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Session 105 - Galaxies: Counts & Kinematics.
Display session, Saturday, January 10
While large-scale cosmological simulations indicate that regions with typical galaxy masses collapse around z=5, these regions are clumpy, suggesting that smooth collapse is rare. The ensuing evolution is composed of several merger events in which often less than 50% of the final mass has been assembled by z=1. In previous simulations of galaxy formation in hierarchically clustering universes, gas can form a thin disk. In subsequent mergers, gas disks are disrupted but efficient conversion of kinetic to thermal energy and rapid cooling allows a new disk to form in a short time. However, due to the transportation of angular momentum outward into the halo during merging, these gas disks have angular momenta some two orders of magnitude below those of observed spirals. When efficient star formation is included, stars are produced before the dominant object assembles most of its mass. When merging occurs, the stars form a spheroid with no strong disk structure or rotation.
We present numerical simulations from a code which evolves a high-resolution mixture of dark matter, gas, and stars in a CDM universe. Our intention was to determine whether spiral galaxies with angular momenta similar to those observed could be produced for realistic radiative cooling epochs. Because the effects of feedback from supernovae explosions are not well understood, an alternative to applying empirical prescriptions was used. In order to mimic the effects of transfering thermal and kinetic energy from supernovae into the gas, radiative cooling and star formation were not switched on until z=1. Additional simulations were performed with the cooling initiated at z=4 and z=0.6, and using an empirical formula that suppresses cooling.
In contrast with previous simulations, we produce stellar disks with angular momenta at z=0 comparable to those of real spirals. To survive, the disks of progenitor spiral galaxies require a relatively quiescent period of evolution after the majority of stars have formed. These galaxies must either be in uncommonly smooth regions or efficient star formation must begin after merging has nearly ceased. Our results suggest that only haloes in which a significant amount of mass has been assembled before the gas cools and forms stars can produce robust spirals. A delay in cooling allows formation of disks with high J/M.
Program listing for Saturday | <urn:uuid:3aa1443c-3965-4a65-9fca-e8cdd53bb385> | CC-MAIN-2022-21 | https://aasarchives.blob.core.windows.net/archives/BAAS/v29n5/aas191/abs/S105014.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00703.warc.gz | en | 0.935385 | 493 | 3.28125 | 3 |
Citizen Jane: Battle for the City
In 1960 Jane Jacobs's book The Death and Life of Great American Cities sent shockwaves through the architecture and planning worlds, with its exploration of the consequences of modern planners' and architects' reconfiguration of cities. Jacobs was also an activist, who was involved in many fights in mid-century New York, to stop “master builder” Robert Moses from running roughshod over the city. This film retraces the battles for the city as personified by Jacobs and Moses, as urbanization moves to the very front of the global agenda. Many of the clues for formulating solutions to the dizzying array of urban issues can be found in Jacobs's prescient text, and a close second look at her thinking and writing about cities is very much in order. This film sets out to examine the city of today through the lens of one of its greatest champions.
Tuesday, September 26
1 hr. 32 min. | <urn:uuid:9ff3326f-9cf8-497a-842f-32b2112e2def> | CC-MAIN-2017-39 | http://esquiretheatre.com/movie/238076/Citizen-Jane-Battle-for-the-City-Trailer-and-Info | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818696677.93/warc/CC-MAIN-20170926175208-20170926195208-00539.warc.gz | en | 0.951453 | 197 | 2.546875 | 3 |
According to the American Academy of Pediatrics, many of the tools you used with your children when they were younger are still effective -- they just need to be modified a bit. Providing your teen with effective discipline, consequences and rewards helps to ensure her safety and health and will be the backbone of her success.
Set Clear Expectations
Setting clear expectations establishes boundaries for your teen. Keep expectations reasonable such as maintaining good grades and behavior, and complying with house rules, according to the website Kids Health. If the expectations are unrealistic, your teen will have little motivation to care one way or another. Creating rules just for the sake of having control and compliance will cause conflict. Rewarding your teen for exemplary behavior should encourage her to continue displaying the desired behavior. For example, if she has kept to her 10 p.m. weekend curfew, bump it up to 10:30 p.m. after a few months and stress how proud you are of her. Likewise, if she is constantly late, give them a logical consequence -- prohibit her from going out the next night or make her curfew one hour earlier.
Consequences vs. Punishment
James Lehman, behavioral therapist and author of "Transform Your Child," warns that a consequence is not the same as a punishment. A consequence will teach something while a punishment is a payback of sorts. A consequence should coincide with the undesired behavior or choice that your teen displays. A consequence for a poor grade is a loss of privileges such as video games, use of the car or hanging out with friends. These privileges could have contributed to his poor grade, which can teach him the cause and effect relationship. A punishment would be requiring your teen to complete additional chores in hopes that he would be motivated to maintain their grades to avoid extra work.
Get Them Involved
Teenagers often like to think of themselves as adults, and they are well on their way to being just that. Having your teen take an active role in establishing her rules and consequences is often an effective way to work out clear guidelines for chores, curfew and behavior. Also, you can discuss rewards for following her rules, which will help reinforce the positive behavior. Extend her curfew, let her have a pizza party or movie night to show your teen you support her.
Children imitate their parents -- parents notice it when they realize the need to watch their language so their child doesn't say a cuss word. This goes on throughout life with many other people acting as influences. Model behaviors you would like your teen to adhere to such as honesty, having integrity and compassion, being reliable, and having ethics and morals. Setting a good example for your teen will help him develop those characteristics and develop into a well-rounded adult.
- Healthy Children: Disciplining Older Children
- Kids Health: A Parent's Guide to Surviving the Teen Years
- Mayo Clinic: Tween and Teen Health
- Parenting: The Importance of Role Modeling for Our Children
- Transform Your Child; James Lehman; January 8, 2012
- Jupiterimages/Photos.com/Getty Images | <urn:uuid:f76bef37-c30f-4b66-a48f-0e0a4fcab111> | CC-MAIN-2017-17 | http://oureverydaylife.com/consequences-rewards-parenting-teens-1537.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00525-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.962815 | 627 | 2.890625 | 3 |
Morning sickness is a relatively common pregnancy discomfort, affecting between half and two thirds of women at some stage during their pregnancy. Morning sickness is most common during the first trimester and is often at its worst during the early part of the day, although it can be present at any time of the day or night. Typical symptoms include nausea and vomiting with varying degrees of severity.
Morning sickness will most often resolve itself within the first 12-14 weeks of pregnancy, however some women will experience symptoms into the second and even the third trimester. Usually morning sickness is not a danger to the mother or baby, however, severe morning sickness may result in weight loss or dehydration for the mother. In this instance it is important to seek medical attention immediately.
For more information;
Better Health Channel – Pregnancy – morning sickness
Pregnancy Birth & Baby – Morning sickness
Source: (Pregnancy Birth & Baby) | <urn:uuid:4f2322cd-c7df-4625-b9fb-ea27b7eb4c12> | CC-MAIN-2019-26 | http://www.havingababyincanberra.org.au/early-pregnancy/health-and-wellbeing/common-discomforts-early-pregnancy/morning-sickness/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999853.94/warc/CC-MAIN-20190625152739-20190625174739-00116.warc.gz | en | 0.96459 | 183 | 3.4375 | 3 |
5-7 purple petals (also white, pink, deep purple, red), yellow center
bloom July - September
fruit is a flat, tan-coloured seed
each spike produces up to 120,000 seeds (3 million per plant!)
Purple loosestrife is known for its amazing seed production, with up to three million seeds per plant! This aquatic, perennial weed can swiftly suffocate wetlands, displacing valuable native habitat for both plants and animals. Purple loosestrife was introduced to North America from Eurasia in the early 1800's, most likely as seeds in ship ballasts (although possibly attached to wool or brought as a medicinal herb). It reached British Columbia in 1915. Loosestrife is thought to be responsible for the modification of more wetland habitat than is the current development pressure caused by humans. Despite these detrimental impacts, is often admired for its showy red-purple flowers. | <urn:uuid:1cb2140d-aa61-464e-959d-85d0f753045a> | CC-MAIN-2017-26 | http://une-jeune-fille.blogspot.com/2013/02/loosestrief-purple-flowers.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320362.97/warc/CC-MAIN-20170624221310-20170625001310-00208.warc.gz | en | 0.950396 | 191 | 3.34375 | 3 |
If one was in a position where they had a physical problem, there is a strong chance that they would reach out for the right support. Yet if this wasn’t the case, it could be because they feel ashamed of what is taking place for them.
However, it could be said that this will be the exception as opposed to the rule, and this is primarily due to how health problems are viewed. Going to see a doctor or paying a visit to the pharmacy, for instance, is something that is generally seen as a normal part of life.
But if one had a mental and emotional problem, it doesn’t mean that they will take the same approach. Instead, one could end up overlooking what is taking place and acting as if there is nothing wrong.
And in today’s world, it could be said that this is something that is generally the rule as opposed to the exception. It is not as common for someone to open up about what is taking place at an emotional level or to go and see a therapist, for instance.
One reason why mental and emotional problems are not given the same attention as physical problems is down to the fact that they can’t always be seen. Whereas when it comes to a physical problem, this is rarely going to be the case.
Along with this, one could also feel comfortable talking to others about what is going on with their body. Therefore, the help that they need is likely to be provided and this is going to make it easier for them to move forward.
Men and Women
There is also said to be a difference between how men and women respond to having mental and emotional problems. Women often find it easier to open up than men do, and this is partly the result of the conditioning that each sex experiences.
Based on this, it could be said that this shows the difference is to do with nature and not nature. However, there could be more to it, and this is because women are said to experience greater levels of oxytocin when they talk about their feelings.
Through being this way, it allows them to feel good when they open up; but as men don’t experience the same amount, it causes them to have a different experience. It would then be accurate to say that that the difference in behaviour is not just the result of the experiences they have had.
Thus, if women didn’t experience the same high through opening up, it would cause them to behave differently. What this shows is that there are different factors involved, and these need to be taken into consideration in order to understand why there is often difference in how men and women respond to different challenges.
Black And White
Still, it would be wrong to say that all women find it easy to open up and all men find it hard. This doesn’t mean that they are not general patterns in how men and women behave, but that not all men and women are the same.
Nowadays, it is not uncommon for women to be found in the kinds of positions that only men held in the past. As a result of this, it has meant that these women have had to change their behaviour in order to function in these kinds of environments.
Creating the Right Impression
This can mean that a woman will have to embrace more of her masculine nature and it can then be normal for her to feel the need to cover up how she feels. As a way for her to maintain other peoples respect, she can believe that there is no other way to behave.
For if she was to show how she feels, it could cause the people around her to question whether or not she is suitable for the position she holds. But if a woman doesn’t work in this kind of environment, she might not have this problem.
A New Experience
It is also not uncommon for men to open up about how they feel, and it could then be said that these men then have embraced their feminine nature. The masculine side of their nature may also be there, or they may have rejected it for whatever reason.
And while this is going to be better for their health than being disconnected from how they feel, they may also have ended up being out of balance. This is then similar to how a woman can become super masculine and reject her feminine nature.
Suffer In silence
But regardless of the fact that there can be differences in how each sex responds to having mental and emotional problems, it is not always easy for people to reach out for the support that they desperately need. It is all too common for someone to pretend that everything is fine.
On one hand, one can be experiencing a lot of pain, but on the other hand, they can fear what other people would think if they were to reach out for support. This then causes them to tolerate what they are going through to avoid the pain they believe they would go through if other people were to find out.
Opening up could be seen as something that will cause other people to see them differently, and while this could be in their head, there could be some truth to it. This could also be something that would cause one to experience shame, and opening up can then be seen as something that will cause them to be ostracised.
One’s need to protect their image is then going to have a negative effect on their life, and unless this changes, there life is not going to change. In fact, their life is likely to get far worse as time goes by.
It would be easy to say that one should forget about how they look and just open up to anyone, but this might not always be the best approach to take. This is because not everyone is going to be able to give them the support they need.
The best option might be for them to seek professional help and through doing this; they will get the right support. This will allow them protect themselves on one side and to get the support they need on the other.
If you feel this has been of value, please leave a comment, like or get in touch. And feel free to share this article, as many others have.
Oliver JR Cooper
Oliver JR Cooper
Teacher, Author, Transformational Writer & Consultant - With Over 2,000,000 Article Views Online.
I also offer consultations via Skype and email. To find out more, click here.
A Dialogue With The Heart - Part One
A Dialogue With The Heart - Part Two
A Dialogue With The Spirit
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PASADENA, Calif., March 28 (UPI) -- NASA says its Mars Science Laboratory spacecraft has successfully adjusted its flight path for delivery of the rover Curiosity to the Red Planet in August.
Halfway to Mars, the spacecraft ignited its thrusters for nearly 9 minutes Monday in the second of six planned trajectory correction maneuvers, the space agency reported.
Spacecraft data in radio signals from the craft, monitored at the Jet Propulsion Laboratory, Pasadena, Calif., showed the maneuver to be successful, NASA said.
"It is satisfying to get the second maneuver under our belts and know we are headed in the right direction," JPL's Erisa Hines said. "The cruise system continues to perform very well."
The mission launched Nov. 26 and the rover will land on Mars Aug. 5.
"We are now on a trajectory that will put us much closer to the point we want to hit on Aug. 5," Tomas Martin-Mur, navigation team chief for the mission, said.
Curiosity's landing site is near the base of a mountain inside Gale Crater, near the martian equator, where the rover will study layers in the mountain for evidence of early wet environments on Mars. | <urn:uuid:c15153a1-61f2-4d2a-aba4-c6a49bb46cdd> | CC-MAIN-2015-40 | http://www.upi.com/Science_News/2012/03/28/Mars-mission-with-rover-said-on-course/UPI-66011332971855/?rel=53991334617097 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737951049.91/warc/CC-MAIN-20151001221911-00086-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.928586 | 249 | 3.046875 | 3 |
In this buyer’s guide we’ll be addressing three basic types of audio mixers:
Since many mixers support both live sound and recording functions, the distinction between these two types isn’t always clear. Today there are numerous audio mixers that will meet both your onstage and recording needs.
As you shop for a mixer, you’ll run across terms that may be unfamiliar. To help you decipher the specs and features you’ll be reading about, we offer the following glossary that’ll help you navigate through all that information.
A channel is essentially a signal path. A mixer with a large channel count allows more things to be connected and routed through it. Channels are usually designed to accept microphones and/or line-level devices such as amplifiers, preamps, or signal processors. (Microphones and instruments such as guitars and basses output electronic signals that have a much lower level than line-level devices.)
A channel strip is a group of circuits and controls that function together on a given mixer channel to affect the audio signals that pass through it. These usually include:
This abbreviation refers to the inputs/outputs on a mixer. The number and types of inputs and outputs you’ll need is dictated by how you plan to use the mixer.
In a live sound mixing situation for example, you will need a mixer with enough inputs to handle the combination of microphones and other devices connected to it plus outputs to connect your main and monitor speakers. Depending on the types of speakers being used, the mixer may need to provide power to drive the main and monitor speakers. For mixing recordings on the other hand, you’ll want to consider how many performers and instruments you’ll need to capture simultaneously. The I/O calculation for studio mixers should also include other devices that will be part of the signal chain and recording process. These would include signal and effects processors, microphone preamps, headphones, monitor speakers, and instruments that connect directly to the mixer using DI (direct injection) boxes.
The Mackie VLZ4 Series 1604VLZ4 is an analog, compact 16-channel 4-bus mixer with 16 mic preamps and is a capable live sound and recording unit.
Buses can be visualized as circuit intersections where the output from several channels meet. Each mixer channel routes its signals to a specific bus or group of buses. The master mix bus, which is fed by the channel faders, sends the main output of the mixer to speakers and/or or a recorder. Auxiliary buses (also called aux sends or aux buses) may be fed by the volume controls of the channels to which they’re connected, and send those signals via their own output jacks. These are referred to as post-fader sends. Aux buses may also operate independently of the channel’s volume, and are then called pre-fader sends. These outputs are useful for sending a specific mix of signals to headphones, effects processors, or monitor speakers.
With its 10 channels, 4 mic/line inputs, USB I/O, and robust effects section, the analog Allen & Heath ZED 10-FX mixer is a good choice for small-band recording and performing needs.
Mixers with numerous channels often have a group function that allows you to control and process several channels collectively. A group works like a sub-mixer, sharing the same signal processing and routing, and since all channels are controlled with a single fader, the output to the master bus is more easily controlled. For example, all the mics used on a drum kit can be assigned to a single group, allowing easy control of the overall drum sound and volume. Some mixers that allow channel grouping also have a mute function. This is handy when you want to silence a group of inputs or open mics, such as when making onstage announcements. Some more advanced mixers also offer a “scene” function that allows you store various group configurations of muted and non-muted channels.
A channel insert allows you to connect external sound processors like compressors and equalizers to specific channels, usually after the preamp stage of the channel. On larger mixers there may be a patch bay that allows connection of numerous external devices.
These allow feeding the mixer’s preamplifier output to external audio interfaces and recording systems.
Using the cue system you can listen in on selected channels without affecting the mixer’s output. Usually the signal is fed to a headphone amplifier or monitor speakers. Cue systems usually allow listening to the signal either before or after the fader has affected it. Pre-fader listening, abbreviated as PFL, lets you hear the original signal without sending it to a signal mix. After-fader listening (AFL) allows you to isolate the fader-affected signal, which is handy for troubleshooting signals. Some larger mixers have a Solo In Place (SIP) function that silences every channel other than the one being sampled, a useful feature when doing sound checks.
Analog mixers have been around for nearly as long as there have been audio recordings and PA systems. Beginning in the 1990s, digital mixers began entering the pro audio world. Since then, their capabilities have grown as has their affordability. Beginning in the early part of the 21st century, software-based mixing became a reality as computers grew more powerful and related hardware was developed. We’ll take a brief look at each type’s capabilities, strengths, and weaknesses.
Despite the greater versatility of their digital brethren, analog mixers remain popular due to their generally lower cost and ease of use. Since their functions are controlled by physical knobs, faders, and switches, their operation can be somewhat more intuitive than digital soundboards. The downside of their reliance on physical controls is the analog mixer’s generally larger footprint—a disadvantage in crowded home studios and on cramped stages. Many people find the analog mixer’s signal and hardware routing easier to grasp at a glance since everything’s physically present rather than being hidden in the menus of a digital soundboard’s many status screens.
Both analog and digital mixers are capable of transmitting very high quality sound. The quality and design of their electronic circuits—especially the mic preamps—and in the case of the digital mixer, its analog to digital converter (ADC), have the biggest influence on sound quality. Most sound engineers agree that mics and speakers with their inherently greater degree of coloration and distortion are the biggest barriers to absolute sound fidelity. That said, well-designed mic preamps that boost the microphone’s output without adding coloration or distortion are critical to good sound. High-quality circuitry and components in the mixer’s gain stages and signal routing will minimize the hiss that inevitably occurs with analog mixers.
For instant changes to signal routing, flexible and extensive signal dynamics, and an amazing array of effects possibilities, a digital mixer is hard to beat. With the touch of a button, preprogrammed routing and effects can be triggered that would be impossible for even a talented octopus to accomplish on an analog audio mixer! Some digital boards are compatible with software plug-ins that extend their tone-shaping capabilities even further. They also can ride herd on dreaded feedback, preventing the howls and squeals before they even start. Another nice feature is automatic gating that silences channels with little or no signal passing through them.
The 16-channel Mackie DL1608L Digital Mixer is equipped with a Lightning connector for iPad control.
One of the huge advantages of digital mixers is their ability to save and recall mixes. Many use USB flash drives or internal memory to store settings from past performances. This makes the set up in a venue that’s been saved dead easy. Even in a new venue, recalling mixes from similar venues can be a big time saver during sound checks. Some digital mixers let you pre-program mixes using a laptop computer, so when you get to the gig only fine-tuning tweaks to the sound are needed. Some advanced digital mixers have motorized faders that respond to saved configurations.
The PreSonus StudioLive 24.4.2AI digital mixer stores setups for instant recall, includes a bundle of tightly integrated software,and its advanced I/O options will handle just about any recording/performing scenario.
One potential downside of digital mixers grows out of their versatility. Their enormous flexibility comes with a price: The learning curve for mastering all the possibilities your mixer offers can be steep. That said, like any complex digital device, it’s usually not essential to learn every function—the ability to save the settings and configure the interface to your needs can help you cut through its complexity.
Soundcraft’s Si Expression 1 digital mixer uses an intuitive color-coded interface to help navigate its extensive functions and features while delivering classic British EQ and mic preamp technology.
How well the user interface is designed will make a big difference in how quickly you can master the functions you need to know. Talking to fellow mixer users, hanging out on pro audio forums, reading reviews, and checking out demos and tutorials will help you find the mixers that offer a gentler learning curve.
A suitably configured laptop, mixing software, and a compact control surface can get you into the mixing game without the larger space and budget concerns of standard analog and digital mixers. Music production software is available to accomplish just about everything by way of signal processing and routing that you can achieve with a physical mixer. Today there are simple audio mixing apps that allow you to do basic audio mixing using your IOS or Android smartphone or tablet.
Used for recording, software mixers let you easily integrate virtual instruments, samples, drum loops, and much more into your productions. Most mixer applications support advanced MIDI functions, and using a computer-based digital audio workstation (DAW) opens up an enormous world of possibilities including the use of a MIDI controller keyboard to create and record your music.
As with physical digital mixers, learning curves can be steep when your first dive into software mixing, and the same advice applies: Talk to fellow musicians who use mixing applications, read the expert reviews, and check out the many customer reviews you’ll find online at MusiciansFriend.com.
If you’re looking for a mixer to handle your live performances and your main and monitor speakers are unpowered, a powered mixer eliminates the need to transport and set up separate power amplifiers to drive them. Powered audio mixers are available in a wide range of sizes and configurations. They can handle everything from a solo acoustic singer-guitarist using one or two mics, an acoustic-electric guitar, and modestly sized speakers, to a full-blown band with a full array of mics, electric instruments, and hefty main and monitor speakers.
Yamaha’s EMXS12C Powered Mixer has dual 500W amps to drive PA speakers, 16 digital effects, and a parametric EQ for tone tweaking.
Powered mixers offer most of the bells and whistles you’ll find on unpowered mixers in terms of routing options, effects processing, EQing, and much more. As with any mixer purchase, you’ll need to calculate the total inputs and outputs you need as well as the necessary power to drive your PA speaker cabinets and stage monitors.
The Peavey XR 8600D Powered Mixer has a pair of 600W Class D amps for powering main and monitor speakers, 8 mic preamps, and 10 line inputs.
Since most solo acts and bands that play in smaller venues must deal with their own sound engineering, ease of use is an important consideration. In recent years, integrated PA systems have entered the market that contain all the elements—speakers, mixer, and power amplifier—in one portable unit.
When shopping for a mixer to handle your live shows, it’s worth considering a live sound package. These bundled packages of live sound gear include most, if not all the audio equipment you’ll need to perform live. Packages typically include main and monitor speakers, speaker stands, a powered mixer, and all the necessary cables. Some also include microphones. The components in these bundles are carefully matched for compatibility, and are usually far more affordable than buying the components separately.
With their multiple turntables and/or CD players, DJs have a unique set of mixing needs to keep their music flowing seamlessly. DJ mixers are specially configured to meet those needs with the right inputs to handle DJ gear and integrate with PAs and club sound systems.
You’ll find DJ mixers vary considerably in their capabilities. Simple, low-cost units may have just two or three inputs and outputs and offer basic EQ/volume controls and crossfader operations that allow mixing the output of a couple turntables or CD players. More sophisticated DJ mixers add features such as kill switches for instant control over certain frequencies, hamster switches that reverse crossfader channel operation, and metering that displays clipping (distortion) and output levels. Mic inputs and talkover switches allow the DJ to easily communicate with the audience.
The Denon DN-X500 Pro DJ Mixer has 8 line and 2 phono inputs that you can assign to its 4 channels. Rugged rackmountable construction is ideal for mobile DJs and club installations where audio fidelity and control versatility are critical.
The most sophisticated DJ mixers allow connection of laptop computers and integrate with DJ software applications that extend the mixer’s capabilities.Top-end DJ mixers provide sophisticated EQ controls, the addition of dozens of effects, beat slicing and dicing, and even video and light control.
Since the crossfaders on a DJ mixer take a beating, their replaceability is an important consideration.
The TRAKTOR KONTROL Z2 DJ mixer from Native Instruments is tightly integrated with the company’s TRAKTOR software to offer 2 + 2 channel control delivering 2 standalone mixer channels plus 2 remix deck channels.
As with any other mixer type, choosing the right DJ mixer is a process of considering the I/O you need, the functions that are critical to your show, and your budget.
Line mixers as the name implies deal with line-level signals. They’re almost always analog in design and quite simple, usually only providing a single volume control per channel. Used in live settings they can be connected to multiple players used to provide between-set music while freeing up channels on your main mixer.
Summing mixers are often analog in design and are used in studio settings as a way to consolidate and tweak final mixes by injecting warmth into what some engineers consider the “cold” output of final digital mixes. Some top-end summing mixers are equipped with tube technology to restore the analog-like warmth associated with older recording technologies.
If you’ve explored Musician’s Friend’s huge selection of mixing gear, you know there are a lot of possibilities out there. Beside the obvious question of your budget, here is a checklist of things to consider as you narrow down that selection of mixers to a short list of those best suited to your situation.
Application: Will you be using your mixer to record, play live, or both? If you want to use it exclusively for recording, mic preamp quality, and the ability to connect external processors are important factors.
For live-sound use, you’ll want to be sure the mixer is compatible with your existing sound system and offers enough connectivity and sound processing to handle your entire band. (See I/O and Channels below for more on this.) Ruggedness is important too—flimsily built mixers won’t handle the rigors of the road for long.
I/O and Channels: Consider how many mics you need to connect. (A miked drum kit can use up five or more inputs all by itself.) If you plan to use condenser mics, you’ll need mic inputs that supply phantom power for them. Also, if your band includes stereo keyboards and other such instruments, you’ll want enough stereo channels to accommodate them. If you plan to connect guitars or basses directly to the mixer, you’ll need sufficient direct inputs for them too. It’s always best to allow headroom by getting more I/O and channels than you currently need. Bands have a habit of growing in terms of both players and gear over time.
Buses and Signal Routing: These functions may be more important where recording is concerned. If you use a lot special-purpose mixes such as feeds to recording gear, monitors, headphones, and external effects mixes, you will need more routing flexibility and signal paths.
EQ Capabilities. How sophisticated are your EQ needs? Generally, studio recording requires finer tweaking of sound to sweeten your mix. Multiband parametric equalizers may be needed to achieve the level of sound quality you want. On the other hand, for simpler live-sound mixing, simple control over bass, mid, and high frequencies is all that’s needed.
Effects and Other Sound Processors: Do you rely on external mic preamps, effects pedals, and other tone tweaking gear to produce the sound you want ahead of the mixer? If so, internal mixer effects and sound processors are less critical. On the other hand, a mixer with onboard effects and sound processing makes for a very portable setup when playing live. | <urn:uuid:f09102d1-0612-4bd7-8335-2f1559840429> | CC-MAIN-2021-04 | https://blog.bajaao.com/2015/10/08/audio-mixers-how-to-choose/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703527850.55/warc/CC-MAIN-20210121194330-20210121224330-00039.warc.gz | en | 0.936162 | 3,629 | 2.59375 | 3 |
As of yesterday, Congress has prevented the Treasury from raising enough money to pay for the laws Congress has passed.
Welcome to the debt ceiling: a funny law unique to the United States in which we prevent ourselves from paying our bills. Most nations worry about creditors losing faith and refusing to lend money. Not in America. We cut out the middleman.
Reducing the deficit is a noble cause and one that has to be addressed before long. But doing it with the debt ceiling is inane. If spending needs to be cut, cut spending. If taxes need to be raised, raise taxes. Tying the Treasury's hands and setting up a path to default solves nothing.
Some have said the Treasury can avoid default without raising the debt ceiling by prioritizing tax revenue, making interest payments while scaling back on all other expenditures until the budget balances. This sounds enticing until you look at the numbers.
The Treasury should take in $2.2 trillion in tax revenue this year. Spending on Medicare, Medicaid, Social Security, defense, and interest on the debt alone will cost $2.6 trillion. If every other arm of the government were eliminated entirely -- completely shut down Congress, the FBI, the IRS, Department of Energy, veterans' benefits, Department of Education, everything else -- there would still be a $400 billion deficit. To plug that hole, Medicare would have to be virtually eliminated, or a 60% cut to Social Security or defense spending would be in order. The Congressional Research Service gave more context earlier this year:
"If the debt limit is reached and Treasury is no longer able to issue federal debt, federal spending would have to be decreased or federal revenues would have to be increased by a corresponding amount to cover the gap in what cannot be borrowed. To put this into context, the federal government would have to eliminate all spending on discretionary programs, cut nearly 70% of outlays for mandatory programs, increase revenue collection by nearly two-thirds, or take some combination of those actions in the second half of FY2011."
Could that happen? Technically, yes. Realistically, no. Avoiding default without raising the debt ceiling assumes Congress can agree on how to cut more than $1 trillion in annual spending before August, when the Treasury says we'll be at default's door. But the reason we're having this debate is because they can't agree on how to cut a tiny, tiny fraction of that amount to begin with.
And this isn't just about Washington's inability to agree with each other. It's its willingness to please constituents. A recent Wall Street Journal/NBC poll shows less than a quarter of Americans support making significant cuts to entitlements in order to reduce the deficit -- a necessity to avoid default if the debt ceiling isn't raised. Another poll shows the majority of Americans don't think the debt ceiling should be raised, which highlights how disconnected many are on this issue. There's a widespread belief that the budget can be balanced without raising taxes or cutting entitlements and defense spending. It can't. Arithmetic always wins on this issue.
Raising the ceiling isn't anything new, by the way. The ceiling has been around in its current form since 1939, when it started with a cap of $45 billion for general debt and an additional $4 billion buffer for defense purposes. The fiscal needs of World War II blew those caps away, causing Congress to raise the ceiling more than sixfold, to $300 billion, by 1945. It's since been raised 87 times, an average of every nine months. The longest we've ever gone without raising the ceiling is five years, from 1997 to 2002. The fact that it's been raised so regularly under every partisan combination underlines how silly the debt ceiling is. Historically, it hasn't capped anything. It's just been something to vote on.
What happens if we do default? No one knows. It hasn't happened in modern history. Plenty of reputable economists say it'll bring havoc worse than the financial crisis of 2008. Others pooh-pooh the possibility, saying Treasury investors will welcome a shot at deficit reduction.
The latter seems delusional, akin to assuming Lehman Brothers' creditors should have welcomed news that defaulting mortgage loans cleansed its balance sheet. Equating a debt default to the chaos of 2008 may actually be a fair comparison. Back then, banks become insolvent as mortgage loans plunged in value. Today, banks like Citigroup
"Every single company with treasuries, every insurance fund ... it will start snowballing. Automatic, you don't pay your debt, there will be default by ratings agencies. All short-term financing will disappear."
None of this, again, absolves the need to address the budget deficit. Addressing it through default, though, is insane. It's self-destructive. Megalomaniacal. It sends a clear message to creditors: Don't invest your money here. We're too dysfunctional to handle it. So much for full faith and credit.
Check back every Tuesday and Friday for Morgan Housel's columns on finance and economics.
Fool contributor Morgan Housel owns Bank of America preferred. Follow him on Twitter @TMFHousel. The Motley Fool owns shares of JPMorgan Chase. The Fool owns shares of Bank of America and also holds a short position in the stock in a different portfolio. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy. | <urn:uuid:bba97fc4-f91b-439f-bd04-7f93f6b25c19> | CC-MAIN-2016-50 | http://www.fool.com/investing/general/2011/05/17/full-faith-and-credit.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542112.77/warc/CC-MAIN-20161202170902-00329-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.949523 | 1,140 | 2.609375 | 3 |
There are 114 cannabinoids in the industrial hemp family of Cannabis genetics. That is to say, we know of that many to date. Hemp is truly fascinating because of the amount we now know that we DON’T yet know. Alas, if you are curious about Cannabinoids and their applications, Steve and Steve’s Goods have made a career out of pursuit for answers and information, leading hemp education, and pushing for hemp acceptance. We hope these answers help.
Hemp cannabinoids are Cannabis cannabinoids. Hemp is cannabis. The main differences one might notice examining and testing hemp for a cannabinoid reading would likely be elevated levels of CBD (Cannabidiol) compared to marijuana plants likely to read higher in THC (Tetrahydrocannabinol).
This is the second-most concentrated cannabinoid in marijuana plants, and the first-most concentrated in hemp plants. CBD is sweeping the nation due to non-psychoactive effects and its potential applications as a supplement.
This is widely known as the “mother-of-all” cannabinoids. It is typically detected as a minor cannabinoid in hemp and marijuana cannabis plants, though hemp cultivators have made progress pushing major readings if grown with CBG yield in mind.
This is the psychoactive cannabinoid that is major in marijuana cannabis plants, while typically minor in hemp plants. It is known for producing the “high” effects that keep cannabis under a political and regulatory microscope, and is tested for potency to legally define cannabis as either hemp or marijuana.
This is a cannabinoid that occurs from degrading of Tetrahydrocannabinol or THC. It occurs in low readings in all cannabis plants, and is expensive and difficult to isolate for consumption and formulations. It is being studied more and more, and is said to be sedative to the human body.
