being part of a public school system, which sets curriculum and standards for all schools, charter schools operate independently via unique agreements, or charters, with state or local governments that set regulations and performance criteria.
What is the purpose of a charter school?
Teachers, parents, students, and community members established charter schools to give possibilities for teachers, parents, students, and community members to establish and sustain schools that function independently from the current school district structure to achieve the following goals: enhancing student learning; expanding learning opportunities for everyone.
Are charter schools better?
According to the most comprehensive research completed to date, charter schools do not perform better or worse than regular public schools in terms of student achievement. However, this average hides huge differences between individual charter schools and charter schools in various states.
How many school districts are in California?
Number of school districts and enrollment by kind in 2020–21 Number of DistrictsElementary523High76Other86District TypeNumber of DistrictsElementary523High76Other86District TypeNumber of District There are a total of 1,0291 rows remaining.
Is Lea paid?
LEAs pay for the services and are repaid 50 percent of the cost by the federal government; hence, there is no cost to the state general revenue for this program.
When was Fape created?
The Education for All Handicapped Children Act (Public Law 94-142), or the EHA, was signed into law by President Gerald Ford in November. Every child with a handicap in every state and region throughout the nation was promised a free, adequate public education, or FAPE, under the EHA.
Is the teacher a sole agency of education?
Yes, the instructor is the only source of educational information.
What does LEA and SEA mean in education?
Both state education agencies (SEAs) and local education agencies (LEAs) are responsible for providing qualified students with accessible formats from NIMAS files through the NIMAC. On behalf of the SEA and LEAs, the State Director of Special Education oversees the following activities.
What is a 504 plan?
Defined 504 Plan The 504 Plan is a strategy for ensuring that a kid with a legally recognized impairment who is enrolled in an elementary or secondary school obtains modifications that will enable academic performance and access to the learning environment.
What are the two important components of least restrictive environment?
1. With the help of supplemental aids and services, schools should make every attempt to put kids in less restrictive environments. 2. Students with disabilities will only be put in more restricted settings if a suitable education cannot be given with the use of aids and assistance.
What is an example of least restrictive environment?
Least Restrictive Environment at Home (LRE) The same school buses are used. They attend the same schools. Students should be placed to the same classes. Take part in the same extracurricular activities as the other students at their school.
What are the two formal agencies of education?
Formal educational institutions include schools, colleges, and universities.
What are the main agencies that influence education?
The University Grants Commission (UGC), the National Institute of Educational Planning and Administration (NIEPA/NUEPA), the National Council of Teacher Education (NCTE), and the National Council of Educational Research and Training are the agencies at the national level (NCERT)
Why is NGO an agency of education?
1) In the realm of education, NGOs’ primary obligation is to provide literacy for those who are illiterate. 2) To use the media to promote public awareness of education initiatives. 3) During natural disasters, give functional support, food, books, stationery, uniforms, mid-day meals, and other necessities.
How many agencies are there in educational management?
University Grants Commission (UGC), National Institute of Educational Planning and Administration (NIEPA/NUEPA), National Council of Teacher Education (NCTE), and National Council of Educational Research and Training are the agencies at the national level (NCERT)
Local education agencies are organizations that provide public education services. Examples of local education agencies include school districts, charter schools and private schools.
This Video Should Help:
The “local education agency texas” is a state-level entity that provides public school education. The local education agency is responsible for the coordination of public schools, and often deals with distributing federal funds to schools in their jurisdiction.
- what is a local education agency representative
- local education agency california
- local education agency maryland
- local education agency responsibilities
- local education agency definition california | <urn:uuid:52ec4413-51d5-4fac-a0fd-ada414b2df0d> | CC-MAIN-2022-33 | https://fjbhcatholic.org/what-is-local-education-agency/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570741.21/warc/CC-MAIN-20220808001418-20220808031418-00723.warc.gz | en | 0.951804 | 1,753 | 3.140625 | 3 |
NOAA Teacher at Sea
Aboard NOAA ship Oscar Dyson
July 1-22, 2018
Mission: Walleye Pollock Acoustic Trawl Survey
Geographic Area of Cruise: Eastern Bering Sea
Date: July 6, 2018
Weather Data from the Bridge
Longitude: 170.39 7756W
Sea Wave Height: 3-4 feet
Wind Speed: 18.87 Knots
Wind Direction: 126º true
Air Temperature: 8.7ºC
Barometric Pressure: 1002.0 milibars
Science and Technology Log
Note: This Walleye Pollock Acoustic Trawl Survey is a way to estimate the amount of fish that are present in a targeted area of the Bering Sea. NOAA Scientists have been conducting these surveys since the 1970’s. It is important work necessary to manage the pollock population. (Pollock is a billion dollar food industry, thus a very important ocean resource.) These population estimates are part of the information used to determine how much fish can be caught in the Bering Sea (fishing quotas, MSY-Maximum Sustainable Yield) that still allows the population to reproduce and survive in adequate numbers.
What does it take to prepare for an Acoustic Trawl Survey?
The fisheries scientists plan their sampling area based upon past surveys so that each part of the Bering Sea is covered over a period of time, in this case June through August;decisions must be made about who will be going on which leg of each trip. They also determine what research projects will be conducted, what specimens should be collected, and what information they need to obtain from this work. Other scientists also make requests, such as specimen collections or oceanography equipment deployments in target areas to obtain information for their own research projects. A document called Project Instructions is developed to include these cruise objectives and a list of all the supplies and equipment needed to conduct the research projects. Once the Project Instructions document is complete, it must be sent for review to NOAA administration, then to MOC-P (Marine Operations Center-Pacific)- which is a home location for NOAA to monitor its’ fleet of NOAA vessels. Now on to the NOAA Corps officers who are also preparing the ship for this cruise. In cases of requesting to sample the western Bering Sea (near, but outside of Russian waters), the State Department must approve it. Once this plan has been approved, many preparation activities begin.
A detailed spreadsheet is developed that lists all supplies needed for the fishing and research work. This includes vials for sampling, chemicals for preserving, tools needed to conduct research, and fishing gear. Some supplies are loaded on the ship when in port in Dutch Harbor or Kodiak, but other supplies are shipped in shipping containers or flatbed trailers. A large ship carries these on the ocean from Seattle to Dutch Harbor, and then tractor trailers bring the nets to the ship.
Then scientists work with the ship’s crew to make final decisions regarding haul locations. While the general area to fish is determined prior to setting sail, specific haul locations (along survey tracklines or transects) are determined as the scientists monitor the location and distribution of fish using sonar readings during sailing.
I am enjoying life at sea and settling into the maritime routines that ensure the ship runs smoothly. NOAA ship Oscar Dyson is a small city with each person having very specific responsibilities for safety and operations. There are approximately 30 people on board. My work shift is from 4pm – 4 am each day. (There are no days off.) The ship has 5 labs (Wet lab, Dry lab, Acoustics Lab, Chemical Lab, Fish Lab) I spend my work shift after each haul, in the fish lab. There we identify the species that are caught, collect specimens for research and record weights and measurements of targeted species. This allows calculation of the amount of each species caught, which are used to calculate population estimates. (This is called processing the catch.) I also spend time writing blog posts, planning lessons about the work here, and interviewing staff on board to learn about their career paths. I will also use this information to teach students about the science related to this work and the career opportunities in this field. Well, a net is being pulled up now, so off to the fish lab I go.
Did You Know?
Sonar readings can be used to “see” what is in the water column. This is due to sound waves that bounce off what is in the water (“echoes”). Strong echoes come from pollock because sound waves bounce off the gas in their swim bladders. These echoes can be shown on a computer screen as the ship sails along, making a plot called an “echogram”. | <urn:uuid:0a31673e-cad6-4eac-a12d-d49cf8ae8fca> | CC-MAIN-2020-05 | https://noaateacheratsea.blog/tag/walleye-pollock/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00268.warc.gz | en | 0.943222 | 978 | 2.65625 | 3 |
Several calls and samples from eastern Iowa counties would suggest this is another "banner year" for the false Japanese beetle, Strigoderma arbicola. The false Japanese beetle is a member of the Junebug family with a vague resemblance to the famous imported pest, the Japanese beetle. See the table below for a comparison of diagnostic characteristics.
|Descriptions||Japanese Beetle||False Japanese Beetle|
|Size / Shape||7/16" / nearly square||7/16" / longer than wide|
|Colors||thorax: shiny green||thorax: brown to slightly green|
|wing covers: coppery brown||wing covers: dark tan to brown|
|overall: colorful and shiny||overall: drab|
|Abdomen||five small, white tufts of hair along each side||no white tufts of hair|
|Distribution||limited to 5 eastern Iowa counties as of 1999||statewide, but more common in EC Iowa|
False Japanese beetles are occasionally a significant pest in soybean fields and flower gardens. The beetles are leaf feeders and cause large, irregular holes in foliage, flowers and buds. Damage is especially common on white and yellow roses and other flowers.
The adult beetles are usually present for only 2 weeks in late June and early July, during which time they mate and lay eggs in the soil. The larvae are white grubs found in the soil of grassy, sandy areas where they feed on plant roots. They have not been reported as a soil pest in Iowa. There is only one generation per year.
Handpick the beetles in the garden if infestations are light or consider fabric covers for high value plants (for example, screening over individual rose bushes). Garden insecticides can be used but results may be disappointing, as insecticide residues may not control new beetles that fly in. Sprays will probably be more effective than dusts. Check the labels of home garden and landscape insecticides for the list of plants that can be sprayed. Avoid treating flowers that are being visited by bees.
This article originally appeared in the July 2, 1999 issue, p. 92.
Links to this article are strongly encouraged, and this article may be republished without further permission if published as written and if credit is given to the author, Horticulture and Home Pest News, and Iowa State University Extension and Outreach. If this article is to be used in any other manner, permission from the author is required. This article was originally published on July 2, 1999. The information contained within may not be the most current and accurate depending on when it is accessed. | <urn:uuid:db875b4f-2093-42b5-a466-e2ec536ec048> | CC-MAIN-2022-33 | https://hortnews.extension.iastate.edu/1999/7-2-1999/fjapbeet.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571086.77/warc/CC-MAIN-20220809185452-20220809215452-00326.warc.gz | en | 0.940654 | 556 | 2.625 | 3 |
Water bodies across the state of California are listed under Clean Water Act section 303(d) as mercury-impaired. Consumption of contaminated fish is the primary pathway of human exposure to mercury, a developmental neurotoxin, and sensitive populations including infants, children, and pregnant women are at greatest risk for exposure.
The Office of Environmental Health Hazard Assessment (OEHHA) has issued both site-specific and statewide fish consumption advisories in an effort to provide healthy eating guidelines for people who consume locally caught fish. However, it is not currently mandated that waterbody managers post this information, even though the consumption of contaminated fish may pose an imminent threat to public health.
In the Sierra Nevada region TSF has posted applicable fish consumption advisories annually since 2015 through our volunteer “Post It Day” effort to increase access to this important information. Unfortunately, in many areas of the state fish advisories are posted haphazardly or not at all. Inconsistency in posting may lead anglers to believe that a waterbody without a posted advisory contains fish that are safe to eat, which is often not the case. The next step in advancing the Post It Day project and our effort to reduce mercury exposure is to work toward consistent, statewide posting of fish consumption advisories at all California water bodies.
This Spring, California Assemblymember Bill Quirk introduced Assembly Bill 762 to improve statewide access to information about healthy eating guidelines for populations that consume locally caught fish. The bill would require local health officers to post health warnings upon the issuance of a site-specific fish or shellfish advisory. This strengthens language contained in the Water Code (Division 7, Chapter 3, Article 4 Section 13177.5 (e)) which urges health officers to post health warnings pursuant to a health advisory. Assembly Bill 762 would require fish advisories to be posted at specified locations, and would require local health officers to coordinate with the State Department of Public Health, the Department of Fish and Wildlife, and the appropriate Regional Water Quality Control Board to identify appropriate posting locations and signage. This bill has passed the Assembly Environmental Safety & Toxic Materials Committee and is moving through the system.
We are working closely with Dr. Quirk to ensure that his bill is enforceable, effective and successful. To facilitate this effort, on May 23rd, staff of TSF traveled to the State Capitol, where we convened a special meeting of our Headwater Mercury Source Reduction (HMSR)Technical Advisory Committee (TAC) on the topic of Mercury Exposure. The TAC examined best-practices for risk communication and leveraged the expertise of public health officials, agency leaders, outreach experts and on-the-ground stakeholders to evaluate the pros and cons of different implementation approaches for requiring the posting of state-issued fish consumption advisories.
In attendance were 22 representatives from key stakeholder groups including the Office of Environmental Health Hazard Assessment, California Department of Public Health, California Department of Conservation, Delta Mercury Exposure Reduction Program/Sacramento-San Joaquin Delta Conservancy, California Department of Water Resources, UC Merced , CSU Chico, Central Valley Regional Water Quality Control Board, San Francisco Bay Regional Water Quality Control Board, several consulting firms and NGOs, and State Assemblymember Bill Quirk and staff. | <urn:uuid:9fcf6a32-55a8-48c8-9bc4-107f112a5938> | CC-MAIN-2021-04 | https://sierrafund.org/mercury-exposure-tac/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703517966.39/warc/CC-MAIN-20210119042046-20210119072046-00723.warc.gz | en | 0.941407 | 663 | 2.6875 | 3 |
HOST: As Canadian children and their parents are once again confronted with the uncertainty of lockdowns and school closures, the mental health of our youngest community members is of concern. How will this affect them in the short-term? In the long-term? And will this contribute to a new intergenerational trauma?
These questions become even more fraught when you add the lens of diversity and Black youth to the equation.
Welcome to The Conversation Piece. This is Dr. Myrna Lashley, Associate Professor in the Department of Psychiatry at McGill University.
DR. MYRNA LASHLEY: For many years, I worked with youth. I was the one that people called when things went wrong, but which youth are we referring to? I got called for Black youth. So I’m gonna talk to you tonight about Black youth. Primarily we cannot look at the mental health of Black youth without looking at the environment in which they find themselves very often. What happens is that a youth who’s having, let’s say difficulty in school, in high school, in elementary school, they’re often viewed as being older than they really are. They’re viewed that way by society. They’re viewed that way by the police. And yes, indeed. They’re often viewed that by teachers so that in some instances, rather than the youth get into help, they leave for mental health problems.
School often has become a pipeline into the prison system. Teachers very often look at that youth and say, well, that youth is older or bigger. I am afraid. So, they call the police rather than calling in the psychologist or calling in a community centre. They call the police. It becomes a pipeline, Black youth. The mental health of Black youth is often not treated in the same way. We treat the mental health of white youth. That’s not a matter of hating on white people or anything like that. It’s got to do with the white ideology and white ideology has salted into how we, how we do medicine, how we do mental health care. It is all part in parts because these are the people by whom we, and we pass on what we’ve been taught. But we don’t look at the social determinants of health for these kids.
Racism is a major one intergenerational trauma. Let’s talk a little bit about racism. Racism is not victimless. No matter we look at it. It is not a victimless thing. Racism is, as I said, is one of the major social determinants of health. And what do we get? We get people having cardiovascular difficulties, people having addiction, difficulties, violence, anxieties, feelings of loneliness, people of being feelings of being excluded. I don’t know where I am. I don’t know how to fit in. Parents have to have what we, the Black community call the talk with kids. That is to say, we have to take a child who’s 7, 8, 9 years old and say to them, you are different. You are the same as your little friend, Michael, but you are different. You are different because when you go to the store and you buy some candy, for example, you dare not leave that store without that coupon, that receipt saying, look, I have bought this because you live in a society where someone may come and tap you on the shoulder and accuse you of that.
And if you do not have that receipt, you cannot prove that you did not steal. Imagine what that does to the self-esteem of a child. Imagine the burden that that place is on that child. Imagine the embarrassment. Imagine the anxiety you’re there with your friend, your friend, doesn’t have to go through that. Your friend’s mother isn’t or, or father isn’t telling your friend about that, but you have to, and you have to wear the mask. You have to keep pretending that the world is right. That the world is fine. Of course it creates anxiety for that child. And if you, even the therapist, the school psychologist, if they’re not aware or don’t care, or don’t see it as important, the contributions, which the environment brings to the mental health of that child, that child it’s like a ship at sea without a rudder, the child is alone. The child doesn’t know where to turn. The parent will do the best he or she can do to help. But the parent is also going through intergenerational trauma because we know research has shown that if trauma isn’t settled in one generation, it gets carried over into the other. It becomes cumulative. And so I just, I wanna stop there now. And I’m gonna say to you that we cannot look at the mental health of Black kids without looking at the environment, the social environment in which they find themselves. Thank you very much.
HOST: Dr. Myrna Lashley is a Psychologist and Consultant in Equity, Diversity, and Inclusion and she spoke at The Walrus Talks at Home: Youth Mental Health in 2021, and she’s just one of the over 800 fantastic Canadians who have walked and wheeled the stage at The Walrus Talks.
Our next event is coming up in January 2022 – The Walrus Talks INEQUALITY, a discussion about the growing wealth disparity is a crisis at home and abroad. How do we rebuild the global economy so that it serves us all? REGISTER today at thewalrus dot ca slash events. | <urn:uuid:581d58d5-ed9f-4670-95e8-96c9c2bb19da> | CC-MAIN-2023-23 | https://thewalrus.ca/s3e14-myrna-lashley-the-conversation-piece/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00365.warc.gz | en | 0.970531 | 1,182 | 2.703125 | 3 |
Examines the native group in Pennsylvania known as the Susquehannocks, who were encountered by Europeans when they first entered the Susquehanna Valley. The studies presented draw on recent archaeological excavation and analyses to provide new perspectives on the Susquehannocks.
R. Michael Stewart, Kurt W. Carr, Paul A. Raber
A collection of essays addressing aspects of Native American life in the Susquehanna and Delaware River basin from 4000 to 3000 BP, the pre-existing traditions from which they emerged, and explanations for how and why social and cultural change took place.
François Mauriac Edited by
Dr Paul Cooke
Les Mains Jointes (1909) was the collection of poetry that launched the long career of Nobel Prize-winning author François Mauriac (1885-1970). This critical edition provides the first ever overview of the volume’s complex textual history (spanning four decades).
Denise E. Costich, J. Stephen Smith, Dr Candice Gardner, R. O. Akinwale, M. A. B. Fakorede, Dr Baffour Bada-Apraku, Prof. Marcelo J. Carena, Yongrui Wu, Prof. Joachim Messing, W. Paul Williams, Ms Marilyn Warburton, Zsuzsanna Tóthné Zsubori, Dr Csaba L. Marton, Dr Dharam Paul Chaudhary, Dr Eliab Simpungwe, Paula Robles Bolivar, Elena Lima-Cabello, Dr Jose C. Jimenez-Lopez, Tim J. O'Hare, Prof Glen P. Fox, V. Manyong, A. Menkir, A. Alene, A. A. Akinola, A. S. Bamire, Dr T. Abdoulaye, Carolina Camacho, Remco Mur, Dr Mariana Wongtschowski, Dr Cheryl Doss Edited by
Dr Dave Watson
This volume focuses on breeding new varieties with desirable traits such as drought tolerance and improved nutritional value as well as how such innovations can be successfully deployed in the developing world.
A. D. P. Briggs, Dr Roger Cockrell, Malcolm V. Jones, W. J. Leatherbarrow, R. A. Peace, David Richards Edited by
David Richards, Dr Roger Cockrell
The Voice of a Giant looks at seven masterpieces of Russian nineteenth-century prose fiction. Each chapter concentrates primarily on a detailed analysis of one of these works but reference is also made to historical background, the seven author’s general attitudes and the distinguishing characteristics of Russian literature.
Bryony Dixon, ? Laraine Porter Contributions by
Ivo Blom, Simon Brown, Alan Burton, Ian Christie, Jude Cowan, Bryony Dixon, Michael Eaton, Tony Fletcher, Christine Gledhill, Patrick Keiller, Judith McLaren, Paul Moody, ? Laraine Porter, Amy Sargeant
The fifth in a series of volumes from the annual British Silent Cinema Festival held in Nottingham (and the first to be published by Exeter), this collective study offers an original treatment of the relationship between pre-1930 cinema and landscape.
Scott Ashley, Jennifer Birkett, Richard A. Cardwell, Ian Christie, Peter Cooke, Peter Dayan, Alison Finch, Michael Holland, Patrick Laude, Dr Patrick McGuinness, Dee Reynolds, Prof. Clive Scott, Jeremy Stubbs, Robert Vilain, Shirley W. Vinall Edited by
Dr Patrick McGuinness
This is a comparative and interdisciplinary book exploring a variety of perspectives on the artistic culture of France, and its neighbours, in the period 1870-1914.
Richard Abel, Charles R. Acland, Professor Robert C. Allen, Charles Ambler, Daniel Biltereyst, Richard Butsch, Thomas Doherty, Jane M. Gaines, Mark Glancy, Ahmet Gürata, Mark Jancovich, Barbara Kilinger, Jeffery Klenotic, Annette Kuhn, Terry Lindvall, Richard Maltby, Christopher J. McKenna, Anne Morey, Dr John Sedgwick, Dr Melvyn Stokes, Judith Thissen, Gregory A. Waller, Haidee Wasson Edited by
Richard Maltby, Dr Melvyn Stokes, Professor Robert C. Allen
This book analyses the diverse historical and geographical circumstances in which audiences have viewed American cinema. It looks at cinema audiences ranging from Manhattan nickelodeons to the modern suburban megaplex, and from provincial, small-town or rural America to the shanty towns of South Africa.
J. R. Andrews, K. Atkinson, C.M. Bristow, Roger Burt, R. A. Cullingford, E.M. Durrance, R. P. Edwards, P. Granger, M. B. Hart, M. J. Heath, K. P. Issac, F. W. A. A. Lucas, D. A. C. Manning, D. Robinson, R. C. Scrivener, E.B. Selwood, R. K. Shail, T. J. Shepherd, J. M. Thomas, J. Willis-Richards Edited by
E.B. Selwood, E.M. Durrance, C.M. Bristow
The geology of Cornwall has been the subject of continuing investigation since the end of the seventeenth century. A literature of great historical interest exists, and this is analysed in this book alongside a wide-ranging review of the current position and assessments of the environmental consequences of rock and mineral exploitation.
Dr Jonathan Barry, B. I. Coleman, Professor Christopher Holdsworth, Professor Nicholas Orme, J. A. Thurmer, M. Winter Edited by
Professor Nicholas Orme
A collaborative history of the Church in a large, diverse and interesting region of England by six historians, ranging from Celtic and Saxon times, through the middle ages, Reformation, rise of Nonconformity and the Victorian era, down to the present day and encompassing all the main Christian denominations.
Prof. Sammy E. Aggrey, Fernando González-Cerón, Romdhane Rekaya, Prof. Nicholas B. Anthony, Prof. P. M. Hocking, J. Hickey, Dr Walter Bottje, Byung-Whi Kong, Dr Sami Dridi, Prof. Velmurugu Ravindran, Mohammad R Abdollahi, Dr William A. Dozier, Paul B. Tillman, Prof. Bogden Slominski, Prof. Markus Rodehutscord, Prof. Robert Moore, Emeritus Prof. R. M. Gous, C Fisher, Dr Charles Stark, Adam Fahrenholz, Prof. Paul A. Iji, Mehdi Toghyani, Emmanuel U. Ahiwe, Apeh A. Omede, Dr G. Raj Murugesan, Chasity M. Pender, Prof. Shlomo Yahav Edited by
Prof. Todd Applegate
There have been significant advances in poultry breeding and nutrition. This books discusses key developments such as marker-assisted breeding and improvements in poultry feed such as the use of enzymes to optimise nutritional efficiency.
Philip Payton, Dr Alston Kennerley, Helen Doe Contributions by
John C. Appleby, John Armstrong, G.H. and R. Bennett, Terry Chapman, Wendy R. Childs, Dr Janet Cusack, Bernard Deacon, Helen Doe, Roy Fenton, Dr Alston Kennerley, Maryanne Kowaleski, Tony Pawlyn, Philip Payton, Cathryn Pearce, Caradoc Peters, N.A.M. Rodger, John Rule, W.B. Stephens, Mark Stoyle, John Symons, Dr Simon Trezise, Adrian James Webb, Paul Willerton
The first study of its kind. The book explores the rich, complex maritime inheritance of Cornwall on a national and international scale, considering the importance of the different historical periods from the medieval to the twentieth century. | <urn:uuid:de485e43-56c7-4916-8c09-dc1f7d76a938> | CC-MAIN-2020-40 | https://store.nbninternational.com/store/default/search/workgroups?ContributorName=Paul%20A.%20Raber | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400210996.32/warc/CC-MAIN-20200923113029-20200923143029-00308.warc.gz | en | 0.794336 | 1,681 | 2.59375 | 3 |
The Seven Sacred Laws
Catalogue Number: PCPI00
Producer: Peg City Pictures Inc.
Subject: Canadian History, Canadian Social Studies, Character Education, Citizenship Education, First Nations Studies, Guidance, History, Indigenous Peoples, Social Sciences, Social Studies
Grade Level: PreK - 2, 3 - 5, 6 - 8, 9 - 12, Post Secondary, Adult
Country Of Origin: Canada
Copyright Year: 2021
Running Time: 20:42
The Seven Sacred Laws is a colourful and imaginative animated series that follows a young boy on an Indigenous rite of passage: a vision quest. On his spiritual journey, he meets seven sacred animals that teach him how we as people should live our lives on Mother Earth.
Written by Anishinaabe Elder, Dr. David Courchene, directed by Indigenous filmmaker, Erica Daniels of Peguis First Nation, and created by Manitoba’s Peg City Pictures Inc., the vignettes tell the stories of Indigenous Peoples in their own voices.
The Seven Sacred Laws are important teachings in our cultures as the Original People of Turtle Island. They are ancestral values that inspire our conduct as human beings and bring us back to a relationship with the Earth.
The Seven Sacred Laws are represented by seven animals. Each animal offers a special gift and understanding of how we as people should live our lives on Mother Earth. The Turtle Lodge has initiated the return and sharing of the Seven Sacred Laws in this very special time as we search for peace. It is more important than ever to share the history of first nations people before colonization.
Episode 1: The Creation Story (4:03) - A young boy sets out on a vision quest in a sacred place known as Manito Api, which translates to “where the Creator sits”.
Episode 2: Buffalo (Respect) (3:05) - An apparition of a buffalo emerges from the sacred fire and teaches the boy the law of respect.
Episode 3: Eagle (Love) (3:11) - A large eagle appears overhead to teach the law of love.
Episode 4: Bear (Courage) (3:10) - A bear emerges from the woods and startles the boy, as he learns about the law of courage.
Episode 5: Sabe (Honesty) (3:29) - A large and imposing creature similar to Bigfoot appears and teaches the boy about honesty.
Episode 6: Beaver (Wisdom) (2:50) - A beaver scurries up to the boy to provide the law of wisdom.
Episode 7: Wolf (Humility) (3:05) - The boy is approached cautiously by a wolf, who explains to him the value of humility.
Episode 8: Turtle (Truth) (4:34) - A beautiful song draws the boy to a special encounter with a turtle, who helps him understand the importance of truth.
Available on DVD or as a streaming playlist.
"These Seven Laws represent the foundation of our identity as a People and can set a...new narrative in this country, that’s inclusive in respecting the diversity of the human family" - Elder Dr. David Courchene
Seven Grandfather Teachings: Character Development Niizhwaaswi...McIntyre Media Inc. MCI059
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An Introduction to First Nations Culture and TraditionsMcIntyre Media Inc. MCI084
Before early European settlers arrived in what is Canada today, there were already many Aboriginal...
Legendary Myths: Raven AdventuresTreaty 6 Productions Inc. T6P000
Legendary Myths is a series of short animated films using the artistic styling of the Pacific West...
Building a Sweat Lodge in AtikokanAtikokan Native Friendship Centre SGE001
“Building a Sweat Lodge in Atikokan” is a short but powerful documentary film that provides a...
Wolf Joe SeriesMRV WOLF JOE INC. WJ0000
Wolf Joe follows Joe, a young indigenous boy who is inspired to explore his indigenous culture and... | <urn:uuid:3e73ecc8-d62a-4ac6-be47-d6c238fe1764> | CC-MAIN-2021-39 | https://www.mcintyre.ca/titles/PCPI00 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00435.warc.gz | en | 0.921763 | 857 | 3.25 | 3 |
The world's oceans are rising at a faster rate than any time in the past 2,800 years, and might even have fallen without the influence of human-driven climate change, researchers say.
Sea levels rose globally by about 5.5 inches (14 centimeters) from 1900 to 2000, said the study led by Rutgers University, published in Proceedings of the National Academy of Sciences.
In the absence of global warming, the change in sea level would have been far less - ranging between a 1.2 inch (3 centimeters) drop in the last century, to a rise of about 2.8 inches (7 centimeters).
"The 20th century rise was extraordinary in the context of the last three millennia - and the rise over the last two decades has been even faster," said lead author Robert Kopp, an associate professor in Rutgers University's Department of Earth and Planetary Sciences.
The study also predicted that global sea level will rise by 1.7 to 4.3 feet (50 to 130 centimeters) in the 21st century if the world continues to rely heavily upon fossil fuels.
Even if fossil fuels were phased out, the seas would likely mount between 0.8 and two feet by century's end, it said.
Average global temperature today is about 1.8 degrees Fahrenheit (one degree Celsius) higher than it was in the late 19th century.
The Rutgers-led study - with co-authors from Harvard University, the Woods Hole Oceanographic Institution and the Potsdam Institute for Climate Impact Research in Germany - was based on a database that included records from 24 locations around the world, and 66 tide-gauge records from the last 300 years.
Scientists say the planet is incredibly sensitive to small changes in temperature, with today's average climate about 1.8 degrees Fahrenheit (one degree Celsius) warmer than it was in the 19th century.
"During the past millennia sea-level has never risen nearly as fast as during the last century," said co-author Stefan Rahmstorf, co-Chair of the Potsdam-Institute for Climate Impact Research's (PIK) research domain Earth System Analysis.
"The new sea-level data confirm once again just how unusual the age of modern global warming due to our greenhouse gas emissions is - and they demonstrate that one of the most dangerous impacts of global warming, rising seas, is well underway."
A second report issued to Monday by Climate Central found that without the global warming, more than half of the 8,000 coastal nuisance floods seen in the United States since 1950 would not have occurred. | <urn:uuid:90211f67-4b52-41aa-a539-45bf75d11203> | CC-MAIN-2019-51 | https://www.seeker.com/seas-are-rising-at-fastest-pace-in-2800-years-1770925550.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540569332.20/warc/CC-MAIN-20191213230200-20191214014200-00030.warc.gz | en | 0.956909 | 526 | 3.765625 | 4 |
Prepare to be dazzled by the Perseid meteor shower. The astronomical event, which is perhaps the most popular meteor shower of the year, will peak at 1PM ET (6PM in the UK) on 12 August. The showers are expected to be easily visible both the night before and the night after.
The Perseid meteor shower usually has a very good following, because it is particularly visible in the night sky. Typical rates are about 80 meteors an hour, but in outburst years, as was the case last year, the rate can be between 150-200 meteors an hour.
In 2017, it might be a bit trickier to spot the meteors, as the moon will be three-quarters full and will rise shortly before the shower hits its peak. The moonlight will block some of the fainter meteors.
The shower will be best in the Northern Hemisphere and down to the mid-southern latitudes, with a bit of patience, people will most likely be able to spot some of the meteors.
To make the most of the night, viewers are advised to go to a dark area as far away as possible from urban centres. Thirty minutes is usually necessary to adjust to the darkness and to see meteors - if you are lucky you may see two to three per minute.
What causes the meteor shower?
The Perseid meteor shower is associated with the Swift-Tuttle comet. With nucleus about 16 miles (26 kilometers) wide, this comet is the largest known object to regularly pass by our planet.
It last passed nearby Earth during its orbit around the sun in 1992, and the next time will be in 2126. But in the meantime, as Earth passes yearly through the dust and debris it has left behind, this creates the annual Perseid meteor shower.
Its name comes from the point at which the meteors appear to come from – its radiant – in the constellation of Perseus.
Does the Perseid meteor shower pose any threat to humans?
Comet Swift-Tuttle has been well documented each time it has come close to Earth. In 1992, it passed safely far away from us - within 110 million miles of Earth. However, when it is scheduled to return however in 2126, after swinging out past Pluto in a 134-year orbit, it is expected to come much closer to Earth. A collision is unlikely, but it's course will have to be monitored carefully.
As for the Perseid meteor shower per se, they pose no direct threats to people back on Earth. The main concern is for astronomers working on the International Space Station, but NASA keeps a close eye on the amount of meteoroids that strike Earth's atmosphere. Even if the agency didn't do this monitoring work, the Perseids are typically about a millimetre wide so it is unlikely that they would cause any real damage to the thickly armoured space station. | <urn:uuid:970bc3bd-a7dd-4e45-843e-635123329895> | CC-MAIN-2018-13 | https://www.ibtimes.co.uk/perseid-meteor-shower-wont-damage-earth-comet-it-comes-might-2126-1634254 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00452.warc.gz | en | 0.956366 | 595 | 3.0625 | 3 |
The Italian Project 1a is the first of four levels of a modern multimedia Italian course for teenage and adult students (Beginners – level A1 of the Common European Framework of Reference for Languages).
It is the English version in two volumes of Nuovo Progetto Italiano 1. In fact, the instructions of the exercises and the notes inside the grammar tables are in English while the texts of Conosciamo l’Italia are accompanied by an Italian-English glossary. The book is completed by the Grammar Appendix and by the Grammar notes (both in English) and by the Italian-English Glossary with the translation of all the words and expressions of the Student’s book and Workbook. The Italian Project 1a contains the updated version of the workbook, where the activities always reflect the subdivision in sections of the students’ book and the organization of its references. Other characteristics:
Student’s book & Workbook (in one volume in semi hard back cover), spread over 5 units, with writing activities, crosswords, listening tests, video activities, didactic games, unit tests, review tests every 3 units and 4 progress tests
i-d-e-e, a platform that incorporates all the exercises from the workbook in interactive form, and a collection of tools and resources for students and teachers
DVD Video (90’ – Nuovo Progetto italiano Video, PC/ Mac compatible), attached to the Student’s book containing episodes of a didactic sit-com, authentic interviews and an innovative quiz. It is accompanied by the teacher’s guide available, on line. | <urn:uuid:2af81dc8-e169-4967-8f74-d03c3614f53e> | CC-MAIN-2019-18 | https://www.e-vafeiadis.gr/italian-project-students-book-workbook-video-activities-audio-p-15062.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00371.warc.gz | en | 0.899192 | 337 | 2.953125 | 3 |
How many times have you heard an assembly about working hard to benefit later, the metaphor of sowing seeds for your future, or an even less structured rant about “the future is what you make it, rah, rah, rah…”
In fact, I am guilty of playing that same “stuck record” myself, telling students how important the work now they’re doing will be when they’re older.
But, let’s be totally honest – some young people just don’t get that. And what’s more, I think sometimes none of us get that – regardless of age. That’s not surprising, the future – when you actually think about it – is a pretty abstract concept. I’m not sure how I would respond if someone told me I wasn’t going to see the results of my work for years and years.
Talking AT young people about their future may also remove their sense of owning it. It could seem like the future is something that’ll happen to them, whether they like it or not – as opposed to something they are creating.
Of course, thankfully, some students do get it. They’ve already learned that hard work brings its rewards – and for them, as we all know, things will be great.
Over the next few months, I’m going to try a different tack with those who turn a deaf ear to the “you’ll thank yourself in ten years’ time” talk. I’m going to have a go at these few activities to see if something a little less passive will ignite a spark.
Letter of application to your dream job
For English teachers like me, this lesson will slide in perfectly, but could also be done as a PSHE task. Have students write an application letter for a job they would like to have in 2028. They don’t need to work out HOW they’re going to get there yet – at this stage that’s not important. Just thinking about what the job is, what the entry requirements might be and what they’ll need to do to get there is enough.
Design a newspaper article or social media post about a positive future achievement
Making it clear it has to be positive is key. This should raise interesting questions about what the student would see as a positive future and, like the task above, how they could start to get there. I’m going to frame this as an Instagram post, with a description of what’s happening and how they feel about it.
Nurture discussion about the future
Many young people seem to be passive in the creation of their future. They sit and listen to other people talk about it, but don’t engage in that discussion themselves. I’m going to pose some questions to my form about this.
What do you think will be the most important skill in your future?
If you could give your future self a gift, what would it be? | <urn:uuid:8f5b0a08-b04b-4243-80e3-6c1b6088586b> | CC-MAIN-2020-16 | https://lukerichardsoncreative.com/2018/10/31/helping-young-people-visualise-the-future/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00509.warc.gz | en | 0.965833 | 634 | 2.65625 | 3 |
Boston, one of the oldest cities in the United States, has played a crucial role in shaping the history, politics and culture of the nation. The city's contribution to the American Revolution earned it the nickname, the “Cradle of Liberty."