Is a lesser-known cannabinoid that occurs most prominently in India’s cannabis genetics. It is non-psychoactive and its effects are the topic of a lot of current study. | <urn:uuid:8c4f73c8-d270-4bc9-a5a7-1146011fbc02> | CC-MAIN-2022-40 | https://stevesgoods.com/tab-cannabinoids/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00308.warc.gz | en | 0.963613 | 409 | 2.625 | 3 |
Jan 23, 2020· The densities of rocks and minerals are normally expressed as specific gravity, which is the density of the rock relative to the density of water. This isn't as complex as you may think because water's density is1 gram per cubic centimeteror1 g/cm 3. Therefore, these numbers translate directly tog/cm 3, or tonnes per cubic meter (t/m 3).Get Price
The density of basalt is quite high, which can be seen through the combination of the rocks porosity:0.1 – 1%, and its bulk density:2.8 – 3 Mg(megagram) per m3, This is because, around50 percent…
Basalt, solid weighs 3.011 gram per cubic centimeter or 3 011 kilogram per cubic meter, i.e. density of basalt, solid is equal to3 011 kg/m³. In Imperial or US customary measurement system, the density is equal to188 poundper cubic foot [lb/ft³], or1.74 ounceper cubic inch [oz/inch³] .
Basalt, broken weighs1.954 gramper cubic centimeter or1 954 kilogramper cubic meter, i.e. density of basalt, broken is equal to1 954 kg/m³. In Imperial or US customary measurement system, the density is equal to122 poundper cubic foot [lb/ft³], or1.129 ounceper cubic inch [oz/inch³] .
Jul 01, 2008· RE: Density of 3" crushed rock dicksewerrat (Civil/Environmental) 30 Jun 08 16:43 All of it3 inchor is it 3" minus? 3 inch is probably 100 pcf and3inch minusis about 125 pcf
Crushed aggregate, one-inch crushed concrete, recycled asphalt,3/8-inchpea gravel, 2-inch sewer filter rock, and concrete and asphalt aggregate blends all weigh in at 1.07 tons. Pit run gravel follows at1.25 tons per cubic meter, regardless of whether it is2-inchor4-inch.
RockSalt 2.5 - 2.6 2.11 - 2.19 Sandstone 2.2 - 2.8 1.85 - 2.36 Shale 2.4 - 2.8 2.02 - 2.36 Slate 2.7 - 2.8 2.28 - 2.36 Talc 2.6 - 2.8 2.19 -2.36 Density(in lb/cu ft.) = SG X 62.4 Density (SI units) = SG X Density of water (1.0 g/cc or 1000 kg/cubic metre)
Soil androckexpansion - or swell - after mining. Related Topics . Miscellaneous - Engineering related topics like Beaufort Wind Scale, CE-marking, drawing standards and more; Related Documents . Conveyors - Maximum Inclination - Maximum conveyor slopes for various materials ; Densities of Common Materials - Densities of common products in both Imperial and SI-units
3/4" MinusCrushed Basaltis our most commonly used driveway gravel. It is a locallycrushed basaltfrom 3/4" all the way down to 0", so it contains the fines from the crushing process. It is these fines that will help therockto pack in and stay in place while driving on it.
Dec 15, 2012·density of basalt crushed rock. Posted at:December 15, 2012[ 4.8 - 1708 Ratings] Gajegorts |Density of basalt crushed rock density. Thedensityof the broken stones is characterized by benchmark which is defined by the breakability of the broken stones condensed in the cylinder.
Basalt, extrusive igneous (volcanic)rockthat is low in silica content, dark in colour, and comparatively rich in iron and magnesium.basalt Basalt. Synek125. Some basalts are quite glassy (tachylytes), and many are very fine-grained and compact. It is more usual, however, for them to exhibit porphyritic structure, with larger crystals ...
3 mmcrushed basalt crushed20 mm size aggregate bulkdensityin india India , the coarse aggregate used was 10 mmcrushed basaltand the fine aggregate used was medium graded natural sand complying with BS 882: 1992 Continuousbasaltfiber technology and equipment , Application ofcrushed basalt rockincreased extractable Si levels .
2.7T/m3 (+/- 10%). The above answer is for solidrock, generally notcrushedstone.Crushedstone of uniform size has a nominaldensityof 100 pounds per cubic foot (1.6 Metric Tons per cubic Meter).
Soil and rockexpansion - or swell - after mining. Related Topics . Miscellaneous - Engineering related topics like Beaufort Wind Scale, CE-marking, drawing standards and more; Related Documents . Conveyors - Maximum Inclination - Maximum conveyor slopes for various materials ; Densities of Common Materials - Densities of common products in both Imperial and SI-units
Asspecific gravityis just a comparison, it can be applied across any units. Thedensityof pure water is also 62.4 lbs/cu.ft (pounds per cubic foot) and if we know that a sample of ammonium nitrate has a sg of 0.73 then we can calculate that itsdensityis 0.73 x 62.4 = 45.552 lbs/cu.ft.
Small MidnightBasaltA & B. Thiscrusheddarkbasaltis deep gray in color, giving a formal and pure look to any area. Works great in gardens and filling in large gaps. There is a slight difference in size between A (1-2″) and B (3/4-1.5″), but they are generally the same in appearance.
densityofcrushed rockworldcrushers. May 16, 2013densityofcrushed rockCrusher South Africa.densityofcrushedstone Basic unit of 75rocksand minerals demonstrates majorrock-forming minerals, the scale of hardness and recognized physical properties. bulkdensity crushedandesite.
Thedensity of basaltis normally between 2.8 and 3.0 g.cm-3. Thisdensityvaries with the type of minerals that compose it.
Both moisture/densityrelationship and hydraulic conductivity tests were performed using packing materials consisting of bentonite clay andcrushed basalt rock. Moisture/densityrelationship tests were performed on 20:80, 25:75, 50:50, 75:25, and 100:0 (wt.%) bentonite/basalt… | <urn:uuid:a4f443f0-339c-4364-884c-0255e64d792d> | CC-MAIN-2021-17 | https://www.organspende-sommer.de/crusher/cuuitbn5/density.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039375537.73/warc/CC-MAIN-20210420025739-20210420055739-00025.warc.gz | en | 0.854363 | 1,408 | 3.4375 | 3 |
Choose one (or more) of the techniques for improving verbal communication. The list below is not exhaustive; choose any of the items that you could practice this week to improve your verbal competence.
1. Supportive approaches to relating to others (also known as Gibbs Communication Climate elements from lecture)
3. Appropriate assertiveness skills
4. Direct and indirect language
5. Powerful vs. powerless language
6. Learning to use I-language
7. Reducing ‘allness’–practicing using qualified language
Observe its use this week, and practice that technique as you interact with others.
* Which technique(s) did you practice and why did you choose that one?
* Give at least two specific examples of situations in which you used the technique this week (or one that you observed and one that you used the technique) and the results. Did it work well or not? Why do you think that is? Be specific in describing the situations.
* Will you use the technique(s) again, and if so, what will you change (if anything)?
ORDER THIS ESSAY HERE NOW AND GET A DISCOUNT !!! | <urn:uuid:98b64c20-d4ad-4620-ba4c-ae40f49e1fd5> | CC-MAIN-2023-14 | https://writingservice-essay.net/communication-22-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.97/warc/CC-MAIN-20230322211955-20230323001955-00780.warc.gz | en | 0.929005 | 253 | 3.5 | 4 |
Cleaning up waterfronts are more than just cutting the grass away and pulling up branches. A lot of our job includes finding ways to remove invasive plants that cripple the fragile eco-system. One of the plants we seemed to be continually battling is Hydrilla.
Hydrilla is found in freshwater and can survive in less than ideal conditions. It is submerged with roots that grow to the bottom with long stems that branch out on the surface. On the surface, it forms clumps of thick mats with small white flowers.
It is a threat to waterways all over because the dense mats suffocate the plants and wildlife that live in these waters. Hydrilla changes the pH of the water while removing oxygen, preventing the growth of native plants. It blocks aquatic life from receiving vital nutrients. Also, it hinders water flow for irrigation and recreation.
Hydrilla is also the perfect breeding ground for deadly algae known as Aetokthonos hydrillicola. This alga is killing bald eagles and coots by releasing a neurotoxin that is deadly to these birds.
In the 1950s hydrilla was sold as aquarium plants Soon after people realized the plant was unsuitable and began dumping them into canals in Tampa Bay. By the 1970s Hydrilla was found in Maryland and can even be seen as far west as California and Washington State.
At Professional Waterfront Cleanup we have ways to clear hydrilla from waterways while protecting the fragile aquatic environment we cherish in our Central Florida Waterways. Contact us today for a free quote. | <urn:uuid:ca5a8ba6-e153-4456-a7b0-7ab605692fcc> | CC-MAIN-2020-40 | https://www.waterfrontcleanup.com/blog/what-is-hydrilla.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400214347.17/warc/CC-MAIN-20200924065412-20200924095412-00748.warc.gz | en | 0.956532 | 321 | 3.453125 | 3 |
|Siege of Petersburg|
|United States (Union)||Confederate States|
|Ulysses S. Grant||Robert E. Lee|
|Casualties and Deaths|
|approx. 42,000||approx. 28,000|
|Part of the American Civil War|
The Siege of Petersburg, Virginia, was the beginning of the end for the Confederates in the American Civil War. Petersburg was a key city close to the Confederate Capital of Richmond. Taking Petersburg would clear the way for the Union North to assault Richmond, and also cut off critical key supply lines that fed the efforts of the South.
Most historians don’t separate the Siege of Petersburg from the drive toward Richmond, and so it is often referred to as the Siege of Richmond-Petersburg. Whatever the case, this was a long, complex, bloody and protracted effort that wore on from June, 1864 to the end of March, 1865. The ultimate result was a victory for the Union. It led directly to the surrender of General Robert E. Lee to Ulysses S. Grant at Appomattox and the end of the Civil War.
More Than a Siege
It is also important to note that the Siege of Petersburg was not a classic siege as defined by military historians. Siege warfare is one of the oldest strategies of warfare. For example, the Greeks laid siege to Troy in ancient times. But a siege generally amounts to the surrounding of a city, cutting off all supply lines, and conquering that city by a combination of starving it out, and attacking it with siege weapons, such as artillery fire and raids.
In the case of Petersburg, Union forces were unable to manage a complete blockade of the city, meaning supplies and troops could come and go, including by train, albeit with great danger.
The Siege of Petersburg, such as it was, began after General Grant attempted a frontal assault on the city but was repulsed by Confederate defenders. The Southern army was too entrenched within a defensive position in and around Petersburg, and so General Grant began digging a vast series of trenches which he hoped would eventually encroach upon the city close enough to deliver a direct military blow, while slowly cutting off all supply to the city.
The network of trenches dug by the Union army extended over a region of 30 miles and traversed and area between Richmond and Petersburg. It was this strategy that would influence the vast trench warfare in Europe during First World War.
While Grant’s army worked diligently to extend its trenched positions ever tighter and closer around Petersburg, a number of other battles and side-efforts took place which made the Siege of Petersburg-Richmond one of the most complex military actions of all time. It is also among the most studied in history by military strategists.
The Fight over Railroad Lines
One of the strategies was to cut off all railroads that led in and out of Petersburg. The battle for the Jerusalem Plank railroad was fought on June 21 to 23. It involved elements of Union and Confederate cavalry as well as various elements of infantry. After much fighting and loss of life, the Confederates managed to retain control of this rail line.
The Union next tried to destroy the rail line running between Lynchburg and Petersburg. This effort is known as the Wilson-Kautz Raid because it was led by Union commanders James Wilson and August Kautz. This time the Union was successful in destroying its objective – however, Union forces were eventually driven out of the region and the Confederates repaired the rails and reestablished this vital supply line in and out of Petersburg.
In short, the Union attempts to cut off supply lines via destroying railroad lines involved numerous battles and strategies on both sides in their efforts to prevail. The problem for the Southern Confederates was that time was against them in terms of keeping their army supplied. Their manpower was also dropping. As the South struggled to defend railroad lines, the Union forces worked like termites on their trenches, ever encroaching on Petersburg. Countering the trenching effort drained enormous resources from the Confederate side.
One of the most astounding military strategies to come out of the Siege of Petersburg is what came to be known as “The Crater.” This was an ingenious plan by Union Colonel Henry Pleasants. Pleasants was a mining engineer by profession, and he suggested that a massive underground tunnel be dug underneath a key Confederate fort known as Elliott’s Salient.
Pleasants said a massive charge of explosions could be ignited underneath this fort, destroying the entire post and devastating all Confederate soldiers inside. This in turn would create an opening for a massive Union assault to pour across the lines and overrun the Confederate First Corps.
General Grant approved the plan. Union engineers dug a 511-foot tunnel and hollowed out a 75-foot area beneath Ellitot’s Salient. Some 8,000 pounds of gun powder were loaded into the cavity and detonated. The massive explosion had the effect the Union had hoped for – the eruption blew out a massive crater, killing some 300 Confederates, and destroying all structures within a vast area.
Unfortunately, the follow-up assault planned by the Union forces was bungled in the extreme. The original Union force – one of the regiments of black soldiers – had been trained to skirt the rim of the crater and attack Confederate positions. But at the last minute, this black regiment was switched with another fighting force of Union regulars who had not been clued in on the post crater strategy. The result was that hundreds of Union soldiers scaled down into the crater – but without having a way to climb back out. They were surrounded by Confederate riflemen, who stood on the rim of the crater and shot them all like fish in a barrel.
Many Battles, A Certain End
The battle over railroad positions, the trenching, and The Crater are just some examples of hundreds of individual battles that were fought in and around Petersburg during the Siege of Petersburg. The Confederates were worn down by the grinding relentlessness of the Union assault. Petersburg eventually fell on April 2 when the city was overrun by the Union Army. With Petersburg in ruins, the Confederate Capital of Richmond was all but defenseless – Union forces eventually reached Richmond and burned the city to the ground.
There was little left for the Confederates to do but admit defeat and surrender. When General Robert E. Lee handed over his sword to General Ulysses S. Grant at Appomattox, the American Civil War was over on April 9, 1865. | <urn:uuid:6a4d3f57-b138-4bf0-a40a-93b6776bd783> | CC-MAIN-2014-41 | http://totallyhistory.com/siege-of-petersburg/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657120057.96/warc/CC-MAIN-20140914011200-00133-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.968992 | 1,341 | 3.984375 | 4 |
CS1027: Foundations of Computer Science II
Due: February 27, 11:55pm.
To gain experience with
- The solution of problems through the use of stacks
- The design of algorithms in pseudocode and their implementation in Java.
- Handling exceptions
For this assignment you will be given a map and you are required to write a program that finds a path from a starting location to a destination, if such a path exists. The starting location is the Middlesex College building, and the destination is your house. The map is divided into rectangular cells to simplify the task of computing the required path. There are different types of map cells:
- a starting map cell, where the Middlesex College building is located,
- a destination map cell where your house is situated,
- map cells containing blocks of houses or parks, where cars cannot drive
- map cells containing roads, where cars can drive. There are several types of road cells:
- road intersections; up to four different roads can converge into a road intersection: a road coming from the north, a road coming from the south, a road coming from the east, and a road coming from the west. A car coming into an intersection can turn in any direction where there is a road
- north road, south road, east road, and west road cells; these are roads that can be used to travel north, south, east, or west, respectively. All these roads are one-way roads; the direction in which they can be travelled is indicated in the road cell.
Figure 1 shows an example of a map divided into cells.
Each map cell has up to 4 neighboring cells indexed from 0 to 3. Given a cell, the north neighboring cell has index 0, the east neighboring cell has index 1, the south neighbor has index 2, and the west neighbor has index 3.
For example, consider the cell marked as 6 in Figure 1. The neighboring cells of this cell 6 are indexed from 0 to 3 as follows: The neighbor cell with index 0 is the cell marked as 3, the neighbor cell with index 1 is the cell marked as 7, the neighbor cell with index 2 is the cell marked as 9, and the neighbor cell with index 3 is the cell marked as 5.
Note that some cells have fewer than four neighbors and the indices of these neighbors might not be consecutive numbers. For example, the cell marked as 11 Figure 1 has three neighbors indexed 0, 1, and
3. The cell marked as 12 has only two neighbors indexed 0 and 3.
Middlesex College cell
2 3 4
5 6 7
8 9 10
Block of houses South road
A path from the Middlesex College cell (cell marked as number 1 in Figure 1) to the destination (cell marked as number 12) goes through the following cells: 1, 2, 3, 4, 7, 6, 9, 11, 12. Note that a path cannot go from cell 3 to cell 6 because the east road in cell 3 only connects cells 2 and 4.
When looking for a path the program must satisfy the following conditions:
- For a cell C, which is either the starting cell, where the Middlesex College building is located, or a road intersection cell, a valid path can go from C to the following neighboring cells:
- the destination cell, where your house is located
- another road intersection cell
- a north road cell if such a cell is the neighboring cell of C with index 0, i.e. if the north road cell is the neighboring cell located north of C
- a south road cell if such a cell is the neighboring cell located south of C
- an east road cell if it is the neighboring cell located east of C
- a west road cell if it is the neighboring cell located west of C.
- A valid path can go from a north road cell C to the neighboring cell C’ located north of C if C’ is either a north road, a road intersection, or the destination cell.
- A valid path can go from a south road cell C to the neighboring cell C’ located south of C if C’ is either a south road, a road intersection, or the destination cell.
- A valid path can go from an east road cell C to the neighboring cell C’ located east of C if C’ is either an east road, a road intersection, or the destination cell.
- A valid path can go from a west road cell C to the neighboring cell C’ located west of C if C’ is either a west road, a road intersection, or the destination cell.
- For a cell C, which is either the starting cell, where the Middlesex College building is located, or a road intersection cell, a valid path can go from C to the following neighboring cells:
These rules are not as complicated as they seem. Look at Figure 2; the red arrows show which adjacent cells can be part of a path and the red crosses show adjacent cells that cannot belong to a path.
Classes that You Need to Implement
A description of the classes that you need to implement in this assignment is given below. You can implement more classes, if you want. You cannot use any static instance variables. You cannot use java’s provided Stack class or any of the other java classes from the java library that implement collections. The data structure that you must use for this assignment is an array, as described in the next section.
This class implements a stack using an array. The header of this class must be this:
public class ArrayStack<T> implements ArrayStackADT<T>
You can download ArrayStackADT.java from the course’s website. This class must have the following private instance variables:
private T stack. This array will store the data items of the stack.
- private int top. This variable stores the position of the last data item in the stack. In the constructor this variable must be initialized to -1, this means that the stack is empty. Note that this is different from the way in which the variable top is used in the lecture notes.
private int initialCapacity. This is the initial size of the array stack.
private int sizeIncrease. When array stack is full and a new item must be added to it, the size of the array will increase by this amount (see description of method push below).
- private int sizeDecrease. If after removing a data item from array stack the number of data items in it is less than one fourth of the size of the array, and the size of the array is larger than initialCapacity, then the size of the array will decrease by this amount (see description of method pop below).
This class needs to provide the following public methods.
public ArrayStack(int initialCap, int sizeInc, int sizeDec). Creates an empty stack using an array of length equal to the value of the first parameter. The values of the parameters will be stored in initialCapacity, sizeIncrease and sizeDecrease, respectively.
public void push (T dataItem). Adds dataItem to the top of the stack and updates the value of top.
If array stack is full, before adding the new dataItem you will increase its capacity by the value of sizeIncrease. So, if for example, the size of the array is 100, the array is full, and the value of sizeIncrease is 50, then the new array will have size 150.
- public T pop() throws EmptyStackException. Removes and returns the data item at the top of the stack and updates the value of top. An EmptyStackException is thrown if the stack is empty. If after removing a data item from the stack the number of data items remaining is smaller than one fourth of the length of the array and the length of the array is larger than initalCapacity, you need to reduce the size of the array by sizeDecrease; to do this create a new array of size equal to the size of the original array minus sizeDecrease and copy the data items there.
For example, if the stack is stored in an array of size 100 and it contains 25 data items, after performing a pop operation the stack will contain only 24 data items. Since 24 < 100/4 then the size of the array will be reduced to 100 – sizeDecrease. If, say sizeDecrease = 50, then the new array will have size 50.
If the stack is empty when the pop() operation is invoked, an EmptyStackException will be created and an appropriate String message must be passed as parameter (see description of class EmptyStackException below).
public T peek() throws EmptyStackException. Returns the data item at the top of the stack without
removing it. An EmptyStackException is thrown if the stack is empty.
public boolean isEmpty(). Returns true if the stack is empty and it returns false otherwise.
public int size(). Returns the number of data items in the stack.
public int length(). Returns the length or capacity of the array stack.
public String toString(). Returns a String representation of the stack of the form:
“Stack: elem1, elem2, …”
For example, if the stack contains two data items “data 1” and “data 2”, and “data 2”
is at the top of the stack, then method toString should return the string
“Stack: data 1, data 2”.
You can implement other methods in this class, if you want to, but they must be declared as private.
This is the class of exceptions that will be thrown by methods pop and peek when invoked on an empty stack. The constructor for this class must be of the form
public EmptyStackException(String message)
When an object of this class is created an appropriate message must be passed as parameter explaining why the exception was thrown.
This class will have an instance variable
This variable references the object representing the city map where your program will try to find a path from the starting cell to the destination cell. Class Map, described below, is given to you. You must implement the following methods in this class:
public Path (Map theMap). This is the constructor for the class. It receives as input a reference to a Map object representing the city map. In this method you must initialize instance variable cityMap: cityMap = theMap.
public void findPath(). This method will look for a path from the starting cell to the destination cell. If a path is found, this method must print a message indicating how many cells there were in the path. If no path was found, this method must print an appropriate message.
This method cannot be recursive, you must use a stack to look for a path from the starting cell to the destination. This method will start at the starting cell, it will look at the neighboring cells and it will select the best cell to go to (to select such a cell method nextCell described below must be used); from this cell the best cell will be selected and so on until the destination is reached or the program discovers that there is no path to the destination. A stack must be used to keep track of the cells that the algorithm has visited. Every time a cell is visited, it must be marked so the algorithm does not visit it again (as allowing a cell to be re-visited could cause the algorithm to get trapped in an infinite loop). Read the description of class MapCell below to see how to mark
cells as visited.
You are encouraged to design your own algorithm to look for a path from the starting cell to the destination. Read the description of the classes Map and MapCell below to see how to select the starting cell and the destination cell. If you cannot figure out how to find a path, please read the description of an algorithm given in the next section.
private MapCell nextCell(MapCell cell). The parameter of this method is the current map cell.
This method returns the best map cell to continue the path from the current one; read Section 1.2 to see which cells can be used to continue a path from the current cell. If several un-marked cells are adjacent to the current one and can be used to continue a valid path, then this method must return one of them in the following order:
- the destination cell
- a road intersection cell. If there are several adjacent road intersection cells satisfying the conditions of Section 1.2, then the one with smallest index is returned. Read the
description of the class MapCell below to learn how to get the index of a neighboring cell
- a north, east, south, or west road cell with smallest index that satisfies the conditions stated in Section 1.2.
If there are no unmarked cells adjacent to the current one that can be used to continue the path, this method must return null.
Your program must catch any exceptions that might be thrown. For each exception caught an appropriate message must be printed. The message must explain what caused the exception to be thrown.
You can write more methods in this class, if you want to, but they must be declared as private.
An Algorithm for Computing a Path
Below is a description of an algorithm for looking for a path from the starting cell to the destination cell
- You can use this algorithm if you want to. If you decide to use this algorithm, we encourage you to first write detailed pseudocode for before you implement it in Java.
- Create an empty stack. You decide on its initial size, sizeIncrease and sizeDecrease. This stack will store objects of the class MapCell.
- Get the starting cell using the methods of the supplied class Map (description of this class is given below).
- Push the starting cell into the stack and mark the cell as inStack using method markInStack() of the class MapCell.
- While the stack is not empty, and the destination has not been found perform the following steps:
- Peek at the top of the stack to get the current cell.
- If the current cell is the destination, then the algorithm exits the loop.
- Otherwise, find the best unmarked neighbouring cell (use method nextCell from class
Path to do this). If this cell exists, push it into the stack and then mark it as inStack;
otherwise, since there are no unmarked neighbouring cells that can be added to the path pop the top cell from the stack and mark it as outOfStack (see class MapCell to see how to do this).
As indicated above, your program must print a message indicating whether the destination was reached or not. If a path was found the algorithm must also print the number of cells in the path from the starting cell to the destination. Notice that your algorithm does not need to find the shortest path from the starting cell to the destination.
4. Command Line Arguments
The main method is in class Map. The program will read the name of the input map file from the command line. From the console you can run the program as follows:
java Map name_of_map_file
where name_of_map_file is the name of the file containing the city map. To run the program from Eclipse you need to indicate what the name of the input file is. To do this, in Eclipse select “Run → Run Configurations…”. Make it sure that “Java Application → Map” is the active selection on the left-hand side. Select the “Arguments” tab. Enter the name of the file for the map in the “Program arguments” text box. For more details check the tutorial posted in the course’s website:
You can download from the course’s webpage several java classes that allow your program to display the map on the screen. You are encouraged to study the given code to you learn how it works. Below is a description of some of these classes.
This class represents the map of the city including the starting cell and the destination cell. The methods that you might use from this class are the following:
public Map (String inputFile) throws InvalidMapException, FileNotFoundException, IOException.
This method reads the input file and displays the map on the screen. An InvalidMapException
is thrown if the inputFile has the wrong format.
public MapCell getStart(). Returns a MapCell object representing the starting cell where the Middlesex College Building is located.
This class represents the cells of the map. Objects of this class are created inside the class Map when its constructor reads the map file. The methods that you might use form this class are the following:
public MapCell getNeighbour (int i) throws InvalidNeighbourIndexException. As explained above, each cell of the map has up to four neighbouring cells, indexed from 0 to 3. This method returns either a MapCell object representing the i-th neighbor of the current cell or null if such a
neighbor does not exist. Remember that if a cell has fewer than 4 neighbouring cells, these neighbouring cells do not necessarily need to appear at consecutive index values. So, it might be for example, that this.getNeighbour(2) is null, but this.getNeighbour(i) for all other values of i are not null.
An InvalidNeighbourIndexException is thrown if the value of the parameter i is negative or larger than 3.
public boolean methods: isBlock(), isIntersection(), isNorthRoad(), isEastRoad(), isSouthRoad(), isWestRoad(), isStart(), isDestination(), return true if this MapCell object represents a cell corresponding to a block of houses or a park (where a car cannot drive), an road intersection, a north road, an east road, a south road, a west road, the staring cell where the Middlesex College Building is located, or the destination cell C where your house is, respectively.
public boolean isMarked() returns true if this MapCell object represents a cell that has been marked as inStack or outOfStack.
public void markInStack() marks this MapCell object as inStack.
public void markOutStack() marks this MapCell object as outOfStack.
5.3 Other Classes Provided
ArrayStackADT.java, CellColors.java, CellComponent.java, InvalidNeighbourIndexException.java, CellLayout.java, InvalidMapException.java, IllegalArgumentException.java.
Image Files and Sample Input Files Provided
You are given several image files that are used by the provided java code to display the different kinds of map cells on the screen. You are also given several input map files that you can use to test your program. In Eclipse put all these files inside your project file in the same folder where the src folder is. Do not put them inside the src folder as Eclipse will not find them there. If your program does not display the map correctly on your monitor, you might need to move these files to another folder, depending on how your installation of Eclipse has been configured.
Submit all your .java files to OWL. Do not put the code inline in the textbox. Do not submit your .class files. If you do this and do not submit your .java files your program cannot be marked. Do not submit a compressed file with your java classes (.zip, .rar, .gzip, …). Do not put a “package” command at the top of your java classes.
9. Non-functional Specifications
Assignments are to be done individually and must be your own work. Software will be used to detect cheating.
- Include comments in your code in javadoc format. Add javadoc comments at the beginning of your classes indicating who the author of the code is and a giving a brief description of the class. Add javadoc comments to the methods and instance variables. Read information about javadoc in the second lab for this course.
- Add comments to explain the meaning of potentially confusing and/or major parts of your code.
- Use Java coding conventions and good programming techniques. Read the notes about comments, coding conventions and good programming techniques in the first assignment.
10. What You Will Be Marked On
- Functional specifications:
- Does the program behave according to specifications? Does it run with the test input files provided? Are your classes created properly? Are you using appropriate data structures? Is the output according to specifications?
- Non-functional specifications: as described above
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Alright SEHS students, I went ahead and did you a favor and set up a spreadsheet for you to learn and do 6.1.6. Luckily, you should be able to over a version of this spreadsheet in the Apps Google Sheets or Numbers.
A T-test is how researchers determine if there is a Significant Difference between two sets of data. Take a look at the three graphs below…
In the first two graphs, there is a large amount of cross-over of the two graphs. What this tells us is that the test creates similar results despite the changed variable. This means that there is NO significant differences.
But in the third graph, less than 5% of the graphs cross over. If this happens then we can say that the two sets of data are Significantly Different, which is the opposite claim of a Null Hypothesis (H0), which says there is no significant difference.
So, when you run a TTest, you are calculating Probability, or P.
- If your P value is > .05, we accept the null hypothesis
- If your P value is < .o5, we reject the null hypothesis (which means there IS a Significant Difference!)
Download the Spreadsheet and follow the directions on how to do the calculation. You will use the result of the test in your quiz as well! If you have further questions, ask me in class or email me at firstname.lastname@example.org | <urn:uuid:e3e60cf5-d08a-4bf7-bb27-eb4a8259ba83> | CC-MAIN-2021-04 | https://mrkubuske.com/2014/08/29/running-a-t-test/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703524743.61/warc/CC-MAIN-20210121101406-20210121131406-00444.warc.gz | en | 0.934305 | 303 | 4.03125 | 4 |
DuPont Electronic Materials Go to Mars and Beyond
Today’s Mars Exploration Rovers – Spirit and Opportunity – are enabled by DuPont electronic materials
Opportunity has landed. Since the birth of manned space flight more than four decades ago, DuPont has been along for the ride with products essential for lighter weight, reduced volume, durability and environmental resistance.
Consumers will find the same DuPont technologies enabling cell phones, plasma display panels, personal digital assistants (PDAs), video camcorders, laptop computers and digital cameras, among others. DuPont electronic materials make these products smaller and more durable, while allowing them to do more, faster and better.
These high-tech materials provide the same solutions so that today’s rovers have more space for additional scientific payload.
DuPont™ Pyralux® laminates and composites
The Mars rovers currently in space include almost 70 yards each of flexible cable circuits made of thin DuPont™ Pyralux® laminates and composites. By replacing bulky round wires and cables, these materials can provide a volume savings of between 60 percent and 70 percent. Stacked, they would total less than 1.5 inches. Pyralux® flexible circuits connect the “brain” of the rovers to their parts – the robotic arm, cameras, high gain antenna, wheels and sensors.
DuPont™ Kapton® polyimide film
Pressure-sensitive tape made of DuPont™ Kapton® polyimide film is used throughout the rovers to control vibration. Pyralux® flexible cables secured with Kapton® tape offer durable, lightweight environmental resistance for the temperatures on Mars, ranging from minus 120° Centigrade (minus 184° Farenheit) to 22° C (72° F).
Hundreds of Kapton® strip heaters are used throughout the rovers for thermal control, ensuring critical warmth needed to maintain operations in the extremely cold martian atmosphere. Traditional copper wires and cables have large conductors that can easily allow heat to escape from the rover electronics module, threatening a shortened mission life. Kapton® strip heaters significantly reduce that risk and allow the rovers to use smaller solar panels and batteries.
Riston® dry film photoresists
The cameras beaming clear, high resolution signals back to Earth can do so in part because the Pyralux® flexible circuits were made using Riston® dry film photoresists and ImageMaster™ phototooling films that provide reliable fine-line circuit images, ensuring consistent quality signals and performance.
“The technology that helps meet the challenges we face today starts with high-performance materials from DuPont,” said David B. Miller, vice president and general manager, DuPont Electronic Technologies. “Our materials have enabled manned and unmanned missions into space by providing key benefits, including significant volume and weight savings in addition to bend and twist flexibility. That's the same trend you can see and feel in everyday products like lighter, thinner cell phones, yet these smaller, more advanced electronics are much more powerful.”
In addition to the rovers, satellites orbiting Earth today provide clear communications because of thin, lightweight and durable Pyralux® flexible circuits.
Kapton® film works with layers of DuPont™ Teflon®fluoropolymer resin and Pyralux® flexible cables to provide power from the Rover Electronics Module to the hardware components in the rovers. The flexible joints of the robotic arm, which must withstand repeated bending in extreme environments, use Kapton® and Pyralux®. Kapton® strip heaters are wrapped around each of the motors on the robotic arm to keep the motors and gearboxes running at optimum temperature and efficiency.
Metallized Kapton® is used in thermal shielding for heat-sensitive components. The airbags, so critical to the rovers’ successful landings, are threaded and reinforced with DuPont™ Kevlar® brand fiber.
Other DuPont inventions have contributed to space exploration. On Apollo missions to the moon, 20 of the 21 layers in each space suit were made with DuPont materials, including nylon, Dacron® polyester fiber, Mylar® polyester film, neoprene and Kapton®. Today’s suits include fewer layers but many of the same products, in addition to Nomex® and Kevlar® branded fibers. Kevlar® also was used on the Galileo probe to Jupiter, which included a parachute made of Kevlar®, and at the International Space Station, where a blanket made of Kevlar® was used to wrap its inner walls to protect from micrometeorites. In addition, the Space Station’s wings used Kapton® to absorb UV rays.