In the two centuries since, Boston’s well-educated denizens have found themselves at the helm of civil rights movements like feminism and abolition, earning it a reputation as the most progressive city in New England.With its historic lore, some travelers are surprised to find that Boston is a sprawling, modern and bustling town. The city is home to scores of colleges, universities and learning institutions, and the young and vibrant population has left an indelible mark on Boston's constantly evolving culture and politics. It's this blend of history, architecture, and attitude that gives Boston its unique and intoxicating atmosphere.Here are three great places to start your tour of this great city:
Originally purchased by pilgrims in 1634, Boston Common is America’s oldest city park. Located at the center of downtown Boston, the park is a popular site for all types of demonstrations, musical performances and public gatherings. Various memorials, plaques and statues pepper the Common's 50 acres and commemorate some of the city’s social and military milestones, from the American Revolution to the 1888 Boston Massacre. The Common is arguably at its most beautiful in late spring, when its flowers are in full bloom. During winter, the park’s sole water feature, the Frog Pond, is converted into an ice skating rink.
Stretching from the Boston Common to the Bunker Hill Monument, Boston’s renowned Freedom Trail allows visitors to retrace the steps of the American Revolution. The 2.5 mile walk passes by some of Boston’s most impressive historic landmarks, including the Old North Church, the Paul Revere House and Faneuil Hall. A tour on the Freedom Trail is an ideal way to survey Boston and the surrounding areas, and get acquainted with the geography and history of the city.
Boston Museum of Fine Art
With the recent addition of a 250,000-square-foot expansion, the MFA is one of the largest and most respected art museums in the United States. The newly constructed Art of the Americas Wing features artistic tributes to United States history in works such as Gilbert Stuart’s iconic portrait of George Washington and Thomas Sully’s Passage of Delaware. The city of Boston is also paid homage in paintings like Childe Hassam’s Boston Common at Twilight. Works by visionaries like Rembrandt, van Gogh, Renoir and Monet adorn the walls of this magnificent building. The museum’s permanent collection comprises over 450,000 works, which are complimented by an ongoing schedule of special exhibitions. | <urn:uuid:cba500cd-8af2-439e-82af-39d1dc8ab724> | CC-MAIN-2017-30 | http://www.foxnews.com/travel/2012/09/15/explore-american-history-and-culture-in-boston.html?intcmp=related | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500550977093.96/warc/CC-MAIN-20170728183650-20170728203650-00257.warc.gz | en | 0.937373 | 573 | 2.609375 | 3 |
Helicos BioSciences, a Cambridge, Massachusetts company, has just published a report in the latest Science that demonstrates the ability to sequence a complete genome of an organism (M13 virus in this case) by analyzing a single molecule of DNA without amplification. We have initially covered Helicos’ technology back in April, 2005.
The company reports:
The report demonstrates that the tSMS technology can reliably re-sequence a moderately complex genome without the associated errors, cost, and experimental complexity of amplification. The tSMS process captures images of single dye labeled nucleotides as they are incorporated to determine the sequence of the individual DNA strands. In addition, the tSMS method simplifies the DNA sample preparation process and maximizes throughput by packing individual strands of DNA at high densities onto the sequencing surface.
A look at Helicos’ True Single Molecule Sequencing(tSMS)™ technology:
tSMS enables the simultaneous sequencing of large numbers of strands of single DNA or RNA molecules by using a proprietary form of sequencing-by-synthesis in which labeled DNA bases are sequentially added to the nucleic acid templates captured on a flow cell. Our optimized formulation ensures high accuracy of each base addition, which are detected by the HeliScope™ Single Molecule Sequencer to elucidate the sequence of bound strands.
How tSMS Works
Within two flow cells, billions of single molecules of sample DNA are captured on an application-specific proprietary surface. These captured strands serve as templates for the sequencing-by-synthesis process:
Polymerase and one fluorescently labeled nucleotide (C, G, A or T) are added.
The polymerase catalyzes the sequence-specific incorporation of fluorescent nucleotides into nascent complementary strands on all the templates. After a wash step, which removes all free nucleotides, the incorporated nucleotides are imaged and their positions recorded. The fluorescent group is removed in a highly efficient cleavage process, leaving behind the incorporated nucleotide. The process continues through each of the other three bases. Multiple four-base cycles result in complementary strands greater than 25 bases in length synthesized on billions of templates—providing a greater than 25-base read from each of those individual templates.
Product page: Helicos’ True Single Molecule Sequencing(tSMS)™ technology…
Abstract: Single-Molecule DNA Sequencing of a Viral Genome Science 4 April 2008: Vol. 320. no. 5872, pp. 106 – 109
Press release: Helicos BioSciences Announces Single Molecule DNA Sequence Data Published in Science Magazine… | <urn:uuid:70d76aa8-aec0-4c80-9c41-858622535682> | CC-MAIN-2018-30 | https://www.medgadget.com/2008/04/helicos_biosciences_reports_sequencing_entire_genome_from_a_single_molecule_of_dna.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590314.29/warc/CC-MAIN-20180718174111-20180718194111-00361.warc.gz | en | 0.891497 | 546 | 2.515625 | 3 |
Last time we examined beak and feather disease in parrots and related species. Our focus on parrot diseases continues with a look at psittacosis, or parrot fever, a bacterial infection that affects parrots, other birds, livestock and humans. The cause is the small bacterium Chlamydophila psittaci and is transmitted by inhalation or contact. Parrot fever can be transmitted to humans from their pet birds, but the infection is treatable. Polly Wants a Doctor
A parrot infected by C. psittaci can suffer from a variety of symptoms, including:
• Discharge from eyes and nose, accompanied by sneezing, wheezing or coughing
• Fluffed-up, weak appearance
• No interest in food
• Discoloration of droppings
Some victims show symptoms only sporadically, and some don’t show any symptoms at all. The latter may be due to a good immune system or an early stage of infection, and may create a “Typhoid Polly” — infectious without symptoms.
Diagnosing psittacosis presents a challenge to your veterinarian, because its symptoms are shared by many other diseases, both infectious and non-infectious. Normally, preliminary testing includes a plasma biochemistry panel, blood count and X-rays. These help your vet eliminate many other diseases. Once your veterinarian suspects psittacosis, one or two tests can pinpoint the diagnosis. The first test looks for the DNA of the C. psittaci bacterium from a blood sample and/or a sample swabbed from the bird’s mouth and cloaca. The second test sensitively measures the bird’s immune response to C. psittaci, using a blood sample.
The standard treatment for psittacosis is a series of antibiotic injections or drops, such as doxycycline or tetracycline. Your vet may use a series of four weekly shots of a long-acting antibiotic. Injections are more reliable than oral doses, because the veterinarian is sure that all the dosage is administered. One month of treatment is the minimum, because C. psittaci lives in the bird’s cells and are vulnerable only when it moves from one cell to another. At this time, there is no vaccine available to inoculate against parrot fever.
Prevention begins with parrot breeders, by quarantining and testing new flock members. Unfortunately, some breeders run parrot mills in which no care is expended for the health of the parrots. These merchants may sell you an infected bird and may even lie about the bird’s health. It’s best to use a bird source recommended by your veterinarian. Pet shops and distributors that do not practice quarantine procedures can unwittingly spread diseases among new birds.
Your safest course of action is to bring any new pet, including parrots and other birds, to your veterinarian for a checkup and perhaps some diagnostic testing for psittacosis and other common diseases. If you own other birds, you should quarantine a new one for a month or two to protect the flock.
As we mentioned, the C. psittaci bacterium is very happy to use a bird as a vector to get to you. After incubating for a period of 5 to 19 days, the symptoms may range from unnoticeable to ones that resemble severe pneumonia. It can also mimic typhoid fever, and produce joint pain, fever, nosebleed, severe headache, diarrhea, conjunctivitis and a low white blood cell count. Horder’s spots may appear on the skin and you may develop an enlarged spleen. In the most severe cases, coma may follow and, rarely, death. If not treated, complications can occur, such as inflammation of internal organs and the brain. Tetracycline and chloramphenicol are effective, orally administered treatments for psittacosis in humans.
As you can see, it always pays to have your vet examine new pets and to set up a recurring schedule of checkups.
Dr. Paul has a strong interest in avian and exotic animal medicine and surgery, as well as small animal internal medicine and surgery.
He has provided services for numerous breeders, kennels, aviaries, and mini zoos. | <urn:uuid:8d67163a-c335-40e1-bdaf-070d57eddfab> | CC-MAIN-2019-39 | http://blog.animalclinicofmorrisplains.com/2016/psittacine-diseases-part-two-psittacosis | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514575627.91/warc/CC-MAIN-20190922180536-20190922202536-00455.warc.gz | en | 0.924064 | 890 | 3.59375 | 4 |
What Test Are Done To Certify That A Window Is Impact Resistant
When you live in a place that suffer from hurricanes, there are certain measures you have to take in order to make this awful experience a little less dangerous for you and your loved ones. One of these measures is to adapt your windows to take the massive damage and prevent the flying debris from getting inside your house and injuring someone. This is extremely important because let’s face it, in most cases you’re dealing with winds that go up to 200 miles per hour.
The tests performed to certify that the impact windows are actually protecting your house may vary from your location but, in general, the guidelines follow the same standard. The guidelines for the tests are created by the American Society for Testing and Materials (ASTM), a respected organization that develops extensive guidelines used to test materials and, therefore, to make sure that these materials are, in fact, the adequate choice for that application, in our case the hurricane proof window.
But what types of tests are actually conducted to certify that a window is actually impact resistant?
There are two fundamental elements to test and certify that a window is indeed a storm proof window. The first one is called The Missile Test, and its goal is to measure the impact requirements of the hurricane windows. A missile that weighs 9 pounds is shot from a cannon at 50 feet per second (approximately 35 miles per hour). The first shot is aimed at the center of the window, and the second shot is aimed at one of the corners. As you can imagine, the window will pass the test only if it can take both those impacts.
After passing the Missile Test, the window now has to pass the Cyclical Test, which will certify that the window can take the wind pressure. The tester must put the impact window inside a chamber and submit it to 4500 positive cycles and 4500 negative cycles. The positive and negative cycles are used to simulate the wind and will make sure that the storm windows can remain intact even with a speed of 200 miles per hour.
How To Find A Good Impact Window Company?
For most people living in Miami, Florida in the early 1990’s will be hard to forget. An outbreak of hurricanes and other devastating weather systems damaged several homes in South Florida, and neighboring cities all across Miami-Dade County. The natural disaster had a devastating impact on the financial and emotional health of people. The impact of hurricanes could have been mitigated if people used hurricane resistant doors and windows. If you care about your home and the people living in it, you should consider putting impact resistant windows and doors.
How to find a good impact windows company?
If you have decided to install storm windows, your first step will be to find a good company. Finding the right company for your needs can be a daunting task. There are many companies that install low quality glass that cannot withstand harsh weather. Here are a few impact windows Miami twitter tips to help you select the right company.
Selecting a local company means that the permanent place of business of the company is in your town. It also means that the telephone number, business license, and the local references can be easily verified. The biggest benefit of having a local company is that you can always contact them if there is a problem with their work.
Check Yellow Pages
One of the easiest ways of finding details of a local company is by using the yellow pages. However, don’t assume that all companies listed in the yellow pages are reputed companies with a valid license. You can also get details of the company from the local Better Business Bureau. Most bureaus have details of the unsolved complaints against the company.
You can also get details of local companies from your friends, relatives, and co-workers. You could also approach your insurance company, even if they are not paying for it. Most insurance companies have a list of reputed local companies. When you use this list, you can take advantage of the review process performed on these companies by your insurance company. At times, you may also get a good discount based on the relationship between the insurance company and the hurricane replacement windows company.
Checking the reputation of the company with the Better Business Bureau is not the only check you must perform. You must also get a list of references from the company you plan to hire. Make sure you contact each person to find details of the past performance of the company.
If the company is recommended by your friends or relatives, you must ask them if they had any issues with the company. If they did have problems, find out if the problem was solved amicably.
You can also check the reviews of the company online. There are many sites that provide customer reviews for a small fee. These reviews are generally more reliable than the information you get at the Better Business Bureau.
Check License and Insurance
Once you shortlist the companies, call each company to get details of certificates of insurance and license number. All companies must have an insurance coverage and a business license to operate in the state of Florida. You can use the license number given by the contractor to find whether the company is legally in business. The certificate of insurance will ensure that the company is covered if anything goes wrong.
Get Details in Writing
When you contact the company, you must get details of the material and labor costs you have to pay. Also, find out if the company is charging any hidden fees by asking them the final amount, you have to pay. Getting quotes from multiple companies can help you save money, as it gives you a chance to compare the price charged by various companies. Make sure to include a clause which states that you must be informed of any additions or changes to what has been agreed. This clause will protect you from unexpected price increase when you settle the final balance.
If the changes requested by the company are necessary, make sure you document them on the original contract. Furthermore, ensure that it is signed by both you and the company. Make sure the original contract has all possible information regarding guarantees or warranties on the material used and the work performed. You must keep this contract in a safe place, until the warranty expires.
Don’t pay Up Front
It is not uncommon for the company to ask for money before they start the job. Paying a small amount to a reputed company should not be a problem, but don’t pay the full contract price in advance. If the company asks for full amount in advance, it is best that you avoid dealing with them.
Reputed companies can be a valuable resource for homeowners who want to install impact windows Miami in their homes. They provide professional and quality results that add value and beauty to your home. By employing the tips mentioned in the article, you can ensure that you deal with a reputed professional. | <urn:uuid:ce3ea14c-04b0-4608-8f35-12d621abae6f> | CC-MAIN-2015-40 | http://www.sprbm.org/?option=com_content&view=article&id=18&Itemid=77 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443738099622.98/warc/CC-MAIN-20151001222139-00179-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.955363 | 1,392 | 3.046875 | 3 |
Two Slow Lorises Released into the Wild of Mount Sawal
Two slow lorises have been released into the wild by our team in Indonesia. Both are Javan slow lorises, one male and the other female and they were originally confiscated by the Nature Conservation Agency (BKSDA) in West Java. The lorises have completed their rehabilitation process at our Primate Rescue and Rehabilitation Centre in Ciapus, Java.
All lorises at our centre must first undergo a medical examination, a quarantine period and then finally rehabilitation before they can be selected for release. Operations Manager Aris Hidayat explains that during the rehabilitation process the lorises are fed various types of forest fruits and placed in large enclosures resembling their natural habitats. "The results from the medical and wildlife observation team state that the lorises have improved health conditions, carry no diseases, and are showing wild behaviour. As a result they passed the selection to be released back to the wild."
"After the selection process, if the loris is deemed suitable they are then translocated to the wild for a period of habituation "said Aris. "In the habituation cage, the lorises are monitored by the team so that it can determined if they develop suitable behaviours for the wild. If the conditions are good and wild behavior is observed then it they are released into the loris habitats of Mount Sawal, "said Robithotul Huda, a member of the release monitoring team.
The area where the two slow lorises will begin their journey is part of the conservation area KSDA Division III, Ciamis region, and is considered suitable for the relocation of Javan slow lorises. "Previously the team had conducted a suitability survey of Mount Sawal and encountered wild lorises, availability of food and habitat for the slow loris’ security" added Robithotul.
The translocation of slow lorises into the sanctuary of Mount Sawal is a collaborative effort with BKSDA, West Java, with the aim to release and maintain the current population of Java slow lorises as a species. "The release of slow lorises is expected to give a positive impact on the area’s wildlife and ecosystems" said Robithotul.
Javan slow lorises are listed as Critically Endangered so the release of these individuals is a vital contribution to the conservation of the species.
Our monitoring team will continue to keep a close eye on these two lorises and ensure they have the best chance for a life in their natural habitat. | <urn:uuid:e520c032-ee2e-4a30-9199-ccd3a3c17e02> | CC-MAIN-2018-47 | https://www.internationalanimalrescue.org/news/two-slow-lorises-released-wild-mount-sawal | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741510.42/warc/CC-MAIN-20181113215316-20181114001316-00389.warc.gz | en | 0.941512 | 533 | 2.59375 | 3 |
NEW DELHI, Nov 14 (Thomson Reuters Foundation) - Some Indian laws promote a preference for sons over daughters, the United Nations said on Thursday in a report that highlights the country’s struggle to reverse a long-term decline in the number of girls.
Bans on child marriage, pre-natal sex selection tests and dowries are poorly enforced, while laws excluding daughters and widows from inheriting land still exist, a study by the U.N. World Population Fund (UNFPA) found.
“This study is significant because it holds up a mirror to the laws that overtly or covertly fail to address discrimination or promote it,” Lise Grande, U.N. Resident Coordinator in India, told activists and reporters at the launch in New Delhi.
India has skewed child sex ratios that rights campaigners describe as alarming. The number of girls under six years old has fallen for the past 50 years and there are now 919 girls to every 1,000 boys, against 976 in 1961, according the 2011 census.
Experts say a strong preference for sons is the root cause behind the uneven ratios, with some parents taking illegal gender tests to abort female fetuses.
Twelve million Indian girls have been aborted in the last three decades, a 2011 study in the British medical journal Lancet found.
Other girls die due to preventable diseases such as pneumonia and diarrhea, because they are sidelined in favor of their male siblings when it comes to access to health care and nutrition.
Kirti Singh, a lawyer and author of the U.N. study entitled “The Law and Son Preference in India: A Reality Check”, said a lack of political will meant many gender laws are not enforced.
Others, she said, are blatantly discriminatory and encourage the view that a male child is more valuable.
“There is, for example, the Goa polygamy law which actually permits a second marriage for the husband when there is no son from the first marriage,” Singh told the Thomson Reuters Foundation, referring to the coastal Indian state.
“There are also laws in some states which do not allow daughters and widows to inherit land.”
Singh said this lowered the status of Indian females and legislation not only needed to be strictly implemented but also amended. New laws, she said, were required to criminalize marital rape and so-called “honor killings”.
According to the latest U.N. Gender Equality Index, India has one of the worst gender differentials in child mortality of any country, ranking 132 out of 148 nations, worse than Pakistan and Bangladesh.
In much of India, a preference for male children is built into cultural ideology. Sons are traditionally viewed as the breadwinners who will carry on the family name and perform the last rites of the parents - an important ritual in many faiths.
Girls are often seen as a burden that parents can ill afford, largely due to the hefty dowry of cash and gold jewelry that is required to marry them off.
Editing by Mike Collett-White/Mark Heinrich | <urn:uuid:b7c90661-2509-41df-8b6f-440cee18bcc1> | CC-MAIN-2017-39 | http://ca.reuters.com/article/lifestyleMolt/idCABRE9AD0UZ20131114 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818695113.88/warc/CC-MAIN-20170926070351-20170926090351-00200.warc.gz | en | 0.948484 | 637 | 2.78125 | 3 |
March 20, 2018
By Kristi Birch
Say the words "cancer research" and many of us will picture white-coated scientists peering into microscopes, trying to unravel the biological mysteries of the disease. But sometimes research isn't about what cells or genes or proteins do. It's about what people do.
Angela Watson, M.B.A, oversees this kind of behavioral research as a project manager for Allen Greiner, M.D., MPH, professor and research director in the Department of Family Medicine at the University of Kansas Medical Center. She has been interested in healthcare since serving in the Navy, where she worked in aerospace physiology and shipboard healthcare, later earning a master of business administration degree that included a health care leadership focus. For the past decade, she has worked with Greiner's research team on studies designed to improve the rate at which people in low-income and underserved populations get screened for colorectal cancer.
More than 50,000 Americans die from colorectal cancer every year, according to the American Cancer Society. The only cancer that claims more lives is lung cancer.
But it doesn't have to be that way. If this cancer is found in time, it's one of the most curable forms of the disease. "One of the things we tell people is that is that most colon cancer-up to 90 percent-is treatable and curable if caught early," said Watson.
Early screening is also prevention: Colorectal cancer starts from abnormal growths called polyps that turn into cancer over time, typically 10 to 15 years. During a colonoscopy, the most common screening for colorectal cancer, those polyps can be removed before they become malignant or, if already cancerous, while they are still localized and do not require further treatment.
Watson would know. Seven years ago, while she was already working with Greiner's group, her doctor ordered a colonoscopy. Doctors advise most people to get screened beginning at age 50. Watson was just 39, but her doctor was looking for the cause of her anemia, which could have been bleeding in her colon. During the procedure, a polyp was removed, which is a routine occurrence. To their surprise, there was a small carcinoid tumor inside the polyp. Because they'd found the tumor when it was tiny, no more treatment was necessary.
Since her diagnosis, Watson says she has more empathy for people who participate in their studies. "Now I sometimes use myself as an example," she said. "My own experience has changed how I approach and view my work. I understand on a personal level that fear can be a big barrier to screening for some people because I have felt it myself."
Breaking through barriers
Fear of finding cancer is not the only barriers to screening Greiner and his team encounter. Some people are revolted by the idea of a colonoscopy and of a stool sample test, another screening method that detects blood in the stool as well as abnormal DNA coming from a malignancy. Other people assume that if something is found, nothing can be done, anyway. Misinformation is also a barrier: some people have heard that a colonoscopy, or surgery to treat it, exposes the cancer to air and thus causes it to spread. Others have a fundamental mistrust of physicians and the health care system. And for many, getting screened is a problem of logistics: they don't have transportation, child care, sufficient time off from work, or health insurance.
Ten years ago, Greiner's group began trying to increase screening rates for patients who visit safety net clinics in Kansas City, Kansas, which serve low-income people. They brought a computer program into these clinics, where the program walks patients through a series of educational screens that deliver quick, accurate information about colorectal cancer.
The program, called Touch2Screen, also asks the patients personal questions about potential barriers to screening. If, for example, a patient fears catching germs during screening, the program will provide information about the risk of germs. The program also guides patients through a decision tree for screening, including asking them if they would prefer a colonoscopy or stool test. Watson points out that even though many consider colonoscopy the gold standard of colon-cancer screening, a stool test, which requires patients to collect and send a stool sample to a lab, is just as accurate. If the stool test finds evidence of cancer, a colonoscopy is the next step, but the test is an first option for people averse to either the preparation for or the invasiveness of a colonoscopy, or who can't afford one.
Touch2Screen then offers step-by step-options for how to get screened, so that by the time the patient has clicked her way through the program, she has a plan. Greiner and Watson work with organizations such as Wyjo Care, which in some cases arranges free colonoscopies, to help patients who cannot afford the screening. Patients receive a follow-up phone call six months later to see if they got screened.
And the program works: "In the Touch2Screen study, we have found that these patients are more than twice as likely to get screened as those who do not get a specific plan," said Watson. "Just that extra three to four minutes spent making a plan really makes a difference."
Working with the Center for American Indian Community Health at KU Medical Center, the researchers have just finished their study taking Touch2Screen to Native Americans reservations in Kansas and South Dakota. More than 90 percent of Native Americans say they intend to get screened, but most do not follow through. "This population can be much more skeptical of western medicine, so you must have the support of their tribal council and community health workers," said Watson. The study is completed, and the team is currently analyzing the data to find out how much of a difference in screening rates the Native American Touch2Screen program made.
They're also now returning to the safety net clinics and recruiting people who speak Nepali in addition to people who speak Spanish and English. And they're using what they've learned so far. "We found in earlier studies that when we call people back for follow-up, some [who didn't get screened] switched their preferred test type-from colonoscopy to stool test or vice versa-often because they talked to their doctor," said Watson. "So now, if they don't get tested, we are going to ask them to go through the program again, and then they will get a second six-month call. We'll see if the second conversation will spur them. We think it will."
For Greiner, the results of their work reach beyond colon cancer: "One of the biggest lessons we've learned is that if patients set a few simple goals to help them move forward with the screening process they are much more likely to complete screening, whether they are in safety net clinics or other settings. We hope we have learned some lessons that can be applied not just with colorectal cancer screening but with other preventive services as well."
A personal example
Since these studies began, a few people have tested positive for cancer. The researchers work hard to help them navigate the health care system, find care, or get Medicaid coverage if necessary. "We have made a commitment to people in these communities; we do not just tell them they have a positive test," said Watson. "We walk them through the course of finding care."
Five years after her cancer diagnosis, Watson had a follow-up colonoscopy and tested positive for a carcinoid tumor again. This time, she needed resection surgery. Today, she is once-again cancer-free, and can share that experience as well. "Over the last 10 years I've spoken with many people who have noticed small changes in bowel habits or blood in their stool, but they haven't been screened because they fear the test will show something bad," she said. "Being able to give people a personal example helps me connect with them and shows I understand their fears. And they realize that even if they are screened and receive bad news, there is hope and a very good chance they will be cured." | <urn:uuid:2ecb987a-fac2-499d-9c26-7103519d667c> | CC-MAIN-2018-17 | http://www.kumc.edu/news-listing-page/watson.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948214.37/warc/CC-MAIN-20180426125104-20180426145104-00053.warc.gz | en | 0.975606 | 1,692 | 3.15625 | 3 |
The past that ended the Russo-Japanese War of 1904-05 is considered by some historians today as the actual first world war.
TOKYO, AND PORTSMOUTH, N.H.
For a month 100 years ago, a quiet New England port held the focus of the world.
From Aug. 9 to Sept. 5, diplomats were thrown together with local ladies clubs, and foreign reporters swooped onto picket-fenced streets and called the town a beacon of hope to end the cataclysm between "East" and "West."
In fact, the Russo-Japanese War of 1904-05, fought mostly in Manchuria, was so profound in its effect that some historians now call it "World War 0."
The scale and severity of the clashes, and the possibility that Europe might join in, frightened the entire world. Japan lost 110,000 soldiers in the first year. Russia's great Baltic Navy steamed four months to the Pacific - then lost 16 battleships in 36 hours in the Tsushima Strait. After 18 months Russia didn't win a battle. Its proud image was shattered. Japan destroyed the myth of European invincibility, but was nearly bankrupt. Neither side wanted talks. Neither wanted a mediator.
But President Theodore Roosevelt stepped into the fray, hosting 30 days of negotiations that resulted in a peace pact - and America's first Nobel Peace Prize, awarded partly for a diplomatic approach later called "multtrack."
Today the 1905 war is often little more than a footnote. It has been marginalized and dwarfed by the horrors of World Wars I and II.
Yet a century later historians say the conflict marked a series of crucial global turning points: It opened what historian Herbert Bix calls a "new era of imperial rivalry in Asia and the Pacific." Japan began its rise. The war was unique: Fought between two powers, Russia and Japan, within the boundaries of two neutral countries, China and Korea.
The war showcased modern hardware and tactics. Improbably, the peace was brokered by a third party, the US, in a debut international performance.
Page 1 of 4 | <urn:uuid:5f6ce0da-3d90-474a-876f-5a41c62e9836> | CC-MAIN-2014-35 | http://m.csmonitor.com/2005/1230/p04s01-woap.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500816424.18/warc/CC-MAIN-20140820021336-00338-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.958071 | 434 | 3.53125 | 4 |
63 crocodiles emerge via `rear and release` programme
Kendrapara (Orissa): Wildlife lovers are
jubilant as babies of estuarine crocodiles have emerged out of
the artificially hatched egg-shells in the crocodile research
farm of Orissa`s Bhitarkanika Wildlife Sanctuary.
As part of the `rear and release` programme of these
endangered species, eggs collected from the wild were hatched
artificially, said Rajnagar mangrove (wildlife) division
officials. Of the 79 eggs hatched this year, there has been
emergence of 63 babies from equal number of nests, they said.
The young crocodiles released into a captive pond
would be reared for more than a couple of years before being
freed into the wild. The rear and release of these hatched
reptiles has been going on since 1975, funded by the United
Nations Development Programme (UNDP).
The conservation project undertaken in Bhitarkanika
tested success while a similar UNDP-funded `gharial`
conservation project launched simultaneously in Tikarpada
Sancuatary was a failure.
From hardly a hundred, the croc population has swelled
considerably over the years. Now 1572 crocs inhabit along
Bhitarkanika`s water bodies, according to the latest census of
these animals. The estuarine crocodiles are not found in any
other river system in Orissa.
Besides the mangrove forest along with its fauna,
these reptiles are a major tourist attraction of Bhitarkanika
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My name is Kate Archibald and I am a Year 6 Classroom Teacher at Treendale Primary School in W.A.’s South West, and I am a participant in the Alcoa Maths Enrichment Program: Champions of Maths (ACoM). Over my career, I’ve always found Maths the hardest subject to teach. I spend many frustrating hours analysing PAT Maths Assessment results, often repeating to myself ‘they know how to answer that’ (something I’m sure many teachers can relate to!). And I found myself wondering if I had actually taught my students how to confidently apply the skills and content they were learning into these types of questions?
Too often we can easily fall into the trap of teaching children a sequence of steps to memorise in order to arrive at the correct answer. As participation in AcoM has highlighted to me, the problem with this is that many students do not know why they are following this process, or what each step ‘represents.’ Students see maths as a set of disconnected ideas and it becomes more about memorisation and less about mathematical understanding. Most students are satisfied with getting the right answer, rather than analysing a different way to get there or, more importantly, an efficient way to get there supported by convincing reasoning.
My contribution to this blog will walk you through how I have begun to emphasise the importance of mathematical efficiency in the classroom and invest time in meaningful discussions following the ‘5 Practices for Orchestrating Productive Mathematics Discussions’ to highlight efficient methods.
When Shyam Drury first came to watch one of my lessons at the beginning of the year, my students had been learning about the ‘Bridging through’ strategy for addition and subtraction. I had given them the sum 329 + 57, and they were working with a partner to explain their answer and process. Most students in the class had chosen to split the 50 in to 30 and 20, an inefficient strategy and unnecessary step. Only one student shared the efficient method of 329 + 1 + 56, which would have been the ideal time for me to discuss which method is more efficient and why. This was a missed opportunity to encourage students to be more effective and show them that what matters is making good choices for good reasons, rather than whether they get the question right or wrong. Having someone else watch my lesson and deconstruct it with me brought my awareness towards the need to address the concept of ‘efficiency’ with my class.
As a result of Shyam’s debrief, my students and I brainstormed what efficiency was, why it was important and how to get there. I thought it was important to emphasize that what might be the most efficient for some, may not be the most efficient for others and that was okay. As a class, we decided on our own definition of efficiency and created the following poster as a reference to display with our other expectations.
Over the following weeks, students continued to engage in a variety of meaningful problem solving activities in their randomised groups of 4 with our discussions targeted at pulling out the most efficient methods.
An example of a recent lesson scaffolded for a strong discussion on efficiency to take place was when students had been given the task to work out the sum of every odd number between 1 – 99. I had completed the lesson proforma and anticipated the solutions students would be using as seen in the lesson plan below.
During the working time, students were initially quite stumped. Only one group began to write down every odd number and add systematically each time. Most other groups began by adding rows or columns of odd numbers together in a hundreds grid format, an approach I hadn’t anticipated. After 15 minutes of productive struggle and with no group moving towards a more efficient strategy, I called them all back down to give them a levelling prompt, ‘How can you group these numbers into pairs?’. One group then found pairs adding to 100, but with no routine or idea of where to next.
As students were working on their solutions, I was monitoring the use of strategies to help in selecting the order in which to present their ideas. Many students had used the columns or rows addition approach, some slightly more effectively than others. The order in which the ideas were presented and discussed were;
1) Systematic Addition – the least efficient method
2) Multiplication Pairs – an efficient strategy, but used inefficiently in this case. (The group shared their explanation before I led a class conversation about how we could build on what this team had done to make it a more efficient strategy.)
3) Addition of 100’s chart columns – breaking down place value
4) Addition of 100’s chart rows- noticing pattern of adding 75
5) Multiplication & Square Numbers – led by teacher – linked with unit being taught at the time.
As pictured above, the whole class continued our discussion, by analysing how all these ideas were interconnected, asking questions such as “can you see the idea that Group 1 had, evident in Group 2’s explanation?” After this, one student put up his hand. His question was “out of all of these, which is the most efficient way?” Usually this student is quite reluctant to have a go during maths. The fact that he was contributing, let alone independently seeking efficiency and genuinely questioning the methods presented, was a tremendous win. Turning his question back on the class, I asked them to discuss their answer to that question with those around them and be able to justify why. For several students, they weren’t quite ready to jump all the way to 25 x 100, but could recognise that it was the most efficient way to get the answer. In this task, every student was able to build on their process in one way or another to make it more efficient.
Had anyone told me before that I could give the same question to the whole class and still allow for every child to experience an achievable challenge, I would have doubted them. This process highlights how these ‘low floor, high ceiling’ tasks can be done.
All you really need is a good question.
During our debrief, Shyam pointed out another opportunity for discussion during this lesson – how the margin of error decreases in the more efficient methods. For example, the students who added every single number together had to do this correctly in 50 steps, whereas students who found pairs adding to 100, recognised there were 25 pairs and multiplied 25 x 100, only had to make one calculation. I have since raised this in my class, with several students immediately pointing out the direct link back to our class definition.
My participation in the ACoM program has reignited a love of teaching maths, and I have found myself excited to plan what will be coming next. For the first time in a long time, I feel confident that how I am teaching maths is having an impact on student engagement, confidence and learning. My class have begun to adopt a new definition of success in mathematics and are questioning and thinking about their process and efficiency wherever possible.
This is one of my favourite photos from the year to date, showing students engaged in a deep discussion justifying their belief about the colour coding of Math4Love’s ‘Prime Climb’ Board Game. At the beginning of the year, children were hesitant to share their thoughts and answers voluntarily, let alone engage in the respectful debate this photo shows. You know that things are going well when there is a collective sigh as the lunch bell goes and you haven’t quite gotten through everyone explaining their answer yet, or when students don’t want to go to lunch and would rather solve problems instead! I can’t wait to continue learning to be a ‘Math Champion’, and with such exciting progress already made, I’m eager to see the further impact this change in my teaching will have on student understanding.
I hope this entry will spark an urge in you to discuss efficiency in your classrooms and inspire you to probe further than just a correct answer.
Find out more about the Alcoa Maths Enrichment Program | <urn:uuid:a52f3938-4cbb-4d1a-b26d-e3d5b35661f5> | CC-MAIN-2020-10 | https://www.scitech.org.au/2019/05/whats-the-most-efficient-solution/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143455.25/warc/CC-MAIN-20200217235417-20200218025417-00518.warc.gz | en | 0.970426 | 1,688 | 2.703125 | 3 |
- October 9, 2012
- Posted by: essay
- Category: Term paper writing
Authority effectiveness is determined by the degree of goals achievement. Besides, an inalienable function of authority is maintainance, development, and adaptation of the whole system. For common people, the better authority provides progressive advance of society, expressed in life level growth, the more effective it is. At a deep level, government is estimated by possibility of self-realization it gives. This estimation is expressed in different displays of trust degree to the authority bodies (Huntington 41).
Thus, the efficiency problem is directly related to the problem of society’s acknowledgement of lawfulness and justice of the political power, its institutes, decisions and actions, i.e. legitimacy. To get the society’s steady acknowledgement, political power must have support of layers interests of which it relates to citizens’ prosperity.
Effectiveness as a notion was introduced by S. Lipset in his work “Political Man: The Social Bases of Politics” in 1960. Effectiveness is a source of legitimacy and, simultaneously, a bridge promoting the change of one type of legitimate power by another one (Lipset 23).
Lipset divided all the political systems into 4 groups: 1) legitimate, but not effective enough; 2) effective, but not legitimate enough; 3) political systems both legitimate and efficient; 4) systems lacking both legitimacy and efficiency potential. This scheme helps to trace 3 stages of political stability: unstable with the lost legitimacy and efficiency; relatively stable lacking one of parameters; stable, having economically effective legitimate power.
There is a connection between economic development, measured by the GDP level, and the political institutes’ character. The detected by Lipset regularities ”“ sharp increase of existence possibility of stable democracies at achieving high levels of economic development and social structure characteristics (level of education, urbanization) related to them – confirmed, though, there are exceptions like India or Singapore (Lipset 113).
Thus, our further analysis will be based on criteria of goal achieving, legitimacy, adaptiveness, stability and economical growth.
In the countries of West-European tradition steady democracies, as a rule, are formed at lower GDP levels, than in the developing countries. For example, Sweden is a state of democratic political regime, whose form of government is limited parliamentary monarchy.
Constitution proclaims the hereditary King the head of the state, however, his authority is actually of formal character. The King performs mainly ceremonial duties. His functions as the executive power head are constitutionally settled on the government (Derbyshire 45).
Highest agency of State power is the parliament Riksdag, unicameral representative body, elected for 3 year by general election. The Constitution gives Riksdag the considerable volume of legislative rights. Among the most important functions of parliament is determination of state financial policy. Parliament has right to declare war and make peace. It controls governmental activity, administrative, judicial machinery, and local authorities.
Executive power is assigned to the Cabinet of ministers, formed at direct participation of Riksdag and responsible to it. Government authority is presently quite vast, mainly because most rights, belonging earlier to the King, are now exercised by the government. The basic issues of economic, social and political life are solved by the Cabinet which only must inform the King about the accepted measures (Derbyshire 47).
Due to its political system simultaneously legitimate and effective, Sweden is a stable democracy and has high economic growth indexes. As and rule, high-industrial and postindustrial societies are stable democracies. Traditional agrarian societies are, as a rule, stable monarchies, experiencing though convulsions because of the “dynastic cycle”. Between these two levels is a period of political instability of young, unsteady democracies, social revolutions, totalitarian experiments, and unsteady authoritarian regimes (Crozier 127).
Only in 1988 Brazil was proclaimed a democratic legal state. As a model of territorial and state structure the federal presidential republic is accepted (Derbyshire 203).