DuPont Electronics is a leading supplier of electronic materials, including printed circuit materials, high-performance and microcircuit materials, semiconductor fabrication materials and IC packaging and interconnects. | <urn:uuid:a286e5c3-d1cd-4c4a-b426-8b8dc626fd1e> | CC-MAIN-2017-04 | http://www.dupont.com/products-and-services/membranes-films/polyimide-films/brands/kapton-polyimide-film/uses-and-applications/electronics-to-mars.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280133.2/warc/CC-MAIN-20170116095120-00226-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.900181 | 1,021 | 2.953125 | 3 |
Those who love to travel to many places should have read one these following facts about Western Australia since they can be one of the places you might want to visit. Western Australia is a state which occupies the entire western third of Australia. It is bounded by the Indian Ocean to the north and west, the Great Australian Bight and Southern Ocean to the south, the Northern Territory to the north-east and South Australia to the south-east. To get to know more about it, here are some other facts about Western Australia you might want to know.
Facts about Western Australia 1: Geology
The bulk of Western Australia consists of the extremely old Yilgarn craton and Pilbara craton which merged with the Deccan Plateau of India, Madagascar and the Karoo and Zimbabwe cratons of Southern Africa, in the Archean Eon to form Ur, one of the oldest supercontinents on Earth.
Facts about Western Australia 2: Climate
The southwest coastal area has a Mediterranean climate and was originally heavily forested, including large stands of the karri, one of the tallest trees in the world. This agricultural region of Western Australia is in the top nine terrestrial habitats for terrestrial biodiversity, with a higher proportion of endemic species than most other equivalent regions.
Facts about Western Australia 3: Fauna
Western Australia is home to around 540 species of birds. Of these around 15 are endemic to the state. The best areas for birds are the southwestern corner of the state and the area around Broome and the Kimberley.
Facts about Western Australia 4: Flora
The Flora of Western Australia comprises 9437 published native vascular plant species of 1543 genera within 226 families, there are also 1171 naturalised alien or invasive plant species more commonly known as weeds. In the southwest region are some of the largest numbers of plant species for its area in the world.
Facts about Western Australia 5: History
The first inhabitants of Australia arrived from the north approximately 40,000 to 60,000 years ago. Over thousands of years they eventually spread across the whole landmass. These Indigenous Australians were well established throughout Western Australia by the time European explorers began to arrive in the early seventeenth century.
Facts about Western Australia 6: Dutch Explorer
The first European to visit Western Australia was a Dutch explorer, Dirk Hartog who on 25 October 1616 landed at what is now known as Cape Inscription, Dirk Hartog Island.
Facts about Western Australia 7: Europeans
Europeans began to settle permanently in 1826 when Albany was claimed by Britain to forestall French claims to the western third of the continent. Perth was founded as the Swan River Colony in 1829 by British and Irish settlers, though the outpost languished, eventually requesting convict labour to augment its population.
Facts about Western Australia 8: Economy
Western Australia’s economy is largely driven by extraction and processing of a diverse range of mineral and petroleum commodities. The structure of the economy is closely linked to the abundance of natural resources found in the State.
Facts about Western Australia 9: Government
Western Australia was granted self-government in 1889 with a bicameral Parliament located in Perth, consisting of the Legislative Assembly, which has 59 members; and the Legislative Council, which has 36 members. Suffrage is universal and compulsory for citizens over 18 years of age.
Facts about Western Australia 10: Education
Education in Western Australia consists of one year of pre-school at age 5, followed by six or seven years of primary school education. At age 13, students begin five years of secondary education. The final two years of secondary education are now compulsory.
Those following facts about Western Australia should have probably increased your interest to visit there. Hope those Western Australia facts would be really interesting and useful for you to read, especially those who love to travel. | <urn:uuid:ca06cf8d-b4fd-46ee-96ef-27a6c8d6b726> | CC-MAIN-2017-47 | http://infactcollaborative.com/places/facts-about-western-australia.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806832.87/warc/CC-MAIN-20171123123458-20171123143458-00372.warc.gz | en | 0.960441 | 790 | 2.984375 | 3 |
October 25, 2008
Celiac Disease, Gluten Intolerance, or Wheat Allergy?
Celiac disease is an autoimmune disease. When gluten is ingested, the immune system triggers an attack on the person's own body, specifically the small intestine. The attack causes damage to the villi lining the small intestine. The damage can be healed after switching to a gluten-free diet. Celiac disease cannot be outgrown, and a person diagnosed with it should follow a gluten-free diet for life.
Gluten intolerance does not involve the immune system and does not cause damage to the body. It is, however, very unpleasant to live with an intolerance because the digestive system is intolerant to the particular food, causing gastrointestinal symptoms.
Any allergy, including wheat allergy, is an immune response. While the body sees the trigger as a danger and produces unwanted symptoms, it does not attack itself and damage tissue as in celiac disease. That doesn't mean allergies are not dangerous. They are certainly life threatening in people who react by going into anaphylaxic shock. Allergies are not necessarily life long. Many children outgrow food allergies.
I think it is unfortunate that many people today are going on a gluten-free diet without being tested for celiac disease. I understand their desire to do anything that will help them feel better because I have been there myself. The problem is that tests for celiac disease will not be accurate if a person has been gluten-free for a while. Going back on gluten is hard. Thankfully, I only had to do it for two weeks because I had not been gluten-free for long.
If a person has celiac disease, a formal diagnosis can be beneficial for several reasons. Here are a few of those reasons with the first one, I believe, being the most important.
- The gluten-free diet is difficult to follow and knowing whether it is necessary can make a big difference in how well a person adhers to the diet. At first, as I said, a person is willing to do anything to feel better, but it gets more challenging as time goes on and they get back to feeling normal. Because of the autoimmune response, it's important for a celiac to be very strict with his/her diet. Some people (like me) are very sensitive to gluten and have unpleasant reactions to the tiniest bit. Other people don't have outward symptoms when they consume gluten, but an autoimmune response is still going on inside and intestinal damage is being done.
- A formal diagnosis can help family members (even extended family) to take the disease into consideration and get tested.
- Medical professionals may take people more seriously when they have a formal diagnosis. A diagnosis is definitely required in order to participate in any clinical trials. I have done this and would do it again despite the fact that I got sick. It was worth it for the scientific contribution it made that will hopefully benefit all celiacs.
- Friends and family may take you more seriously, be more understanding, and be more willing to accomodate you. Personally, I have a great bunch of friends and family who go out of their way to prepare food that I can eat. Not that they wouldn't be great about it if I didn't have a formal diagnosis, but it helps them understand the importance of being so careful.
I'd be interested in hearing your thoughts and questions on any of these topics. If you eat gluten free, are you a celiac, intolerant, allergic or unsure?
Labels: celiac disease
Anyways, to answer your question, I think I have Celiac disease, but I haven't been tested. I have the cramps and extreme diarrhea when I eat wheat type grains/products and oats. How's that for an answer! :)
I have just been off it for a week so I know I have gluten intolerance because I feel so much better but I also have fibromyalgia and I'm wondering if I also have celiac (or maybe my fibro was misdiagnosed?).
For example, his sisters were having a small pack of maltesers and he wanted some. Because we don't know what the deal is yet, I let him have some (and yes, they started an issue with his nose!) but wouldn't have done so if I'd known it was damaging his body.
Will try the docs again tomorrow,
I was gene tested and do have 2 celiac genes from both parents. (HLA-DQ 2,2) Although I realize that gene testing does not diagnosis anyone with the disease, it did give me good information that I am more at risk for the disease and also information to give to my own children.
I did use enterolab, which many non-traditional physicians use to diagnose gluten sensitivity and I did have elevated ttg and malabsorption. Most traditional physicians dismiss enterolab's stool testing method...but for me...I needed as many reasons to gluten free as I could get my hands on.
So again, do I have what traditional physicians call Celiac Disease..no..But I do know that gluten causes me problems, and with the double genes, and elevated stool ttg and malabsorption..I decided to go gluten free...and all those years of symptoms have totally vanished! Thanks for all you do Linda...
I just found your site and love reading your recipes and plan to try them all. I do not have a recipe for sorghum flour mix.
I love being able to read blogs from others that are gluten free, because it helps me to learn how to implement this lifestyle to the next step.
I just recently learned about this blog and am finding it most helpful. Thanks for all of your help in teaching me how to live a gluten-free life.
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10 Ways To Check Your Musical Bias
When we talk about removing bias' and the broader idea of decolonisation, we are talking about a change of mindset. It's breaking down the ideas of tokenism, representation and diversity, and understanding how our thoughts and environments have impacted our teaching and learning behaviours. It's important to question the information that we take for granted on a daily basis, and seek to understand why we think the way we do, where it comes from and what we can do to change our processes.
1. Songs from non-white cultures
Ask yourself what the purpose of these songs are. Are they just warm-up songs? Do you understand the lyrics or know the origins of these songs? What are the specific elements of music they contain that you are trying to teach?
Are terms like 'World Music', 'Africa', 'African', 'Asian' parts of your everyday teaching and language? How can these terms be harmful to some students? How can these terms rob children of learning about themselves, their peers, and the world around them?
3. Music notation
How much of your teaching is centred around learning music by ear? How many of your students are alienated by having to read notation?
Who qualifies as one of the Great Composers? Are they all white? Are they all men? All cisgender? All born before 1920?
How aware are you of the historical and social contexts of the music you teach? Which composers were discriminated against? Which one's profited from slavery? Which one's held racist views? What was happening in the world when they were composing and performing?
6. What are your defaults?
Who are the default composers you teach or have taught? What are the default pieces you teach? Are they reflective of your own musical experiences? Are they reflective of your students' experiences?
7. Music Technology
Are black and brown students 'encouraged' to go down the music technology route, as opposed to the 'traditional' instrumentation route? Do you view music technology as less than?
Are your resources whitewashed? Do you have any drawings or posters of black or brown composers and musicians on your walls? How about in the books you teach from?
9. It's not really music...
Do you think the music your students listen to contains little relevant musical information? Where do those assumptions come from? Have you explored any of their music in your own time?
By the time students finish their music education with you, what do you want them to be able to do? What do you want them to be confident and comfortable doing? How much of what you want your students to become, is shaped by what your idea of what a good western music education looks like? | <urn:uuid:7c20e889-255b-4fed-ac2f-09e1d985c706> | CC-MAIN-2021-25 | https://www.nateholdermusic.com/post/10-ways-to-check-your-musical-bias | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487612154.24/warc/CC-MAIN-20210614105241-20210614135241-00245.warc.gz | en | 0.963168 | 567 | 3.65625 | 4 |
Far before the terms Native American or Indian were necessary, the tribes were spread throughout the Americas. Before any white man set foot on this land, it was settled by the forefathers of bands we now call Sioux, or Cherokee, or Iroquois.
For thousands of years, the American Indian grew its customs and legacy without disturbance. And that history is fascinating.
From Mayan and Incan ruins, from the mounds left in the central and southern regions of what’s currently the U.S. we have learned much. It’s a tale of beautiful arts and crafts and deep spirituality. Archaeologists have unearthed highly advanced buildings and public works.
While there was unavoidable tribal conflict, that was simply a slight blemish in the history of our ancestors. They were at peace with this beautiful continent and intensely connected to nature.
The European Settler Arrives
When European leaders dispatched the first vessels in our direction, the intention was to discover new resources – but the quality of weather and the bounty of everything from wood to wildlife subsequently changed their tune. As those leaders heard back from their explorers, the motivation to colonize spread like wildfire.
The English, French and Spanish rushed to carve up the “New World” by sending over inadequately prepared colonists as fast as they could. At the beginning, they skirmished with the alarmed Indians of America’s eastern seaboard. But that soon gave way to trade, since the Europeans who came ashore here understood their survival was doubtful with no Indian help.
Thus followed years of relative peace as the settlers got themselves established on American soil. But the drive to push inland came soon after. Kings and queens from thousands of miles away were restless to find even more resources, and some colonists came for freedom and adventure.
They required more space. And so began the process of pushing the American Indian out of the way.
It took the shape of cash payments, barter, and notoriously, treaties which were nearly uniformly ignored once the Indians were pushed from the territory in question.
The U.S. government’s policies towards Native Americans in the second half of the nineteenth century were determined by the desire to expand westward into areas occupied by these Native American tribes. By the 1850s virtually all Native American tribes, roughly 360,000 in number, lived to the west of the Mississippi River. These American Indians, some from the Northwestern and Southeastern territories, were confined to Indian Territory situated in present day Oklahoma, while the Kiowa and Comanche Native American tribes shared the territory of the Southern Plains.
The Sioux, Crows and Blackfeet dominated the Northern Plains. These Native American groups experienced hardship as the continuous flow of European immigrants into northeastern American cities pushed a stream of immigrants into the western lands already occupied by these various groups of Indians.
Find Native American Indian Jewelry in Blair, West Virginia
The early nineteenth century of the United States was marked by its steady expansion to the Mississippi River. However, due to the Gadsden purchase, that lead to U.S. control of the borderlands of southern New Mexico and Arizona as well as the authority over Oregon country, Texas and California; America’s expansion would not end there. Between 1830 and 1860 the United States pretty much doubled the amount of territory within its control.
These territorial gains coincided with the arrival of hordes of European and Asian immigrants who wished to join the surge of American settlers heading west. This, partnered with the discovery of gold in 1849, presented alluring opportunities for those willing to make the long quest westward. As a result, with the military’s protection and the U.S. government’s assistance, many settlers set about establishing their homesteads in the Great Plains and other parts of the Native American group-inhabited West.
Native American Tribes
Native American Policy can be defined as the laws and operations developed and adapted in the United States to define the relationship between Native American tribes and the federal government. When the United States first became a sovereign nation, it adopted the European policies towards the native peoples, but over two centuries the U.S. designed its very own widely varying regulations regarding the evolving perspectives and requirements of Native American regulation.
In 1824, in order to administrate the U.S. government’s Native American policies, Congress formed a new bureau inside the War Department referred to as Bureau of Indian Affairs, which worked directly with the U.S. Army to enforce their policies. At times the federal government recognized the Indians as self-governing, independent political communities with varying cultural identities; however, at other times the government attempted to force the Native American tribes to give up their cultural identity, give up their land and assimilate into the American traditions.
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With the steady stream of settlers into Indian “” land, Eastern newspapers printed sensationalized stories of cruel native tribes carrying out massive massacres of hundreds of white travelers. Although some settlers lost their lives to American Indian attacks, this was certainly not the norm; in fact, Native American tribes generally helped settlers cross the Plains. Not only did the American Indians peddle wild game and other necessities to travelers, but they served as guides and messengers between wagon trains as well. Despite the friendly natures of the American Indians, settlers still anticipated the possibility of an attack.
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To soothe these worries, in 1851 the U.S. government placed a conference with several local Indian tribes and established the Treaty of Fort Laramie. Within this treaty, each Native American tribe consented to a bounded territory, allowed the government to construct tracks and forts in this territory and agreed to not go after settlers; in return the federal government agreed to honor the boundaries of each tribe’s territory and make total payments to the Indians. The Native American tribes responded quietly to the treaty; in fact the Cheyenne, Sioux, Crow, Arapaho, Assinibione, Mandan, Gros Ventre and Arikara tribes, who signed the treaty, even consented to end the hostilities between their tribes in order to accept the terms of the treaty.
Navajo Jewelry is Celebrated Worldwide by American Indian Art Collectors
This peaceful accord between the U.S. government and the Native American tribes did not stand long. After hearing testimonies of fertile land and great mineral wealth in the West, the government soon broke their pledge established in the Treat of Fort Laramie by permitting thousands of non-Indians to flood into the area. With so many newcomers moving west, the federal government established a plan of limiting Native Americans to reservations, small swaths of land within a group’s territory “” earmarked exclusively for their use, to be able to provide more territory for “” non-Indian settlers.
In a series of new treaties the U.S. government made Native Americans to surrender their land and migrate to reservations in exchange for protection from attacks by white settlers. In addition, the Indians were given a yearly stipend that would include money in addition to foodstuffs, livestock, household goods and farming equipment. These reservations were created in an attempt to clear the way for heightened U.S. expansion and administration in the West, as well as to keep the Native Americans separate from the whites in order to decrease the potential for friction.
History of the Plains Indians
These deals had many complications. Most of all many of the native peoples didn’t completely grasp the document that they were confirming or the conditions within it; moreover, the treaties did not acknowledge the cultural norms of the Native Americans. In addition to this, the government departments accountable for administering these policies were plagued with poor management and corruption. In fact many treaty terms were never executed.
The U.S. government rarely fulfilled their side of the accords even when the Native Americans migrated quietly to their reservations. Shady bureau agents frequently sold the supplies that were meant for the Indians on reservations to non-Indians. Moreover, as settlers required more property in the West, the government constantly reduced the size of Indian reservations. By this time, many of the Native American peoples were unhappy with the treaties and angered by the settlers’ constant demands for territory.
A Look at Native American Symbols
Angered by the government’s deceitful and unjust policies, several Native American tribes, including bands of Cheyennes, Arapahos, Comanches and Sioux, fought back. As they struggled to defend their lands and their tribes’ survival, more than one thousand skirmishes and battles broke out in the West between 1861 and 1891. In an effort to coerce Native Americans onto the reservations and to end the violence, the U.S. government responded to these incursions with costly military campaigns. Clearly the U.S. government’s Indian regulations required an adjustment.
Find Native American Indian Music in Blair, WV
Native American policy shifted radically after the Civil War. Reformers felt that the scheme of driving Native Americans into reservations was too strict even while industrialists, who were concerned with their land and resources, considered assimilation, the cultural absorption of the American Indians into “white America” to be the single permanent strategy for assuring Native American survival. In 1871 the federal government approved a pivotal law stating that the United States would not treat Native American tribes as autonomous entities.
This law signaled a drastic change in the government’s relationship with the native peoples – Congress now viewed the Native Americans, not as nations outside of its jurisdictional control, but as wards of the government. By making Native Americans wards of the “” government, Congress imagined that it was better to make the policy of assimilation a broadly acknowledged part of the cultural mainstream of America.
More On American Indian History
Many U.S. government representatives viewed assimilation as the most effective remedy for what they deemed “the Indian problem,” and the only lasting means of protecting U.S. interests in the West and the survival of the American Indians. In order to accomplish this, the government pressed Native Americans to relocate out of their established dwellings, move into wooden buildings and become farmers.
The federal government handed down laws that required Native Americans to abandon their usual appearance and lifestyle. Some laws outlawed common religious practices while others required Indian men to cut their long hair. Agents on more than two-thirds of American Indian reservations established courts to implement federal polices that often restricted traditional ethnic and spiritual practices.
To boost the assimilation operation, the government set up Indian training centers that attempted to quickly and forcefully Americanize Indian kids. As per the founder of the Carlisle Indian School in Pennsylvania, the schools were created to “kill the Indian and save the man.” To be able to accomplish this goal, the schools required enrollees to speak only English, put on proper American attire and to replace their Indian names with more “American” ones. These new regulations brought Native Americans nearer to the end of their classic tribal identity and the beginning of their life as citizens under the complete control of the U.S. administration.
Native American Treaties with the United States
In 1887, Congress approved the General Allotment Act, the most important part of the U.S. government’s assimilation platform, which was developed to “civilize” American Indians by educating them to be farmers. In order to make this happen, Congress planned to establish private title of Indian land by dividing reservations, which were collectively owned, and giving each family their own block of land.
In addition to this, by pushing the Native Americans onto limited plots, western developers and settlers could purchase the remaining land. The General Allotment Act, often called the Dawes Act, required that the Indian lands be surveyed and each family be provided with an allotment of between 80 and 160 acres, while unmarried adults were given between 40 to 80 acres; the residual acreage was to be sold. Congress wished that the Dawes Act would split up Indian tribes and stimulate individual enterprise, while cutting down the expense of Indian administration and serving up prime land to be purchased by white settlers.
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The Dawes Act turned out to be catastrophic for the American Indians; over the next decades they lived under policies that outlawed their traditional approach to life yet failed to provide the critical resources to support their businesses and households. Dividing the reservations into small parcels of land brought about the significant decrease of Indian-owned land. Within three decades, the tribes had lost in excess of two-thirds of the territory that they had controlled before the Dawes Act was passed in 1887; the majority of the remaining land was purchased by white settlers.
Commonly, Native Americans were duped out of their allotments or were forced to sell their land in order to pay bills and provide for their own families. Consequently, the Indians were not “Americanized” and were routinely unable to become self-supporting farmers or ranchers, like the creators of the policy had anticipated. Further, it developed animosity among Indians toward the U.S. government, as the allotment process often destroyed land that was the spiritual and cultural location of their lives.
Native American Culture
Between 1850 and 1900, life for Native Americans changed substantially. Through U.S. administration regulations, American Indians were forced from their living spaces as their native lands were parceled out. The Plains, which they had previously roamed alone, were now inhabited with white settlers.
The Upshot of the Indian Wars
Over the years the Indians ended up cheated out of their property, food and lifestyle, as the “” government’s Indian plans shoved them into reservations and attempted to “Americanize” them. Many American Indian bands could not endure relocation, cultural destruction and military loss; by 1890 the Native American population was decreased to fewer than 250,000 people. As a result of decades of discriminatory and ruthless policies instituted by the United States government between 1850 and 1900, life for the American Indians was altered permanently.
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In 2018, 52 children died in hot cars. It was the deadliest year on record in the past 20 years. Since 1998, almost 800 children have died from vehicular heatstroke; 24% occurred in employer parking lots while the parent or caregiver was at work. Parents and caregivers can act immediately to end these preventable deaths. National Safety Council advises parents and caregivers to stick to a routine and avoid distractions to reduce the risk of forgetting a child. Place a purse, briefcase or even a left shoe in the back seat to force you to take one last look before walking away. Keep car doors locked so children cannot gain access, and teach them that cars are not play areas. There is no safe time to leave a child in a vehicle, even if you are just running a quick errand. Whether you’re a parent, caregiver, or bystander of a child left in a car, it’s vitally important to understand children are more vulnerable to heatstroke than adults.
Even on mild or cloudy days, temperatures inside vehicles can reach life-threatening levels. Leaving windows slightly open doesn’t help. Children should never be left unattended or be able to get inside a vehicle.
Three primary circumstances resulting in deaths of children in hot cars are:
1. A caregiver forgetting a child in a vehicle
2. The child gaining access to the vehicle
3. Someone knowingly leaving a child in the vehicle
Circumstances resulting in pediatric vehicular heatstroke deaths (1998-2018). Source: NoHeatStroke.org
Heatstroke is one of the leading causes of non-crash-related fatalities among children. Vehicle heatstroke occurs when a child is left in a hot vehicle, allowing for the child’s temperature to rise in a quick and deadly manner. Heatstroke begins when the core body temperature reaches about 104 degrees and the thermoregulatory system is overwhelmed. A core body temperature of about 107 degrees is lethal. Other risk factors include caregivers who aren’t used to driving kids, or whose routine suddenly changes.
Look before you lock. Make it a habit to look before you lock, and try these tips to avoid putting children at risk of heatstroke. Keep your vehicle locked and keep your keys out of reach; nearly 3 in 10 heatstroke deaths happen when an unattended child gains access to a vehicle.
TAKE ACTION if you notice a child alone in a car!
Even in cooler temperatures, your vehicle can heat up to dangerous temperatures very quickly. An outside temperature in the mid-60s can cause a vehicle’s inside temperature to rise above 110 degrees Fahrenheit. The inside temperature of your car can rise almost 20 degrees Fahrenheit within the first 10 minutes. Heatstroke does not only occur during the summertime or in the Sun Belt States. This deadly issue can occur at any time of year, in any weather condition, in any community—for any parent.
Educate yourself and everyone you know about this danger. The National Safety Council offers a free online course about the danger of vehicular heatstroke in children, the three primary circumstances that have led to children dying and what we all can do to prevent these deaths. One child is too many.
Complete and share this training now at nsc.org/hotcars. A certificate of completion is provided at the end of the training.
If you are involved in an auto collision and need repair service, contact Spirit West Motor Carriage Auto Body Repair at 636.394.1712 Monday through Friday between 7:30am-5:30pm or stop by our convenient location at 610 Park Lane, Manchester, MO 63021.
Spirit West Rapid Refinish Auto Body Shop located in Ballwin, MO offers a customer friendly staff ranging from certified technicians to estimators, parts and production managers to our office staff who will always greet you with a smile. Our shop is Volvo and BMW certified Our I-CAR® GOLD CLASS® trained and ASE® certified technicians will put your mind at ease when it comes to providing high-quality automobile repair services. | <urn:uuid:4adae9e0-3c1f-41a0-ab6f-c477d81de1fc> | CC-MAIN-2019-47 | https://spiritwestautobody.com/blog/spirit-west-june-heatstroke/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671249.37/warc/CC-MAIN-20191122092537-20191122120537-00512.warc.gz | en | 0.930494 | 860 | 3 | 3 |
Oxfam has emphasised the need for urgent action to assist refugees as monsoon rains strike Rohingya camps in Cox’s Bazar in Bangladesh. As of 15 June the rains have caused 130 landslides, destroyed 3,300 houses and affected 28,000 refugees. A survey carried out among the refugees found that more than half were entirely unready for the floods, landslides and disease outbreaks that accompany the monsoon weather.
Gabriela Luz-Meillet, Oxfam’s Humanitarian Programme Coordinator in Bangladesh, said: “Most of the refugees come from small villages where they know how to deal with extreme weather. But now they are living in a huge tent city, disorientated and scared, and they are telling us that they lack the knowledge and resources to survive in this strange new environment.”
Oxfam is working with the Government of Bangladesh and the UN to relocate refugees to safer housing and make the remaining areas as safe as possible: “It is a race against time.”
The survey revealed that women are especially at risk. 59% did not know how to ensure the safety of their families during and after a disaster and only one third were aware of the location of the nearest refuge in the event of a cyclone warning. Luz-Meillet confirmed that women are in “greater danger” – many are confined to their homes and do not know how to seek help or find shelter.
Hundreds of thousands of the Rohingya are living in makeshift houses on steep and sandy clay hillsides. According to the UN, 200,000 are at risk from floods and landslides (and the risk is high for 24,000). 25,000 refugees have been moved to newly flattened areas that should be safer but those who remain in danger must know what to do in the event of an emergency.
The Rohingya need the information and resources necessary to survive the rainy season. “Everyone working in the camps is doing their best but we need to make sure that this response meets both the needs of the Rohingya and international humanitarian standards,” said Luz-Meillet: “We cannot allow these people to endure another monsoon in these dangerous conditions in the camp.”
For more information read the news release issued by Oxfam. | <urn:uuid:4d36ebde-a2eb-49cc-9e7e-4f058b4a62d7> | CC-MAIN-2020-16 | https://lawyersagainstpoverty.org/2018/06/25/the-plight-of-the-rohingya/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497301.29/warc/CC-MAIN-20200330181842-20200330211842-00254.warc.gz | en | 0.972037 | 469 | 2.671875 | 3 |
Software may help coordinate physical rehabilitation efforts
Jul 18 2011
In fact, while many back surgery patients would rather spend time in bed, thinking that rest will promote healing, health experts say a prolonged period of physical inactivity after this type of operation may do more harm than good. That is because the core and peripheral muscles may start to atrophy, depriving the spine of an important support structure.
However, it is very important to make sure that the back exercise regimen is carefully selected and performed under the supervision of a trained physical therapist to maximize benefits and reduce the risks of inadvertent injury. Academic centers have been working for years to help health experts better understand which types of exercises and intensity levels are best for individual patients.
Recently, scientists from Fraunhofer-Gesellschaft, a Germany-based research organization, announced that they are working on an interface that will offer doctors access to comprehensive data on the workout people get on various types of fitness machines. They hope that this will help healthcare providers prescribe rehabilitation programs that are better tailored toward the unique needs of each person.
The researchers explained that currently, there is no system that links the information garnered by physical therapists during workouts - including the progress of muscle buildup, the degree of mobility and the patient's overall health - to physicians' databases. As a result, much vital information that could be used to enhance the effectiveness of rehabilitation is wasted.
Sven Meister, project manager at the Fraunhofer Institute for Software and Systems Engineering ISST in Dortmund, says that "the quality of treatment can be greatly improved if medical experts are able to assess training data."
The project is part of a global trend in healthcare towards creating structures such as patient-centered medical homes and electronic medical records that allow all providers involved in a patient's care to have access to his or her health history and data. In turn, this helps to coordinate care, avoid duplication and prevent medical errors.
American Association of Neurological Surgeons reports that approximately 4.6 million Americans will need back surgery at some point in their lives. | <urn:uuid:d3799cdd-2746-4562-9e8f-63bd94dacb2f> | CC-MAIN-2016-44 | http://www.spineuniverse.com/news/back-pain/software-may-help-coordinate-physical-rehabilitation-efforts | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721355.10/warc/CC-MAIN-20161020183841-00002-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.953445 | 421 | 2.734375 | 3 |
The Oregon Health Insurance Experiment is a landmark study of the effect of expanding public health insurance on health care use, health outcomes, financial strain, and well-being of low-income adults. It uses an innovative randomized controlled design to evaluate the impact of Medicaid in the United States. Although randomized controlled trials are the gold standard in medical and scientific studies, they are rarely possible in social policy research. In 2008, the state of Oregon drew names by lottery for its Medicaid program for low-income, uninsured adults, generating just such an opportunity. This ongoing analysis represents a collaborative effort between researchers and the state of Oregon to learn about the costs and benefits of expanding public health insurance. For an overview of the study and its findings, see the following brief prepared by J-PAL North America.
Oregon's health insurance lottery allowed researchers to study the effect of the first one to two years of Medicaid coverage on health care utilization, financial hardship, health, and labor market outcomes. In the first one to two years, Medicaid increased health care utilization, reduced financial strain, and reduced depression, but produced no statistically significant effects on physical health or labor market outcomes.
Medicaid coverage resulted in significantly more outpatient visits, hospitalizations, prescription medications, and emergency department visits. Coverage significantly lowered medical debt, and virtually eliminated the likelihood of having a catastrophic medical expenditure. Medicaid substantially reduced the prevalence of depression, but had no statistically significant effects on blood pressure, cholesterol, or cardiovascular risk. Medicaid coverage also had no statistically significant effect on employment status or earnings. More information about these results can be found here.
Data and Protocols
Data from the study has been made publicly available here. Analysis plans and survey instruments can be found here.
The Oregon Health Insurance Experiment is registered with the American Economic Review registry for randomized controlled trials at: https://www.socialscienceregistry.org. | <urn:uuid:ce0ce24f-e02f-48ff-b4bb-fd765ee58524> | CC-MAIN-2016-36 | http://www.nber.org/oregon/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982974985.86/warc/CC-MAIN-20160823200934-00250-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.939279 | 378 | 2.640625 | 3 |
The Science Museum of Minnesota does more than inform audiences about climate change. It retrofitted its building to demonstrate that its possible for large complex facilities to dramatically cut their energy consumption. A more sustainable future is not possible without innovatively dropping the energy consumption of buildings since they account for 40 percent of U.S. energy use.
Large buildings, such the Science Museum’s, use great quantities of electricity which inevitably degrade into huge amounts of heat. This heat must be managed, otherwise the interiors of these buildings would overheat. Standard procedure is to treat this heat as waste and expel it from buildings. Then other sources of energy are used to perform work that could have been accomplished with the discarded heat.
An energy analysis of the Science Museum in 2010 revealed that its annual electricity use eventually degraded into over 20 billion BTUs of heat energy. As is common practice, the museum was expelling this heat from its building while purchasing 15 billion BTUs of heat energy each year.
Faced with this energy inefficiency, the Science Museum embarked on an advanced heat recovery retrofit of its building centered on the installation of two heat recovery chillers. These machines capture, move, and reuse heat energy that previously was being expelled from the museum as waste. This project has realized both direct institutional and broader societal benefits:
- The Science Museum’s investment of $900,000 on its advanced heat recovery project is yielding a savings of $300,000 annually. Inspired by this result, the museum in 2017 subscribed to have 26 percent of its electricity supplied by solar energy for an additional savings of $40,000 a year.
- The advanced heat recovery project helped employ numerous factory workers, truckers, riggers, electricians, pipefitters, concrete workers, software technicians, and many other tradespeople to retrofit just one building over an 18-month period.
- The advanced heat recovery project has cut by two million pounds annually the Science Museum’s emissions of carbon dioxide, which are driving climate change.
- Every year now, numerous professionals take tours of the Science Museum’s advanced heat recovery project or learn about it through offsite presentations and online videos. The museum itself has become a living demonstration of energy innovation.
Energy efficiency and renewable energy are two of the fastest growing sectors of the U.S. economy. As illustrated by the museum’s energy initiatives, imagine the economic, employment, environmental and educational opportunities that could be realized in the U.S. if the reality of climate change was broadly acknowledged and solutions widely pursued.
* The Science Museum’s statement on global climate change can be viewed at https://www.smm.org/climatechange. | <urn:uuid:ddbdf5de-a816-449e-a509-3b5a6e5867b2> | CC-MAIN-2022-05 | https://www.wearestillin.com/success/science-museum-minnesota-demonstrates-power-retrofiting | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00244.warc.gz | en | 0.952535 | 550 | 3.796875 | 4 |
Dragon Fruit Hylocereus spp.