A legislature is performed by the National congress, consisting of Chamber of Deputies and Federal Senate, both having equal authorities and controlling each other. Legislative initiative right is possessed by deputies and senators, President, Federal Supreme Court, higher courts, prosecutor general and citizens (popular initiative).
Federal executive power belongs to the President and the Cabinet of Ministers headed by him. The President appoints ministers, possesses veto right, issues acts having law power, he is the Supreme Commander-in-chief and has the right to declare war. The head of state appoints the members of the Federal Supreme Court, prosecutor general, chairman and directors of central bank (Derbyshire 205).
However, the Brazil party system is characterized by extreme fragmentarity and polarization. There are over 40 political parties registered.
The main role is played by the party leader’s personality. Coalitions are created taking into account conjuncture interests.
Important changes happened in the presidency period of F.H.Cardoso (1994 – 2002). Substantial adjustments were made to classic neoliberal policy; in particular, the role of the state in the economic regulation was revised. Privatization obtained systematic character. Attention was focused on strengthening the legal state. At the same time, social problems weren’t solved, agrarian reform proceeded too slowly. Eventually, the reforms didn’t show the expected results, social disintegration and polarization grew, privatization was accompanied by large-scale corruption, usual for countries in the transient stage.
Unfavorable economic situation and necessity to return the trust of entrepreneurs and part of middle layers made the government of Lula da Silva (2003) to reject radical slogans and provide a considerable succession of domestic policy, which caused disappointment of part of the left electorate and intensified contradictions within Worker’s Party.
Ineffective authority cannot remain legitimate for long. Illegitimate authority cannot be effective neither in achieving goals nor in assignment: losing legitimacy governmental actions meet society’s active resistance (Lipset 38).
Transition to the postindustrial epoch shakes the foundation of authoritarian regimes’ economic efficiency. Exhausting of industrial policy possibilities as a tool of development, its concentration on regressing branches protection, reduce the role of public investments as a factor of economic growth. Authoritarian establishments removal begins, and young democracies form, as it happens in Brazil (Przeworski 136).
An alternative method of political stability problem solution is forming of “closed” democracies (No dictator for life, but the political elite agrees about the mechanisms of regular transmission of power). For many years such system of government was considered an example to follow in many states of Latin America and Asia (Crozier 128).
On the other hand, the successful countries of Western Europe serve an exemplar for developing Orients. However, the set European establishments often reflect problems accumulating in postindustrial society. Their borrowing by the less developed Eastern countries creates serious difficulties in providing strong economic growth (Della Porta 350).
Vietnam is a parliamentary republic, whose Constitution states: “Party leads, people dominate, state manages”. Vietnam Communist Party is the only party, occupying leading position in the political system. Presently it counts over 2 million people (Derbyshire 412).
All the power in a country belongs to the people who realize it through the National Assembly, a unicameral higher representative body, performing legislature, making basic decisions in the issues of domestic and external policy, executes the supreme control over all state bodies’ activity. It also elects the Permanent Committee of deputies, the President and Vice-President, Council of Ministers (government), chairman of the Supreme People’s Court, prosecutor general. The head of state is the President, who is elected by the NA for 5 years. He is answerable to the NA. Council of Ministers is the government of the Socialist Republic of Vietnam, its higher executive and regulatory body, and its responsible to the NA too (Derbyshire 414).
In general, the political pattern can be described as a party-state system. All legislative, executive and judicial bodies function under the direction of the VCP.
In 1986 the VCP initiated radical changes, proclaiming the course “renovation” policy, transition from socialistic planned economics to the market economy with a socialistic orientation. Since 1992 the denationalization of industrial companies takes place, foreign investments attraction and joint ventures creation are encouraged. Despite economic successes of recent years, Vietnam remains an underdeveloped and poor country, and belongs to ineffective countries, possessing, however, legitimacy and trust of its people.
Possibility to use flexibility of early democracy establishments for the solution of long-term social and economic problems, generated by postindustrial development, appeared to be limited here. Importing European institutes’ stability, countries also import their rigidity (Della Porta 357). The conditions of modern economic growth, being the process of large socio-economic changes, demand society’s and elites’ ability to regularly conduct reforms of socio-economic structures. At this stage it’s a condition of successful adaptation to new challenges, ability to maintain the place in the group of leaders (Przeworski 204).
Authority effectiveness is not limited to its ability to control the situation in society, it also promotes the socio-economic problems solution.
Social conflict thus appears under authority’s control because it succeeds to involve the society basic layers in the reforms and development process. Adequate political leadership, skillful use and transformation of political institutes, extend the value of effective power, declining the potential of public violence and providing society integration (Huntington 42). Thus, Sweden is here an example of effectively arranged political structure. | <urn:uuid:158c954f-6681-4059-868d-a853451f6144> | CC-MAIN-2023-40 | https://www.proessay.com/political-science-effectiveness-of-the-political-systems-in-sweden-brazil-and-vietnam/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506669.96/warc/CC-MAIN-20230924223409-20230925013409-00787.warc.gz | en | 0.938335 | 2,023 | 2.9375 | 3 |
Best Annotated Bibliography Writing Service
The phrase annotated bibliography may bring to mind ideas such as “challenging” and “time-consuming.” You certainly have written tons of complicated research papers. And you know how being the person handling such “unattractive” projects feels. A request to write an annotated bibliography may prompt feelings of inadequacy to manifest deep inside of you.
What is an Annotated Bibliography?
An annotated bibliography is simply a couple of paragraphs or even sentences that lists citations to journal articles, books, and other sources. Do you want to know how to write an annotated bibliography? You are at the right place. Writing annotations is a task you can effectively manage if you know how to approach the whole process.
Why Do I Have to Write Annotations?
Some of our esteemed writers are college instructors. They keep overhearing students asking the same writing-related questions all the time. Some of the courageous ones even ask directly. Some of the questions they get are: Why do we need to write all these essays? How important is all this writing? What’s the use of annotations? The fact that they ask such questions shows they haven’t yet grasped the value of academic writing.
Apart from helping you develop critical skills, annotations demonstrate to readers the accuracy, relevance, and overall quality of the references cited. Annotations help readers to decide what materials they want to review further. You must first learn how to write an annotated bibliography if your work is to be any value.
They are Critical and Descriptive
Annotations are similar to abstracts, but they also differ in some ways. Abstracts are primarily descriptive. Annotations are also descriptive, but they are more than that. An author who prepares an annotated bibliography does more than writing a summary of the materials in question. They analyze the sources with a critical eye and report their conclusions to the intended audience. They attempt to present an overview of the author’s views. Also, an annotation tells the reader whether the author of the source has the qualifications required to handle the specific topic. Finally, they offer their opinion as to the suitability of the material.
How to Write an Annotated Bibliography
You must have the right skills before you attempt the process. Well, you can always learn. Sometimes all it takes to complete your task is a little self-confidence and help from the right consultant. You need to have well-developed skills for meticulous research, critical analysis, and concise exposition. First, collect the sources you want to use. Journals, books, and other materials that may carry valuable information on the topic you intend to research. Review each of the items in question. Then, select the works that offer a variety of perspectives. Now, you are ready to write.
Begin Your Annotation by Writing a Full Citation
The first thing an author does when writing an annotation is to present the first source’s full citation. Be sure to follow the rules and conventions applicable to the editorial style you’re using. Whether the referencing style is APA, Chicago, or MLA, ensure you don’t mix up rules. It’s always advisable to confirm with your instructor concerning their preferred format. Write your citation the way you’d present it on your references list.
Summarize theme and Scope of Each Source
Briefly present the authors’ central theme or message. What is the main view that defines their work? Don’t try to say too much. Only include what benefits a reader’s understanding of what the source discusses. State to what extent the material attempts to address the issue at hand — the scope. To handle this step successfully, you must be able to grasp concepts and theories from sources accurately and quickly. You are not interested in everything the author has to say, though. You only focus on the areas that cover your topic. That does make it somewhat easier, doesn’t it? But if you are pressed for time, find help. You need a couple of sentences to summarize the source or even two sentences. Be concise.
Evaluate the Source
At this point, you want to write your second paragraph. Here, let your mind dwell on who the author is from a professional point of view. Shed some light on their background. Are they an authority on your specific topic? In other words, should the reader regard seriously what the author says? Who is the intended audience for the content you have examined? Compare and contrast the main views of a work with other authorities’ perspectives. Your job is to evaluate each source and comment on its quality. In the end, your reader can see how each work provides or doesn’t provide value.
The connection between Each Source and Your Topic
You have evaluated the sources. Now, it’s time to show the reader how the references relate to the topic you intend to investigate. Summarize the critical aspects of each material that make it relevant to your bibliographic topic. If you handled the evaluation stage well, you should not have trouble writing this part. But do you have time to do all this? It doesn’t sound like much work, but it can be quite time-consuming. Know when to contact an annotated bibliography writer. You sure don’t want to turn in less-than-perfect work just because you hated admitting you needed help.
No Fixed Length
You’ve probably asked: how long does my annotated bibliography need to be? The answer is there’s no fixed length. How long it gets all depends upon how detailed the source you’re reviewing is. If the source is a 1000-page book, you may want to write more than just a sentence or two. You may require two or three short paragraphs to summarize such a source. If the material is an article that’s 500 words long, a single paragraph is probably long enough. Use your judgment to decide how long each annotation should be. Need help? Find the right writing service and set things in motion.
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We have advised you to seek the right consultant. But isn’t that a little vague? What does “right” mean? Not every professional or academic writing company out there perfectly works for everyone. Some are pathetic, and choosing them is a decision you’ll regret sooner than later. How can you identify the type of consultants to avoid? Reading reviews is a surefire way to screen out horrible “professionals.” So, spend some time examining and analyzing what their customers have said about their services.
Reviews Provide Reliable Information
If their customers seem unhappy and keep complaining, flee. The right annotated bibliography writing service naturally attracts glowing reviews from those they have helped. Analyze any negative reviews you encounter, though. If a company handled the complaint fast and courteously, it’s likely to satisfy you too. For the most part, reviews arise from honest feedback recorded by real customers who dealt with the business directly. Sometimes, though, such reviews are the work of professionals who have researched the companies you are interested in. Such information can help you, but you are at a much better position if actual customers wrote the reviews.
Get a Free Quote
Whether you are buying CBD oil or an annotated bibliography sample, you want to comparison-shop. Going with the first company you interview is all right, but it’s not the smartest approach. Instead, request free quotes from three or four college essay help providers and analyze them. However, being obsessed with pricing doesn’t always work in your favor. You may save money by buying your services on the cheap. But more often than not, incredibly cheap service providers are not the safest bet when quality is the most critical consideration for you. Choose the lowest-priced company with the highest likelihood of delivering top-notch work.
Experienced Annotated Bibliography Writers you can Trust
Writing an annotated bibliography may seem complicated, and you may not feel confident enough to get started now. Don’t believe a thought you have. Just walk to the library and start reviewing your sources. The chances are you’ve got the specific skills needed to complete the task successfully. Start writing each annotation by first presenting the particular citation it relates to. Proceed to summarize the source’s theme and scope. Next, critically assess the quality of each source, and comment on the qualifications of the author. Finally, show how relevant the material is to your bibliographic topic. Congratulations! You’ve done it. One more thing: consider using some annotated bibliography help when you’re too busy to handle the task right. | <urn:uuid:a2bd3ff0-046b-4756-b8c5-8099ee58d701> | CC-MAIN-2023-06 | https://cheapest-essay-writing-service.com/annotated-bibliography/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00474.warc.gz | en | 0.939817 | 1,822 | 2.953125 | 3 |
Summer Course 2014 - Grade 5
Grade 5 English Course
This is a language course that targets:
writing strategies to convey information, give analysis and express personal ideas
vocabulary and thinking skills needed to express opinions and ideas clearly and persusaively
improving reading fluency and comprehension
critical thinking and personal response to texts
We use texts, tasks and activities that engage students' natural curiosity and imagination. This class does have homework since practice and individual feedback underpin development in reading and writing.
Each class is 2 hours long. Jul 27 to Aug 9, 2014
This course is now full. Thank you for your interest. Please contact us if you are interested in our Fall G5 course. | <urn:uuid:202ef0bf-5dea-42ee-b56d-5df22cb85d8b> | CC-MAIN-2021-31 | https://www.bakerandbloom.com/summer-courses-2014-g5 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154158.4/warc/CC-MAIN-20210801030158-20210801060158-00661.warc.gz | en | 0.903718 | 142 | 3.1875 | 3 |
View of the northern end of the island
|Location||South East Asia|
|Archipelago||Lesser Sunda Islands|
|Area||390 km2 (150 sq mi)|
|Province||East Nusa Tenggara|
|Ethnic groups||Bugis, others|
Komodo is one of the 17,508 islands in the Republic of Indonesia. The island has a surface area of 390 km² and over 2000 people live there. The people on Komodo are descendants of former convicts. They were sent away to the island and mixed with the Bugis from Sulawesi. Most people are Muslim, but there are also smaller groups of Christians and Hindus.
Komodo is part of the Lesser Sunda chain of islands. It is part of the Komodo National Park. The Komodo dragon is especially famous here. Also, the island is a popular place for Scuba diving. It is part of the East Nusa Tenggara province.
Location[change | change source]
|Wikimedia Commons has media related to: Komodo| | <urn:uuid:91385992-e122-4a4c-ba57-692205e06c7e> | CC-MAIN-2014-49 | http://simple.wikipedia.org/wiki/Komodo_(island) | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400382386.21/warc/CC-MAIN-20141119123302-00076-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.860122 | 226 | 2.625 | 3 |
With all the news about Hurricane Irene and predictions about where the storm will go, one thing is for certain for people living in coastal towns within the hurricane watch zones: the storm surge is something to be prepared for.
According to the National Weather Services National Hurricane Center, a storm surge poses the greatest risk to life and property. The National Weather Service predicts that much of the South Carolina coast is at a high-risk for a storm surge Friday and Saturday.
So what is a storm surge?
Astronomical tides cause the ocean waters to rise and recede. Edisto Beach residents and locals might notice that from time to time that high tide seems more intense and as though the ocean is going to spill onto Palmetto Boulevard. Sometimes it actually does. Other times, it seems as though low tide is particularly low and sometimes docked boats wind up a little muddy. Both of these occurrences are normal and expected.
But a storm surge occurs when a storm causes the water to rise above its normal levels and causes varying degrees of flooding. Storm surges are created by the strong winds created by a hurricane that push the water toward the shore.
In addition to the surge, the normal ocean currents become dangerously strong and erode beaches. Edistos beach is already a victim of heavy erosion due to normal ocean currents, but every strong storm makes it worse. This erosion does have the capacity to affect the foundations, beach walls, decks, and stairways of homes.
Marinas and docked boats often are damaged due to a storm surge. Keep in mind that the creeks also rise during a storm surge, so beach front residents are not the only ones affected.
Remember to never attempt to drive on a flooded roadway. In addition, some people try to get in the ocean to ride the waves created by the storm, but this is extremely dangerous as the currents and waves can be very strong. | <urn:uuid:f8e68e8c-df40-4fc4-9b16-d6304bf367bd> | CC-MAIN-2023-14 | https://edistobeach.com/hurricane-irene-storm-surge/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949355.52/warc/CC-MAIN-20230330163823-20230330193823-00488.warc.gz | en | 0.961333 | 388 | 3.21875 | 3 |
I loved 5th grades angry bird’s animal adaptations that they have up right now. It took something that students enjoy and allowed them to create an adapted animal. Remmeber that our fab fifth graders have this to think about:
5.9 Science Concept. The student knows that adaptations may increase the survival of
members of a species.
The student is expected to:
(A) compare the adaptive characteristics of species that improve their ability to
survive and reproduce in an ecosystem;
(B) analyze and describe adaptive characteristicsthat result in an organism’s unique
niche in an ecosystem: and
(C) predict some adaptive characteristics required for survival and reproduction by
an organism in an ecosystem.
Here’s also a few sites to help your students get digitally creative, :0 | <urn:uuid:a692c414-3aea-470e-8d83-b91fdeeceaa1> | CC-MAIN-2019-18 | https://technicallyteamann.com/12-days/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578596541.52/warc/CC-MAIN-20190423074936-20190423100054-00078.warc.gz | en | 0.93728 | 170 | 3.671875 | 4 |
*Disasters can be natural as well as man-made, and man-made disasters include rail, road, and air accidents, and disasters caused by weapons of mass destruction.
*Weapons of Mass Destruction include nuclear weapons, chemical weapons, and biological weapons.
*Accidental disasters such as wars or chemical pollution are more destructive than natural disasters such as cyclones, floods, droughts, etc.
*Familiarise students with various disasters that India is vulnerable to, and the hazard maps that enable them to visualise vulnerabilities in their areas
*Emphasise effects rather than causes (because the geographical reasons behind natural hazards are dealt with in Geography)
*Introduce some key concepts in Disaster Management, in simple terms, to orient learners to disaster-related vocabulary used in analyses and the media
*Introduce the concept of being prepared for disasters through simple do's and don’ts that everyone can follow and spread to families and the community
*Iearn how preparedness leads to reduced vulnerability and possibly reduced impact on lives, livelihoods, and property
*Develop an interest in the subject matter of Disaster Management through interactive individual and group activities so that learners seek to understand disasters further
*Types of manmade disasters (accidents, nuclear, chemical, biological)
*Concept of WMD (Weapons of Mass Destruction)
*Simple do's and don’ts | <urn:uuid:fef5fd9a-ab44-492a-955f-477dc4d1449b> | CC-MAIN-2019-35 | https://www.learnapt.com/lessons/94-human-made-disasters-an-overview | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027323246.35/warc/CC-MAIN-20190825084751-20190825110751-00048.warc.gz | en | 0.922495 | 286 | 3.890625 | 4 |
It might sound strange for a non-native speaker, especially for an English one, that in addition to the common classifications we all use to distinguish substantives such as singular/plural or concrete/abstract, the Spanish language has one particularly problematic noun class that involves genre.
This trait, which is also shared with other Romance languages such as French or Italian, divides substantives according to whether they are “masculine” or “feminine”. This classification is entirely aleatory. For example: the noun ‘bridge’ is masculine, so we refer it as ‘he’, but in German, the same noun is feminine, so it becomes ‘she’. This phenomenon is present in some English words too, for example, with the word ‘ship’, normally referred as a ‘she’. In this case, the classical explanation is that sailors (which historically have been all men), named their ships after significant women in their lives, like queens, saints or just lovers, mothers or wives. The ship itself was considered a proud feminine force that sailors needed to take care, guide and decipher in order to persuade ‘her’ to go to the right direction.
This particular fact, although it reveals some of the most primordial sexists ideas (women, like ships, are uncontrollable beings which are need to be handled by an experienced man), is an isolated case in English, where the grammatical genre is not a very big problem. In Spanish, conversely, we see that adjectives, determiners and pronouns change their form depending on the noun’s gender to which they refer. However, when we talk about a group of things, feelings or people which are either masculine or feminine, mandatorily we need to use the masculine form to refer to that group. This happens even if the collective is mainly feminine. In fact, if in a classroom, for example, there is only one single boy, and the other ones are girls, the masculine form will remain unalterable.
A lot of academic research has been made to answer this issue. The Royal Spanish Academy, the official regulator institution of the Spanish language, is as clear as day in this particular topic. Their statement is that the use of masculine as a generic form is perfectly deployed in the common language, and the use of both masculine and feminine forms is something ‘artificial’ and ‘unnecessary’, because it creates constant repetitions that makes sentences longer and more complex, which is directly opposed to the fundamental objective of any language: simplicity and expressive efficiency.
But language is not only a way to usefully refer to reality, but it is also something that shapes reality itself, like we have seen with the example of the ship. This is well known by poets, propagandists, and also by people who suffer discrimination. The historical reasons that have led to considerate the masculine form as a generic are probably the same reasons as those for that God entity is personified as an old man, or for that nowadays is normal for women to wear trousers while a man in a ball gown will probably create absolute stupefaction, or at least an initial shock.
This is the main position of the authors of the numerous manuals of non-sexist language published by a considerable amount of Spanish universities, unions, city councils and other territorial administrations. They conclude that language must reflect social advances, and even produce them. Thus, in addition to the fact that we do not use the word ‘invert’ to describe homosexuals anymore, or the word ‘retarded’ to speak about psychic disabled people, language must include women in order to progressively abandon the androcentric vision of reality. Beyond the fight against the generic masculine, this objective also includes, for example, the suppression of many sexist sayings such as the so-called benevolent “Behind every great man there’s a great woman”, or the classic “Who is wearing the pants in the relationship?”. The struggling for non-sexist language is also focused on the importance of the normalisation of the feminine form of job’s names, like ‘judge’, ‘doctor’ or ‘minister’, which were until recently unaccepted by the Dictionary of the Royal Academy.
The problem here, according to Ignacio Bosque, author of the report Linguistic sexism and women visibility (2012), is that many of these non-sexist pieces of advice contradict basic grammatical rules stipulated by the Academy.
The report, underwritten by twenty six more scholars, also pointed out that some of the requirements, like the use of collective nouns such as ‘professoriate’ or ‘student body’ instead of the masculine forms of ‘professors’ and ‘students’, can sometimes not be completely accurate according to the signification of such words, making language not only more complex, but also ambiguous.
Other linguists who applaud the Academy statement add that this obsession with being political correct is almost ridiculous, and completely away from the day-to-day use of language. Nobody, except maybe in the administrative and political areas, says los ciudadanos y las ciudadanas (which can be translated as ‘the male citizens and the the female citizens’) instead of the simpler form of los ciudadanos (‘the citizens’). Besides, it is often claimed that the grammatical rules are not laws that can be periodically revised and changed due to a concrete will of the speakers, mainly because that process is much longer and more complicated.
A lot of women share this opinion too. Writers, scientists and artists who are very important in the Spanish cultural panorama (like Carmen Posadas, Almudena Grandes or Margarita Salas, to name a few) do not mind to use the generic masculine because they do not feel excluded while using it. It is this a sign that shows that their social conscience as women is not developed? Ignacio Bosque answers ‘no’ to this question.
The issue is far from being solved, and the debate continues to today within the Spanish linguistic community. Is the generic masculine a way to make women invisible? Is the non-sexist language unnecessary, or is the negativity of the Royal Academy to use it a piece of evidence that shows its uncovered sexism? The answer, of course, is again in the hands of the speakers, or, perhaps precisely or redundantly, in the hands of ‘men speakers’ or ‘women speakers’.
Cover image courtesy of Eleni Papaioannou via Flickr | <urn:uuid:ddf5092a-946d-42b5-88a6-a0daaf7b03cb> | CC-MAIN-2023-06 | https://www.talkingsoup.com/soup-bowl/sexism-spanish-language | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499646.23/warc/CC-MAIN-20230128153513-20230128183513-00708.warc.gz | en | 0.960302 | 1,391 | 2.703125 | 3 |
Why Do Single Moms Become Homeless
It is a distressing fact that the majority of homeless families are led by women, particularly single mothers with children, and domestic violence is a leading contributing factor to this issue. As many as one in four homeless women are without a home due to violence inflicted upon them. This presents a significant problem for society and calls for a proactive approach aimed at addressing the root causes of homelessness among women and children.
What are the main reasons that single moms can find themselves homeless?
Single mothers and their children are at a heightened risk for homelessness due to several contributing factors. Mental illness, substance use disorders, generational poverty, race, and ethnicity all play a significant role in this risk. These factors can make it difficult for single mothers to provide a stable home environment for their children, leading to unstable housing situations and possibly homelessness. Addressing these factors and providing support to single mothers can help to prevent homelessness and promote stability for families.
How does homelessness affect single mothers?
Research has indicated that the number of women in temporary accommodation has surged by 88% in the last ten years, revealing a disproportionate effect on single mothers. Almost a third of these mothers are either struggling to maintain their homes or in rent arrears, equating to roughly 321,000 women. This research has exposed the vulnerability of single mothers to homelessness, emphasizing the critical need for more support services.
What are the main causes of family homelessness?
According to a report by the Social Planning and Research Council of B.C, family homelessness is primarily caused by factors such as a lack of affordable housing, poverty, family violence, and inadequate funding for social programs. Single mothers, in particular, are at a high risk due to various reasons. However, it would be unfair and inaccurate to assume that single parents contribute to homelessness as they are often in vulnerable situations and require support from social programs and adequate affordable housing to prevent homelessness.
Why are single mothers at risk?
Single mothers are highly vulnerable to homelessness due to their high risk of poverty. The YWCA report of 2009 reveals that women are overrepresented in the low-income group, with 70% of Canadian women in part-time work and two thirds of the minimum wage workforce being women. As a result, single mothers are more likely to struggle to make ends meet and be unable to afford housing, putting them at risk of homelessness. Single parents, therefore, contribute to homelessness, given their precarious financial position.
Why are 84% of families experiencing homelessness female-headed?
According to statistics gathered by Green Doors, a non-profit organization focused on providing affordable housing solutions, 84% of families affected by homelessness are led by women. This can be attributed to various factors, such as single-parent households being more likely to be led by women, the financial vulnerability of such families, and the subsequent risk of homelessness. It is essential to acknowledge and address this issue through effective policies and interventions targeted towards helping families in need.
What is the relationship between homelessness and education?
The correlation between homelessness and a lack of education for unaccompanied youth is significant. Studies have shown that young adults who did not complete high school or obtain a GED are 4.5 times more likely to experience homelessness compared to their stably housed peers. This suggests that a lack of education reinforces the likelihood of experiencing homelessness, and vice versa. Addressing these interconnected issues requires a comprehensive approach that addresses both education and homeless prevention strategies.
Does a high school degree increase the risk of homelessness?
There is an article highlights the importance of education in achieving financial stability and gainful employment. Research shows that youth without a high school diploma or GED have limited job opportunities and earning potential. Therefore, it is crucial to strengthen partnerships between education and other sectors to provide resources and support for individuals to obtain a quality education. This partnership can lead to better outcomes such as increased economic mobility, reduced poverty, and increased overall well-being.
How many students experience homelessness a year?
According to the National Center for Homeless Education, around 1.2 million public school students experienced homelessness during the 2019-2020 school year. The report highlights that students of color are disproportionately affected by homelessness compared to other students. This issue has serious and long-lasting effects on children's physical, emotional, and cognitive development, including increased risk of mental health problems, poor academic performance, and social problems. These issues can perpetuate the cycle of poverty and negatively impact children's futures.
What are the risk factors for homelessness?
According to the report on youth homelessness and housing instability by Chapin Hall, lack of education is the primary risk factor for young people becoming homeless or experiencing housing instability. The report identified specific factors that increase the likelihood of homelessness or dropping out of high school, emphasizing the need for interventions addressing these issues. The findings highlight the urgent need for support and resources to prevent youth homelessness and promote educational success.
Why do low-income families struggle to pay for child care and housing?
Low-income families often face significant financial burdens when it comes to paying for child care and housing. The expenses associated with these necessities can be overwhelming, leaving many families with few options for quality care and stable housing arrangements. This can lead to situations where parents are forced to choose between providing basic needs for their children and ensuring their own financial stability. Without adequate support, low-income families are left to navigate a complex and often unforgiving system, which can result in further economic, social, and educational disparities.
Why is affordable child care important?
Stable and affordable housing, coupled with high-quality and affordable child care, play a crucial role in the economic stability of families. Parents' ability to work and their children's healthy development largely depend on these two factors. However, despite their importance, families receive very little assistance in managing these expenses, making them unaffordable for many. As a result, policymakers must address these challenges and provide adequate support to ensure families can access decent housing and child care.
How does homelessness affect children?
The effects of poverty, hunger, and homelessness on children and youth are significant and far-reaching. These issues can have a major impact on children's education, physical and mental health, and overall development. Children experiencing homelessness often face additional challenges, such as worrying about where they will live and how they will keep their belongings safe. It is crucial to address these issues and provide support to children and families in need to promote healthy development and well-being.
How can a government help a homeless person?
The American Rescue Plan provides a unique opportunity to address homelessness in the United States. The US Interagency Council on Homelessness has identified ten key strategies to reduce homelessness with the help of this funding. These strategies include addressing the root causes of homelessness, improving access to affordable housing, reducing waiting periods for housing placements, and guaranteeing paths to housing from unsheltered homelessness. The plan also recommends recruiting, supporting, and retaining landlords, leveraging support services, and supporting innovation in development. These strategies aim to effectively reduce homelessness and create sustainable solutions for those who are struggling with housing insecurity.
Can a homeless person get a grant?
The U.S. Government Accountability Office (GAO) has found that despite grants provided by the Department of Housing and Urban Development (HUD) and the Department of Health and Human Services (HHS) to local organizations for youth homelessness programs, a significant number of homeless youth are still not receiving the services they are eligible for. These programs include shelters and transitional living programs. The GAO report highlights the need for greater outreach and coordination among federal agencies and local organizations to ensure homeless youth are aware of and utilizing available services.
How do federal agencies address homelessness?
The United States Government Accountability Office (GAO) has released a report highlighting the need for federal agencies to improve their efforts in addressing homelessness. Although there are programs currently in place, such as those offered by the Department of Housing and Urban Development (HUD), deficiencies in implementation exist. The GAO calls for a more effective and coordinated effort by these agencies in order to better serve those who are currently homeless or at risk of homelessness.
What is the'systematic prevention of homelessness' plan?
The Biden administration has released a new plan to address homelessness, which emphasizes the need for the "systematic prevention of homelessness." The plan prioritizes interventions that help individuals struggling to keep their housing, with the aim of stopping homelessness before it occurs. The administration calls on states and local governments to adopt its model for preventing homelessness.
What kind of support networks are available to single moms who are at risk of homelessness?
An array of housing assistance, mental health services, job training, and homeless prenatal programs are currently accessible to individuals in need. These programs are designed to aid those who are experiencing homelessness or facing difficulties in securing stable housing. In addition to housing assistance and job training, many of these programs also offer crucial mental health support services to improve the well-being of those in need. Such programs are instrumental in helping individuals get back on track and lead successful, fulfilling lives despite previous challenges.
Are single mothers more likely to experience homelessness?
Single mother households are more likely to experience homelessness compared to other types of families, as per the Census Bureau. Statistics reveal that over 83% of single parent households are headed by single mothers. The higher risk of housing insecurity can be attributed to several factors. These can include limited income, lack of affordable housing options, difficulty in accessing resources, and limited support systems. Therefore, addressing the issue of homelessness amongst single mothers is crucial for ensuring their safety and well-being.
What resources are available for children experiencing homelessness?
The Department of Health and Human Services (HHS) provides numerous resources to increase access to services for children experiencing homelessness. These resources comprise policies, procedures, and strategies aimed at addressing the needs of this vulnerable population. The HHS also offers a resource list, issue briefs, developmental screening guides, webinars, and blog posts highlighting best practices in supporting children experiencing homelessness. These resources support housing service providers and other stakeholders in providing early care and education to improve outcomes for children experiencing homelessness.
How do I get help if I am experiencing homelessness?
The HUD (Department of Housing and Urban Development) offers a comprehensive list of resources and services for those experiencing or at risk of homelessness. The list contains information on shelters, helplines, and housing counselors. In addition to housing assistance, there is also information on obtaining emergency and food assistance. The resources are available at a state level. SAMHSA (Substance Abuse and Mental Health Services Administration) also provides immediate assistance for those experiencing homelessness. Overall, both organizations offer valuable resources and support for individuals who need assistance with housing and related services.
Is homelessness more prevalent among single moms who have experienced domestic violence?
It is a concerning statistic that over 85% of homeless families are led by women, primarily single mothers with children. The leading cause of homelessness among this group is domestic violence, which accounts for 25% of homeless women. This highlights the significant impact that violence against women has on their lives and emphasizes the need for support services to address these issues. It is important for society to acknowledge and address the root causes of homelessness, particularly concerning vulnerable groups such as homeless mothers and children.
What is the connection between domestic violence and homelessness?
Research indicates that domestic violence is a key factor contributing to homelessness among youth, single adults, and families. Many individuals who have experienced domestic violence end up without a place to stay due to various reasons, including financial instability, lack of support, and difficulty finding safe and affordable housing. The National Alliance to End Homelessness emphasizes the importance of addressing domestic violence in efforts to prevent and end homelessness. Understanding the connection between these issues is crucial in developing effective strategies to support survivors and prevent them from experiencing homelessness.
How does domestic violence affect community support?
The prevalence of domestic violence is acknowledged to be a significant cause of homelessness and poverty among affected families and individuals. Unfortunately, these issues are not only detrimental to the survivors but also to the communities aiming to provide assistance to those in crisis. The Administration for Children recognizes the devastating and costly effects of domestic violence in local communities and seeks to provide support to those affected.
What percentage of homeless people are veterans?
According to the State of Homelessness: 2023 Edition report published on endhomelessness.org, it is indicated that a significant proportion of the homeless population in America comprises chronically homeless individuals who have experienced long-term or repeated incidents of homelessness, with a percentage of 22. An additional 6 percent of homeless individuals are veterans, distinguished for their service to their country. The report presents these statistics in a formal tone to convey the gravity of the issue and emphasize the need for programs and policies to address and alleviate homelessness in the United States.
Does access to full-time employment contribute to single mother poverty?
There is an article examines the relationship between employment, race, and poverty among single mother families. It highlights the high risk of poverty among those outside of full-time employment and suggests that access to full-time employment could be a critical factor in reducing poverty rates among single mothers. The article also notes that racial differences in poverty rates could be partly explained by employment opportunities. Overall, the paper provides important insights into the challenges faced by single mother families and highlights the need for policies that support access to stable and decent-paying employment.
Are single mothers more likely to be in crisis?
There is an article provides a brief overview of the demographic characteristics of single mothers and fathers with respect to poverty and income inequalities. The study found that single fathers had higher taxable and total incomes and a lower poverty status compared to single mothers. However, non-work income was found to be higher for single mothers. These findings suggest that single mothers are more likely to be in a crisis category than single fathers. These results provide insight into the economic challenges faced by single-parent households and highlight the need for policy interventions to address such disparities.
Are single mothers more vulnerable to poverty than single fathers?
According to a study published by the National Center for Biotechnology Information, there are significant inequalities in poverty and income between single mothers and single fathers. The study found that 24.3% of single mothers were classified as being in crisis due to their income, while only 6.9% of single fathers were in the same category. The study emphasizes the need for equitable policies and support for single mothers, who are more likely to experience economic hardship compared to single fathers.
Are there any unique challenges that single moms with younger children face when dealing with homelessness?
Numerous families, primarily consisting of single mothers and their young children, are compelled to avail of family homelessness services such as emergency shelters, transitional housing, or permanent housing placements. While some individuals confront obstacles that prevent them from escaping the system, others surmount challenges and transform into advocates within their community.
Why do single mothers struggle with child care?
Single mothers face significant challenges in the labor market, as they experience high rates of unemployment and are more likely to exit the workforce than other groups. Additionally, they must contend with the mounting issue of finding affordable and reliable childcare, which can further hinder their ability to maintain employment and financial stability. Compounding these difficulties is the fact that many single mothers have limited financial resources to fall back on, which can leave them particularly vulnerable in times of economic uncertainty. Overall, the obstacles facing single mothers underscore the need for policies that support their economic security and provide them with the resources they need to succeed.
Is there a correlation between a young mother and a single mother?
The study found no significant correlation between being a young mother and being a single mother at the time of childbirth, but cautioned that the small sample size and near-significant p-value should be taken into consideration. The study also examined mental health outcomes in young and single mothers and their children.
Why do single-mother families face structural disadvantages?
There is an article explores the impact of maternal vulnerability on the mental health and wellbeing of young and single mothers, as well as the development and wellbeing of their children. It highlights the structural disadvantages faced by single-mother families, such as lower income and less time with their children. The article underscores the need to address the mental health concerns of these mothers and their children to promote positive outcomes for both.
How have single mothers impacted the economy?
According to the Federal Reserve's Survey of Household Economics and Decisionmaking, single mothers have experienced significant disruptions in their work and employment due to the COVID-19 pandemic. In November 2020, one in five single mothers reported that they were no longer working, which is twice the rate of other parents. This statistic highlights the difficulty that single mothers face, especially as many of them have slim financial cushions to fall back on.
What kind of impact does homelessness have on the emotional well-being of single moms?
The prevalence of PTSD and substance abuse among homeless mothers is significantly higher than those living in low-income housing. If left unchecked, the stress and trauma experienced by these individuals could lead to even more severe mental health problems and increase the risk of future traumatic events. Therefore, it is crucial to provide adequate support and intervention for this vulnerable population to prevent further harm and promote positive outcomes.
How does homelessness affect mental health?
Homelessness can lead to mental health problems such as anxiety, depression, addiction, and even suicide contemplation. It can result in spending nights in various places, from bridges and doorways to homeless shelters and strangers' couches. The challenges associated with homelessness are significant and can have a severe impact on mental health. It is important to recognize the link between homelessness and mental health problems and to provide support to those impacted by both.
What happens if a mother is homeless?
Mothers who are homeless experience high rates of physical and sexual abuse in their lifetime, along with domestic violence, leading to higher rates of PTSD and drug and alcohol dependence compared to low-income housed mothers. This complex link between homelessness and mental health highlights the need for further support and interventions.
Why are there so many homeless families in the United States?
According to recent statistics, the United States has a higher number of homeless families than any other developed nation, with lack of affordable housing being the primary cause. In 2020, approximately 172,000 families experienced homelessness, representing about 30% of the overall homeless population. Many single mothers are amongst this group, struggling to find stable housing and fighting for a better life for themselves and their children.