Sun requirement for dragon fruit: Plant in Full Sun
Dragon Fruit has been planted 1 time by Growstuff members.
Hylocereus undatus is a vine-like cactus that is often grown as a night-flowering ornamental plant and as a fruit crop. The fruit is highly decorative, with a bright red skin, studded with green scales. The flesh is white, juicy and delicious in flavour, with tiny black seeds. Its exact native range is uncertain but is considered to be in Central America. Since the late twentieth century it has been widely planted on a commercial scale as a fruit crop in many tropical regions, particularly in Vietnam and other South-East Asian countries, and has escaped widely from cultivation, become naturalized and in many instances become an invasive weed, sometimes threatening native plants and habitats. Currently it is listed as invasive in China, Australia, South Africa, Cuba, and on many islands in the Pacific Ocean (Oviedo Prieto et al., 2012; PIER, 2016; Queensland Government, 2016).
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There are no seeds available to trade on Growstuff right now. | <urn:uuid:0b6251d8-2acf-438e-a584-96ad5cdd4682> | CC-MAIN-2021-49 | https://www.growstuff.org/crops/dragon-fruit | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362999.66/warc/CC-MAIN-20211204154554-20211204184554-00037.warc.gz | en | 0.938732 | 348 | 2.765625 | 3 |
This abstract is also available in pdf:
Quantity and Quality of Seepage from Two Earthen Basins Used to Store Livestock Waste in Southern Minnesota,1997-98--Preliminary Results of Long-Term Study
James F. Ruhl1
Numerous earthen basins have been constructed in Minnesota for storage of livestock waste. Typically, these basins are excavated pits with above-grade, earth-walled embankments and compacted clay liners. Some have drain tile installed around them to prevent shallow ground and soil water to discharge into the basins. Environmental concerns associated with the waste include contamination of ground water by nitrogen compounds and pathogens.
The U.S. Geological Survey, in cooperation with the Minnesota Pollution Control Agency (MPCA), studied the quantity and quality of seepage from two earthen basins used to store livestock waste in southern Minnesota during their first year of operation. One basin (site A), located at a small dairy farm, holds a manure-silage mixture, milkhouse wastewater, and local runoff; the other basin (site B), located at a large hog farm, holds a manure-water mixture from a nearby gestation barn. Monitoring systems were installed below compacted clay liners in portions of the sidewalls and bottoms of the basins to determine the quantity and quality of the seepage.
Total seepage flow from the site A basin ranged from about 900 to 2,400 gallons per day (gal/d) except during April 1998 when the flow increased to about 4,200 gal/d. Seepage flow in areal units, which closely correlated with flow in gallons per day, ranged from about 0.07 to 0.28 inches per day (in/d), which exceeded the recommended maximum design rate of 0.018 in./d established by the MPCA. Seepage flow commonly was greater through the sidewalls than through the bottom.
Seepage from the site A basin (based on 11 samples each from the bottom and sidewall) had chloride concentrations of 220-350 milligrams per liter (mg/L); ammonium-N (nitrogen) concentrations of 2.40 mg/L or less (except for one concentration of 18.4 mg/L); nitrate-N concentrations of 5.24 mg/L or less; and organic-N concentrations of 6.97 mg/L or less. Ground water would be enriched in chloride and diluted in nitrogen compounds from mixing with basin seepage. Fecal coliform bacteria, although abundant in the basin wastewater, were present in very small amounts in the seepage.
Total seepage flow from the site B basin generally ranged from 400 to 2,200 gal/d except during 1-month and 3-month periods when the flow ranged from about 3,800 to 6,200 gal/d. Seepage flow in areal units ranged from about 0.025 to 0.43 in/d, and, as at the site A basin, exceeded the MPCA recommended maximum design rate of 0.018 in/d. Seepage flow in areal units generally correlated with the flow in gallons per day except through the sidewalls when the basin was unfilled. Except during the first three months of the study, seepage flow was greater through the sidewalls than through the bottom.
Seepage from the site B basin (based on 11 samples each from the bottom and sidewall) had chloride concentrations of 11 to 100 mg/L; ammonium-N concentrations of 2.58 mg/L or less; nitrate-N concentrations of 25.7 mg/L or less (except for one concentration of 146 mg/L); and organic-N concentrations of 0.920 mg/L or less. Although background ground-water quality indicated nitrate contamination, seepage from the basin was potentially an additional source of nitrate contamination of the ground water. Nitrate-N concentrations in the seepage exceeded the U.S. Environmental Protection Agency drinking water standard of 10 mg/L in 17 of 22 samples. Fecal coliform bacteria, as at the site A basin, were abundant in the basin wastewater but not in the seepage.
1U.S. Geological Survey, 2280 Woodale Drive, Mounds View, MN 55112 (email@example.com)
Back to contents | <urn:uuid:c5b797ec-2e0f-455e-88a9-03be7637187c> | CC-MAIN-2015-14 | http://water.usgs.gov/owq/AFO/proceedings/afo/html/ruhl.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131302478.63/warc/CC-MAIN-20150323172142-00179-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.935492 | 913 | 3.25 | 3 |
Centralized exchanges (CEXs) play a pivotal role in the world of cryptocurrency by serving as the primary platforms for buying, selling, and trading digital assets. These exchanges offer a familiar gateway to the crypto universe, facilitating the exchange of cryptocurrencies for traditional fiat currencies like the US dollar or the Euro. But what exactly are centralized exchanges, how do they work, and what are their advantages and disadvantages? Let’s delve into the intricacies of centralized exchanges.
What are Centralized Exchanges?
Centralized exchanges are online platforms that act as intermediaries for cryptocurrency transactions. They serve as marketplace operators, connecting buyers and sellers of digital assets. In essence, they perform the same function as traditional stock exchanges but in the realm of cryptocurrencies. Centralized exchanges are centralized because they have a central authority that manages the order books, matches buy and sell orders, and provides a secure environment for users to trade digital assets.
How Centralized Exchanges Work?
- User Registration: To begin trading on a centralized exchange, users must create accounts. Registration typically involves providing personal information and adhering to know-your-customer (KYC) and anti-money laundering (AML) requirements, ensuring compliance with regulations.
- Deposits: Users deposit their cryptocurrencies into their exchange wallets. These assets can then be used for trading or exchanged for other digital or fiat currencies.
- Trading Pairs: Centralized exchanges offer a variety of trading pairs, allowing users to trade one cryptocurrency for another or for fiat currency. For instance, a popular trading pair might be Bitcoin (BTC) and Ethereum (ETH), allowing users to exchange BTC for ETH or vice versa.
- Order Matching: When a user places a buy or sell order, the exchange’s order matching engine processes these orders, matching buyers with sellers based on price and quantity. Once a match is found, the trade is executed.
- Order Books: Order books display current buy and sell orders for a particular cryptocurrency. Traders can see the best available prices and volumes to make informed decisions.
- Security Measures: Centralized exchanges implement various security measures, such as two-factor authentication (2FA), encryption, and cold storage for assets. These measures aim to protect users’ funds and data.
- Trading Fees: Centralized exchanges charge trading fees, which vary based on factors like trading volume, maker/taker status, and more. Fees contribute to the exchange’s revenue.
- Withdrawals: After trading, users can withdraw their assets from the exchange to their personal wallets.
Advantages and Disadvantages of Centralized Exchanges
Here are the advantages and disadvantages of centralized exchanges:
Centralized Exchange Advantages
Centralized Exchange Disadvantages
|Liquidity: Centralized exchanges typically have higher liquidity, meaning there are more participants and trading volume. This provides traders with better opportunities for executing orders at desired prices.||Custodianship: When you deposit funds on a centralized exchange, you are essentially entrusting a third party with your assets. This reliance on the exchange’s security can be risky.|
|User-Friendly: CEXs offer an intuitive and user-friendly interface that appeals to beginners and experienced traders alike. They often provide mobile apps for trading on the go.||Security Risks: Although CEXs implement security measures, they remain prime targets for hackers. High-profile hacks have resulted in the loss of significant amounts of cryptocurrency.|
|Security Features: Centralized exchanges invest in robust security measures to safeguard user funds and personal data. Many employ multi-signature wallets and employ security experts to protect against breaches.||Privacy Concerns: Centralized exchanges typically require users to disclose personal information, potentially compromising their privacy.|
|Regulatory Compliance: Many CEXs comply with regulations, including KYC and AML procedures. This enhances the credibility of the exchange in the eyes of regulators and institutional investors.||Control: CEXs have the power to halt trading or restrict withdrawals, as seen in certain situations involving regulatory pressure or maintenance issues.|
|Customer Support: Centralized exchanges often offer customer support to assist users with any issues, enhancing the overall user experience.||Fees: Centralized exchanges charge fees for trading, withdrawal, and other services, which can add up for frequent traders.|
|Centralization: The core principle of decentralization, which cryptocurrencies are built upon, is contradicted by the centralized nature of these exchanges. Centralization goes against the ethos of blockchain technology.|
What are examples of Centralized Exchanges?
Here are some examples of centralized exchanges:
- Coinbase: A user-friendly exchange known for its ease of use, Coinbase is one of the most popular options for beginners.
- Binance: Binance is one of the largest crypto exchanges by trading volume and offers a wide range of cryptocurrencies.
- Kraken: Kraken is known for its robust security features and a wide variety of trading pairs.
- Bitstamp: Bitstamp is one of the longest-standing exchanges, known for its reliability and compliance with regulations.
Centralized exchanges serve as crucial gateways for the vast majority of cryptocurrency traders and investors. They provide ease of use, liquidity, and a wide range of features. However, these advantages come with trade-offs in terms of control, security, and the spirit of decentralization. Traders should weigh these pros and cons when choosing the right exchange to suit their needs and consider the level of risk they are comfortable with when depositing their assets on centralized platforms.
If you like reading the above article, you may also like reading: | <urn:uuid:59022efb-472a-4a7a-82e8-c9a77afd03e7> | CC-MAIN-2023-50 | https://cryptominist.com/what-are-centralized-exchanges/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00470.warc.gz | en | 0.928848 | 1,158 | 2.5625 | 3 |
To highlight text in PowerPoint 2019 or 365:
- Select the text that you want to highlight.
- Click the Home tab in the Ribbon.
- Click the arrow next to Text Highlight Color in the Font group. A color gallery appears.
- Select the desired highlight color from the gallery.
How do you highlight a picture in PowerPoint?
- Here’s how: Insert a rectangle from the Shapes menu and cover the complete slide with it. Now right click, Format Shape, Click Picture Fill and fill the rectangle with your image. Now insert the oval shape from the Shapes menu and cover the area you wish to highlight.
- 1 How do you highlight text in PowerPoint?
- 2 How do you highlight an area in PowerPoint?
- 3 Where is the highlighter in PowerPoint 2016?
- 4 How do you highlight changes in PowerPoint?
- 5 Why is there no highlight in PowerPoint?
- 6 Does PowerPoint have a highlighter?
- 7 How do I turn on highlight color in PowerPoint 2013?
- 8 Where is the text highlight color button located?
- 9 How do I see edits in PowerPoint?
- 10 How do you kern in PowerPoint?
How do you highlight text in PowerPoint?
Select the text by clicking and holding the left mouse button and dragging the cursor over the text. Once the text is selected, a pop-up window appears, and you can click the highlight button to add highlighting. You can also click the down arrow to the highlight button’s right to choose different colors.
How do you highlight an area in PowerPoint?
How To Highlight Portion Of An Image Using Stand Out Effect In PowerPoint: Step-By-Step Tutorial
- Step 1- Select an Image.
- Step 2- Insert a Circle and Adjust its size.
- Step 3- Fragment and Merge the Image and the Shape-
- Step 4- Blur the rest of the Image.
- Step 5- Add a Transparent Layer.
- Step 6: Outline the highlighted area.
Where is the highlighter in PowerPoint 2016?
Its just normal text in a text box (Insert > Text Box). While in Slide Show mode, Right-click and go to Pointer Options and then click Highlighter. You can see below the highlighter, the option to choose Ink color as well.
How do you highlight changes in PowerPoint?
How to Track Changes in Microsoft PowerPoint
- Open the reviewed file.
- Select the Review tab, and in the Compare group, select Compare.
- From the dialog box, locate the original copy, select it, and click Merge.
- The Comments and Revisions panes will open on the right, showing changes and any inserted comments.
Why is there no highlight in PowerPoint?
If you have PowerPoint 2010, 2013 or 2016 and are not an Office 365 subscriber, the Text Highlight Color command is not available in the Ribbon. However, you can copy highlighting from Microsoft Word and paste it into your PowerPoint slides. You would typically apply highlighting in Normal view.
Does PowerPoint have a highlighter?
Text highlighting in PowerPoint for Microsoft 365 and PowerPoint 2019 lets subscribers mark text in yellow or another highlighter color. (This feature is available on both Windows and macOS, and it’s available in your browser in PowerPoint for the web.)
How do I turn on highlight color in PowerPoint 2013?
Open the PowerPoint presentation, go to the slide you want to edit and select the text you want to highlight. On the Home tab, go to Text Highlight Color and select a color. The text will be highlighted in the color you chose.
In the Ribbon, on the Home tab, click the downward-pointing arrow next for the Text Highlight Color option. In the highlight color drop-down menu, select the preferred color for highlighting the text. The text is now highlighted with color.
How do I see edits in PowerPoint?
On the Review tab, click the Reviewing Pane to see the list of changes. Now, you’ll see any changes to the slide that the reviewer made. It’s effortless to see each change in the Revisions panel. Click each box with a yellow edit icon to review the adjustments applied to the slide.
How do you kern in PowerPoint?
Kern the characters that are above a particular size
- Select the text that you want to change.
- On the Home tab, click the Font Dialog Box Launcher, and then click the Advanced tab.
- Select the Kerning for fonts check box, and then enter the point size in the Points and above box. | <urn:uuid:01d31aca-16b3-404e-9145-42ae6c4e4791> | CC-MAIN-2022-27 | https://www.vanhienblog.info/power-point/how-to-highlight-in-power-point-top-5-tips.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104495692.77/warc/CC-MAIN-20220707154329-20220707184329-00240.warc.gz | en | 0.737842 | 971 | 3.140625 | 3 |
Young People Tell Us How They Are Fighting Poverty & Driving SustainabilityRead All Posts
Smart, passionate young people are hungry to continue creating meaningful and lasting change for their families, their communities, and the world. For International Youth Day, we set out to hear directly from young people around the globe and share their take on this year's theme, centered on two of the Sustainable Development Goals (SDGs). The thoughtful responses from a dozen youth who've participated in our initiatives underscore what IYF has known for 26 years: young people are the world's greatest resource. To reach the SDGs, the world must engage them as the agents of change they already are—entrepreneurs, peer educators, job creators, and community leaders—and support them in realizing their full potential.
This year, International Youth Day focuses on poverty eradication (Goal 1) and sustainable consumption and production (Goal 12). For our informal survey, we asked a sampling of young people these questions:
- How can young people help end poverty?
- What does sustainability mean to you in your daily life?
- How are young people making their lives, their communities, and the world greener?
Responses from Latin America focused on skill-building so that young people can secure employment and provide for themselves and their families. "If all young people can access work, we can help eradicate poverty," says Rafael, 19. Living in Argentina, he is a participant in the Walmart Social Retail Training initiative, a NEO-associated project carried out in partnership with the Walmart Foundation.
Many other young people answered the first question by emphasizing the importance of creating opportunities through entrepreneurship. "We are creating productive initiatives in business, education, and training," says Nat, a 20-year old participant in the TK Foundation-funded Orale initiative in Mexico.
Young entrepreneurs like Rudo, 31, in Zimbabwe take the thought one step further, because she is now in a position of being a job creator. "My current business grew from self-owned to a partnership," says the Zimbabwe:Works (Z:W) participant. "As a chemist, l want to see myself establishing industries that can employ other young people. Currently l’m employing seven casual workers a day. If funds were available and the project running at full capacity, l could employ more than 30 casual people and five full-time employees." Z:W is supported by the UK’s Department for International Development (DFID), the US Agency for International Development (USAID), and the Embassy of Sweden, in partnership with Zimbabwe’s Ministry of Small and Medium Enterprise and Cooperative Development.
Self-employment also offers young people opportunities to effect positive change within their communities. In Jordan, 24-year-old social entrepreneur Mariam says, "I was from a household that made no income. I started very small, and now my project, Ibda’a, trains women from my community and disabled people, helping them generate income independently." Mariam is a 2012 Fellow of BADIR, a YouthActionNet® national partner and an initiative of IYF, Starbucks, and M.H. Alshaya, Co.
Encouraging this kind of entrepreneurship requires faith in young people's inherent capabilities, says Nedjma in Algeria. This 25-year-old was a participant in the IDMAJ initiative, completed in cooperation with the US Embassy in Algiers and USAID. "We need to help youth know their internal ability—giving them trust by showing them how to use their circumstances, environment, and obstacles in a positive way," Nedjma says. "For example, creating projects like cultivating the gambouzia fish that promotes health by eating mosquitos that can spread malaria."
Across continents, in Kazakhstan, 15-year-old Daniyar is participating in Zangar, an initiative focusing on STEM and Passport to Success® life skills that is being carried out in partnership with Chevron. Daniyar says, "Things like knowledge and skills are much more important than physical objects, like a school building. There must be many well-trained cohorts of trainers that will help other people find their best abilities."
2012 Laureate Global Fellow Tolulope, 30, of Nigeria shared a similar thought. "Young people can help reduce and end poverty by first loving their neighbors as themselves, including the development of individual's finding and fulfilling purpose," she says. "Young people can do this via peer-to-peer educational support."
"Poverty ends when we are well aware of our needs as a nation, when youth have real knowledge about the problems facing our country and the roots to the problems and a vision of what needs to be done," says Ghassan, 29, a 2015 BADIR fellow in Jordan.
For our questions about sustainability and "thinking green," many young people offered current examples. Several responses across regions emphasized a need to recycle. "It’s simple and doable by everyone. Instead of throwing things away, we are able to produce beautiful things," says BADIR fellow Mariam.
Also mentioned as meaningful were organized community events for activities like trash collection and tree planting. "Clean up campaigns are very common with the youth and should be promoted," says Tinasche, 25, a participant in Zimbabwe:Works. "Personally, every year I participate in at least two." Ramiro, 21 and a participant in EquipYouth Mexico, echoed the sentiment, saying that young people need to set an example by picking up litter. EquipYouth in Latin America is a NEO-associated employability initiative.
In Palestine, two participants in the Youth Entrepreneurship Development initiative, funded by USAID West Bank and Gaza, spoke to the importance of green building. Mona, a 24-year-old architect says, it "guides me to think all the time of saving resources and being creative in finding new ideas that can make a difference in my society." Daniel, 23, elaborates on the idea with an example, saying, "Since we are suffering from water scarcity in Palestine, we encourage people to take into consideration while planning for new buildings the need to dig wells to gather and benefit from the rain in the winter."
Young entrepreneurs in Zimbabwe also spoke to the ways their businesses support sustainable consumption and production. "At my [catering] business we do not encourage selling food in disposable containers," says Dudzai, 29, a Zimbabwe:Works participant. "Rather, people are encouraged to sit down and have their meals on plates. In terms of waste disposal, we separate based on whether or not something can be composted, and we use a pit for composting."
Rudo, the chemist and small business owner, says, "Instead of oil being released to rivers or other waste disposal mechanisms, we are putting it to good use by recycling it in the production of soap."
Young people are incorporating environmental sustainability into their daily lives, their business plans, and their long-term way of seeing and interacting with the world. They're also thinking creatively and practically about their role in ending poverty. If the world is to meet the ambitious Sustainable Development Goals, we must engage these youth as drivers of change. | <urn:uuid:d7514236-116e-4ba5-a00e-593ab57c564c> | CC-MAIN-2021-43 | https://iyfglobal.org/blog/young-people-tell-us-how-they-are-fighting-poverty-driving-sustainability | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585281.35/warc/CC-MAIN-20211019202148-20211019232148-00666.warc.gz | en | 0.961252 | 1,476 | 2.84375 | 3 |
The soprano recorder has amazing abilities that can form pure notes to amaze your friends. All the same, this instrument may be challenging to play well. This article will help you to move beyond simple tooting into playing lovely music on a much underrated instrument.
Preparing to Play
1Buy a recorder. This step may seem simple, but you must chose the correct type. In your music store, there are lots of recorder types. Be sure to buy the one labeled "Soprano". You do not have to buy a very expensive one, since it will not create a better sound as a cheap one. A simple plastic recorder with a cleaning stick is what you want, not a super expensive bamboo soprano!
2Familiarize yourself with the things that came with your recorder. You should have a recorder bag to keep your recorder; if not, you can find a substitute at home, or even sew one. The store also should provide you with a "plastic stick". That is the cleaning stick, which you put tissue on top of the rounded side and push the stick in to clean your recorder. Keep your stick in your recorder bag. If the store did not supply you with that, use water to clean it by running it through the bottom round hole and blowing from the mouthpiece to dry it.
The Basic Notes
1Learn the basic notes. You will learn the notes B, A, G, F,E, and D in this category. When you play any note, be sure to cover the whole hole or else the note will be different!
2Start with note B. This one is the most simple note. Simply use your left hand thumb to cover the hole on the back of your recorder and cover the first note in front with your pointer finger. Check for any part of the two holes uncovered, and blow. The note should be high, but not extremely high that it squeaks. If it does, cover the holes again and try again.
3Learn notes A and G. Drop your middle finger on the next hole and blow. The sound should be a bit lower. For G, let your ring finger fall on the next hole and blow. The sound should decrease to form a lower sound. If it squeaks, don't give up, just try again.
4Use both hands now. Don't fret, it's not that hard. Put your right thumb behind the recorder and let your left pinky hang off the recorder. Put your pointer finger on the next uncovered hole and blow. If the F is too high, check all the fingers. After you are done move onto E; just drop a finger and blow. Repeat to play D.
More Complicated Notes
1Learn the High C, High D, High E, and Low C.
2Learn high C. For high C, put your pointer finger on the second hole, leaving the first uncovered, and place your thumb on the back hole. The sound should be high, but not yet squeaky.
3Learn high D. High D is played by removing the thumb on the back hole. Use your other hand to keep the recorder from slipping out of your fingers. This sound should be even closer to squeaky.
4Learn high E. High E is just playing a E, but not blocking the back hole. That sound should be almost the same as a squeaky note, but not yet one.
Finding a Song to Play
How do I play high F?wikiHow ContributorUse the "half thumb technique" (it covers more than half the thumb). On a German recorder, cover the first four holes. On a Baroque recorder, cover holes five and six as well.
- Make a tuh-tuh sound when blowing short notes, especially when playing High E.
- Use your left hand on top.
- Make a fuo-fuo sound when playing long notes(make the sound long).
- Clean your recorder every few days(if you play often, which you should).
- Clean your recorder once in two weeks with water.
- Keep your cleaning stick in your recorder bag.
- Practice once every two days at a minimum and review once in a week.
- Listen to others play (be sure they are using soprano).
- Practice in front of friends after you feel confident to(ask them for feedback, too).
- Don't take shortcuts when learning to play your recorder. | <urn:uuid:bd499d5e-e765-4dd4-b462-fbc5df6188a8> | CC-MAIN-2016-50 | http://www.wikihow.com/Play-the-Soprano-Recorder | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541214.23/warc/CC-MAIN-20161202170901-00216-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.926522 | 918 | 2.546875 | 3 |
- October 31, 2022
- Posted by: Manoj Pandey
- Category: Cloud Engineering
According to Statista, in 2021, cloud computing generated close to $400 billion in revenue, and this phenomenal growth doesn’t seem to slow down any time soon.
With more and more organizations adopting the cloud, the challenge is to decide the right cloud environment that satisfies their business needs.
In this blog, we give you a complete breakdown of the various types of cloud computing and help determine the right type of cloud for your particular use.
What is Cloud Computing?
Cloud computing is how computing services are delivered, such as databases, servers, software, analytics, and networking over the cloud.
When looked at from a technical viewpoint, cloud computing brings together applications, networks, and deployments to develop efficient business solutions.
On the strategic level, cloud computing helps businesses leverage automation and standardization to develop innovative, cost-effective, and responsive digital services for stakeholders.
There are several types of clouds available, and each cloud is unique, provides different capabilities, and helps serve different purposes. Understanding each cloud type can help you make the right business decision.
Types of Cloud Computing Deployments
There are three basic deployment-based types of cloud computing. They are public, private, and hybrid clouds.
Public clouds are readily-available resources such as a CPU, storage unit, memory, and networking that are delivered over the internet network for public use. Some examples of public clouds include Microsoft Azure, Amazon Web Services (AWS), Google Cloud, Alibaba Cloud, and IBM Cloud.
In a public cloud setup, the computing resources are hosted on the cloud computing vendor’s fully managed global data centers, allowing businesses to rent the required resources to build their infrastructure.
A public cloud is the most economical and feasible option for businesses that do not have plans to invest in their infrastructure and procure security systems, database servers, and applications. Instead of setting up the entire ecosystem, businesses can rent the managed services as required.
Features And Benefits Of Public Clouds:
- The service is available as free to use or pay-per-use and is usually shared by the network of users.
- The hardware and applications are hosted and managed by the vendors, leaving the customers with absolutely no responsibility to maintain, buy or upgrade the components.
- Rather than owning the resources, the customers can deploy their cloud engineering solutions while paying only for the resources they use – making this a highly economical solution.
- The public cloud is a flexible and scalable option that can accommodate the highs and lows of usage.
- Customers can enjoy a standardized level of security, power supplies, storage options, and maintenance systems.
As the name suggests, a private cloud is a fully owned cloud environment used by a single business or organization. Cloud computing resources are usually physically installed at the customer’s location, running behind their firewall.
Some customers prefer to have a third-party host their private cloud. When this happens, it mimics the same remote-managed functionalities of a public cloud.
However, these remote-managed data centers are usually used for providing administrative services, and not for the complete range of public cloud services.
Features And Benefits Of Private Clouds:
- The private cloud is a fully owned infrastructure used solely by a business.
- Private clouds can be hosted on-premises or as an off-shore data center.
- Control and security are the highest differentiating factors of a private cloud.
- Private clouds have a higher demand for security, management, and uptime.
- It is possible to tailor your approach to cloud computing based on your needs and internal processes.
A hybrid cloud has the characteristics and elements of a private and public cloud. The elements of these two cloud systems are connected through an internet connection using LAN, WAN, VPN, or APIs. In a hybrid cloud system, sharing of data, applications, and resources between the two environments is possible.
Hybrid clouds are complex systems that incorporate a variety of elements within their system. For example, when you use a hybrid cloud, you can enjoy the limitless storage capacity of public clouds while keeping the data processing and analytics essentially an in-premises process.
Features And Benefits Of Hybrid Clouds:
- Cloud computing resources can be managed either internally or by external vendors.
- When security, control, scalability, and flexibility are the most essential elements you are looking for in a cloud system, hybrid clouds can satisfy your needs perfectly.
- You can use the public cloud to interact with customers while keeping the records, and data processing in-house.
Additional Cloud Deployment Approaches
A multi-cloud approach has more than one cloud service from more than a single cloud vendor – public or private. Although all hybrid clouds are multi-clouds, not all multi-clouds are hybrid clouds.
The multi-cloud model combines two or more public or private clouds or a combination of both to integrate applications and services.
Managed Private Clouds
Managed private cloud approach serves a single organization in which the private cloud is configured, deployed, and infrastructure managed by third-party vendors. When your organization is understaffed or underskilled, then managed private cloud becomes a flexible and feasible option.
A dedicated cloud approach is having a dedicated cloud within a cloud – public or private. For example, your organization’s human resources team can have a dedicated cloud within your business’s larger private cloud.
All About Choosing The Right Cloud For Your Business
Choosing the right cloud type for your business depends on several factors, such as certifications, partnerships, service level agreements, performance, reliability, infrastructure, and governance.
Evaluate the advantages of each type of cloud from an operational and strategic point of view. And, ask yourself some hard questions before making the decision.
Which Cloud Should I Use?
The right type of cloud for your business depends on what you are doing and what you are trying to achieve.
- A public cloud is well suited to handle high-volume and fluctuating demands.
- When businesses are looking to minimize their IT infrastructure costs, and eliminate large upfront investment and maintenance hassles, then a public cloud is the right choice.
- When you have predictable computing needs and workloads, you can choose a private cloud.
- When protecting critical customer information and adherence to standard operations is of paramount importance, a private cloud is a right decision.
- Hybrid clouds can serve both needs as they can be hosted both internally and externally.
Which Cloud Is More Secure?
This is a question that doesn’t have a straightforward answer.
- Owing to the multi-tenancy and multi-access capability, public clouds are inherently subject to security threats. To counter this, public cloud vendors often shoulder the responsibility of providing infrastructural security while requiring the customer to handle workload security.
- On the other hand, private clouds are not as susceptible to security attacks as public clouds are owing to their private ownership. The workloads on a private cloud are run behind the firm’s security firewall. However, the strength of your system depends on your security system.
- Hybrid clouds have the best of both environments. Based on the customer requirement, it is possible to move workloads to the public or private cloud based on security requirements, audit, compliance, and more.
Which Cloud Deployment Costs More?
In a public cloud, you pay only for the services and resources you use making it the most economical option out there. The business setting up the private cloud is usually responsible for buying or renting hardware, software, and applications needed to scale up. Since the hybrid system includes both on-premises and off-premises custom approaches, you can design it as per your requirements.
Importance of Cloud Computing Services
Cloud service models should also help you make the right cloud computing service decision. Cloud computing services are platforms, software, and/or infrastructure made available through the internet and hosted by third-party providers.
Each service approach facilitates the easy flow of data from the front end to the cloud service provider’s system through the internet. However, they differ in the services they provide.
IaaS or Infrastructure as a Service is the initial step for businesses starting on a cloud journey. With Iaas, businesses can rent the physical, IT, and networking infrastructure and deploy and manage VMs. IaaS is typically provided as a pay-as-you-use model where the user manages the applications, OS, and middleware while the vendor manages the hardware, servers, storage, networks, and hard drives.
PaaS or Platform as a Service means the software and hardware are handled by the outside cloud provider, while the applications and the data are handled by the user. With PaaS, programmers and developers get the opportunity to develop new applications on the shared platform without requiring to specifically build and maintain the necessary infrastructure.
SaaS or Software as a Service delivers access to them as ready-to-use software instead of having to build, patch, deploy or update the applications on the device. Instead of having each member of the team have the application individually installed on their computers, SaaS allows each member greater access to the software.
To leverage the greater capabilities of the cloud, you need a partner who knows the nook and cranny of cloud computing. You need someone with experience in using advanced technologies, delivering customized solutions, and building or modernizing customers’ existing infrastructure to a cloud-enabled solution. The ideal cloud partner for every business is Kemsys.
Kemsys has an unmatched proven track record of providing optimized, scalable, and tailored cloud services to clients. Our team of experienced engineers and subject experts has the expertise to develop cloud-native applications, revamp legacy applications, and provide end-to-end cloud solutions. | <urn:uuid:daf23652-c98a-47fb-af1c-e7cdc3a468db> | CC-MAIN-2023-14 | https://kemsys.com/blog/types-of-cloud-computing/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00154.warc.gz | en | 0.928529 | 2,052 | 2.859375 | 3 |
How to Write Character Analysis: 8 Useful Tips – EssayClick.net How to Write a Character Analysis Essay. Do you wonder what to include in a character analysis paper? There are three things that make any character analysis essay specific. Relationships: Write down the names of people with whom your target character interact most of all during the entire story development. Explain specific goals for choosing these characters to describe the target hero. How to Write a Character Analysis Paragraph - YouTube Sophomores at Oshkosh West need to write a character analysis paragraph using MELELEC. This video explains the process of writing that paragraph. LoF: Character Analysis Paragraph - Mr. Albano Homepage
Writing a film analysis essay is not as difficult as it might appear and you are sure to love watching the movie and looking deeply at its core meaning while doing so. If you still feel unsure of writing your essay, you can check out these articles: Analysis Essay and How to Write an Analytical Essay.
Top 20 Useful Tips for Writing a Film Analysis Essay Writing a film analysis essay is not as difficult as it might appear and you are sure to love watching the movie and looking deeply at its core meaning while doing so. If you still feel unsure of writing your essay, you can check out these articles: Analysis Essay and How to Write an Analytical Essay. Writing Flashbacks: How To Make Them Work In Fiction For example, I am writing a story in first person present, but want to have an accident in childhood affect the character in a number of ways which pan out over the story. Could an account of the accident in past tense work as a prologue? Or would it prevent the reader from forming an attachment to the character in the present day? Thank you Thom Examples on Writing an Analytical Essay (PDF) | Examples You also need to explain the transformation brought about the process in paragraphs. You can also see How to Write an Analytical Report 4. Character Analysis Essay. This is an in-depth analysis of a character from a story or movie. Just like the process analysis, it requires you to explain the transformation of the character from start to finish.
How to Write Literary Analysis The Literary Essay: A Step-by-Step Guide. When you read for pleasure, your only goal is enjoyment. You might find yourself reading to get caught up in an exciting story, to learn about an interesting time or place, or just to pass time.
Jul 19, 2018 ... What is direct characterization and indirect characterization? Read strong examples of both that will help you create real characters. Summary vs. Analysis | Ashford Writing Center When asked to write an analysis, it is not enough to simply summarize. ... For example, elements of a story may be the setting, the characters, or the conflict. Literary Analysis Guide | English Major & Minor | Goshen ...
In this article, we will examine Shakespeare’s Hamlet and showcase how an outline for literary analysis can be written for this classic play
Writing Perfect Literary Analysis: Outline, Essay Structure A literary analysis essay is a type of essay which includes an argumentative analysis of a piece of literature. In this kind of essay, the author examines the book, novel, play, etc. analyzing the idea, plot, characters, tone, writing style, devices which the writer uses to narrate his story. Character Analysis - 8 Examples in Word, PDF Writing an analysis is useful in literary works, analysis essays, films, etc. Through a character analysis, you will be able to evaluate the main character in a story. If you need character analysis templates, you will be able to download templates below. How To Compose A Brilliant Character Analysis Essay A Guide To Academic Writing: The Definition Of A Character Analysis Essay. Essay writing is a learnt skill and an acquired taste. Like all other crafts, you get better at it as you keep practicing it. A lot of students find it hard to imagine essay writing as anything other than a dreadful exercise in masochism.
SparkNotes: Macbeth: How to Write Literary Analysis
Theme Analysis Template You may use this template to write your theme analysis paragraph. You do not have to use the exact words that are in the template; adjust it to meet your needs. The template provides a very basic theme analysis format. I hope that when you are more familiar with the assignment, you will develop your How to Write a Character Analysis - eNotes.com
Character Analysis | How to Write Character Anlysis Essay… | <urn:uuid:14023f23-3160-429b-9ab0-3f990c6f4960> | CC-MAIN-2021-21 | https://coursezbbv.firebaseapp.com/bertelsen88473lij/how-to-write-a-character-analysis-paragraph-3698.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991737.39/warc/CC-MAIN-20210514025740-20210514055740-00303.warc.gz | en | 0.922683 | 929 | 3.046875 | 3 |
Digital Forensics Overview
Digital Forensics encompass the recovery and investigation of information and files from digital devices. Cell phones, computers, tablets, and numerous other devices that store digital data are typically the focus of a Digital Forensics investigation. Spouses, couples going through divorces and custodial disputes, are parents of children engaging in risky behavior are examples of clients that commonly utilize these services.
An investigator with experience and training in digital forensics uses specialized technology to scan the device in question and create an identical image of its contents. The contents are then analyzed to glean information pertinent to the investigation.
Spouses Suspecting Infidelity request Private Investigators conduct Digital Forensics investigations to uncover evidence of an unfaithful partner. Analyzing personal communications devices such as cell phones can provide detailed information as to the actions and behaviors of the person in question.
Divorcés and Divorcées utilize Digital Forensics investigations conducted by Private Investigators for similar reasons as spouses suspecting infidelity. The difference is that once a legal process such as a divorce has begun, the stakes are much higher. Information uncovered in these operations can prove essential as possession of homes, vehicles, finances, and other assets are decided in court or mediation settings.
Parents Involved in Custodial Disputes retain Private Investigators to perform Digital Forensics investigations to gain leverage in these situations. Evidence of questionable, irresponsible, or even criminal behavior uncovered from the digital devices can ensure a child is not placed in an unsafe or unhealthy environment.
Criminal Defendants who have been charged with an internet or cyber-related crime hire Private Investigators with Digital Forensics expertise to conduct an independent investigation into their innocence. Searching for exculpatory evidence, finding mistakes or oversights in the official investigation, and assisting the client’s defense attorney in understanding the case against them are all important roles a PI can fill in a criminal case based on Digital Forensics.
Digital Forensics investigations produce an unaltered digital copy of the contents of the device in question. Texts, call logs, emails, pictures, videos, and array of other information are among the items that can be pulled from a device. A report detailing the findings is also be provided along with a licensed and reputable investigator who is prepared to testify to these findings at all mediation sessions, custodial hearings, and court settings.
The Latest Technology in Your Hands
Kansas Investigation and Judgment Recovery uses the latest technology to ensure that your Digital Forensics investigation is handled with precision. The tools used by our investigators ensure you will get the best results possible with the least amount of hassle. As the client, you are informed of all steps being taken to execute your investigation. You are consulted throughout the process to ensure the investigation is handled in the exact manner you require. You are granted as much or as little input as you request while our investigators handle your case.
Our investigator will work with you to determine the best service or combination of services you need for your case.in the manner best suited to the situation and deemed most appropriate by the you. The investigation conducted by a trained PI is tailored to the task at hand, ensuring no hiccups, mistakes, or oversights occur. | <urn:uuid:465079a4-9532-439b-b65d-690f2a7a2045> | CC-MAIN-2017-30 | http://kansasinvestigation.com/services/digital-forensics/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424683.39/warc/CC-MAIN-20170724022304-20170724042304-00021.warc.gz | en | 0.926428 | 645 | 2.640625 | 3 |
Mastering Innovation Northern Territory
Is your industry or organisation facing a shortage of science, technology, engineering and maths (STEM) skills? The world leading P-TECH model can help!
Research shows 75 per cent of the fastest growing occupations require STEM skills and knowledge. However, enrolments in these subjects have plummeted, with women and indigenous groups particularly underrepresented. In a place like the Territory with such a strong focus on VET and nearly 30% indigenous, how can we create a STEM talent pipeline?
Casuarina Senior College is one of only 14 Australian schools – and the only one in the Northern Territory — supported by the Australian Government to take part in Pathways to Technology (P-TECH). P-TECH was started in the Brooklyn New York school district by global tech company IBM to address what they projected as severe skills shortages in ‘new collar’ jobs. Due to the model’s success in the USA, the Australian government has committed $5 million dollars to pilot it across Australia.
Industries identified as crucial to the Territory’s economic growth – like Defence, Maritime, Oil, Gas and Renewables face the same skills shortages. That is why Territorian businesses like Navy, Austal, Thales, Norship Marine, Territory Generation, Power Water Corporation and City of Darwin are just some of those working closely with the College to inspire, engage and develop the skills of local students and develop the next generation of Territory professionals in STEM careers.
This session will include an overview of the Top End P-TECH model, the progress of Top End P-TECH pilot to date and key learnings. Then representatives from Casuarina Senior College, Top End P-TECH, and industry partner representatives will be on hand to answer your questions with plenty of time for discussion.
It’s never too late, to innovate!
Please join the Mastering Innovation NT network in partnership with Skilling Australia Foundation (Top End P-TECH) and Casuarina Senior College to hear about this exciting initiative.
The Australian Government has engaged Skilling Australia Foundation to assist local stakeholders to work together to implement P-TECH learning programs at all 14 pilot sites, including in Darwin. | <urn:uuid:d8374739-c7c3-46ac-be33-b9451fc075dc> | CC-MAIN-2019-09 | https://darwininnovationhub.com.au/event/developing-stem-skills/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00067.warc.gz | en | 0.917544 | 458 | 2.5625 | 3 |
In 1991 American computer engineers Brewster Kahle and Harry Morris, both of Thinking Machines, Cambridge, Massachusetts, in collaboration with Apple Computer, Dow Jones, and KPMG Peat Marwick, developed the Wide Area Information Server or WAIS system. WAIS was a client-server text searching system that used the ANSI Standard Z39.50 Information Retrieval Service Definition and Protocol Specifications for Library Applications to search index databases on remote computers.
"Public WAIS was often used as a full text search engine for individual Internet Gopher servers, supplementing the popular Veronica system which only searched the menu titles of Gopher sites. WAIS and Gopher share the World Wide Web's client–server architecture and a certain amount of its functionality. The WAIS protocol is influenced largely by the z39.50 protocol designed for networking library catalogs. It allows a text-based search, and retrieval following a search. Gopher provides a free text search mechanism, but principally uses menus. A menu is a list of titles, from which the user may pick one. While gopher space is a web containing many loops, the menu system gives the user the impression of a tree.
"The W3 data model is similar to the gopher model, except that menus are generalized to hypertext documents. In both cases, simple file servers generate the menus or hypertext directly from the file structure of a server. The W3 hypertext model gives the program more power to communicate the options available to the reader, as it can include headings and various forms of list structure" (Wikipedia article on Wide Area Information Server, accessed 01-06-2012). | <urn:uuid:1034827e-e98f-4779-899f-4967dd089b0f> | CC-MAIN-2016-36 | http://www.historyofinformation.com/expanded.php?id=1998 | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982290634.12/warc/CC-MAIN-20160823195810-00056-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.892514 | 336 | 3.203125 | 3 |
Identifying General Questions
General questions are common on both SAT Reading and ACT Reading. I describe them as “general” because, instead of focusing on particular words, phrases, or sentences from the passage, these questions ask about the passage as a whole. For example, they may ask for the main point, main theme, main purpose, primary purpose, central claim, or central problem of the entire passage. Some General Questions ask which answer summarizes the passage or which answer “describes what happens in the passage.”
(Note – not all questions requiring analysis of the whole passage should be treated as “General Questions” as described in this article. Questions about how a passage is organized, such as Passage Shift Questions, require different tactics. Thus, they get their own category. The same is true for Chronology Questions. Time Trap Questions sometimes ask you to describe the narrator or identify the “point of view.” Such broad wording might make you think you should treat them as General Questions. However, the tactics for General Questions aren’t particularly effective against these question types. In the near future, I’ll be publishing articles explaining exactly how to handle each of the above question types.)
General questions occur on many (but not all) ACT and SAT Reading passages. On ACT Reading, you rarely get more than one General Question (and sometimes none). On SAT Reading, you will sometimes get two. I’ve even seen SAT Reading passages with three General Questions, though this is rare.
When a General Question appears on a passage, it always shows up first. As we will soon see, this has important implications for the tactics you should use for this question type.
The Big Lie
There are a lot of false rumors floating around the murky world of test prep. One of those myths is that General Questions are fundamentally different than the other question types you encounter on SAT Reading and ACT Reading. The ubiquity of this untruth is unfortunate because it leads to many lost points.
The biggest mistake people make on General Questions is abandoning the use of standard strategy and tactics. Because these questions ask about the passage as a whole, test takers are often led to believe that Fact-Checking and Hyper-Literal Reading don’t apply and that they must instead rely on their overall impression of the passage. However, as with all other SAT and ACT Reading questions, interpretation and intuition have no place on General Questions. As we will see, Fact-Checking and Hyper-Literal Reading very much still apply.
Tactics for General Questions
- Do General Questions last.
- Do not go straight from reading the question to perusing the answer choices. Instead, look for the answer in the passage first – just as you would on every other question type.
- Follow the steps in the Bird’s Eye Analysis to identify the main idea/s, primary purpose, main theme/s, etc. in the passage before selecting an answer choice.
Do General Questions Last
No matter how many General Questions a reading passage has, they will always be presented first. Question: do you think that’s a coincidence? No way. That leads to another question: since it’s obvious that the test writers make a point to present General Questions first, why do you think they do so? Do you think it’s because the test writers believe that answering General Questions first is likely to help your score? Or do you think it more likely that it’s because test writers know that attempting to answer General Question first is likely to hurt your score?
Hopefully, the answer is obvious: the test writers aren’t in the business of helping test takers get higher scores. Since the makers of the test clearly want you to tackle General Questions first, it’s pretty safe to assume that doing so isn’t in your best interest.
General Questions Tend to be Hard
But we don’t have to assume. There are clear reasons why it’s better to resist taking the bait and doing General Questions first and instead do them last. When will you have a better understanding of the passage as a whole: before or after you’ve answered the rest of the questions, which force you to dive into the details of various parts of the passage? Obviously, you’ll have a better understanding of the major ideas and organization of the passage after you’ve answered the other questions!
General Questions Tend to be Slow
Another advantage of answering General Questions last is time management. Even when you’re using the correct strategies and tactics, it will still usually take you longer to do them than most other questions, and you will still be a bit more likely to miss them.
Even for test takers at the top of their game, General Questions tend to be “low points per minute” questions (i.e., not a favorable ratio of time invested versus probability of scoring a point). From a time-management perspective, this means that when you’re forced to guess, you should do so on General Questions. You may lose the point, but at least you gained an outsized chunk of time in return.
A Side Note On Guessing
A major key to SAT Reading and ACT Reading time management is being strategic about where you do your guessing. Of course, it’d be great if you never had to guess. But the reality for most students is that sometimes it’s necessary. (Silver Lining: Neither the SAT or ACT penalize you for guessing. That is, points are only added for correct answers; points are never deducted for incorrect answers.)
Sadly, most test takers handle guessing in an irrational, non-strategic manner. They sense that they’re running out of time, begin to panic, and start racing wildly through whatever questions happen to come next. That’s too bad, since some of those questions are probably easy and could’ve been correctly answered with just 30 to 60 seconds of calm, orderly application of correct strategy and tactics.
The bad news is that you may sometimes be forced to guess by the extremely tight timing of ACT Reading, and even the relatively generous timing of SAT Reading. (Or you may find yourself racing through some questions so quickly that it’s tantamount to guessing.)
The good news is that, by employing correct strategy and reserving your guesses for low-points-per-second questions (e.g., General Questions), you can at least guess in a way that’s most advantageous to you. Guessing is never ideal, but planning for it and being strategic about it is much better than just guessing on whatever random questions happen to come your way (some of them likely easy) after you’ve decided it’s time to panic.
Okay – now, back to the tactics for General Questions:
Look for the Answer in the Passage First
There’s not much more to be said about this step. Looking for the answer in the passage before looking for the correct answer choice should always be your default approach on both SAT and ACT Reading. But a lot of students seem to believe it’s okay (or even necessary) to abandon their normal approach on General Questions. That’s not true, and this “tactic” is simply meant to remind you of that fact.
Bird’s Eye Analysis
Literally speaking, a “bird’s eye view” is a view from high in the air. Figuratively speaking, this idiom refers to a broad, top-down perspective, one that provides the observer with a sense of the “lay of the land” – the big picture. SAT Reading General Questions test your skill at performing such high-level textual analysis.
Now that we understand what doing a bird’s eye analysis means, here are the steps for performing such an analysis:
- Read the title. It’s always listed in the background information provided above each passage.
- Read the first sentence or two, and last sentence or two, of the first paragraph. (Or, if the first paragraph is short, read the whole thing.) Often, thesis statements appear here.
- Take note of any questions asked near the beginning of the passage. These often indicate main ideas.
- Read the last sentence or two of the entire passage.
- If the main idea/s still isn’t clear to you, read the topic sentence of each body paragraph in the passage.
That’s it, my friends! If you memorize the above three tactics for General Questions and the five steps of the Bird’s Eye Analysis, and if you apply them consistently, you can master this question type.
Of course, the devil is in the details, as the saying goes. Learning a set of tactics isn’t the same thing as learning how to effectively apply those tactics in a variety of contexts. As always, practice makes perfect. Just make sure you’re practicing with official exams only. The only book with official ACT exams is “The Official ACT Prep Guide.” The only book with official SAT exams is “The Official SAT Study Guide.” If you don’t yet have a copy of the official guide for your test, it’s imperative that you get one now. Don’t work with fake practice tests!
Also, as with any skill, mastery of ACT and SAT Reading can often be attained much more quickly with the help of a good coach.
- What are the three tactics for General Questions?
- What are the five steps of the Bird’s Eye Analysis?
- What are the two main reasons for saving General Questions for last?
- Should all questions asking you to analyze the whole passage be treated as “General Questions”? | <urn:uuid:681927a6-76d3-45b9-9435-5cae1207644b> | CC-MAIN-2022-27 | https://quizhacker.net/mastering-act-and-sat-reading-general-questions/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00122.warc.gz | en | 0.942861 | 2,053 | 3.328125 | 3 |
Observations and experiments on regeneration in Hydra viridis
Development, Genes and Evolution
Regeneration Y)uring the past three years, several papers have appeared dealing with regeneration and grafting in various species of Hydra. These papers have, in the main, formed the starting point for the following experiments which were made in the hope that they would throw additional light on the processes of regeneration and regulation in this form. The work was carried on during the winter of 1900--1901, under the direction of Professor T. It. MORGAN to whom I am indebted for helpful
... ed for helpful advice and criticism. I. Material and Method. The small green polyp, Hydra viridis, was used in all the experiments as it could be obtained in great numbers throughout the winter months, and also because it regenerates more quickly, and seems to survive more severe operations than does the larger form, Hydra grisea. A shallow dish with a thin layer of paraffine in the bottom was used in making all the experiments. The dish nearly full of fresh water, was placed on the stage of a dissecting microscope and the animals to be operated upon were then transferred to it. The polyps very soon attached themselves to the paraffine, and cuts were then made with a small sharp scalpel in any desired direction. | <urn:uuid:6fe04969-1a58-49da-ae06-008a822b8273> | CC-MAIN-2021-39 | https://scholar.archive.org/work/7u5axsh565dp7frxainsvxaaaq | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057303.94/warc/CC-MAIN-20210922011746-20210922041746-00400.warc.gz | en | 0.96503 | 270 | 2.765625 | 3 |
SUMMARY OF FINDINGS
PROFILE OF TELEWORKERS
In the 3 months to October 2001, an estimated 244,700 or 8% of employed persons teleworked. Teleworkers were defined as employed persons aged 15 years and over in NSW who worked at a fixed workplace, for a business that was not based at their own home and in the last 3 months worked at home during normal business hours for a full or part day.
The majority (176,200 or 72%) of teleworkers live in Sydney, with the remaining 68,500 (28%) residing in the balance of NSW. Of those who teleworked, 58% (142,300) were male and 42% (102,400) were female, which was not significantly different from the sex distribution of employed persons generally.
The most common age group for teleworkers was 35-44 years, which accounted for 92,300 (38%) of teleworkers. Younger and older workers were less likely to telework. Of those who teleworked, 5% (13,400) were aged 15-24 years and 8% (19,900) were aged 55 years and over.
Over the same period, a further 355,200 or 12% of employed persons only worked at home after normal business hours. Employed persons aged 45-54 years accounted for the largest proportion of those who only worked at home after normal business hours (103,700 or 29%), whilst those aged 15-24 years (25,500 or 7%) represented the smallest proportion.
SECTOR OF EMPLOYMENT
The private sector accounted for an estimated 79% (1,934,300) of employees, with the government or public service accounting for 467,200 (19%) employees. Though a large majority (74%) of teleworking employees worked in the private sector, a greater proportion of public sector employees teleworked compared to those employed in the private sector. Of those who worked for the government or public service 10% (44,800) teleworked, whilst only 7% (142,300) of private sector employees teleworked.
Public sector employees were also more likely to work at home only after business hours. Of employees in the government or public service 22% (102,000) worked at home only after business hours, compared to 10% (192,900) of private sector employees.
Teleworking employees used a variety of technological facilities. The most commonly used facilities by teleworking employees included telephone (72%), mobile phone (68%), Internet (67%) and email (65%).
Close to two thirds (62% or 119,900) of teleworking employees used a facility supplied by their employer. The facilities most commonly supplied to teleworking employees were a laptop computer (44%) and mobile phone (37%). Email, Internet and logging on to work computer from home were also common (21%, 19% and 17% respectively).
The main reasons for teleworking were work commitments/job requires it (33%), less distractions (15%), childcare/family considerations (13%) and greater productivity (12%). More female than male teleworkers gave childcare/family considerations as the main reason for teleworking (21% compared to 7%).
An estimated 87% (213,000) of all teleworkers used a car for at least part of the trip to work when they were not teleworking. Other types of transport used by teleworkers included train (12%), walking (9%) and bus (8%).
TELEWORK MORE OFTEN
Almost half of all teleworkers 47% (115,300) would like to telework more often, whilst 38% (134,400) of those who work at home only after normal business hours would also like to telework. The most common reasons given by all employed persons for not teleworking more often were type of work not suitable (63%), employers not allowing it (14%) and lack of equipment (12%).
Of those employed who do not do any work at home for their job or business, 27% (566,700) reported that they would like to telework. Reasons given for not teleworking were type of work not suitable (75%) and employers not allowing it (13%).
APPENDIX ADDITIONAL DATA
ADDITIONAL DATA AVAILABLE
In addition to the statistics provided in this publication, ABS can produce upon request customised tables cross-classifying any of the following information. Information collected in the survey included:
Type of household, e.g. person living alone, married couple only, etc.
Population, Sydney/balance of state
Age/sex of survey respondent
Whether has formal agreement with employer to telework
Reasons for teleworking
If teleworking, whether would like to telework more often
Reasons for not teleworking more often
If not teleworking, whether would like to telework
Reasons for not teleworking
Use of technology
Whether used technology facilities at home while teleworking
Which technology facilities are used
Whether technology for employees is provided by employer
Frequency of teleworking
Number of whole days
Number of part days
Travel mode to work
Distance to work
Whether shared car journey with others
Whether car is used on teleworking days
Portion of trip to work by car for teleworkers
To discuss your data requirements or for further information regarding this survey please contact Yelena Fridgant on Sydney 02 9268 4672.
This page last updated 8 December 2006 | <urn:uuid:a5258616-b98f-41ca-8c5e-4892a5c4a105> | CC-MAIN-2013-20 | http://abs.gov.au/AUSSTATS/abs@.nsf/ProductsbyReleaseDate/0B92EF6F04E14868CA256B97007E2C57?OpenDocument | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368709037764/warc/CC-MAIN-20130516125717-00076-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.964483 | 1,125 | 2.515625 | 3 |
Pacific nations are determined to fulfill their international commitments to conserve the ocean around them, despite the lack of data on bioregions within their countries to support their efforts.
However, the current marine bioregions that cover the Pacific Ocean are at spatial scales that are too broad to support national marine spatial planning.
The southwest Pacific bioregionalisation will enable the design of ecologically representative national systems of marine protected or managed areas within offshore and inshore environments in the Pacific. A diversity of authors from or supporting the Pacific region have developed the first combined oceanic and coastal marine bioregionalisation at national scales, with demarcation of 262 deep-water and 103 reef-associated bioregions across the southwest Pacific.
“Bioregions” are defined areas with reasonably similar groupings of biological and physical features that do not require complete data on all species, habitats and processes.
A data-driven approach has been used by the authors to identify and map the marine bioregions, differentiating between the deep-water and reef-associated bioregions. The bioregions have been reviewed by technical experts in the region to make sure they make sense.
The paper titled “National-scale marine bioregions for the Southwest Pacific” which was recently published in the journal Marine Pollution Bulletin, analyses how the new marine bioregionalisation plays a critical role in assisting the countries to develop or enhance spatial planning across the southwest Pacific. For instance, the countries can design ecologically representative systems of marine protected areas by ensuring that examples of every marine bioregion are included in the final design.
The deep-water bioregions were classified with 30 environmental datasets derived from satellite or ship measurements. The reef-associated environments, required records of 806 taxa at 7369 sites to predict the probability of observing taxa based on environmental variables.
Because many bioregions cut across the national jurisdictions, shared bioregions have also been determined in the study. For Fiji, a total of 23 deep-water bioregions have been identified which are all shared while out of the 12 reef-associated bioregions identified, three are shared.
The authors believe that the marine bioregions make an important contribution in providing the biophysical data layer required to improve effective spatial planning across the Southwest Pacific.
Coastal view from Lau. Credit: Wildlife Conservation Society.
The authors of the study are Maria Beger, Hans Wendt, Jonah Sullivan, Claire Mason, Jimaima LeGrand, Kate Davey , Stacy Jupiter , Daniela M. Ceccarelli , Alex Dempsey , Graham Edgar , David A. Feary , Douglas Fenner, Marian Gauna , Hannah Grice , Sahar Noor Kirmani , Sangeeta Mangubhai , Sam Purkis, Zoe T. Richards, Randi Rotjan , Rick Stuart-Smith , Helen Sykes , Naushad Yakub , Andrew G. Bauman , Alec Hughes , Jason Raubani , Adam Lewis , Leanne Fernandes
The paper can be assessed from: https://doi.org/10.1016/j.marpolbul.2019.110710 or by contacting the Wildlife Conservation Society directly on email@example.com | <urn:uuid:f712a3d7-32ff-4808-a6b3-e8ea95bc8e5c> | CC-MAIN-2021-31 | https://fiji.wcs.org/Blog/articleType/ArticleView/articleId/13518/National-scale-marine-bioregions-for-the-Southwest-Pacific.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154310.16/warc/CC-MAIN-20210802075003-20210802105003-00372.warc.gz | en | 0.887934 | 683 | 3.4375 | 3 |
Study examines whether online tools can aid in depression treatment during pregnancy
Many pregnant women struggling with depression do not want to take medications because of the risk factors, which include low birth weight and premature birth.
Researchers at the University of Pennsylvania, who are looking for ways to make alternative forms of treatment easily available for women, are examining whether online tools can be helpful.
Women participating in this new study can use a computer program to keep track of their moods, learn about symptoms of depression, and participate in role-playing exercises.
Video tutorials explain how treatment works, and how depression affects people's lives.
Psychiatrist Deborah Kim, who is leading this research at the Penn Center for Women's Behavioral Wellness, says the online tools do not replace meeting with a therapist, but make those required visits shorter and less frequent.
"Lack of time, transportation, money, child care are all barriers to getting treatment for pregnant women, so we think that hopefully using the computer will be helpful in terms of increasing access to treatment," Kim said.
Kim says this research, along with other studies at Penn, is evaluating how effective computer tools are in therapy, and whether patients readily accept them.
Anyone interested in participating in this study can call 215-573-8880 and ask for Lisa.
Support provided by | <urn:uuid:46fb8ab6-7b13-49a0-92a0-f4dc75348ee7> | CC-MAIN-2017-04 | http://www.newsworks.org/index.php/local/item/42904 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00064-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.936407 | 268 | 2.59375 | 3 |
Mistress and Maid is a genre painting by Dutch Golden Age artist Johannes Vermeer. It was created in 1666. This work is located in The Frick Collection in New York City.
The painting represents Johannes Vermeer’s lifelong dedication to elegant scenes of the everyday lives of mostly wealthy people, usually involving female characters intent on displaying, deliberately or unwittingly, an important aspect of their existence.
In this case, the event we are observing in Mistress and Maid is clearly playing out without its participants being aware of themselves, or us.
A maid is handing a letter to her lady who, interrupted in the act of writing, has looked up from the paper before her, over which she has dropped her pen, and brought her left hand to her chin. The hand and the half-open mouth make us think that the lady is either thrilled or distressed at receiving the letter.
But the maid’s serenity reassures us at once that the contents of the envelope cannot be truly bad. Indeed, the half-allusion we imagine in the maid’s face, combined with the lady’s excitement, has made many a spectator instinctively decide that the letter must be a love letter.
Vermeer has therefore transformed an occurrence of manifest triviality — the delivery and reception of a letter — into a surprisingly intimate space. We believe we read something in the two women’s faces, and we wonder. We perceive our presence, for a moment, as being that of intruders upon a private event.
This is a genre painting, displaying a scene of someone’s everyday life and telling us something by means of concrete elements of scenery and identifiable human acts. With typical realism, Vermeer allows us to observe the pen and paper under the lady’s hand, and then an inkwell and an inkpot on a tray beside.
The wooden case further left is likely where all of these instruments were stored. Writing, we are reminded today, is a complex procedure in the Baroque.
One expectation of Vermeer’s style that Mistress and Maid disappoints is the studiously elaborate background, here entirely absent. We are presented with the two figures in light surrounded by utter darkness. The cause, rather than being stylistic, was most likely that the artwork, painted in Vermeer’s late years, never had the fortune of being finished.
The absolute darkness in which Vermeer would thus appear to have generated his subjects seems to confirm the assumption that he relied on a procedure inspired by the camera obscura – especially for Mistress and Maid.
The camera obscura for Dutch painters would have primarily been a portable box with a hole on one side through which light could pass and project an illuminated vision of the object on one side of the hole. Vermeer is thought to have not only used the camera obscura to visualize the impacts of light on objects, but he may have even had a system of several mirrors to amplify the projections of the camera obscura method and visualize complex stationary objects, like still-lives, from several angulations.
Looking at Mistress and Maid we can readily imagine how a conical projection of light from the lower left-hand side might have come onto the scene from a single circular passage.
It may also explain why areas in light in such paintings as this, where an object is strongly impacted, appear as patches out of focus. The particular distance of their different parts from that single source of light would be responsible for this.
Yet precisely because of its exceptional decontextualization, Mistress and Maid allows us to admire in purer form the virtuosity of Vermeer’s brushstroke and the effect of strong lighting, all from one side and all cold, which can only fail to impress if we have seen it often elsewhere in his collection.
We absorb ourselves easily in the lady’s canary-yellow vest with furred edges, her necklace and earring, Vermeer-Esque chignon, and expressive profile. The jewelry is glinting in the shine; the creases in the vest are expressly distinct and recognizable one by one, despite the pools of white wrought by the illumination from the left.
For a comparison see Study of a Young Woman, a.k.a. Girl with a Veil (c. 1667), a perfect contemporary of Mistress and Maid. The soft lines of the young woman there are similarly invested by white light from the left. The features of her face are largely dissolved and, if she had any eyebrows, they do not appear at all.
Vermeer’s light thereby obliterates the detail to delineate the essential form. Like in Mistress and Maid, in Girl with a Veil too, and even more strongly, we feel we are in the presence of a human personality we can understand.
Mistress and Maid was likely sold at the 1696 auction in Amsterdam alongside many other Vermeer paintings. It belonged to several European collections prior to its purchase in 1919 by the magnate Henry Clay Frick. It was one of the last purchases which he personally inducted into the Frick Collection, today in New York City. | <urn:uuid:f81331c7-d8c5-4297-8c58-1ddd160e0d3b> | CC-MAIN-2022-40 | https://arthistory.co/mistress-and-maid-johannes-vermeer/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335350.36/warc/CC-MAIN-20220929100506-20220929130506-00263.warc.gz | en | 0.963587 | 1,067 | 2.671875 | 3 |
The gender discourse of today is ripe with words such as “patriarchy” and “structural oppression”, words that are meant to convey that men as a group hold power over women as a group. At the same time, more and more people are starting to question whether these terms can be said to accurately describe reality. Some even go as far as to claim that “the patriarchy” is a fantasy that has no correlate in real life.
Personally, I don’t believe that the word patriarchy is a fantasy, but I do believe that it has been misinterpreted–or misconstrued–more or less beyond recognition.
So what is the patriarchy, in the true sense of the word? Patriarchy is a system where men work in the public sphere and women work in the private sphere. No more, no less.
The contemporary gender discourse, however, tends to focus exclusively on the fact that important and influential roles in society are filled by men in a patriarchy, and use this observation to conclude that patriarchy is about male dominance and male power. Through this generalization, the power of a small subset of men, is taken to represent all men, without investigating whether other men really have any power. Another factor that also isn’t investigated is whether the small subset of men with power use their power to help other men. If not, it cannot really be said to be a male power.
Yet another example of how the concept of patriarchy is misunderstood, was given to me through a press release of a Swedish book investigating closed networks of men with power between the years 1890 and 1960. The focus of the author is how these networks were explicitly closed to women, through jargon and invisible codes. In other words, there is an assumption that the jargon was used to keep women out of the boardrooms and other seats of power. In my opinion, however, this is a clear misrepresentation and misunderstanding of the workings of patriarchy.
The jargon and invisible codes of these powerful Swedish men of the past were not mean to shut out women, they were meant to shut out everyone who wasn’t part of the group–men and women alike. Furthermore, the women who were married to these men were likely very happy with their situation, and not at all looking to take over their husbands’ jobs. This was at a time when biological sex and gender roles had yet to be differentiated.
Today’s gender experts therefore misinterpret patriarchal societies in a number of ways:
- The power of a tiny subset of men is taken to represent all men, instead of seeing the powerlessness of most men.
- It is assumed that the men at the top helped other men, but in reality they used other men for wars, mining, construction, etc. There is no evidence that the men in power were reluctant to use other men to build society, regardless of the hardships, injuries and deaths that were required.
- So called male networks were really networks for the rich and powerful. Women didn’t ask to be part of these networks, since gender roles were still fused with biological sex in the cultural awareness.
My take on the word “patriarchy” is that it was once an adequate term for describing traditional societies that had agrarian farming as their base. However, through repeated misuse of the word, it has been hijacked and misconstrued to mean something very different. At this point in time, there’s not much point in using the word at all, since there is no longer a clear definition. | <urn:uuid:98646488-59b2-497d-9483-10514fa3278c> | CC-MAIN-2016-18 | http://www.pellebilling.com/2010/04/misinterpreting-patriarchy/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860121618.46/warc/CC-MAIN-20160428161521-00205-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.980454 | 728 | 2.890625 | 3 |
Phillips, L. G. & Moroney, K. (2017). Civic action and learning with a community of Aboriginal Australian young children. Australasian Journal of Early Childhood, 42(4), 87-96. doi:10.23965/AJEC.42.4.10
Civics and citizenship are increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic Action and Learning with Young Children: Comparing Approaches in Australia, New Zealand, and the United States this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focussing on families, communities and neighbourhoods. Cultural readings of illustrative examples of how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education. | <urn:uuid:c56519f0-d0a6-4578-87fa-513a4ce2ef0f> | CC-MAIN-2021-31 | https://louptales.education/projects/civic-action-and-learning-with-a-community-of-aboriginal-australian-young-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154163.9/warc/CC-MAIN-20210801061513-20210801091513-00260.warc.gz | en | 0.893438 | 241 | 3.484375 | 3 |
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. Forest land cleared for agriculture.
- v. To clear forest land for agriculture; remove stumps.
from the GNU version of the Collaborative International Dictionary of English
- n. The act or offense of grubbing up trees and bushes, and thus destroying the thickets or coverts of a forest.
- n. A piece of land cleared of trees and bushes, and fitted for cultivation; a clearing.