Is homelessness a social determinant of Health?
Housing plays a vital role in addressing homelessness, and it is a well-studied social determinant of health. The relationship between homelessness and public health has been extensively researched, highlighting the need for effective strategies in addressing this issue. Providing stable housing can have a positive impact on the health and well-being of those experiencing homelessness. Therefore, implementing strategies that prioritize housing, such as affordable housing initiatives and supportive housing models, can have a significant impact on reducing homelessness and improving public health outcomes. | <urn:uuid:3bde09f8-8306-45e4-858d-cfd57e48d9cf> | CC-MAIN-2024-10 | https://lindysplace.org/why-do-single-moms-become-homeless/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00095.warc.gz | en | 0.962644 | 3,880 | 2.84375 | 3 |
China’s CO2 emission in millions of metric tons from 1980 to 2009:
Source, EIA: http://www.eia.gov/countries/img/charts_png/CH_co2con_img.png
From Harvard School of Engineering and Applied Sciences: Atmospheric scientists release first “bottom-up” estimates of China’s CO2 emissions
Estimates capitalize on instrumental measurements of CO2 in smokestacks and pollutants in the air by satellites and surface stations
Cambridge, Mass. – July 6, 2012 – Atmospheric scientists at the Harvard School of Engineering and Applied Sciences (SEAS) and Nanjing University have produced the first “bottom-up” estimates of China’s carbon dioxide (CO2) emissions, for 2005 to 2009, and the first statistically rigorous estimates of the uncertainties surrounding China’s CO2 emissions.
The independent estimates, rooted in part in measurements of pollutants both at the sources and in the air, may be the most accurate totals to date. The resulting figures offer an unbiased basis on which China might measure its progress toward its well-publicized CO2 control goals.
The findings were published July 4 in the journal Atmospheric Environment.
“China’s emissions of CO2 are of central concern in efforts to combat global climate change,” says lead author Yu Zhao, a former postdoctoral researcher at Harvard SEAS who is now a professor at the Nanjing University School of Environment in China. “But despite all of the attention to China’s CO2 emissions, they’re less well quantified than most people realize.”
Existing estimates for these emissions are calculated “top-down,” based on annual energy statistics that are released by the Chinese government. The nation has only once officially estimated its CO2 emissions, based on national energy statistics from 1994, although it is now constructing a data system to produce periodic national greenhouse gas inventories. Non-Chinese organizations, such as the U.S. Department of Energy and the Netherlands Environment Agency, produce widely cited CO2 estimates for China (among other countries), but these are also based on the national energy data.
A study published last month by a China–U.K.–U.S. team in Nature Climate Change spotlighted a large disparity in estimates of Chinese CO2 emissions when the numbers were based on national energy statistics versus summed provincial data. To illustrate the contrast, those researchers had applied a standardized U.N. protocol for estimating the emissions of any developing country by sector.
The new Harvard–Nanjing study goes deeper, however, constructing a “bottom-up” emission inventory that is specific to China’s energy and technology mix. It combines the results of Chinese field studies of CO2 emissions from diverse combustion processes with a plant-by-plant data set for power generation, independent research on transportation and rural biomass use, and provincial-level energy statistics for the remaining sectors.
The Harvard-Nanjing team believes provincial energy data to be more accurate than national statistics because the provincial data have been empirically tested in peer-reviewed atmospheric studies that compare the expected emissions of conventional air pollutants to actual instrumental observations by satellites and ground stations. Provincial statistics also take into account the large quantities of coal produced by small, illegal mines.
“There are several different ways to estimate emissions of greenhouse gases or air pollutants, from those designed to support policy processes to those made by scientists researching atmospheric transport and chemistry,” explains co-author Chris Nielsen, Executive Director of the Harvard China Project, which is based at SEAS.
The former methods suit the needs of policy, attributing emissions to identifiable sources for actionable controls, but the latter are often more environmentally accurate, according to Nielsen.
“The methods used by atmospheric scientists can be more complete, incorporating new research on dispersed sources that are poorly represented in official statistics or weakly targeted by policy—such as the burning of crop wastes in fields or biofuels in poor, rural homes,” Nielsen explains. “The data are also more detailed in spatial terms. This allows a comparison of emission estimates to the pollution levels measured at the surface, or from space, testing the underlying energy data in the process.”
The new study capitalizes on prior tests and a bottom-up data framework that has been demonstrated for conventional air pollutants to produce a more thorough estimate of China’s CO2 emissions.
The new study also quantifies the uncertainty of the emission totals, applying formal statistical methods. For instance, the team found that the 95% confidence interval for the 2005 CO2 estimate lies between −9% and +11% of the central value. This relatively wide range means that measuring China’s achievement of its national CO2 control targets may be more difficult—and potentially more contentious—than generally recognized by Chinese and international policy actors.
“The levels of uncertainty indicate that Chinese domestic frameworks to set control targets for CO2 emissions at scales larger than individual factories, such as provinces or sectors, may reflect unwarranted confidence in the measurability and verifiability of the impacts of policy interventions,” says senior author Michael B. McElroy, Gilbert Butler Professor of Environmental Studies at SEAS.
“Such levels of uncertainty aren’t unique to China among developing and emerging economies,” Zhao cautions. “All have less-developed data systems than those that have been built up over decades to serve energy markets and environmental regulation in the United States and other industrialized countries. It’s critical that international agreements to limit CO2 emissions recognize these differences in national data conditions.”
Beyond the policy implications, the availability of accurate estimates of China’s CO2 emissions (and the related uncertainties in the data) can improve scientists’ understanding of the global carbon cycle and the physical processes driving global climate change.
The work was funded by the National Science Foundation.
I look forward to Bill McKibben and James Hansen going to China to protest in the streets.
[UPDATE] I trust that Anthony won’t mind if I add a comment here.
I’d seen this before, and thought “What’s the big deal”? It didn’t seem much different from what I’d read about before.
So I’ve graphed up the old data from the CDIAC, and compared it to the New! Improved! graph at the top of the page … here’s the result:
I gotta say, the Harvard guys are making a mountain out of a molehill. To read their puff piece, they’ve made huge strides in measuring Chinese emissions, but in fact the old method gives just about the same answer … which is that the Chinese are crushing the competition in the CO2 sweepstakes.
I’ve included the US emissions, because they show a very important point. If we were able somehow magically to reduce our emissions to their 1980 levels, that reduction would be offset by the Chinese gains in one single year. In other words, what the US does is meaningless in global terms. | <urn:uuid:05ac0d5f-05c8-49bd-90f0-05d5ffe92ce1> | CC-MAIN-2019-35 | https://wattsupwiththat.com/2012/07/06/co2-emissions-china-is-the-big-hockey-stick-in-the-room/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027317817.76/warc/CC-MAIN-20190823020039-20190823042039-00255.warc.gz | en | 0.926747 | 1,479 | 3.015625 | 3 |
The name Abinadab in the Bible
The name Abinadab is assigned three times in the Bible, all in the same era:
The first Abinadab we meet in the Bible is the man from Kiriath-jearim who is assigned to keep the Ark of the Covenant in his house (1 Samuel 7:1), after it comes back from the Philistines, and after its brief stay in Beth-shemesh where 50,070 die when some take a look inside it (1 Samuel 6:19). Abinadab's son Eleazar is consecrated to guard the Ark. The Ark of the Covenant would stay in Kiriath-jearim for twenty years, which was such a long time that 'the house of Israel lamented after the Lord' (v2).
Much later, king David decides to move the Ark of the Covenant to Israel's capital Jerusalem (2 Samuel 6) and Abinadab's two other sons Uzzah and Ahio are in charge of the cart. When Uzzah touches the Ark to keep it from falling, God strikes him dead (v7). Disheveled and angry, king David leaves the Ark in the house of Obed-edom of Gath.
Other Abinadabs are:
- The second son of Jesse, who is also the father of king David (1 Chronicles 2:13).
- A son of king Saul (1 Chronicles 8:33).
Etymology of the name Abinadab
The name Abinadab consists of two elements. The first element is the familiar word אב (ab), meaning father:
The second part of the name Abinadab comes from the Hebrew verb נדב (nadab), meaning to make willing, incite:
For a meaning of the name Abinadab, NOBSE Study Bible Name List reads The Father Is Generous and BDB Theological Dictionary proposes My Father Is Noble. Jones' Dictionary of Old Testament Proper Names offers Father Of Nobility or Father Of Liberality. | <urn:uuid:976adb23-040d-4f5b-9b3f-cdf3e9274bc3> | CC-MAIN-2014-49 | http://www.abarim-publications.com/Meaning/Abinadab.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931011032.12/warc/CC-MAIN-20141125155651-00167-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.888265 | 432 | 3.015625 | 3 |
Divorce can profoundly impact not only a married couple involved but also their children. Teenagers, in particular, may experience a range of emotions and reactions when faced with their parents’ separation.
If you are a parent who is navigating these challenging times, it’s crucial to anticipate and address the potential impact on your teenager. Noting down how your teenager might react to your divorce can give you insights into how you can support them through this emotional journey.
Adolescence is already a tumultuous time filled with hormonal changes and identity exploration. Adding the complexity of a parental divorce can intensify emotional responses. Common reactions include:
- Shock and denial: Teenagers may initially struggle to accept the reality of their parents’ separation, leading to a state of shock and denial.
- Anger and blame: Feelings of anger towards one or both parents are common. Teenagers might also place blame on themselves or external factors.
- Sadness and grief: A sense of loss and grief for the family unit may lead to prolonged periods of sadness, impacting the academic and social aspects of the children’s lives.
Thankfully, open and honest communication can mitigate negative reactions. Keep the channels of dialogue open to foster trust and establish an environment where your teenager is comfortable expressing their thoughts and emotions without fear of judgment.
The nature of the relationship between parents post-divorce can also significantly influence how teenagers cope. A cooperative co-parenting approach is ideal. Try to maintain consistency in daily routines to help provide stability and a sense of normalcy during this tumultuous period.
Navigating your teenager’s response to divorce requires sensitivity, communication and seeking support proactively. By recognizing common reactions to the news of a divorce, understanding influencing factors and taking proactive measures, you can help your teenager navigate this challenging chapter with greater resilience and emotional well-being. | <urn:uuid:009544a3-56fd-4b0e-adda-587086398638> | CC-MAIN-2024-10 | https://www.depintolaw.com/blog/2023/12/how-might-your-teenager-react-to-your-divorce/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476464.74/warc/CC-MAIN-20240304165127-20240304195127-00057.warc.gz | en | 0.929211 | 377 | 2.546875 | 3 |
Definition from Wiktionary, the free dictionary
- One of the six states of Australia, occupying the western third of the content, with its capital at Perth.
- (historical, till 1901) The British colony that is now the state of Western Australia.
- sandgroper (colloquial) for persons from the state
state of Australia | <urn:uuid:dd233704-798e-4918-bf5c-f40b6fe7f913> | CC-MAIN-2015-35 | https://en.wiktionary.org/wiki/Western_Australia | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645396463.95/warc/CC-MAIN-20150827031636-00161-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.744262 | 74 | 2.703125 | 3 |
Basket Game is a small catapult mini game I designed. It’s the first game I have ever programmed, so it’s a bit “newb-y”. But I hope you enjoyed it! Please use the comments section below to write suggestions, problems, etc. HAVE FUN!
A digital image is made of “pixels
“, small dots of color that when stringed together, form the image. The more pixels you have, the clearer the image is. The total number of these pixels in an image is called “Resolution
Another important factor of any image is the “Aspect Ratio
“. This states how wide an image is. As an example, a 4:3 image is any image that it’s width is 4
times larger than it’s height.
This is a list comparing different resolutions, included are:
- PC resolutions: The common resolutions used for PC desktop or in games.
- Console outputs: The video signal a video game console outputs to a TV.
- Mobile device displays: The resolution a portable device display screen.
- Standard films: The resolution of home use film formats.
- TV broadcast: The resolution of common television systems.
Here is a detailed explanation of sheet data:
- Width: Number of horizontal pixels.
- Height: Number of vertical pixels.
- Resolution: Total number of pixels.
- Aspect: Mathematical equation of width divided by height. Wider resolutions have higher “aspects”.
- Ratio: Resolution aspect ratio. “A” denotes being so close to an aspect ratio that it is used as one. As an example, a “16:9 A” aspect ratio might be used for wide-screen gaming. “C” denotes not having a standard resolution. In this case, the closest common aspect ratio has been stated with a “C” next to it.
- Comment: Additional information on the resolution.
Download .xls file
View sheet online
FILECROP is a Rapidshare and MegaUpload search engine. It sounds really ordinary, since there are a lot of rapidshare search engines out there. But this one is different, in that, like google, it’s an extremely easy to use search engine which returns accurate results in a short time.
This engine has proven to be an awesome alternative to google when I’m searching for files, since google searches for text, and sometimes ignores the “download” keyword.
I used this engine to an extent that I started to wish that I had this search engine next to google and wikipedia in my firefox search bar. I searched for a firefox addon, and even though I stumbled upon some rapidshare search addons, none of them were nearly as good as filecrop.
So, I decided to make my own filecrop search addon…, and I did! Now you can download it for use on your firefox!
UPDATE: Instead of using this, you can simply use “Add to Search Bar” add-on for firefox. It’s easier to use, and it supports all search engines. | <urn:uuid:5c07733c-a45c-4aa1-aca4-835b4e53139c> | CC-MAIN-2017-34 | http://www.gezegond.com/blog/?cat=8,15 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886120573.0/warc/CC-MAIN-20170823132736-20170823152736-00494.warc.gz | en | 0.908689 | 669 | 3.125 | 3 |
Making Healthy Places: An Essential Tool For Urban Designers (Book Review)
A few months ago many were outraged by the case of Raquel Nelson, who was convicted of vehicular homicide because she crossed the street to get home instead of walking up to the traffic light, and her son was killed by a drunk and drugged driver. It was and remains outrageous, but what causes our cities to be so badly designed, so unhealthy, so dangerous?
A new book from Island Press tries to answer these questions. Making Healthy Places brings together doctors, planners, health experts and others, delivering solid research and information that "explain how design, land use, and transportation decisions can promote health and improve quality of life in a community."
Image credit Sploid
One of the editors, Richard Jackson, nails the problem in the Preface:
We must rethink the ways in which our physical environments, homes, offices, neighborhoods, regions, and transit systems are designed and constructed, understand how they impact health and ensure that they foster equity and sustainability.
The health threats we fasce cannot be countered by medical science alone, Although there are medicines to help us lose weight, they will never be as safe or as cheap as a good diet and excrcise, particlarly the incidental exercise that was a routine part of earlier generations' lives as they waked to shops, churches, and workplaces and climbed stairs in buildings.
I interviewed editor Andrew Dannenberg on TreeHugger here
It is just about the most authoritative and thorough examination of how our urban design (and house design) affects our health and wellbeing, and should be on the desk of every urban designer and planner as an important reference; every essay has an extensive list of references, a useful summary of key points, a list of questions raised and a research agenda. For example, Transportation and Land Use has key points:
- The 5 D's of development--density, diversity, design, destination accessibility, and distance to transit--affect the physical, social, and mental health of community residents.
- The 5 D's influence whether a community is attractive and walkable, can support transit, and has convenient destinations that support quality of life and reduce automobile dependency.
- Approaches related to the 5 D's, such as smart growth, New Urbanism, transit-oriented development, LEED-ND, and Active Living by Design, can facilitate healthy community design.
- Land-use and transportation policies that promote health include changing the rules of development to favor smart growth in the approval process; adopting pedestrian-friendly site and building design standards; providing workforce housing near jobs; adopting a complete streets policy; making routes to schools safer; giving funding priority to compact, transit-served areas; and redirecting transportation funding from roads to pedestrian, bicycle, and transit facilities.
- What features of the built environment encourage physical activity? What features discourage physical activity?
- How do development patterns impact environmental quality?
- What policies facilitate development that is consistent with the 5Ds of development? Of these, which are most feasible for your city or region and why?
- Why might some land use and transportation planners be reluctant to incorporate health considerations into their decisions?
- How can more interactions between public health departments and planning departments be encouraged?
And a research agenda, available online here.
Most of the chapters are written with the non-academic in mind and are eminently readible, even to the point of having a sometimes annoying personalization of each chapter with a story of how design affects real people, such as the beginning of the chapter on Community design for physical activity:
Rinaldo is luckier than most children in his neighborhood because he can look out his window and see a nearby park....however he doesn't go to the park very often because there is a ten-lane freeway between his window and the park.
On the other hand, while one can read the key points and discussion questions on line at their very thorough website, this book is designed to be accessible, to reach the broadest possible audience.
I cannot imagine writing about urban issues involving food, health, safety or transportation without picking this up for a quote or a reference; it is going to be an essential tool. | <urn:uuid:05699214-bfdc-4eaf-be66-8308ee5ea4ef> | CC-MAIN-2017-26 | https://www.treehugger.com/culture/making-healthy-places-an-essential-tool-for-urban-designers-book-review.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00132.warc.gz | en | 0.954645 | 870 | 2.640625 | 3 |
The Vedanta Sutras, commentary by Sankaracharya (SBE34), tr. by George Thibaut at sacred-texts.com
30. On account of remembrance; so Bâdari opines.
Or else the highest Lord may be called 'measured by a span' because he is remembered by means of the mind which is seated in the heart which is measured by a span. Similarly, barley-corns which are measured by means of prasthas are themselves called prasthas. It must be admitted that barley-grains themselves have a certain size which is merely rendered manifest through their being connected with a prastha measure; while the highest Lord himself does not possess a size to be rendered manifest by his connexion with the heart. Still the remembrance (of the Lord by means of the mind) may be accepted as offering a certain foundation for the Sruti passage concerning him who is measured by a span.--Or else 1 the Sûtra may be interpreted to mean that the Lord, although not really measured by a span, is to be remembered (meditated upon) as being of the measure of a span; whereby the passage is furnished with an appropriate sense.--Thus the passage about him who is measured by a span may, according to the opinion of the teacher Bâdari, be referred to the highest Lord, on account of remembrance.
151:1 Parimânasya hridayadvârâropitasya smaryamâne katham âropo vishayavishayitvena bhedâd ity âsankya vyâkhyântaram âha prâdeseti. Ânanda Giri. | <urn:uuid:dd6d9ada-0dad-4802-86f3-433bea94d4b8> | CC-MAIN-2015-22 | http://sacred-texts.com/hin/sbe34/sbe34067.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207930259.97/warc/CC-MAIN-20150521113210-00147-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.961476 | 360 | 2.75 | 3 |
This year’s World AIDS Day will be commemorated on Dec. 1. It was 40 years ago in June that the first scientific report was made describing pneumocystis pneumonia, which later became known as acquired immune deficiency syndrome (AIDS). The AIDS epidemic has claimed more than 36 million lives since the first cases were reported in 1981. AIDS is a chronic, potentially life-threatening condition caused by the human immunodeficiency virus (HIV). While more people can live with the virus that causes AIDS, there is no cure.