- transitive v. To grub up, as trees; to commit an assart upon.
from The Century Dictionary and Cyclopedia
- In English law, to grub up (trees and bushes); clear (wood-land).
- n. In English law: The act of grubbing up trees and bushes in a forest. A tree grubbed up by the roots. A piece of land cleared, as by grubbing.
Sorry, no etymologies found.
'Therefore, Father, it was no great surprise to us, some four days ago, when a lad from an assart west of us came running in haste to tell us how his father's cot and holding was laid waste, his family fled eastward, and how a Welsh raiding party was drinking its fill in what remained of his home, and boasting how it would disembowel the nunnery of Godric's Ford.
The news was surely making its way about the countryside by this time, from village to village and assart to manor round the shire, and no doubt men and women in the streets of Shrewsbury were busily allotting the blame to this one and that one, with Elis ap Cynan their favourite villain.
The thicker woodland opened out on the southern side of the track, letting light through the trees to enrich the grasses and wild ground plants below, and someone had chosen this favourable spot to cut out an assart for himself.
The first here were from an assart only cut from the woods a few years back, it was a godsend indeed to them.
Passing by at a smart trot the forester's assart near Chenet, with only a maidservant and two grooms in her train, and striking an elusive spark in Cadfael's memory.
From the forester's small assart among the trees it was possible to see the cleared grey of the track in broken glimpses between the old trunks, for the growth was close enough to keep the ground almost clear of underbrush.
Having had so little sleep they made no haste, but went steadily, and took whatever rests offered along the way, wherever a solitary assart provided the hospitality of a bench by the hearth, and a few minutes of neighbourly gossip in passing.
The cottage lay in a cleared assart in the forest, with a neat garden about it, and when Hyacinth reached it the door was standing open, and within the house a girl was singing softly to herself as she worked.
Brother Cadfael rode for Eilmund's assart in the middle of the afternoon, with the new crutches Brother Simon had cut to the forester's measure slung alongside, good, sturdy props to bear a solid weight.
The hermit's boy's come back to say you're needed at Eilmund's assart, and Father Abbot says take a horse and go quickly, and bring him back word how the forester does. | <urn:uuid:aaa12229-1f71-461c-80fb-2b00c77580d5> | CC-MAIN-2015-11 | https://www.wordnik.com/words/assart | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936464840.47/warc/CC-MAIN-20150226074104-00177-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.967483 | 729 | 2.9375 | 3 |
This clinic, which is for well babies only, is run by a doctor or nurse practitioner and a health visitor. All parents are encouraged to attend with their children for developmental checks, weighing and advice. Babies aged 8 weeks will have their checks with one of our clinicians; all other checks are normally conducted with the health visitor.
Your baby will experience a lot of physical changes in the first two months of life, which is why the more detailed examination is repeated at six to eight weeks.
The examinations aim to:
- check that your baby is healthy
- identify any problems or conditions that may need monitoring, further investigation or treatment
Before your baby’s physical examinations, the healthcare professional will describe what they are going to do, and ask for your consent. Don’t be afraid to ask questions before, during and after the examination.
Afterwards, the healthcare professional will record the outcome of the examinations in your baby’s personal child health record.
Parents in the United Kingdom are routinely offered a range of vaccinations for their children to protect them, and others, from the spread of dangerous infectious diseases. The vaccinations, and the ages at which they are normally given, can be found on the NHS Website and the schedule below :
Officially referred to as the DTaP/IPV/Hib vaccination, this protects against diphtheria, tetanus, whooping cough, polio and the haemophilus type B flu which is commonly known as hib. It is injected into babies’ thigh muscles in three doses at 8, 12 and 16 weeks of age. (An additional boost for the Hib vaccine is administered at 12-13 months as part of the combined Hib/MenC booster, see below.)
This protects against pneumonia, septicaemia, meningitis (other than meningitis C) and other infections caused by the streptococcus pneumoniae bacterium, which present a heightened risk to children under the age of two. The vaccine is administered in a three-jab course when the child is two months, four months and 12-13 months old.
Meningitis C Vaccine
The MenC jab, given at three months and four months, protects against the virulent meningitis C and septicaemia strains caused by the meningococcal group C bacteria. (An additional boost for this vaccine is administered at 12-13 months as part of the combined Hib/MenC booster, see below.) Since this vaccine was introduced in 1999, there has been a 99% drop in the number of lab-confirmed cases in people under the age of 20.
Hib/MenC Booster Vaccine
This booster against hib and meninigitis C is given at 12-13 months, together with the pneumococcal and MMR vaccines.
This vaccine protects against measles, mumps and rubella. It’s administered at 12-13 months, together with the Hib/MenC booster and pneumococcal vaccines, and again at about 3 years 4 months of age or soon thereafter.
Officially known as the DtaP/IPV booster, this protects against diphtheria, tetanus, whooping cough and polio, and is given together with the MMR vaccine at about 3 years 4 months of age or shortly thereafter.
In addition to these routine immunisations, there’s a range of vaccines available for babies and children who may be at special risk, including tuberculosis, flu, and hepatitis B.
The Groves provides a comprehensive range of confidential advice and information about pregnancy, contraception and sexual health, including:
- Contraceptive options such as
- the combined oral contraceptive pill
- the progestogen-only pill
- progestogen injections
- free emergency contraception
- fitting and checking of diaphragms and coils (IUD’s & IUS – hormonal coil)
- hormonal implant fitting and retrieval
- Sexually transmitted infections (STIs)
- Cervical screening
- Pre-conception advice and fertility awareness information
- Unplanned pregnancy
- Pre-abortion and post-abortion counselling and referral
- Vasectomy counselling and procedures
- Sterilisation counselling and referral
- Menopause advice
Maternity care is normally shared between your family health centre, here at The Groves, our community midwife and a hospital. When you know you are pregnant (a home pregnancy test is now the best way to confirm this), please make an appointment so we can arrange your care with the maternity services.
A healthy diet is an important part of a healthy lifestyle at any time, but is especially vital if you’re pregnant or planning a pregnancy. Eating healthily during pregnancy will help your baby to develop and grow, and will keep you fit and well. Read more about healthy eating during pregnancy at the NHS website.
All pregnant women are now to be offered vaccination against whooping cough when they are 28-38 weeks pregnant. For more information, please visit the NHS website.
By appointment on referral by GP or nurse
Headed by Dr Ayad Kurukgy, the Minor Surgery Centre at The Groves offers appointments at weekly clinics for a wide range of minor surgery treatments.
Cryosurgery, the application of extreme cold to destroy diseased tissue for both verrucas and warts, is also available at The Groves.
What is occupational health?
Occupational health professionals aim to find out what the impact of your work is on your health, and make sure you are fit for the work you do. Our team of experts that fill occupational health roles are tasked with preventing work-related diseases and carrying out assessments. This includes sudden injury at work (e.g. through a slip or trip) and long-term exposure to hazards, such as repetitive strain injury or stress.
Occupational health also involves pre-employment medicals, preventing work-related diseases, through safe working practices, ergonomics, health surveillance of the workforce and sickness absence management.
Your employer can refer you to occupational health if you have a health problem – including mental-ill health – that is affecting your work or causing you to take time off sick, particularly if this is more than two or three weeks at once. Occupational health referrals are intended to see what adjustments may need to be made to support you at work.
Our occupational health specialists and clinical team offer companies pre-employment checks, annual checks, sickness absence assessment and specialist medicals and travel health for employees posted abroad, or in special ‘at risk’ groups, such as oil and gas industry.
Sexual Health Service
We offer a full sexual health service for registered and non registered patients including;
- HIV Testing
- Chlamydia Testing
- Long Acting Reversible Contraception (LARC)
- Oral Contraception
- Emergency Contraception
Private GP and Medical Services
Private GP and medical services are also available for patients and families throughout the region. | <urn:uuid:0988f511-3c14-41f0-9f6f-faad934f4079> | CC-MAIN-2019-30 | https://www.thegrovesnhs.org/practice-information/clinics-services/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524548.22/warc/CC-MAIN-20190716115717-20190716141717-00436.warc.gz | en | 0.939691 | 1,438 | 2.625 | 3 |
While there is broad consensus about the necessity to reduce humanity’s adverse impacts on the Earth system, it is becoming increasingly clear that this transformation cannot solely be achieved through technological advances and political regulations. More and more stakeholders acknowledge that the ‘great transformation to sustainability’ will need to involve substantial changes in lifestyles and human behavior patterns for large parts of the world’s pop - ulation, particularly in the industrialised countries.
Based on the insights from disciplines such as neuroscience and social psychology there is a grow - ing understanding that merely increased knowledge and cognitive insights are not sufficient to drive these required changes in behavior patterns and lifestyles. Rather these changes seem to require deeper ‘inner’ changes in the human mind and core values, attitudes, culture and belief systems. Stimulated partly by the Pope’s latest encyclical ‘Laudato Si’ and similar assess - ments on the part of other religious leaders, there are growing discussions about the connection between climate change and spiritual questions and worldviews. In this context it is being explored how the cultivation of specific human qualities, ethical values, virtues and mindsets such as empathy, mindfulness, connected - ness and altruism, can facilitate transformations towards sustainability. For example, mindfulness practices could lead to more frugal consumption patterns through more conscious choice-making.1 Compassion practices on the other hand are considered as drivers of pro-social be - havior, eg. in prisoner’s dilemma or conflict situations.2
While such practices used to be fostered primarily in the context of individual well-being and personal development, their collective cultivation is now considered increasingly to be an important underpinning of social change towards sustainability. Defined by Thomas Bruhn
1. K. W. Brown and T. Kasser, ‘Are Psychological and Ecological Wellbeing Compatible? The Role of Values, Mindfulness, and Lifestyle,’ Social Indicators Research, 74:2 (2005), 349–368. T. Ericson, B.G. Kjønstad and A. Barstad, ‘Mindfulness and sustainability,’ Ecological Economics 104 (2014), 73-79.
2. S. Leiberg et al., ‘Short-term compassion training increases prosocial behavior in a newly developed prosocial game,’ PLoS ONE 6:3 (2011): e17798. T. Singer and M. Bolz, Compassion: Bridging practice and science (Max Planck Institute for Human Cognitive and Brain Sciences, 2013). | <urn:uuid:15857b9c-29c1-48ea-90d0-7d0e961d0474> | CC-MAIN-2020-29 | https://thedistanceplanlexicon.org/INNER-TRANSFORMATION | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657140746.69/warc/CC-MAIN-20200713002400-20200713032400-00496.warc.gz | en | 0.900463 | 525 | 2.921875 | 3 |
Date of introduction and origin
Hydroides ezoensis was first recorded in 1976 in
Southampton Water and is thought to have been introduced in that
year (Thorp, Pyne & West 1987; Zibrowius & Thorp 1989)
probably from Japan. It originates in Asia where it is found on the
Japanese and east Chinese coasts, and the Russian coast of the Sea
Method of introduction
Probably introduced on the hulls of Nissan and Datsun car
transporters to Southampton, Hampshire, and possibly also in
ballast water (C.H. Thorp pers. comm.).
Reasons for success
Its success in Southampton Water was due to high levels of
phytoplankton and hot summers. This would have encouraged this
suspension-feeding serpulid to grow rapidly and reproduce. Success
is also possibly due to a lack of predators and favourable physical
conditions, including long residence time of water in the dock.
Southampton Water is dominated by phytoplankton populations which,
in summer, may exceed those elsewhere in the Solent by a factor of
three or four (Anon 1976; Williams 1980). 1976 witnessed an
extraordinarily prolonged and hot summer with sufficient sunshine
to maintain high levels of phytoplankton within Southampton Water.
High levels of phytoplankton, coupled with elevated temperatures
within Southampton Water, would have enabled this
suspension-feeding serpulid both to grow rapidly and to reproduce.
Crisp (1958) emphasised that Southampton Water, due to its enclosed
nature and small tidal range, would exchange water very slowly with
that of the Solent. The consequent 'retention' of water within
Southampton Water could have contributed to a rapid build-up of the
H. ezoensis population through retention of larvae, as
Crisp (1958) suggested for the non-native barnacle Elminius
Rate of spread and methods involved
This species has not spread outside the Solent (Thorp, Pyne
& West1987; Zibrowius & Thorp 1989). It was introduced into
France with Crassostrea gigas (Gruet, Héral & Robert
1976; Zibrowius 1978) but died out (Thorp, Pyne & West
It is only found in the Solent area, including the harbours
complex of Portsmouth, Langstone and Chichester. Outside of
Southampton Water numbers are very small and, apart from a
significant population at Cowes, Isle of Wight, comprise mostly
single individuals with no aggregation. A dense fouling population
on the hull of HMS Cavalier, transferred from Southampton
Water to Brighton Marina in 1984, failed to reproduce and rapidly
deteriorated (C.H. Thorp pers. comm.). The only other record in
Europe was from the Atlantic coast of France (Gruet, Héral &
Robert 1976; Zibrowius 1978) where Hydroides ezoensis was
introduced with imported oyster spat from Japan. This introduction
was very short-lived and apparently did not spread from the point
of introduction (Thorp, Pyne & West 1987).
Factors likely to influence spread and distribution
It only survives where there are good planktotrophic waters
and its failure to colonise Brighton Marina following transfer on a
ship's hull may be due to insufficient food availability (Thorp,
Pyne & West 1987). In its native Japanese waters
H.ezoensis appears to require temperatures of
approximately 20oC to spawn and settle (Miura & Kajihara 1984).
However, its distribution suggests that lethal temperatures have
little influence over the spread of the species. Thorp (1994) has
shown for the serpulid Ficopomatus enigmaticus that even
when minimum temperatures are reached, spawning may be delayed in
the absence of adequate phytoplankton (Himmelman 1980).
Effects on the environment
It has unknown effects, although perhaps some displacement of
'waterline' green algae Ulva and Enteromorpha
occurs (C.H. Thorp pers. comm.). It has not displaced the heavy
sea-squirt-dominated fouling community at an immediately lower
Effects on commercial interests
It is a severe fouling organism on harbour structures and
ships' hulls throughout Southampton Water. While this additional
fouling load does not appear to have had any deleterious effect on
fixed harbour structures, it has caused flotation problems of buoys
and added considerably to fouling of poorly-protected ships.
Control methods used and effectiveness
It can be removed by scraping of buoys and ships' hulls.
It probably adds to the diversity and success of indigenous
species. Within the bulk of its massive encrustations (30 cm thick
(Thorp, Pyne & West 1987)) is a protected habitat for
free-living and sessile invertebrates (C.H. Thorp pers. comm.). It
provides food: the opercula and branchial crown are eaten by fish
predators, and larvae and eggs are produced in very large numbers,
food for filter-feeders (C.H. Thorp pers. comm.).
This massive introduction, initiated almost certainly in 1976,
passed without comment until specimens were removed from the hull
of a fouled tug in 1982. Although enquiries elicited the
information that heavy tube-worm fouling had been observed in 1980,
and perhaps earlier, it was only the 'accident' of a research
student collecting fouling algae that brought the massive
encrustations to light.
Anon. 1976. Langstone Harbour study: the effect of sewage
effluent on the ecology of the harbour. Unpublished report to
Southern Water Authority by Portsmouth Polytechnic.
Crisp, D.J. 1958. The spread of Elminius modestus
Darwin in north-east Europe. Journal of the Marine Biological
Association of the United Kingdom, 37: 438-520.
Gruet, Y., Héral, M., & Robert, J.M. 1976. Premières
observations sur l'introduction de la faune associée au naissan
d'huîtres japonaises Crassostrea gigas (Thunberg), importé
sur la côte atlantique Française. Cahiers de Biologie
Marine, 17: 173-184.
Himmelman, J.H. 1980. Synchronisation of spawning in marine
invertebrates by phytoplankton. In: Invertebrate
reproduction, ed. by W.H. Clarke Jnr & T.S. Adams. 3-19.
Amsterdam, Elsevier (Developments in Endocrinology).
Imajima, M. 1976. Serpulidae (Annelida: Polychaeta) from
Japan. I. The genus Hydroides. Bulletin of the
National Museum, Tokyo, Series A (Zoology), 2:
Miura, T., & Kajihara, T. 1984. An ecological study of the
life histories of two Japanese serpulid worms, Hydroides
ezoensis and Pomatoleios kraussi. In:
Proceedings of the First International Polychaete Conference,
Sydney, Australia July 1983, ed. by P.A. Hutchings: 338-354.
The Linnaean Society of New South Wales.
Thorp, C.H. 1994. Population variation in Ficopomatus
enigmaticus (Fauvel) (Polychaeta: Serpulidae) in a brackish
water millpond at Emsworth, West Sussex, UK. Memoires de Museum
National d'Histoire Naturelle, 162: 585-591.
Thorp, C.H., Pyne, S., & West, S.A. 1987. Hydroides
ezoensis Okuda, a fouling serpulid new to British coastal
waters. Journal of Natural History, 21:
Williams, P.J. le B. 1980. Phytoplankton in Southampton Water.
In: The Solent estuarine system: an assessment of
present knowledge. 25-36. Natural Environment Research
Council, Publications Series C. No. 22.
Zibrowius, H. 1978. Introduction du polychète Serpulidae
japonaise Hydroides ezoensis sur la côte atlantique
française et remarques sur la repartition d'autres espèces de
Serpulidae. Téthys, 8: 141-150.
Zibrowius, H., & Thorp, C.H. 1989. A review of the alien
serpulid and spirorbid polychaetes in the British Isles.
Cahiers de Biologie Marine, 30: 271-285.
Acknowledgements (contributions from questionnaire)
Dr C.H. Thorp, University of Portsmouth. | <urn:uuid:1d143e0e-b4aa-4428-ac73-f07720e1270f> | CC-MAIN-2016-30 | http://jncc.defra.gov.uk/page-1699 | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257829325.58/warc/CC-MAIN-20160723071029-00178-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.820814 | 1,964 | 3 | 3 |
For the bovinator, lexical token matching patterns are inlined. When the grammar-to-lisp converter encounters a lexical token declaration of the form:
%token <type> token-name match-value
It substitutes every occurrences of token-name in rules, by its expanded form:
%token <symbol> MOOSE "moose" find_a_moose: MOOSE ;
Will generate this pseudo equivalent-rule:
find_a_moose: symbol "moose" ;; invalid syntax! ;
Thus, from the bovinator point of view, the components part of a rule is made up of symbols and strings. A string in the mix means that the previous symbol must have the additional constraint of exactly matching it, as described in How Lexical Tokens Match.
For the bovinator, this task was mixed into the language definition to simplify implementation, though Bison’s technique is more efficient. | <urn:uuid:1d65e7e5-7f0d-4899-b54f-18985852fc13> | CC-MAIN-2015-48 | http://www.gnu.org/software/emacs/manual/html_node/bovine/Grammar_002dto_002dLisp-Details.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398460942.79/warc/CC-MAIN-20151124205420-00133-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.867497 | 198 | 2.640625 | 3 |
Education is not against any religion, the head of the United Nations educational and cultural agency told Afghan authorities and families during a visit to the country to promote learning for women and girls, and to highlight the importance of Afghan cultural heritage as a vital economic asset.
“Providing education to girls and women is not against religious beliefs,” said Director General of the United Nations Education, Scientific and Cultural Organization (UNESCO), Irina Bokova, wrapping up a three-day visit to the country. “It enhances their opportunities to contribute to the development of their societies, to feel an integral part of them, and to benefit their families.”
In the capital, Kabul, Ms. Bokova visited the Ayesha-e-Durrani High School, named after the first Afghan women to open a school for local girls. Shuttered and damaged just a decade ago, today 1,600 students are enrolled in the school which includes computer and science laboratories.
“Here in this school I see the results of our work,” said Mrs. Bokova. “I have come here with a strong message of support. You are a country of ancient traditions and young talent.”
Despite positive changes in the education sector, three million Afghan children remain out of school. Of these, 70 per cent of these are girls, according to the latest figures cited by the UN Assistance Mission in Afghanistan (UNAMA).
During a meeting with President Hamid Karzai and other senior officials, Ms. Bokova praised the Government for promoting girls’ education and enhancing literacy in the country and reiterated UNESCO’s continued support on such issues.
She also noted that while difficult to change mindsets and traditional, Afghan women need to be given assurances that they are full members of society.
Before returning to Paris today, Mrs. Bokova met with students and workers in Afghanistan’s cultural sector, and toured the country’s rebuilt National Museum.
UNESCO has been working with the museum, whose curators preserved some archaeological pieces by hiding them during decades of war, to create programmes that showcase Afghanistan’s vast and unique cultural legacy. Recently some important historical sites have come under threat from mining interests and the Director General urged authorities to step up their efforts to preserve the country’s heritage.
“Countries across the world strive to reconcile modernity and preservation of their cultural heritage assets,” she said. “The cultural heritage of Afghanistan will be the future economic and social asset of your country, it will provide self confidence and pride to the people of Afghanistan.” | <urn:uuid:08196bdb-d64f-4fb6-a826-ab1060ece787> | CC-MAIN-2022-27 | https://www.alyunaniya.com/in-kabul-unesco-chief-spotlights-afghanistans-educational-and-cultural-gains/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103922377.50/warc/CC-MAIN-20220701064920-20220701094920-00318.warc.gz | en | 0.949335 | 535 | 2.5625 | 3 |
Of all the whales that live in the sea, the largest are blue whales. In fact, blue whales are the biggest known animals to have ever lived on our planet. Yep—even bigger than dinosaurs.
That’s what I found out from my friend Enrico Pirotta. He’s a researcher at Washington State University who is really curious about blue whales. Using math and science, he’s helping us learn more about blue whales and how they migrate along the Pacific Coast.
Pirotta explained that when baby blue whales are born, they are already massive. They weigh between 5 to 7 tons. They stretch about 22 feet long. They grow bigger and stronger, putting on a couple hundred pounds each day.
A mother whale nurses her calf a lot so it will quickly grow big enough to get food on its own. Blue whales take a big gulp of seawater and use baleen in their mouths as a way to filter out their food. They eat krill, a kind of plankton so small that we can barely see them.
“Nobody really knows why,” Pirotta said. “It’s a very important question. There isn’t one answer.”
But scientists do have a couple ideas, he added. Pirotta explained that the whales in the ocean today descended from ancestors that walked on land millions of years ago. As the whales adapted to life in the water, many changes took place.
Pirotta explained the ocean makes a pretty good environment for growing. There’s a lot of space and buoyancy. If you’ve ever floated in a swimming pool, you’ve likely got a sense of buoyancy. While our skeleton helps keep us upright, whales don’t rely on their skeleton as much. Because of the buoyancy, whale bodies can get bigger. They don’t have gravity pushing down on their body as much as we land animals do.
Being a large whale is also an advantage when you might not have dinner for a while. Food in the ocean can be pretty scattered. Whales can go several weeks without eating. They use their big bodies to store energy, just in case there aren’t a lot of krill around.
Another idea is that the large size, along with a layer of thick blubber insulation, help the whale stay warm in the water. Typically, large animals tend to lose body heat slower than small animals.
And of course, being the biggest animal in the ocean can also help ward off potential predators. It turns out being a giant in the deep serves a whale pretty well.
Make your own blubber! Tell me about your project at Dr.Universe@wsu.edu. | <urn:uuid:ca2afafe-533f-43e8-bb51-b38e68fb1263> | CC-MAIN-2020-45 | https://askdruniverse.wsu.edu/2017/01/17/why-are-whales-so-large/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00198.warc.gz | en | 0.95775 | 572 | 3.703125 | 4 |
The latest news from academia, regulators
research labs and other things of interest
Posted: June 26, 2006
Drug-loaded nanoparticles use two-pronged approach to kill cancer cells
(Nanowerk News) Tumor cells that develop resistance to multiple anticancer drugs are responsible for a majority of cases in which treatment ultimately fails. In most cases of multiple drug resistance, the tumor cells have evolved the ability to produce a protein in their membrane, known as p-glycoprotein (P-gp), that pumps anticancer agents back out of the cells before the drugs can exert their toxic effects. Certain types of nanoparticles have already demonstrated they can overcome multiple drug resistance by ferrying drugs into cancer cells, bypassing this protein pump.
The key ingredient in the nanocapsule is a fatty polymer known as poly(ethylene glycol)-600-hydroxystearate (PEG-HS), which the investigators used to create a water-soluble coating for the nanocapsule that would also shield the particle from uptake and elimination by immune system cells. But in two strokes of serendipity, the researchers found that once the nanocapsule enters a cell it quickly sheds its PEG-HS coating and that free PEG-HS inhibits p-glycoprotein from inside the cell. PEG-HS, which is currently used as a component in various injectable drugs and has been proven safe for human use, has no effect on p-glycoprotein when it is outside of cells.
Taking advantage of this property, the investigators used their PEG-HS-coated lipid nanocapsule to create a sustained-release formulation of etoposide, a proven anticancer drug used to treat testicular cancer and some forms of lung cancer but is particularly prone to multiple drug resistance. They then tested the drug-loaded nanocapsule on glioblastoma cells expressing p-glycoprotein. The results of these experiments showed that smaller nanocapsules were more effective than larger ones, but that all the PEG-HS nanocapsules loaded with etoposide were able to overcome drug resistance and kill the cultured tumor cells. Additional tests conducted on non-malignant astrocytes, another type of brain cell, found that the drug-loaded nanocapsules were far less toxic to these healthy cells than they were to the brain tumor cells. | <urn:uuid:bda84368-91fa-4cc0-beda-809eb5e83488> | CC-MAIN-2017-34 | http://www.nanowerk.com/news/newsid=599.php | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886123312.44/warc/CC-MAIN-20170823171414-20170823191414-00419.warc.gz | en | 0.951607 | 498 | 2.84375 | 3 |
Survive and Thrive At Home
RRPS School Psychologist Edition
This website was created by RRPS School Psychologist's and Behavioral Specialist's, with the intention of supporting parents, teachers, students, and families during mandated school closures due to the COVID 19 pandemic.
On this page you can find resources related to proactive strategies to use at home to help build predictability and structure, how to encourage certain behaviors, and how to respond to difficult behaviors.
On this page you can find resources for talking about COVID 19 with children, and also managing the new reality of COVID 19.
On this page you can find resources related to helping you and your child adjust to online and home learning, managing and supporting social and emotional development from home, self-care tips for parents, and a variety of other tools and resources for your child to be successful, happy, and continue to thrive while schools are closed.
This workbook was compiled by a small group of play therapists in Albuquerque, New Mexico to support families while they are at home during the 2020 Coronavirus quarantine, and was created with the intention to be a tool to facilitate emotional regulation, open discussion, and healthy relationships in the home. The activities, worksheets, and strategies are a compilation of play therapy techniques from around the world.
The Child Mind Institute is an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders. This website provides a vast amount of information for parents, teachers, and families regarding common behavioral challenges and how to address them, mental health support for children, and tools parents and teachers can easily access and use to help their children and students continue to thrive during mandated COVID 19 school closures. | <urn:uuid:98f3820a-c35d-4223-a44b-41d98b67733c> | CC-MAIN-2021-21 | https://sites.google.com/rrps.net/rrpsschoolpsychologistcorner/home | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988774.18/warc/CC-MAIN-20210506235514-20210507025514-00252.warc.gz | en | 0.957997 | 355 | 2.5625 | 3 |
Table of Contents
Altered mental status (AMS) refers to a clinical entity of altered brain function ranging from mild confusion to lethargy, delirium, amnesia, dementia, encephalopathy, and organic brain syndrome.
The symptomatic diagnosis of AMS is quite common in the emergency department (ED). Up to 1% of individuals presenting to the ED complain of AMS. The male-to-female ratio is 1:1. Most patients with AMS are older than 60 years, 36% are younger than 40 years, and 22.5% are between 40 and 60 years old.
The age distribution of AMS shows 2 distinct peaks in incidence: 1 at 33 years of age and another at 72. The etiology of AMS differs depending on the age of the patient.
AMS in the elderly is considered to be an alarming presentation. Because of this, up to 43% of those with AMS arrive at the ED by ambulance. Only 20% of those with AMS arrive at the ED on foot, and most of these patients are younger and usually have a non-life-threatening cause for their AMS.
Patients with an altered mental status do not necessarily have a decreased level of consciousness.
AMS can be classified into 3 main categories:
|Central nervous system inhibition||Patients can present with confusion, drowsiness, decreased level of consciousness, or coma.|
|Central nervous system stimulation||Patients might present with irritability or aggressiveness.|
|Abnormal behavior||Patients might present with hallucinations.|
Up to 53% of patients with central nervous system inhibition are found to have a Glasgow Coma Scale score of < 15 and are difficult to arouse. They may be disoriented vis-a-vis time, space, and person. They can have a diminished response to verbal or physical stimulation. Twenty-seven percent of these patients can present with confusion, and 21% are unable to remain awake. Patients with central nervous system stimulation or abnormal behavior may also present with inappropriate, bizarre behavior (9%) or hallucinations (7%).
When a patient presents to the ED with AMS, it is imperative to try to determine the cause of the condition. The main goal of the emergency assessment of AMS, therefore, is to formulate a causative diagnosis.
Clinical history taking is an essential skill in the assessment of a patient with AMS. The cause of AMS can be determined by a patient’s history alone in up to 40% of cases. Medication history and previous medical history should be explored in all patients presenting with AMS. Physical examination should be complete and thorough, as it can reveal the cause of AMS in up to 21% of cases. A trial of treatment can be also useful in determining the cause of AMS, especially when drug toxicity is suspected. Unfortunately, a complete assessment of AMS can reveal a clear cause in only 60% of cases.
Imaging studies are also useful in determining the cause of AMS in the ED. A brain computed tomography (CT), for instance, may reveal an acute hemorrhagic stroke. Electrocardiography should be also used in the assessment of AMS. Arterial blood gas and blood chemistry are 2 useful laboratory tests. A urinalysis should be obtained when sepsis is suspected.
Coagulation studies should be obtained in patients suspected to have a hemorrhagic stroke; however, coagulation studies were found to be noncontributory to the causative diagnosis approach in the assessment of AMS. Electroencephalogram alone can determine the cause of AMS in up to 1% of cases.
When imaging, electrophysiological, laboratory, and clinical assessment tools are used together, the cause of AMS can be determined in up to 94.7% of cases.
As noted, the cause of AMS can be identified in up to 94.7% of cases if a systematic approach is followed when assessing the patient. Causes of AMS can be physical, psychological, or environmental.
The most common causes are:
- Cerebrovascular disease
- End-organ dysfunction
- Sepsis (10% of cases of AMS in the elderly)
- Drug toxicity (most common cause in the middle-aged and young patient)
Neurological causes of AMS include:
- Cerebrovascular disease
- Traumatic brain injury
- Seizure-related disorders
- Intracranial tumors
- Thyroid abnormalities
- Urinary tract infection
Limbic encephalitis and anti-NMDA receptor encephalitis are rare and unclear causes of AMS.
Most patients with AMS are treated at the ED successfully and discharged home (28%). Up to 5% of AMS patients are admitted to the critical care unit for intensive care treatment after triage and before entering the ED. Of those who do present to the ED, another 26% also end up in the critical care unit.
Patients who go to the critical care unit immediately after triage had an average length of hospital stay of 3.8 days, which can indicate a worse prognosis and higher mortality.
Tracheal intubation is indicated for patients with AMS who need treatment in the intensive care unit. The estimated mortality rate of AMS patients is approximately 8%. Most deaths occur in the ED before a patient is admitted to the hospital.
Suggested algorithm for the management of AMS
The first step of the management of an AMS case is to secure the airway, breathing, and consciousness. If the patient is unstable, they should be admitted to the critical care unit for circulatory monitoring, and ventilation or circulation support should be considered. If the patient is found to be stable, it should be determined if they are combative or cooperative before treatment begins.
Combative patients should receive some form of physical restraint. Once a patient is found to be cooperative, however, oxygen administration should be started at a dose of 5–10 L/min. An intravenous line should be inserted at this stage and a complete blood count, serum glucose, electrolytes, hepatic, and renal function tests should be ordered. A bolus dose of intravenous glucose should be administered. If the patient is suspected to be an alcoholic, a bolus dose of thiamine is indicated. Naloxone should be administered at this stage if opioid toxicity is suspected.
If the patient improves after this step, especially after the administration of glucose, hypoglycemia should be excluded. Further ED observation is all that is needed at this stage. If the improvement occurred after the administration of naloxone, opioid toxicity is confirmed.
If no improvement is observed after step 2, a reevaluation step should be started. Arterial blood gas measurement should be ordered to exclude metabolic derangements and respiratory failure. If respiratory failure or shock is confirmed with arterial blood gas measurement, the patient should be admitted to the critical care unit. If metabolic derangements are excluded, proceed to step 4.
A brief history should be obtained and a complete physical examination should be performed. If a history of head trauma is suspected, an emergency brain CT scan should be performed. Otherwise, a stroke should be suspected and acute stroke evaluation should be started. If the patient does not have any focal neurological deficits and the diagnosis of stroke is unlikely, you should look for symptoms and signs of meningitis. Meningitis can be excluded by a lumbar puncture.
At this stage, neurological causes of AMS should be either confirmed or reliably excluded. A thorough history should be obtained, and toxicology screening should be started. Systemic organ dysfunction should be excluded. An epilepsy-related disorder can be excluded by an electroencephalogram. Psychiatric consultation may be needed if the cause of AMS cannot be determined. | <urn:uuid:f6b8c246-c762-4e85-bf97-9c861ce43cc3> | CC-MAIN-2021-39 | https://www.lecturio.com/magazine/altered-mental-status-ams/?appview=1 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780053717.37/warc/CC-MAIN-20210916174455-20210916204455-00597.warc.gz | en | 0.910978 | 1,618 | 3 | 3 |
Why a Colorado Statewide Plan?