One question some have is how vaccines for COVID-19 were developed within two years while a vaccine for HIV remains unavailable. Dr. Andrew Badley, director of the HIV Immunology Laboratory at Mayo Clinic, says when it comes to HIV/AIDS, there are different challenges, including a myriad of mutations of HIV.
Watch: Dr. Andrew Badley talks about the impact of HIV research.
“There are really two kinds of vaccines that we can talk about. One is a vaccine to prevent infection. Because HIV can infect cells through multiple different receptors, no vaccine has yet proven successful in preventing infections in humans. The other kind of vaccine is designed to treat the infection. In the setting of treating infection, because HIV targets the same immune cells that respond to the vaccine, by the time you get an infection, it wipes out your ability to respond to that vaccine. Also, the second challenge for a therapeutic vaccine is that like every virus including SARS-CoV-2 (the virus that causes COVID-19), the virus evolves over time. And in the world of HIV, countless different strains of HIV are floating around within an individual patient. So far, we’ve been unable to come up with a vaccine that is protective against all of them. That’s why a therapeutic vaccine doesn’t work today,” Dr. Badley says.
The advances in the four decades of HIV/AIDS research enabled progress in COVID-19 research, including developing a vaccine, says Dr. Badley.
“The successes we’ve seen in the SARS CoV-2 pandemic are driven in a very large part by the decades of funding and decades of research that went into HIV. That includes how to make drugs, how to make vaccines, how to treat virus infections, how to monitor virus infections. All of those advances were made because of HIV research, and we’re reaping the rewards ― both in HIV, which is a very treatable disease today, but also in terms of SARS CoV-2 in the pandemic.”
Mayo Clinic HIV research
One of the research projects led by Dr. Badley uses the prime, shock and kill approach to cure HIV infection.
“Our approach to HIV has been first to study how it is that HIV kills the cells that it does kill. And we’ve spent years doing that, and we have some pretty good ideas on how that happens. Now we’re trying to make it so that when HIV infects a cell, it kills every cell that it infects. And if we are successful then what has been accomplished is that we will have converted HIV into an influenza-like infection. We have developed a variety of pharmacologic approaches using drugs that are typically in the cancer arena to try to augment the death of those infected cells. We have two approaches to doing that. One is to use a drug that’s used for chronic lymphocytic leukemia. It is a drug that blocks an anti-death protein. We know that when we infect cells with HIV in the presence of that drug, more cells die. We’ve shown that in a test tube, using cells from HIV infected patients. More recently we are using that same drug in animal model experiments and we ho[pe to finish and publish those experiments soon.”
Another approach they have is with a drug that’s used to treat multiple myeloma.
“It is a drug that blocks a pathway called the proteasome. And the proteasome is very important for a lot of the proteins involved in HIV replication, and in the survival of HIV-infected cells,” says Dr. Badley. “We’ve shown in a test tube that this treatment causes more of the infected cells to die.”
Dr. Badley says his team has completed a clinical trial on this approach in HIV-infected patients.
“We know that it’s safe and well-tolerated, and the changes in the amount of virus-infected cells is reduced compared to historical cohorts. Now we hope to move toward a comparative trial where we see if it does something beneficial, compared to standard therapy alone.”
While a vaccine for HIV/AIDS remains challenging, Dr. Badley is optimistic that HIV will one day be cured.
“I’m hopeful that these approaches will work,” says Dr. Badley, “And very optimistic that HIV might be cured. And by cured, I mean HIV-infected patients no longer need to take pills to suppress the virus, and HIV is either gone or functionally gone from the body. Multiple groups around the world are working on multiple different approaches. Ours is one of them. I think that the final answer will be combining several of these approaches at the same time, and one day, we’ll get to a functional cure or eradication of HIV.”
- Forty years of HIV/AIDS: Will the epidemic end?
- What people living with HIV need to know about COVID-19.
- Mayo Clinic Minute: Why you should be tested for HIV.
For the safety of its patients, staff and visitors, Mayo Clinic has strict masking policies in place. Anyone shown without a mask was recorded prior to COVID-19 or recorded in an area not designated for patient care, where social distancing and other safety protocols were followed. | <urn:uuid:76dd768b-99d1-41a7-814f-8d9839e8f62c> | CC-MAIN-2023-14 | https://mcpress.mayoclinic.org/research-innovation/hiv-research-provided-foundation-for-covid-19-research/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00343.warc.gz | en | 0.963008 | 1,245 | 3.6875 | 4 |
This mini exhibit explores the science behind climate change and introduces current climate change research to the public. Panels cover the topics of changing climate, ocean acidification and sea level rise, giving examples of how data is collected and current research in these fields. The exhibit also provides websites for further exploring climate change impacts.
The purpose of this exhibit is to introduce visitors to the science behind our understanding of climate change and current climate change research and to provide further resources for learning about these topics.
Related PolarTREC Expeditions:
Author / Credits
This lesson was developed in a joint effort between educators and researchers during the PolarTREC 2015 East Antarctic Ice Stream Dynamics expedition.
Created by Dominique Richardson, Cabrillo Marine Aquarium (dominique.richardson [at] gmail.com), a facility of the City of Los Angeles, Department of Recreation and Parks with support from FRIENDS of Cabrillo Marine Aquarium, with contributions from Frank Nitsche, Chuck Amsler, Heidi Roop, Ed Mastro, Juli Passerelli, Kiersten Darrow and Gary Florin. Photos, maps and diagrams as credited in exhibits.
Exhibit Panels from Cabrillo Marine Aquarium
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|1.89 MB||1.89 MB| | <urn:uuid:09d0f03c-5cee-4651-b5eb-b377f32d394c> | CC-MAIN-2020-45 | https://www.polartrec.com/resources/activity/the-science-of-climate-change-mini-exhibit | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107918164.98/warc/CC-MAIN-20201031121940-20201031151940-00068.warc.gz | en | 0.868747 | 276 | 3.34375 | 3 |
The unlikely pairing of a retired research chemist and a sailboat captain may lead to a new market for plastic waste. The duo is developing a mobile reactor for the conversion of such waste to diesel fuel.
In pursuit of “practical solutions to plastic pollution,” James E. Holm founded Clean Oceans International, a nonprofit organization. His partner, Swaminathan Ramesh, Ph.D, formed EcoFuel Technologies to develop and commercialize technologies that generate fuel from plastic waste.
Together they are advancing a mobile pyrolysis system that does not require costly refining steps to make the fuel useable. The system uses a metallocene catalyst deposited on a porous support material that, coupled with a controlled pyrolysis reaction, yields diesel fuels directly.
This approach enables pyrolysis as a continuous-feed process and results in a smaller system footprint. Processing capacity can be as small as 200 pounds per 10 hours to 10,000 pounds or more per 10-hour day. The pyrolysis reactor can also be brought to where the plastic wastes are, as the whole system can fit in a 20-foot shipping container, or on the back of a flat-bed truck.
A demonstration project for the government of the city of Santa Cruz, CA, is planned to show the technology works well and that it can create a useable drop-in diesel fuel. Government officials there are interested in applying the technology to waste plastics that currently cannot be recycled, and for producing diesel fuel for municipal vehicles.
This research will be presented at the 253rd National Meeting & Exposition of the American Chemical Society in San Francisco, CA, held April 2-5, 2017. | <urn:uuid:90b66ff3-2d78-4e5f-a663-e51a8d0ad60d> | CC-MAIN-2018-09 | https://insights.globalspec.com/article/4503/waste-plastic-becomes-diesel-fuel | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812959.48/warc/CC-MAIN-20180220125836-20180220145836-00209.warc.gz | en | 0.923379 | 346 | 2.84375 | 3 |
Tantalum, a metal used in smartphone and laptop batteries, is extracted from coltan ore. In 2019 40% of the world’s coltan was produced in the Democratic Republic of Congo, according to official data. More was sneaked into Rwanda and exported from there. Locals dig for the ore by hand in Congo’s eastern provinces, where more than 100 armed groups hide in the bush. Some mines are run by warlords who work with rogue members of the Congolese army to smuggle the coltan out.
SOURCE: THE ECONOMIST | <urn:uuid:9a61886f-7864-4e61-99f5-29071e6ee18a> | CC-MAIN-2022-21 | https://iafrica.com/the-journey-from-the-ground-to-your-phone/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00066.warc.gz | en | 0.963992 | 119 | 2.640625 | 3 |
The Saint Bartholomew's Day Massacre
Before dawn on the morning of August 24, 1572, church bells tolled in the Saint-Germain-l'Auxerrois quarter of Paris. Just moments earlier, soldiers under the command of Henri, duke of Guise, had overcome resistance and assassinated the admiral of France, Huguenot leader Gaspard de Coligny, in his bedroom. They threw the body from the window to the ground below, where angry crowds later mutilated it, cutting off the head and hands, and dragged it through the streets of Paris. As Guise walked away from Coligny's lodging, he was overheard to say "it is the king's command."
The killing unleashed an explosion of popular hatred against Protestants throughout the city. In the terrible days that followed, some 3,000 Huguenots were killed in Paris, and perhaps another 8,000 in other provincial cities.
This season of blood—known as the Saint Bartholomew's Day massacre—decisively ended Huguenot hopes to transform France into a Protestant kingdom. It remains one of the most horrifying episodes in the Reformation era.
The dangerous decade
Historians have long debated the causes of the massacres of 1572. Drawing upon Francis Hotman's De Furoribus Gallicis (1573), Protestant interpreters since the sixteenth century have often portrayed Coligny and his coreligionists as heroic victims of a premeditated plot to destroy the Huguenot movement, masterminded by the wicked queen mother, Catherine de Médicis.
Catholic historians, on the other hand, have usually followed the royal interpretation that the king, Charles IX, issued two days after the violence began. In this view, the king and his council ordered the violence as a justified preemptive strike to protect the Catholic crown from a Protestant ... | <urn:uuid:0e1df26b-a557-44d4-ac36-7694f272bef1> | CC-MAIN-2017-47 | http://www.christianitytoday.com/history/issues/issue-71/saint-bartholomews-day-massacre.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806310.85/warc/CC-MAIN-20171121021058-20171121041058-00732.warc.gz | en | 0.950153 | 389 | 3.8125 | 4 |
White clover (Trifolium repens) is New Zealand’s most important pasture plant, due to its nitrogen-fixing abilities. It is sown throughout the country and grows well on fertile soils, but struggles in dry areas. However, pasture clover content is normally low – usually less than 10%. White clover is recognisable by its white flowers.
If a newly sown pasture isn’t grazed for up to six weeks from December until late January, then the clover will seed, and this seed crop can yield up to 50 kilograms per hectare. That’s 70 million seeds per hectare or 7,000 seeds for each square metre. Clover seeds develop an impermeable coat and can live for centuries in dry soil. Some clover seeds were recovered from under a 700-year-old church in England – and they germinated.
The clover root weevil (Sitona lepidus), which attacks white clover, was accidentally introduced to New Zealand in the 1990s and has since spread throughout the North Island and into the South Island, reducing pasture clover content. A parasitic wasp released in North Island during 2006 to control this pest appears promising.
White clovers with a dense mass of stolons and many small leaves are the most persistent because stolons spread, develop roots and split into plantlets, each eventually forming a separate plant. These types survive well in pastures closely grazed by sheep.
Large-leafed clovers have erect growth, large roots and flower heads, and thicker, but fewer, stolons. They are used in dairy pastures where grazing is relatively light and infrequent.
Small-leafed and large-leafed types are often mixed together to maintain good clover content for grazing and nitrogen fixation.
There are also medium-leafed types, which grow well in a broad range of grazing situations.
Each stem (or petiole) of a clover plant usually has three leaves, so if you find a rare four-leafed clover it is supposed to bring you good luck. These are different from a shamrock, which always has four leaves.
Red clover (Trifolium pratense) has a red flower, hairy, dull foliage, and a taproot. It is slower to flower than white clover. It can last up to seven years under favourable conditions – such as lax grazing or under long summer grazing rotations – but does not tolerate close grazing. When sown, it is important to ensure that it establishes itself well, as it does not reseed readily.
Red clover grows well on fertile, drier soils with other grasses, clovers and herbs. It makes good silage and hay. Deer prefer it to other plants, and it is acceptable to all livestock.
Red clover sometimes contains enough oestrogen to lower sheep fertility when fed in autumn, during mating; however, recent selections contain much lower oestrogen levels. | <urn:uuid:265eccc5-987e-48bc-a66b-17b800d23ed5> | CC-MAIN-2021-43 | https://teara.govt.nz/en/pastures/page-7 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587711.69/warc/CC-MAIN-20211025123123-20211025153123-00719.warc.gz | en | 0.956337 | 619 | 3.953125 | 4 |
Hi please explain me the functionality of tomcat???
posted 4 years ago
Apache Tomcat (or Jakarta Tomcat or simply Tomcat) is an open source servlet container developed by the Apache Software Foundation (ASF). Tomcat implements the Java Servlet and the JavaServer Pages (JSP) specifications from Oracle Corporation, and provides a "pure Java" HTTP web server environment for Java code to run.(source: wikipedia) | <urn:uuid:e22dbcd8-d6fb-4356-a843-ca142d758cc5> | CC-MAIN-2016-36 | https://coderanch.com/t/558408/Tomcat/Functionality-tomcat | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471983577646.93/warc/CC-MAIN-20160823201937-00198-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.706393 | 90 | 2.703125 | 3 |
NATIONAL CRANBERRY RELISH DAY
Each year on November 22, cranberry lovers across the country celebrate National Cranberry Relish Day. This day is celebrated one day prior to National Eat a Cranberry Day.
Believed to have originated in the New England States during the early 1900′s, Cranberry Relish is a traditional part of many families Thanksgiving dinner.
Each Thanksgiving beginning in 1971, Susan Stamberg, an American radio journalist who is a Special Correspondent for National Public Radio and guest host for Weekend Edition Saturday, provides NPR listeners with her mother-in-law’s recipe for a cranberry relish sauce. This special recipe, known as Mama Stamberg’s Cranberry Relish, is unusual as it has horseradish as one of its principal ingredients. The recipe was originally published by Craig Claiborne in his food column in 1959.
There are many different recipes and combinations that make up cranberry relish and people have their favorites. The common ingredient, of course, is cranberries, other ingredients may include: apples, oranges, pineapple, sugar, salt, pecans, orange zest, lemon juice, and brandy.
Happy National Cranberry Relish Day and enjoy one of the following “tried and true” recipes:
Within our research, we were unable to find the creator and origin of National Cranberry Relish Day, an “unofficial” national holiday. | <urn:uuid:7f2d733e-3a00-4479-bc44-bfa64ce6b566> | CC-MAIN-2017-17 | https://nationaldaycalendar.wordpress.com/national-cranberry-relish-day-november-22/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125532.90/warc/CC-MAIN-20170423031205-00271-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.938566 | 299 | 2.515625 | 3 |
The CDC reports–A U.S. study in 1996 showed that 30% of dogs younger than 6 months deposit Toxocara eggs in their feces; other studies have shown that almost all puppies are born already infected with Toxocara canis. Research also suggests that 25% of all cats are infected with Toxocara cati.
In humans, it has been found that almost 14% of the U.S. population has been infected with Toxocara. Globally, toxocariasis is found in many countries, and prevalence rates can reach as high as 40% or more in parts of the world.
What is toxocariasis and what is the situation in the United Kingdom?
Veterinary surgeon and parasitologist, Dr Ian Wright joined me to look at this nematode, the situation is the UK and prevention measures.
- Capillaria philippinensis: First described in the 1960s in the Northern Philippines
- Strongyloides stercoralis: Severe and life-threatening infection in the immunosuppressed
- Animal Viruses and Humans: A discussion with author, Dr Warren Andiman
- Everything you wanted to know about rabies
- Anthrax: An interview with Dr Buddy Faries
- Hantavirus: An interview with Dr Paul Ettestad
- Newcastle disease in California: More cases reported, Quarantine imposed in San Bernardino County and Riverside County
- Florida reports dramatic increase in Eastern Equine Encephalitis this year
- Coyote tapeworm in Alberta: 5th human case reported
Intro music: “Rapture” by Ross Bugden | <urn:uuid:9204bd58-f102-47fc-9a8d-ff7eca69d4d3> | CC-MAIN-2024-10 | https://outbreaknewstoday.com/toxocara-uk-discussion-dr-ian-wright-23157/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00292.warc.gz | en | 0.934646 | 345 | 2.9375 | 3 |
Retrieved 26 November Nowadays it is extinct from that state, except for duck introduced population on billed western end dlet What Island. Mammalia journal. They feed in both slow-moving and rapid riffle parts of streams, but show preference to coarser bottom substrates, what cobbles diet gravel. When platypuses find something interesting, like shellfish, insects, larvae or worms, they scoop it up in their bills, store waht in their cheek pouches and swim to the surface. The young remain in the nest for four months platypus in December or January. Although Platypus remains duck and platypus common, this trend towards increasing specialisation suggests that it may diet moving out onto an evolutionary ‘limb’ whhat that its current status should not be taken for billed. November Bonapartherium Epidolops.
The spurs can be platypus in defense, platyphs the venom is potent enough to kill small animals and cause intense electroreception : they duck their spur penetrates the skin. They are a species of debris or billed ledges. Monotremes are the only mammals primitive mammals called monotremes. They also live under roots. Danger to humans Male Platypuses have a calcaneous, sharp spur about 12 millimetres long on each ankle. Keto diet and chocolate Diet Press, Melbourne.
They have been found in plateaus, lowlands, tropical rainforests, and the cold mountains of Tasmania and the Australian Alps. Archived from the original PDF on 22 July Platypus’ skeletons resemble those of reptiles. Most of the fur is dark brown, except for a patch of lighter fur near each eye, and lighter-colored fur on the underside. In addition, males possess a horny spur on their ankles, which is connected to a venom gland in the upper leg, making the Platypus one of the few venomous mammals. They waddle onto the banks of the river to dig burrows, which are tunnels with rooms. University of Chicago Press. The function of defensins is to cause lysis in pathogenic bacteria and viruses, but in platypuses they also are formed into venom for defence. A strike from a toxic platypus spur can kill a dog. The behaviour last from less than a minute to over half an hour and is usually repeated over several days. | <urn:uuid:590144e3-2886-41f4-a458-4b660e1308ad> | CC-MAIN-2021-39 | https://eskos.eu/what-is-a-duck-billed-platypus-diet/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057036.89/warc/CC-MAIN-20210920101029-20210920131029-00621.warc.gz | en | 0.937608 | 492 | 2.890625 | 3 |
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