Three separate petitions for listing the greater sage-grouse rangewide as threatened or endangered under the Endangered Species Act were submitted between July of 2002 and December of 2003. The 12-month finding on these petitions by the U.S. Fish and Wildlife Service (USFWS) was negative, meaning the greater sage-grouse would not be officially considered threatened or endangered. However, the USFWS emphasized in its findings that conservation activities on behalf of the species must continue. The states having greater sage-grouse within their borders are charged with securing the bird’s future.
Colorado chose a ‘bottom up’ approach of developing local conservation work groups and plans prior to the development of a statewide plan. There are 5 local work groups in Colorado, two of which had completed plans (North Park and Middle Park) prior to this fiscal year. The Eagle-South Routt plan was completed and signed in September of 2004 and the Northwest Colorado working group made significant progress towards completion of their plan. In addition, a new work group has recently been formed and covers the population of grouse in the Parachute/Piceance/Roan Creek area (Rio Blanco and Garfield counties). This group is working toward completing a local plan by the end of 2007.
With all these local plans, why is a statewide plan important?
The Statewide Plan is necessary to provide a statewide perspective to help ensure the long-term survival of greater sage-grouse. It is meant to supplement, not to replace local plans and the locally driven process that created them. It will take a broad view of the entire range that greater sage-grouse have occupied in Colorado, whereas local plans are specific to individual populations and sites. It will be designed as an umbrella plan — consolidating existing information supplemented with the newest and latest ideas on how we can help the species. The Plan will provide the best available science for assessing target population goals and genetic diversity, habitat requirements, and connection of existing populations, as well as potential habitat expansion. | <urn:uuid:dce95027-1a65-4471-8744-8d5a6748a008> | CC-MAIN-2019-30 | https://cpw.state.co.us/learn/Pages/GreaterSagegrouseConservationPlan.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525402.30/warc/CC-MAIN-20190717201828-20190717223828-00239.warc.gz | en | 0.952883 | 424 | 3.140625 | 3 |
Please note: This information was current at the time of publication. But medical information is always changing, and some information given here may be out of date. For regularly updated information on a variety of health topics, please visit familydoctor.org, the AAFP patient education website.
Information from Your Family Doctor
Am Fam Physician. 2010 Oct 15;82(8):939-940.
See related article on postpartum depression
What is postpartum depression?
It is a serious form of depression that comes after giving birth. As many as four out of five women have mood changes in the first 10 days after giving birth. This is often called “baby blues.” If the symptoms are more severe and last for more than 10 days, it is called postpartum depression.
Some women feel better within a few weeks. Others may feel depressed for several months. Women who have more serious symptoms or who have had depression before may take longer to feel better.
What are the symptoms?
Symptoms may include sadness, anxiety, and crying. Some women may worry too much about their baby, or be afraid of making mistakes in caring for their baby. They also may find it hard to concentrate or fall asleep. Some women may lose interest in things they used to enjoy.
It is normal to worry a bit after having a baby. However, worrying too much can keep you from taking care of yourself and your family.
Some women with postpartum depression have pictures or thoughts pop into their mind about hurting their baby. These thoughts can be very upsetting, and do not mean that these women really want to hurt their baby. This is a common symptom of postpartum depression and will go away with treatment. Talk to your doctor if this happens to you.
Women with severe postpartum depression may think that life is not worth living, or that their baby or family would be better off without them. Call your doctor right away if you are having these thoughts.
What causes it?
The causes are unclear. Some women are very sensitive to the hormone changes in their body after childbirth, which may cause depression. Feeling this way does not mean that you are a bad person.
Who gets it?
Any woman can get it, but certain factors make it more likely. These include:
Previous depression, especially during pregnancy or after childbirth
Difficult or stressful personal relationships
Few family members or friends to talk to
Other stressful life events during pregnancy or after childbirth
How is it treated?
Your doctor may prescribe an antidepressant medicine. He or she may also recommend individual or group therapy.
Can I take medicine for postpartum depression if I am breastfeeding?
Yes. The amount of medicine that enters the breast milk is very small and not likely to harm your baby. Not treating your depression is more likely to harm your baby. Untreated depression can lead to poor mother-baby bonding, delays in growth and development, and an increased risk of depression for your child later in life.
What else can I do to feel better?
It is important to remember that many other women have these feelings. Talk with your doctor about making an action plan with specific ideas for things you can do to help you feel better.
Where can I get more information?
AAFP's Patient Education Resource
American College of Obstetricians and Gynecologists
Web site: http://www.acog.org/publications/patient_education/bp091.cfm
MedEd: Postpartum depression resource
Web site: http://mededppd.org/mothers/
Medline Plus: Postpartum depression
Postpartum Support International
Web site: http://www.postpartum.net
U.S. Department of Health and Human Services: Office on Women's Health
This handout is provided to you by your family doctor and the American Academy of Family Physicians. Other health-related information is available from the AAFP online at http://familydoctor.org.
This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject.
Copyright © 2010 by the American Academy of Family Physicians.
This content is owned by the AAFP. A person viewing it online may make one printout of the material and may use that printout only for his or her personal, non-commercial reference. This material may not otherwise be downloaded, copied, printed, stored, transmitted or reproduced in any medium, whether now known or later invented, except as authorized in writing by the AAFP. Contact firstname.lastname@example.org for copyright questions and/or permission requests.
Want to use this article elsewhere? Get Permissions | <urn:uuid:683f828a-e2ad-4fdf-8181-cbcccadcf1da> | CC-MAIN-2018-09 | https://www.aafp.org/afp/2010/1015/p939.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812579.21/warc/CC-MAIN-20180219091902-20180219111902-00196.warc.gz | en | 0.946602 | 984 | 2.734375 | 3 |
In 2014, the state of Georgia and the city of Atlanta declared April as Black Women’s History Month. Pratt Library staff have highlighted related texts in the Humanities Department, Fine Arts and Music Department, and African American Department. Please enjoy the major contributions black women have made to religion, theatre, poetry, writing, political thought, activism, and art. Check back for two more posts this month.
Click the cover to reserve your copy now.
Womanist theology is the reconceptualizing of Christian theology by black women for black women. It came into being as a reaction to social realities that marginalized black women on several fronts. The feminist movement had been largely in the hands of white female leadership and was not inclusive of the experiences of black women while black theology had been a historically male-dominated discipline. It is different from black feminism, seeking to depart from any link to mainstream feminism and to be self-defined.
Poetry & Writing
Included here is literary criticism by award-winning author Toni Morrison, “Playing in the Dark”, in which she brings to light the depths of racism in the Western literary canon and how she meticulously writes to create a black literary canon. Morgan Parker’s “There Are More Beautiful Things Than Beyonce” and Alexis Pauline Gumb’s “Spill: Scenes of Black Feminist Fugitivity” are poetry written in celebration and in honor of the resiliency of black women. Claudia Rankine’s “Citizen” is poetry that addresses the struggles that result from trying to survive in a country that mistreats its black citizens still today.
Explore the work of Jackie Ormes and other great black women comic book or graphic novelists as well as heroes. Diversity in comics led to a wave of new creators who represent a different spectrum of society.
Checking out one of the resources? Share it on social with #atthepratt. | <urn:uuid:5f7e5bb9-11f1-46c4-a5b0-07b9cc860f17> | CC-MAIN-2019-13 | https://blog.prattlibrary.org/2018/04/09/black-womens-history-month-resources-part-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912205600.75/warc/CC-MAIN-20190326180238-20190326202238-00068.warc.gz | en | 0.95184 | 400 | 3.3125 | 3 |
Collaborative VLP tech bolsters COVID-19 vaccine development
SARS-CoV-2 virus-like particles (VLPs) were generated through a collaboration between the City University of New York (CUNY) School of Medicine and TechnoVax as the organizations work toward developing a COVID-19 vaccine.
Paul Gottlieb, associate professor of microbiology and immunology at CUNY, told us the technology relies on the assembly of SARS-CoV-2 VLPs that mimic the structure of the virus in size, morphology and surface composition but do not have the genetic material of the virus that causes infection.
The COVID-19 VLPs were assembled in a suspension culture of mammalian cells from the structural elements of coronavirus, and modified surface spike molecules, which are used to ensure immunogenic properties within the potential vaccine. Gottlieb told us that that uniquely modified surface spike molecules locked into the shape found prior to that observed when the virus binds to cells of the respiratory tract and lung tissue.
“This particular protein shape is anticipated to be the highly immunogenic conformation capable of inducing the production of potent neutralizing antibodies,” said Gottlieb.
The technology of this type of VLP created a particulate nature of the composition that exhibited an array of the uniquely modified spike which provides additional immune stimulation. This type of stimulation is “highly desirable,” according to Gottlieb, for a no-replicating infectious vaccine composition.
According to the organizations, electron microscopy studies of purified VLPs created from this platform show a high frequency of spikes from the surface of particles. Researchers Paul Gottlieb and Reza Khayat stated that the stabilized surface spikes are potentially highly immunogenic. Additionally, the electron microscopy studies showed that the morphology of the structure resembles the native SARS-CoV-2 virus.
In a statement, Jose Galarza, CEO of TechnoVax, said that this platform is “most likely” to accelerate the development of a vaccine against COVID-19 as it uses technology that is distinct from current COVID-19 vaccine candidates.
The VLP technology platform has been used to create vaccines against human papillomavirus (HPV) and hepatitis B virus (HepB), both of which have been proven highly effective in eliciting immune responses. | <urn:uuid:623946ec-f823-4e2a-95aa-555ba53b67ed> | CC-MAIN-2023-23 | https://www.biopharma-reporter.com/Article/2020/08/26/Collaborative-VLP-tech-bolsters-COVID-19-vaccine-development | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653071.58/warc/CC-MAIN-20230606182640-20230606212640-00019.warc.gz | en | 0.93499 | 492 | 2.9375 | 3 |
Google has released a new data compression algorithm it hopes will make the Internet faster for everyone.
Dubbed Zopfli, the open-source algorithm will accelerate data transfer speeds and reduce Web page load times by compressing content up to 8 percent smaller than the zlib software library, Google said in a company blog post today. Named after a Swiss bread recipe, the new algorithm is an implementation of the Deflate algorithm, which is used in the ZIP archive format, as well as in gzip file compression.
"The higher data density is achieved by using more exhaustive compression techniques, which make the compression a lot slower, but do not affect the decompression speed," said Lode Vandevenne, a Zurich-based software engineer who implemented Zopfli as part of his "20 percent time" -- Google's policy under which workers can use up to 20 percent of their work week to delve into special projects.
Zopfli is a compression-only library, meaning that existing software can decompress the data. It is also bit-stream compatible with gzip, ZIP, PNG, and HTTP requests, among others.
"The smaller compressed size allows for better space utilization, faster data transmission, and lower web page load latencies," he said, adding that mobile users will benefit from the smaller compression in the form of lower data transfer rates and reduced battery use.
Because the amount of CPU time required for compression is two to three orders of magnitude more than zlib, Google believes Zopfli is best suited for applications where data is compressed once and but delivered many times over -- such as static content for the Web. | <urn:uuid:9867c5cb-74a2-4390-bb23-d7eef2fa3f0a> | CC-MAIN-2017-26 | https://www.cnet.com/news/google-compression-algorithm-zopfli-may-lead-to-faster-internet/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320666.34/warc/CC-MAIN-20170626013946-20170626033946-00608.warc.gz | en | 0.93625 | 334 | 2.78125 | 3 |
Books in English
The OCaml System: Documentation and User's Manual
Damien Doligez, Alain Frisch, Jacques Garrigue, Didier Rémy, and Jérôme Vouillon
This the official User's Manual. It serves as a complete reference guide to OCaml. Updated for each version of OCaml, it contains the description of the language, of its extensions, and the documentation of the tools and libraries included in the official distribution.
Real World OCaml
Jason Hickey, Anil Madhavapeddy, and Yaron Minsky
Learn how to solve day-to-day problems in data processing, numerical computation, system scripting, and database-driven web applications with the OCaml multi-paradigm programming language. This hands-on book shows you how to take advantage of OCaml’s functional, imperative, and object-oriented programming styles with recipes for many real-world tasks.
You’ll start with OCaml basics, including how to set up a development environment, and move toward more advanced topics such as the module system, foreign-function interface, macro language, and the ocamlbuild system. Quickly learn how to put OCaml to work for writing succinct and readable code.
OCaml from the Very Beginning
In "OCaml from the Very Beginning" John Whitington takes a no-prerequisites approach to teaching a modern general-purpose programming language. Each small, self-contained chapter introduces a new topic, building until the reader can write quite substantial programs. There are plenty of questions and, crucially, worked answers and hints.
"OCaml from the Very Beginning" will appeal both to new programmers, and experienced programmers eager to explore functional languages such as OCaml. It is suitable both for formal use within an undergraduate or graduate curriculum, and for the interested amateur.
Unix System Programming in OCaml
Xavier Leroy and Didier Rémy
This is an excellent book on Unix system programming, with an emphasis on communications between processes. The main novelty of this work is the use of OCaml, instead of the C language that is customary in systems programming. This gives an unusual perspective on systems programming and on OCaml. It is assumed that the reader is familiar with OCaml and Unix shell commands.
OCaml for Scientists
Jon D. Harrop
Flying Frog Consultancy Ltd, 2005.
This book teaches OCaml programming with special emphasis on scientific applications. Many examples are given, covering everything from simple numerical analysis to sophisticated real-time 3D visualisation using OpenGL. This book contains over 800 color syntax-highlighted source code examples and dozens of diagrams that elucidate the power of functional programming to explain how lightning-fast and yet remarkably-simple programs can be constructed in the OCaml programming language.
Using, Understanding, and Unraveling OCaml
This book describes both the OCaml language and the theoretical grounds behind its powerful type system. A good complement to other books on OCaml it is addressed to a wide audience of people interested in modern programming languages in general, ML-like languages in particular, or simply in OCaml, whether they are programmers or language designers, beginners or knowledgeable readers — little prerequisite is actually assumed.
Think OCaml: How to Think Like a (Functional) Programmer
Nicholas Monje and Allen Downey
This book is an introductory programming textbook based on the OCaml language. It is a modified version of Think Python by Allen Downey. It is intended for newcomers to programming and also those who know some programming but want to learn programming in the function-oriented paradigm, or those who simply want to learn OCaml.
Developing Applications With OCaml
Emmanuel Chailloux, Pascal Manoury, Bruno Pagano
A comprehensive (742 pages) book on OCaml, covering not only the core language, but also modules, objects and classes, threads and systems programming, interoperability with C, and runtime tools. This book is a translation of a French book published by OReilly.
Introduction to OCaml
This book is notoriously much more than just an introduction to OCaml,
it describes most of the language, and is accessible.
Abstract: This book is an introduction to ML programming, specifically for the OCaml programming language from INRIA. OCaml is a dialect of the ML family of languages, which derive from the Classic ML language designed by Robin Milner in 1975 for the LCF (Logic of Computable Functions) theorem prover.
The Functional Approach to Programming
Guy Cousineau, Michel Mauny
Cambridge University Press, Cambridge, 1998,
ISBN 0-521-57183-9 (hardcover) or 0-521-57681-4 (paperback)
This book uses OCaml as a tool to introduce several important programming concepts. It is divided in three parts. The first part is an introduction to OCaml, which presents the language itself, but also introduces evaluation by rewriting, evaluation strategies and proofs of programs by induction. The second part is dedicated to the description of application programs which belong to various fields and might interest various types of readers or students. Finally, the third part is dedicated to implementation. It describes interpretation and compilation, with brief descriptions of memory management and type synthesis.
This book is a work in progress. It currently includes sections on the core OCaml language, Camlp4, parsing, various libraries, the OCaml runtime, interoperating with C, and pearls.
Books in French
Développement d'applications avec Objective Caml
Emmanuel Chailloux, Pascal Manoury, and Bruno Pagano
Éditions O'Reilly, Paris, 2000, ISBN 2-84177-121-0.
A comprehensive (742 pages) book on OCaml, covering not only the core
language, but also modules, objects and classes, threads and systems
programming, and interoperability with C.
"Objective CAML est un langage de programmation : un de plus dira-t-on ! Ils sont en effet déjà nombreux et pourtant il en apparaît constamment de nouveaux. Au delà de leurs disparités, la conception et la genèse de chacun d'eux procèdent d'une motivation partagée : la volonté d'abstraire"
Manuel de référence du langage Caml
Xavier Leroy and Pierre Weis
InterEditions, Paris, 1993, ISBN 2-7296-0492-8 (out of print).
Written by two of the implementors of the Caml Light compiler, this
comprehensive book describes all constructs of the programming language
and provides a complete documentation for the Caml Light system.
Intro: "Cet ouvrage contient le manuel de référence du langage Caml et la documentation complète du système Caml Light, un environnement de programmation en Caml distribué́ee gratuitement. Il s’adresse á des programmeurs Caml exp ́ériment ́és, et non pas aux d ́ébutants. Il vient en compl ́ément du livre Le langage Caml, des mêmes auteurs chez le même é́editeur, qui fournit une introduction progressive au langage Caml et á l’é́ecriture de programmes dans ce langage."
Le langage Caml
Pierre Weis, Xavier Leroy
Second edition: Dunod, Paris, 1999, ISBN 2-10-004383-8.
First edition: InterEditions, Paris, 1993. Out of print.
This book is a comprehensive introduction to programming in OCaml. Usable as a programming course, it introduces progressively the language features and shows them at work on the fundamental programming problems. In addition to many introductory code samples, this book details the design and implementation of six complete, realistic programs in reputedly difficult application areas: compilation, type inference, automata, etc.
Approche fonctionnelle de la programmation
Guy Cousineau, Michel Mauny
Ediscience (Collection Informatique), Paris, 1995, ISBN 2-84074-114-8.
This book uses OCaml as a tool to introduce several important programming concepts. It is divided in three parts. The first part is an introduction to OCaml, which presents the language itself, but also introduces evaluation by rewriting, evaluation strategies and proofs of programs by induction. The second part is dedicated to the description of application programs which belong to various fields and might interest various types of readers or students. Finally, the third part is dedicated to implementation. It describes interpretation then compilation, with brief descriptions of memory management and type synthesis.
Seize problèmes d'informatique
Éditions Springer, Paris, 2001
This book offers sixteen problems in computer science, with detailed answers to all questions and complete solutions to algorithmic problems given as OCaml programs. It deals mainly with automata, finite or infinite words, formal language theory, and some classical algorithms such as bin-packing. It is intended for students who attend the optional computer science curriculum of the “classes préparatoires MPSI/MP”. It should also be useful to all teachers and computer science students up to a masters degree.
Nouveaux exercices d'algorithmique
Éditions Vuibert, Paris, 2000
ISBN 2-7117-8990 X.
This book presents 103 exercises and 5 problems about algorithms, for masters students. It attempts to address both practical and theoretical questions. Programs are written in OCaml and expressed in a purely functional style. Problem areas include programming methodology, lists, formula evaluation, Boolean logic, algorithmic complexity, trees, languages, and automata.
Option informatique MPSI
Éditions Vuibert (Enseignement supérieur & Informatique), Paris, 1996
This is a computer science course for the first year of “classes préparatoires”. The course begins with an introductory lesson on algorithms and a description of the OCaml language. Then, several fundamental algorithms are described and illustrated using OCaml programs. The book adopts a mathematical approach: descriptions of mathematical objects are related to data structures in the programming language. This book is suitable for students with some mathematical background, and for everyone who wants to learn the bases of computer science.
Option informatique MP/MP*
Éditions Vuibert (Enseignement supérieur & Informatique), Paris 1997
This books is a follow-up to the previous one and is intended for second year students in “classes préparatoires”. It deals with trees, algebraic expressions, automata and languages, and OCaml streams. The book contains more than 200 OCaml programs.
Cours et exercices d'informatique
Thomson Publishing International, Paris, 1997
This book was written by teachers at university and in “classes préparatoires”. It is intended for “classes préparatoires” students who study computer science and for students engaged in a computer science cursus up to the masters level. It includes a tutorial of the OCaml language, a course on algorithms, data structures, automata theory, and formal logic, as well as 135 exercises with solutions.
Concepts et outils de programmation
Thérèse Accart Hardin, Véronique Donzeau-Gouge Viguié
InterEditions, ISBN 2 7296 0419 7.
This book presents a new approach to teaching programming concepts to beginners, based on language semantics. A simplified semantic model is used to describe in a precise manner the features found in most programming languages. This model is powerful enough to explain typechecking, polymorphism, evaluation, side-effects, modularity, exceptions. Yet, it is simple enough to be manipulated by hand, so that students can actually use it to compute. The book begins with a functional approach, based on OCaml, and continues with a presentation of an imperative language, namely Ada. It also provides numerous exercises with solutions.
Programmation en Caml
Eyrolles, Paris 1997, ISBN 2-212-08944-9.
This book is intended for beginners, who will learn basic programming notions. The first part of the book is a programming course that initiates the reader to the OCaml language. Important notions are presented from a practical point of view, and the implementation of some of these is analyzed and sketched. The second part, the “OCaml workshop”, is a practical application of these notions to other domains connected to computer science, logic, automata and grammars.
Apprentissage de la programmation avec OCaml
Catherine Dubois and Valérie Ménissier Morain
Hermès Sciences, Paris 2004, ISBN 2-7462-0819-9.
Programming is a discipline by which the strengths of computers can be harnessed: large amounts of reliable memory, the ability to execute repetitive tasks relentlessly, and a high computation speed. In order to write correct programs that fulfill their specified needs, it is necessary to understand the precise semantics of the programming language. This book is targeted towards beginner programmers and provides teaching material for all programmers wishing to learn the functional programming style. The programming features introduced in this book are available in all dialects of the ML language, notably Caml-Light, OCaml and Standard ML. The concepts presented therein and illustrated in OCaml easily transpose to other programming languages.
Programmation fonctionnelle, générique et objet: une introduction avec le langage OCaml
Vuibert, Paris 2005, ISBN 2-7117-4843-X.
Programmation de droite à gauche et vice-versa
Éditions Paracamplus, Paris, 2011, ISBN 978-2-916466-05-7.
Books in German
Algorithmen, Datenstrukturen, Funktionale Programmierung: Eine praktische Einführung mit Caml Light
Juergen Wolff von Gudenberg
Addison-Wesley, Bonn, 1996.
This book gives an introduction to programming where algorithms as well as data structures are considered functionally. It is intended as an accompanying book for basic courses in computer science, but it is also suitable for self-studies. In the first part, algorithms are described in a concise and precise manner using Caml Light. The second part provides a tutorial introduction into the language Caml Light and in its last chapter a comprehensive description of the language kernel.
Books in Italian
Introduzione alla programmazione funzionale
Carla Limongelli and Marta Cialdea
Societa' Editrice Esculapio, 2002, ISBN 88-7488-031-6. | <urn:uuid:ba390d09-b017-458a-88ee-3626f129f0df> | CC-MAIN-2014-23 | http://ocaml.org/learn/books.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997884795.6/warc/CC-MAIN-20140722025804-00240-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.780336 | 3,254 | 2.625 | 3 |
More than 900 miles.
That’s how far Snake River salmon swim to reach their spawning grounds. Not only that, they climb 7,000 feet in elevation too. All to return home and continue the cycle of life, a process that’s imperative given their classification as an endangered species.
But because the federal government has refused to take the steps necessary to ensure their protection, those 900 miles are a never-ending fight for survival.
Later this fall, in conjunction with EP, Save Our Wild Salmon will be releasing a film that follows the journey of the critically endangered Snake River salmon, as these fish who migrate farther inland and higher than any other fish on Earth, making their way from the waters of southeast Alaska to the cold, wild rivers of Idaho’s Sawtooth Valley.
ARVE Error: no id set
The Salmon River is the longest undammed river in the continental United States. But it wasn’t always that way.
In 1910 Sunbeam dam was erected on the Salmon above its confluence with the Yankee Fork. The dam was built to supply cheap power to gold mining operations along the Yankee Fork. The dam supplied power to stamp mills and dredges for just over a year before the mining operation went bankrupt and closed.
A historical marker adjacent to the river claims that the Idaho Department of Fish & Game contracted demolition of the dam in 1934. However, locals know a different story. Idaho Governor Cecil Andrus wrote in his memoir, “A party or parties unknown ran a dynamite-laden raft into Sunbeam Dam. The dam blocked the annual salmon run. The party or parties unknown were never caught, a fairly unusual circumstance in this thinly populated country. But history was against them.”
Crumbling remains of the dam still cross half the canyon while the river flows freely against the southern bank. Many people consider these remnants a blight on an otherwise pristine river but every time I see the corpse of Sunbeam Dam I smile. The ruins serve as a reminder that Idaho’s salmon are more precious than gold. They’re priceless.
Any Idahoan will tell you that the Salmon River and its namesake salmon runs are two of the things that make Idaho special. I grew up playing and fishing along the banks of the Salmon and now I work for an organization called Idaho Rivers United protecting and restoring Idaho’s rivers and native fish.
I like the story of Sunbeam dam because it offers a lesson from our history and vision forward to the future.
- Albert Dickman photo www.kaleidoscopeidaho.com
by Jeff Cole
Most people never see sage grouse. They are elusive, endangered and you have to get up at ungodly hours to see them. The 23 groggy observers I led from a dim Boise, Idaho parking lot at 4:45 a.m. on a Saturday morning would testify that it’s mostly timing that keeps the sage grouse a relative secret.
Early enough that even the sun was hitting its snooze button, our caravan crept and finally rested on a dusty road cut through a sea of sagebrush in remote Owyhee County. It’s a country so isolated and inaccessible that directions to its treasured landscapes exist only by word of mouth, not in guidebooks or on the internet. As recently as 1981 notorious criminal Claude Dallas ranged freely on thousands of acres before his capture for murdering two Fish & Game wardens not 20 miles from our position.
A group comprising two professional photographers, a videographer from Idaho Public Television, Idaho Fish and Game biologist Michelle Commons-Kemner, and several eager observers, sneaked out of our packed carpool into the freezing darkness. Parked near one of their mating arenas—known as a lek—we were careful not to slam any car doors, and stood in the last minutes of night waiting to see grouse. We could hear the bird’s bizarre call and the occasional scratching of feet and scuttle of wings. The cold slowly penetrated my down coat, gloves and hat. Breath steam and darkness thwarted my vision as I squinted and tried to imagine that some of the dark blobs of sagebrush were actually rare upland birds. | <urn:uuid:f00defd3-bb26-4f02-8b03-648b4da77ec0> | CC-MAIN-2015-48 | http://blog.ospreypacks.com/tag/idaho/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398446997.59/warc/CC-MAIN-20151124205406-00294-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.955245 | 865 | 2.8125 | 3 |
As a research assistant in the Met’s Department of American Paintings and Sculpture, I spend much of my time working with details. I check facts, organize and record information in our files and collections database, proofread written materials, and perform a host of other nitty-gritty tasks related to our projects. Details may get a bad rap for being boring, tedious, or insignificant, but I love them—or at least I have almost boundless patience for them. Accurate details are critical for supporting the larger arguments about works of art that our curators make in publications, wall labels, and lectures. With this in mind, I find it satisfying to roll up my sleeves, hit the books (and electronic resources), arrive at answers to questions, and know that I’ve helped to maintain the high quality of our information.
While working on the American Stories exhibition, I learned that there’s nothing quite like a major loan show to provide a constant stream of detail-oriented tasks. One of my more crucial fact-checking missions was to verify the language of artists’, authors’, and art critics’ statements that appear in prominent lettering on the walls of the exhibition galleries. The statements have all been quoted in the art historical literature, but it was important to check them against primary sources—the places in which they were first written or published—to avoid any chance of emblazoning our gallery walls with misinformation. In the case of our quotation by William Sidney Mount, I had to find a way of verifying the artist’s words in the original diary in which he wrote them. According to our secondary sources, Mount recorded the following observation in his July 1, 1850, diary entry:
I must paint such pictures as speak at once to the spectator, scenes that are most popular—that will be understood on the instant.
Mount’s diaries are housed at the Long Island Museum of American Art, History & Carriages in Stony Brook, New York. I called the curatorial department there, hoping that someone might be able to retrieve the diary and check Mount’s entry for me. The Long Island Museum’s top-notch staff not only located the text in Mount’s diary, but also scanned and forwarded an image of the sentence in question so that we would have the evidence for our records. Below is the snippet view of Mount’s diary, with the artist’s statement plainly visible:
Mount’s original diary entry confirmed the information from our secondary source, allowing us to reproduce the quotation with confidence. This exercise also demonstrates the extent of the information—and the generous assistance—that can be just a phone call away.
Some of my other fact-finding missions were more experiential, as was the case with a query about the location depicted in The Lake for Miniature Yachts by William Merritt Chase. The painting shows a couple of cute kids, circa 1888, floating sailboats on the Conservatory Water in Central Park. Because the buildings in the upper right corner of the picture weren’t recognizable to us (a lot has changed since 1888, after all), the vantage point from which Chase worked wasn’t immediately clear. In order to solve the mystery, I borrowed my department’s digital camera one day this summer and strolled down Fifth Avenue to East 72nd Street, where I entered the park and walked around the Conservatory Water until I found “the spot.” My results, next to Chase’s painting, are below:
The precise location at which Chase set up his easel so many years ago may seem like a minor point (the view is from the west side of the pond, next to where the Hans Christian Andersen statue stands, looking roughly to the northeast), but our curators were interested in having this information on hand as a way of enhancing their descriptions of the painting.
The above examples show that, even when the scope of the project is small, the process of obtaining needed information can take a researcher down some interesting paths. I sincerely hope that the care and finesse that have gone into every aspect of American Stories will be felt by our visitors. Enjoy the show, visit often, and delight in the details! | <urn:uuid:64638e49-e364-4244-bded-40a704241ec6> | CC-MAIN-2016-22 | http://blog.metmuseum.org/americanstories/2009/10/13/all-in-the-details/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049278091.17/warc/CC-MAIN-20160524002118-00002-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.9636 | 879 | 2.546875 | 3 |
3D printers communicate via a language called G-code, like all Computer Numerical Controlled (CNC) machines. This versatile language provides a set of human-readable commands for controlling each action that a 3D printer performs. Slicing software may be thought of as an interpreter for translating 3D models into a series of G-code commands for producing a solid part.
We tend to spend a lot of time focusing on key parameters affecting the final print quality (layer height, infill, perimeters, etc.), but slicing software adds two additional sections or scripts of G-code to the sliced files: start.gcode and end.gcode. These two highly customizable scripts have a dramatic effect on your final print.
Let’s examine two typical G-code lines to better understand how a command is constructed. Commands beginning with G control movements and offset definitions, while commands beginning with M control miscellaneous actions.
The purpose of the start.gcode script is to prepare the 3D printer for producing the desired object. At a minimum, the extruder and heated bed (if applicable) need to be set to proper temperatures and the tool head needs to be homed. To increase your probability of a successful print, you should also perform additional actions like leveling (or tramming) the bed, priming the hotend, and even updating the LCD to inform the user that the print is underway. The script below walks through a compilation of typical start.gcode lines that many current slicers employ:
G21 ; Set all units to millimeters M107 ; Turn off the part cooling fan M104 S215 ; Set extruder to 215°C [and immediately move on] M140 S60 ; Set bed to 60°C [and immediately move on] M190 S60 ; Set bed to 60°C [and wait for 60°C] M109 S215 ; Set extruder to 215°C [and wait for 215°C] G28 ; Move toolhead to origin (or home X, Y, Z) ; Prusa uses G28 W to perform homing command G29 ; Auto-Level the printer bed using a measurement probe ; Prusa uses G80 to accomplish a mesh bed leveling G92 E0.0 ; Reset the extruder position to 0mm G1 Z0.2 ; Move hotend nozzle to Z position of 0.2mm G1 X100.0 E20.0 ; Prime the hotend (Move to X=100mm & Extruder=20mm) G92 E0.0 ; Reset the extruder position to 0mm G90 ; Set to absolute positioning as opposed to relative M83 ; Set the extruder to relative positioning M300 S300 P1000 ; Play a 300Hz beep sound for 1000 milliseconds M117 Printing...; Update the LCD screen with “Printing...” END.GCODE
The purpose of the end.gcode script is to ensure that all printing functions have been halted, and perform any final cleanup tasks. From a safety standpoint, the most important job is to turn off power to the heating elements and motors. The script below walks through a compilation of typical end.gcode lines:
M107 ; Turn off the part cooling fan G28 X0 ; Home X axis and remove hotend from object M104 S0 ; Turn off the extruder [and immediately move on] M140 S0 ; Turn off the bed [and immediately move on] M84 ; Turn off the stepper motors M300 S300 P1000 ; Play a 300Hz beep sound for 1000 millisecond M117 Done! ; Update the LCD screen with “Done!”
With great power comes great responsibility — especially when you add custom movements into your G-code! Be sure to test your modifications from within your slicing software to ensure that you are not creating movements outside of your printer’s boundaries. You can learn more about G-code for RepRap firmware and 3D printing at reprap.org/wiki/G-code.
COMMON START.GCODE AND END.GCODE COMMANDS
G1 – Perform a synchronized movement
G21 – Set all units to millimeters since 3D printers use the metric system
G28 – Home the 3D printer or move the toolhead to the origin
G29 – Use a probe to measure the flatness of the bed then compensate by “leveling” or “tramming” the bed via a live z offset
G90 – Set all future commands to use absolute coordinates (as opposed to a relative position from the last location)
G92 – Define the current physical position to user-specified values
M83 – Set all future commands for the extruder to use relative coordinates from the last physical position (as opposed to absolute coordinates)
M84 – Stop holding the current position of the motor
M104 – Set the extruder temperature to a user-specified target (in Celsius) and immediately return control to the controller
M109 – Set the extruder temperature to a user-specified target (in Celsius) and wait for the user-specified target to be achieved
M117 – Display a user-specified message to appear on the LCD screen of the 3D printer
M140 – Set the heated bed temperature to a user-specified target (in Celsius) and immediately return control to the controller
M190 – Set the heated bed temperature to a user-specified target (in Celsius) and wait for the user-specified target to be achieved
M300 – Play a beep sound based on a user-specified frequency and duration | <urn:uuid:5d0f6c45-d523-484a-b79f-a9e6c7dcc825> | CC-MAIN-2019-22 | https://makezine.com/2019/01/31/start-and-stop-gcode-commands-to-make-your-printer-do-your-bidding/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256494.24/warc/CC-MAIN-20190521162634-20190521184634-00150.warc.gz | en | 0.818638 | 1,161 | 3.453125 | 3 |
Cannabis use is growing in popularity in both adult men and women, and now more questions are being raised regarding how cannabis influences people differently. Genetics, environmental factors, habituation, and even sex differences may affect an individual’s response to cannabis. New and veteran users want to personalize their cannabis experience by maximizing their therapeutic benefits while avoiding adverse effects. If we take a closer look at the differences in biological responses and habits between men and women, perhaps we can optimize an individual’s cannabis experience.
Some differences in cannabis response may be attributed to societal norms and personal habits. Men use cannabis more frequently compared to women, and are more likely to have Cannabis Use Disorder (CUD) that requires treatment compared to women1,2. Males may be more sensitive to having CUD due to being more prone to increased risk-taking behavior, which is partially regulated by testosterone3. The legalization of cannabis in the U.S., first for medical purposes in California in 1996 and now recreational cannabis in a growing number of states, is correlated with an increase in cannabis use by women. Women ages 18-25 have consistently increased cannabis use from year-to-year in the last decade1,2. Women are more likely to use medical cannabis to treat anxiety, nausea, anorexia, irritable bowel syndrome, and headaches4. Methods of consumption also differ between sexes. Women tend to prefer edibles, while men more often report using joints, blunts, vaporizers, and concentrates. The method of cannabis consumption affects the absorption of cannabinoids and may influence an individual’s response to cannabis. With the growing population of cannabis users, and especially rise in women users, it is important to understand how cannabis may affect the sexes differently.
Animal research, and sparse human studies, have shown that there are differential responses to cannabinoids between sexes. These differences can be attributed to how the endocannabinoid system regulates sex hormone (androgen/testosterone, estrogen, and progesterone) release and how sex hormones, in turn, alter cannabinoid (CB1) receptor and endocannabinoid related protein expression5. The sex hormones and proteins of the endocannabinoid system are robustly expressed in the central nervous system and peripheral nervous system. Sex differences in cannabinoid metabolism is also evident in animal studies, but requires further investigation in humans6.
As support for cannabis-related research increases, we gain more understanding in other potential sex-based differences in other cannabis-related physiological functions, such as the immune system, inflammation, or nausea. Both human and animal studies of cannabinoid response have historically underrepresented females and only a fraction have focused on sex differences7. Understanding sex-dependent differences can help to fine-tune treatment for CUD to prevent relapse as well as optimize the use of cannabis for therapeutic benefit.
Genetics contribute towards CUD as well as other physiological functions related to the endocannabinoid system. Pathway Genomics has developed a new at-home DNA test, CannabisDNA, to help you understand your predisposition to common cannabis-related traits and match you to the appropriate cannabis strain and product. Learn more about how this test can help you personalize your cannabis experience and order your test today!
- Substance Abuse and Mental Health Services Administration. Results from the 2013 National Survey on Drug Use and Health: summary of national findings. (SAMHSA: Rockville, MD, 2014).
- Substance Abuse and Mental Health Services Administration. 2017 NSDUH Annual National Report. (SAMHSA: Rockville, MD, 2018).
- Struik, D., Sanna, F. & Fattore, L. The Modulating Role of Sex and Anabolic-Androgenic Steroid Hormones in Cannabinoid Sensitivity. Front Behav Neurosci 12, 249 (2018).
- Cuttler, C., Mischley, L.K. & Sexton, M. Sex Differences in Cannabis Use and Effects: A Cross-Sectional Survey of Cannabis Users. Cannabis Cannabinoid Res 1, 166-175 (2016).
- Gorzalka, B.B. & Dang, S.S. Minireview: Endocannabinoids and gonadal hormones: bidirectional interactions in physiology and behavior. Endocrinology 153, 1016-24 (2012).
- Cooper, Z.D. & Craft, R.M. Sex-Dependent Effects of Cannabis and Cannabinoids: A Translational Perspective. Neuropsychopharmacology 43, 34-51 (2018).
- Fattore, L. & Fratta, W. How important are sex differences in cannabinoid action? Br J Pharmacol 160, 544-8 (2010). | <urn:uuid:e184dfa0-7eb3-40a0-b57d-7f03c4995421> | CC-MAIN-2020-16 | https://cannabisdna.com/how-cannabis-affects-men-and-women/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370500426.22/warc/CC-MAIN-20200331084941-20200331114941-00294.warc.gz | en | 0.901505 | 970 | 2.640625 | 3 |
- Main glucocorticoid, produced in the adrenal glands
- production is regulated by the circadian rhythm (peaks in the morning, decreases to its lowest point in the night)
- increases unrelated to the circadian rhythm as a reaction on stress
- salivary cortisol can be correlated reliably with serum cortisol levels
Alpha-Amylase (Salivary Amylase)
- digestive enzyme, produced in the salivary glands inside the mouth
- circadian rhythm (decreases the first 60 minutes after awakening, increases over the span of the day)
- production increases steadily through psychic and physical stress by communicating with the autonomous nervous system (ANS)
- potential substitute for ANS-activation
- flow rate dependent
- anabolic steroid hormone
- circadian rhythm (highest level in the morning, lowest level on midnight)
- used to evaluate the androgenous state of men and to diagnose polycystic ovary syndrome and breast cancer in women
- shows high serum-saliva-correlation in men, but only average in women
- the most active naturally secreted estrogenic steroid hormone
- plays an important part in sexual and reproductive propagation
- seems to influence individual differences in cognitive and socio-emotional processes, as well as psychopathology
- steroid hormone, important for ovulation, fertility, pregnancy and menopause
- progenitor for many other steroid hormones
- also involved in brain development
- sulfated version of the human steroid DHEA, primarily produced in the adrenal glands in reaction to ACTH
- primarily functions as a precursor molecule
- it is assumed that there is a connection to mental and physical stressors, psychotic disorders and behavioral syndromes
- Results have to be corrected according to flow rate
- soporific neuro-hormone controlling the circadian rhythm
- epiphyseal production as a reaction to stimuli of light and darkness
- sleep disorders may result in loss of concentration and memory, decreased productivity and decreased performance in sports
Saliva of animals
The Saliva Lab Trier specializes not only in analyzing different biomarkers in human saliva samples, but also in assessing hormones in animal saliva samples. Of great interest ist the assessment of the stress hormone cortisol in animal saliva, relieving the need for expensive and invasive collection of blood. In contrast to blood, in saliva free, active hormones can be measured, correlating to current hormonal activity. In addition, non-medical staff at several time points can collect saliva samples, a great advantage when carrying out daily or dynamic hormone profiles. Depending on the question different animals are used in animal research. In livestock such as cattle or pigs the quality of meat can suffer through stress-related issues.
The burden of a greater amount of milking, which in itself is known to be straining on tissue, could be proven by measuring cortisol. Another interesting field of research could be the application of saliva analysis in breeding, especially horses and dogs, for example police dogs. In today's everyday life, dogs are subjected to permanent stressful situations.
In addition to loud traffic and large crowd, a performance-related stressor with over- or under-exertion can also burden the dog and trigger aggression behavior. At the same time, there is a growing demand for specialized and well-trained dogs (blind dogs, dogs for the detection of dangerous substances, police dogs). For effective training, it is important to select and train only dogs with suitable personal characteristics. Especially the ability to deal with stressful situations is crucial. In dogs, too, the cortisol concentration caused by a stress situation increases so that cortisol can be used as a marker for the detection of stress. In horses there are different insights, whether and how much training can trigger stress. Whether or not a circadian rhythm is present in horses is also controversially discussed in the literature. That the animal transport triggered stress is, however, unchallenged and could be associated by the cortisol increase with the length of the transport.
In our laboratory we use two different methods of assessment:
(using the example of cortisol)
In case of the competetive ELISA an unmarked primary anti-body is ligated on the microtiter plate. The standard, respectively the samples to be analyzed, compete with an antigen-conjugate for the antibody’s binding site. The antigen-conjugate is bonded to an enzyme which transforms a colorless reagent into a colored product. By adding acid this transformation is stopped and the optical density is measured in a photometer with defined wave length. The concentration of the sought antigen and the measured signal strength are inversely proportional to each other, meaning the less strength the signal has, the more concentrated the sample is.
(using the example of α-Amylase)
The kinetic method uses the enzyme activity of the enzyme to be analyzed. In the beginning of the test a substrate coupled with maltotrise is implemented. The product of this hydrolysis can be measured photometric by defined wave length. In this case the amount of α-Amylase increases in direct proportion to the increase in absorption.
The sensitivity of the used assays (Salimetrics, USA) can be found in the following list:
(the smallest concentration, that can be distinguished from 0)
Besides Assays from Salimetrics, USA our laboratory can offer the use of diagnostic assays of different manufacturers to analyse your saliva samples, on demand. | <urn:uuid:6a775a95-4f7b-4078-b895-523a85340526> | CC-MAIN-2018-51 | https://daacro.de/en/saliva-lab-trier/analysis/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823442.17/warc/CC-MAIN-20181210191406-20181210212906-00607.warc.gz | en | 0.90612 | 1,119 | 2.59375 | 3 |
The new moon will sweep in front of the sun to create this year’s first solar eclipse on Thursday, June 10. Tomorrow, the Moon in its elliptical orbit of Earth will lie too far from us to cover over the sun completely, but a bright annulus (ring) will surround the New Moon silhouette at mid-eclipse.
This outer rim of the sun has led people to call; this kind of eclipse a “ring of fire.” It’s a cool name but it is really a partial eclipse.
This will be visible for much of North America at sunrise. It will be visible longer in the U.S. in northerly and easterly latitudes. The New York City eclipse magnitude will be at 0.80 (80%) and will last one a bit longer than an hour after sunup.
NOTE: As with any partial eclipse, you need eye protection to watch an annular eclipse. Watching with the unaided eye will cause eye damage. You can make a simple pinhole camera that will let you view indirectly but many people watch coverage online or on TV programs. Use the search box at timeanddate.com’s eclipse map to see if it will be visible in your area.
In Paradelle, there will be 72.70% of the Sun covered and it will last 1 hour, 52 minutes, 19 seconds. But it will begin when the Sun is below the horizon, so I’ll have to wait for sunrise at 5:25 am, The maximum is at 5:32 am and it will end at 6:30 am (EDT). | <urn:uuid:bfa1b602-c9fe-460e-a0fd-65d9e39dfb23> | CC-MAIN-2021-25 | https://paradelle.wordpress.com/2021/06/09/ring-of-fire-eclipse/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488552937.93/warc/CC-MAIN-20210624075940-20210624105940-00276.warc.gz | en | 0.902345 | 337 | 2.765625 | 3 |
A major outage knocked out power across the eastern United States and parts of Canada on August 14, 2003. Beginning at 4:10 p.m. ET, 21 power plants shut down in just three minutes. Fifty million people were affected, including residents of New York, Cleveland and Detroit, as well as Toronto and Ottawa, Canada. Although power companies were able to resume some service in as little as two hours, power remained off in other places for more than a day. The outage stopped trains and elevators, and disrupted everything from cellular telephone service to operations at hospitals to traffic at airports. In New York City, it took more than two hours for passengers to be evacuated from stalled subway trains. Small business owners were affected when they lost expensive refrigerated stock. The loss of use of electric water pumps interrupted water service in many areas. There were even some reports of people being stranded mid-ride on amusement park roller coasters. At the New York Stock Exchange and bond market, though, trading was able to continue thanks to backup generators.
Authorities soon calmed the fears of jittery Americans that terrorists may have been responsible for the blackout, but they were initially unable to determine the cause of the massive outage. American and Canadian representatives pointed fingers at each other, while politicians took the opportunity to point out major flaws in the region’s outdated power grid. Finally, an investigation by a joint U.S.-Canada task force traced the problem back to an Ohio company, FirstEnergy Corporation. When the company’s EastLake plant shut down unexpectedly after overgrown trees came into contact with a power line, it triggered a series of problems that led to a chain reaction of outages. FirstEnergy was criticized for poor line maintenance, and more importantly, for failing to notice and address the problem in a timely manner–before it affected other areas.
Despite concerns, there were very few reports of looting or other blackout-inspired crime. In New York City, the police department, out in full force, actually recorded about 100 fewer arrests than average. In some places, citizens even took it upon themselves to mitigate the effects of the outage, by assisting elderly neighbors or helping to direct traffic in the absence of working traffic lights.
In New York City alone, the estimated cost of the blackout was more than $500 million. | <urn:uuid:505baaf7-cf82-4119-9a2b-df49ba09744e> | CC-MAIN-2019-39 | https://www.history.com/this-day-in-history/blackout-hits-northeast-united-states | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573331.86/warc/CC-MAIN-20190918193432-20190918215432-00144.warc.gz | en | 0.979036 | 469 | 2.796875 | 3 |
Another pretty good step forward in Deep Neural Networks from DeepMind.
They took inspiration from neurosciences-based theories about the consolidation of previously acquired skills and memories in mammalian and human brains: connections between neurons are less likely to be overwritten if they have been important in previously learnt tasks. This mechanism is known as “synaptic consolidation“.
The result is a neural network model that can learn several tasks without overwriting what was previously learnt (a known limitation of the current neural network approach, known as “catastrophic forgetting”).
The new algorithm has been called “Elastic Weight Consolidation” (EWC).
All the details can be read in their last PNAS paper. | <urn:uuid:7281669c-278f-4158-b2e9-3fc8f587fbc0> | CC-MAIN-2019-09 | https://madrisan.com/2017/03/20/overcoming-catastrophic-forgetting-in-neural-networks/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247493803.26/warc/CC-MAIN-20190219223509-20190220005509-00585.warc.gz | en | 0.975785 | 149 | 2.890625 | 3 |
Minnesota became the 32nd state to join the Union on May 11, 1858. Minnesota’s first two senators, Henry Rice and James Shields, took office on that day. Minnesota’s longest-serving senators include Knute Nelson (1895-1923) and Henrik Shipstead (1923-1947). Among those who rose to leadership positions are Hubert Humphrey and Walter Mondale. Humphrey served as party whip, deputy president pro tempore of the Senate, and vice president of the United States. Mondale also served as vice presidentthe Senate's constitutional president or presiding officer. | <urn:uuid:84dcc4b2-c6b3-434b-833e-4a57bc7c1fbb> | CC-MAIN-2014-23 | http://www.senate.gov/states/MN/intro.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997894275.63/warc/CC-MAIN-20140722025814-00113-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.952052 | 125 | 3.078125 | 3 |
Dielectric, insulating material or a very poor conductor of electric current. When dielectrics are placed in an electric field, practically no current flows in them because, unlike metals, they have no loosely bound, or free, electrons that may drift through the material. Instead, electric polarization occurs.
The capacitor is a component which has the ability or “capacity” to store energy in the form of an electrical charge producing a potential difference (Static Voltage) across its plates, much like a small rechargeable battery.
In electrical engineering, a conductor is an object or type of material that allows the flow of electrical current in one or more directions. A wire is an electrical conductor that can carry electricity along its length. In metals such as copper or aluminum, the mobile charged particles are electrons.
|Topical Notes, Topical Notes, Problems, Presentations, Quiz, Test, Investigations and Videos|
|Electrostatics with conductors|
|b) Parallel plate|
|c) Spherical and Cylindrical|
|Test your Understanding: Chapter 2 MCQ Quiz 1 Here Take Chapter 2 ReQuiz MCQ Quiz 2 Here|
Just like the Resistor, the Capacitor, sometimes referred to as a Condenser, is a simple passive device that is used to “store electricity”. The capacitor is a component which has the ability or “capacity” to store energy in the form of an electrical charge producing a potential difference (Static Voltage) across its plates, much like a small rechargeable battery.
There are many different kinds of capacitors available from very small capacitor beads used in resonance circuits to large power factor correction capacitors, but they all do the same thing, they store charge.
In its basic form, a Capacitor consists of two or more parallel conductive (metal) plates which are not connected or touching each other, but are electrically separated either by air or by some form of a good insulating material such as waxed paper, mica, ceramic, plastic or some form of a liquid gel as used in electrolytic capacitors. The insulating layer between a capacitor’s plates is commonly called the Dielectric. | <urn:uuid:cffa5454-2272-4408-a2f0-ab8fcb242b5f> | CC-MAIN-2017-51 | https://www.physics-world.com/ap-physics-c-electricity-magnetism/conductors-capacitors-dielectrics/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948515165.6/warc/CC-MAIN-20171212041010-20171212061010-00258.warc.gz | en | 0.928111 | 458 | 4.1875 | 4 |
On January 10, 1920, the League of Nations formally comes into being when the Covenant of the League of Nations, ratified by 42 nations in 1919, takes effect.
In 1914, a political assassination in Sarajevo set off a chain of events that led to the outbreak of the most costly war ever fought to that date. As more and more young men were sent down into the trenches, influential voices in the United States and Britain began calling for the establishment of a permanent international body to maintain peace in the postwar world. President Woodrow Wilson became a vocal advocate of this concept, and in 1918 he included a sketch of the international body in his 14-point proposal to end the war.
In November 1918, the Central Powers agreed to an armistice to halt the killing in World War I. Two months later, the Allies met with conquered Germany and Austria-Hungary at Versailles to hammer out formal peace terms. President Wilson urged a just and lasting peace, but England and France disagreed, forcing harsh war reparations on their former enemies. The League of Nations was approved, however, and in the summer of 1919 Wilson presented the Treaty of Versailles and the Covenant of the League of Nations to the U.S. Senate for ratification.
Wilson suffered a severe stroke in the fall of that year, which prevented him from reaching a compromise with those in Congress who thought the treaties reduced U.S. authority. In November, the Senate declined to ratify both. The League of Nations proceeded without the United States, holding its first meeting in Geneva on November 15, 1920.
During the 1920s, the League, with its headquarters in Geneva, incorporated new members and successfully mediated minor international disputes but was often disregarded by the major powers. The League’s authority, however, was not seriously challenged until the early 1930s, when a series of events exposed it as ineffectual. Japan simply quit the organization after its invasion of China was condemned, and the League was likewise powerless to prevent the rearmament of Germany and the Italian invasion of Ethiopia. The declaration of World War II was not even referred to by the then-virtually defunct League.
In 1946, the League of Nations was officially dissolved with the establishment of the United Nations. The United Nations was modeled after the former but with increased international support and extensive machinery to help the new body avoid repeating the League’s failures. | <urn:uuid:77835ad3-8035-4754-ac25-cbc2c369858b> | CC-MAIN-2021-10 | https://www.history.com/this-day-in-history/league-of-nations-instituted | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178362513.50/warc/CC-MAIN-20210301121225-20210301151225-00250.warc.gz | en | 0.973144 | 491 | 4.28125 | 4 |
Interested in mathematically-generated 3D models? We have a site you should check out.
The site is “George W. Hart’s Rapid Prototyping Web Page”. It’s a ten-year old-style web page, but as everyone knows, mathematics is eternal. Just focus on the models.
Several intricate mathematically-generated 3D models are offered for download, including the “120 Cell” shown above. Hart describes this piece:
The 120 Cell is a 4D structure made of 120 regular dodecahedra. This "shadow" of it has the form of one large dodecahedron filled in with 119 smaller dodecahedra. In 4D all the dodecahedra are regular, but in this 3D shadow, angles are necessarily distorted, so only the innermost and outermost dodecahedra appear regular.
Regardless, we believe this would be a very challenging 3D model to print on personal equipment. Hart recommends sending the model to a 3D print service - but the site pre-dates the emergence of personal 3D printers, so that’s expected.
Hart provides 3D models for a number of other rather complex shapes, including the Sierpinski Tetrahedron (shown above), the Menger sponge fractal and an elevated icosidodecahedron.
Some of the models are very unusual, such as this “Woven Assemblage of Salamanders”.
In all there are around 30 models available, often with associated papers describing the process of generating them.
We strongly suspect your equipment must be perfectly dialed in to even attempt most of these incredible shapes. If so, give it a try. We dare you!
Via George Hart | <urn:uuid:d1ca33f7-9671-4271-beaf-25917e4f0f6a> | CC-MAIN-2017-22 | http://www.fabbaloo.com/blog/2014/11/9/george-harts-amazing-3d-models | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00602.warc.gz | en | 0.916686 | 367 | 2.734375 | 3 |
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Letter of the Week is one of the most common ways to homeschool preschool. Simply choose a letter and then build your activities around it.
There are two main views on Letter of the Week. One is to start with A and continue through the alphabet in order. The other is to work through the letters in a pattern that teaches pre-reading skills. Reading the Alphabet is an example of the second method.
The idea behind Letter of the Week is to theme everything around that letter. Here are a few of the categories you could include:
- Writing practice
- Letter sounds
- Bible Lessons
- Animals/Nature Study
You can find links for all of these activities in my list of Free Alphabet Resources for Preschoolers.
Since there are only 26 letters, you will probably have a few weeks left until the end of the school year. You can use them to review the letters, or to do covers numbers 1-10. Another option is to slip in a few themed weeks throughout the year around holidays.
You can find more alphabet ideas on my ABCs and 123s Pinterest board
You might also like my:
- Links to Free Preschool Curriculum
- Handwriting Pinterest Board
- Preschool & K Printable Packs Pinterest Board
Read all of the days in this series:
Keep up with this series by receiving my posts in your email.
See all of the topics in the iHomeschool Network Summer Hopscotch Series | <urn:uuid:2775ea4e-4993-4123-aba5-9f1034dcfa54> | CC-MAIN-2021-31 | https://amyswandering.com/2014/07/24/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046150308.48/warc/CC-MAIN-20210724191957-20210724221957-00390.warc.gz | en | 0.947512 | 308 | 3.609375 | 4 |
What to know about computer vision syndrome
Devices such as computers, tablets, and smartphones put increased demands on a person’s visual system. Using these devices for extended periods without breaks can cause CVS symptoms, including eye strain and headaches.
In this article, we explain what CVS is and outline its causes and symptoms. We also provide tips on how to avoid CVS and when to see a doctor.
Original Article Source Credits: MedicalNewsToday , https://www.medicalnewstoday.com/
Article Written By: Aaron Kandola
Original Article Posted on: June 15, 2020
Link to Original Article: https://www.medicalnewstoday.com/articles/computer-vision-syndrome | <urn:uuid:642e5784-be43-4734-a3aa-701d09cfceeb> | CC-MAIN-2023-50 | https://www.drmaoeyecare.com/blogs/eye-doctor-optometrist-london-ontario-blog/637087-what-to-know-about-computer-vision-syndrome | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00257.warc.gz | en | 0.902831 | 150 | 2.921875 | 3 |
Last week, we spoke about children living abroad being more creative. This week, I’m following up with more thoughts about creativity in education.
At the 2006 TED conference, Sir Ken Robinson gave a talk that highlighted the need for our educational system to be redesigned in order to foster creativity. The talk is about 20 minutes in length and can be viewed for free below (or at the TED website). Skip past the video for my summary of the talk.
Sir Robinson explains that our educational system was created in the 19th century to meet the needs of industrialism. For this reason, a hierarchy was created with subjects most useful for work at the top. Children are often discouraged from subjects that aren’t seen as being relevant for work (specifically the sort of work important in industry). The result of this is that academic ability has come to unilaterally define our view of intelligence. Now, Robinson says that “many highly talented, brilliant, creative people think they’re not, because the things they were good at in school weren’t valued, or were actually stigmatized”.
Children, he explains, are naturally creative, but we are educating them out of their creativity. The cause of this is that we inspire a fear of being wrong in our children. In school, he says that we teach children that “mistakes are the worst thing you can make” (and, in general, we run our companies the same way). If you aren’t prepared to be wrong, you can’t possibly be creative, as you aren’t brave enough to envision something original. Children are born without this fear of being wrong (“Kids will take a chance”), but we instill it in them in school.
In addition to squandering creativity by teaching fear of mistakes, we neglect the opportunity to nurture creativity by devaluing subjects that require it—art, music, dance, theater, for instance. As mentioned above, this goes back to our hierarchy of school subjects based on their importance in industrial work.
Sir Robinson says that we have to rethink intelligence, acknowledging the following three facts about it, and then designing our education system to foster them:
1. Intelligence is diverse. “We think about the world in all the ways we experience it. We think visually, we think in sound, we think kinesthetically, we think in abstract terms, we think in movement.” Thus, we have to acknowledge and cater to all of these intelligences, as well as others.
2. Intelligence is dynamic and interactive. “The brain isn’t divided into compartments.” Robinson suggests that creativity often comes about through inter-disciplinary explorations (which our current educational system downplays). This also means that different types of intelligence (visual, auditory, kinesthetic, academic, etc.) need to be encouraged to work together.
3. Intelligence is distinct. Everybody is intelligent in a unique way, and we all express our intelligence differently. Our current education system tends to suppress these differences, mining children “in the way we’ve strip-mined the earth for [one] particular commodity”. But in many children, the one sort of intelligence that our educational system focuses on is not the strongest.
Sir Robinson firmly believes in the importance of creativity in education. Remember that the children we are educating today will be retiring around in the 2070s. With the rate that the world is changing, we don’t know how to educate children for the world 5 years from now, let alone 60 years from now. The best thing that we can do is to prepare children for a lifetime of learning, exploring, and discovering, so that they have the tools to adapt to the demands of the world as it changes. By teaching kids to be creative, we are ensuring their success in the future world we know so little about. | <urn:uuid:4951c364-6056-47c2-b4ef-c856e00d454b> | CC-MAIN-2018-51 | https://findingschools.wordpress.com/tag/creativity/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823588.0/warc/CC-MAIN-20181211061718-20181211083218-00119.warc.gz | en | 0.969129 | 802 | 2.9375 | 3 |
A low birth weight has been linked to a greater likelihood of long-term health problems during childhood, such as developmental delays or learning disabilities.
A new study said iron supplements given to slightly underweight newborns may protect against behavioral risks tied to low birth weight, such as attention deficit hyperactivity disorder (ADHD) risk.
Published Dec. 10 online in Pediatrics, the new study involved 285 infants who had been born with a "marginally low" birth weight, defined as weighing between 2,000 and 2,500 grams or about 4.4 to 5.5 pounds. Swedish researchers randomly assigned these infants to receive either 0, 1 or 2 milligrams per kilogram per day of iron supplements from six weeks to six months of age, then analyzed them with psychiatric tests when they were 3.5 years old. They were compared to a group of 95 infants who had a normal weight at birth.
The researchers found no differences in IQ scores among low birth weight infants and those born at a normal weight, so the iron supplements did not show an effect when it dealt with intelligence.
However, when it came to behavioral risks the differences were more evident. Of the low birth weight children who took no iron supplements, nearly 13 percent showed signs of behavioral problems compared with a little less than three percent of the infants who took 1- or 2-milligram doses of daily iron supplements. About three percent of the normal weight children had behavioral problems.
"The study suggests a causal relation between infant iron deficiency and later behavioral problems," the researchers wrote. They concluded early iron supplementation for otherwise healthy, marginally low birth weight kids could lead to long-term health benefits.
Study author Dr. Magnus Domellof, a researcher from Umea University in Sweden, told Reuters of iron supplements, "I would not be afraid of recommending this to all children (born) below 2,500 grams at this dose."
While some earlier studies have shown too much iron for young kids may stunt their development or cause stomach problems, Domellof told Reuters he didn't see any extra problems tied to excessive iron in his study.
About eight percent of U.S. births are considered a low birth weight, according to estimates from the Centers for Disease Control and Prevention. Compared to normal weight infants, they are also more likely to get sick and develop infections. Risk factors for having an underweight newborn include exposure to lead, solvents, pesticides and air pollution during pregnancy, smoking or drinking alcohol during pregnancy, or if a mom is younger than 15 or older than 35 years of age.
"The issue with these marginally low birth-weight infants is, people really haven't paid a lot of attention to them, but the evidence is accumulating that they are at risk for behavioral problems and less than ideal cognitive function," Dr. Betsy Lozoff, who studies the effects of iron deficiency in infants at the University of Michigan in Ann Arbor but wasn't involved in the new research, told Reuters.
for more features. | <urn:uuid:c15f432b-276d-4619-b675-8f989630cd43> | CC-MAIN-2022-05 | https://www.cbsnews.com/news/iron-supplements-may-protect-against-behavioral-problems-in-low-birth-weight-kids/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301217.83/warc/CC-MAIN-20220119003144-20220119033144-00665.warc.gz | en | 0.973686 | 612 | 3.21875 | 3 |
Kinetic sand is a sand that can be molded or played with as free flowing sand. It sticks to itself so clean up is always nice and easy.
We love Kinetic sand so today we focused on other things we could do with it.
Here is the list we made and some other ideas~
Use letter stampers (from play doh sets) and spell things out. Great for kids learning abc's and spelling.
Next we used cookie cutters and cut out shapes. No you can not pick them up to play but if you do this on a smooth surface you can still move them around while they lay down.
This idea we used legos~
We filled the legos with sand and then tapped them out to make cool designs. We also stamped the legos in the sand and we even used them for teaching a bit of math. Ex. if you stamp two legos together how many circles do you have all together.
After that we went on to stamping our own feet and some other feet and paws in the sand.
It was neat to see everyone's finger prints. My daughter found it cool that everyone's finger prints are different and this was a neat way to prove that.
I also went on to give them a kids knife (knowing they can handle it) and they practiced cutting. This was after they made their own little cakes.(as seen below) they also got to practice using real kitchen tools to make their own cakes.
Lastly we poured some sand into a bowl and let them go at it.
Playing, mixing, mashing, pouring, scooping.
They did it all.
Some other things you can do is stamp numbers, and add sand toys to build castles | <urn:uuid:ebe91d03-4ff4-469c-ae13-8be7a94f6676> | CC-MAIN-2019-09 | http://funthingstodowithurkidz.blogspot.com/2015/06/fun-things-to-do-with-kinetic-sand.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247490806.45/warc/CC-MAIN-20190219162843-20190219184843-00526.warc.gz | en | 0.976551 | 356 | 3.203125 | 3 |
In order to ensure the safety of public transportation, safety inspection has become a necessary means to ensure the safety of public life and property. However, due to high population mobility and large passenger flow, the demand and requirements for security inspection technology are also increasing. Because the traditional working methods of relying on manual inspection and image recognition cannot meet the needs of people when traveling, more and more modern intelligent technologies are applied in the field of security inspection.
At present, the combination of artificial intelligence and hardware has been implemented in many airport security inspection scenarios. Through data processing of various security inspection images, deep learning algorithms are used to realize automatic identification and early warning of contraband. In this way, the labor intensity of safety personnel is greatly reduced, the quality of safety inspections is improved, and adverse consequences caused by omissions and misjudgments of dangerous goods are avoided.
A set of target detection algorithms, data collection and calibration schemes specifically for X-ray security inspection images, and the development of corresponding software and hardware systems, which can be loosely coupled and docked with X-ray security inspection machines to realize the input, detection and output of X-ray security inspection images Complete system.
1. Algorithm flow design
The algorithm specifically designed for X-ray security inspection images is a two-stage target detection network, and a model suitable for X-ray security inspection image data is obtained by training the convolutional neural network. The input of this model is an X-ray image of a certain scale, and the output is the category, coordinates and confidence of the contraband in the image. The algorithm flow is as follows.
(1) The image processed by the capture card is sent to the feature extraction network while maintaining the original size after the edges are added and the average value is subtracted.
(2) The feature extraction network adopts a fully convolutional network structure and outputs feature maps.
(3) The feature map passes through the RPN, and the ROI of the region that may have a target is output.
(4) ROI produces a small-size feature map after pooling transformation, and then completes the classification and positioning offset calculation after passing through the Head network.
(5) The output deviation of the Head network is refined on the ROI, and the final prediction result is obtained, that is, the target detection result and the confidence level of the X-ray security inspection image.
The quality of the data determines the quality of the model. In order to train a model specifically for X-ray images, this model does not use conventional image data set training, but a large number of X-ray security inspection images with real contraband, and a combination of bags, fillers, and interferences. Combining the real packet data collected on site as training samples, and supplemented by multiple data enhancement methods such as color transformation, scale transformation, horizontal flipping and mirror flipping, and domain-adaptive image style transfer methods, millions of level The training samples cover the image characteristics of more than a dozen common domestic mainstream brand security inspection machines, making the model possess strong generalization recognition capabilities.
2. Hardware system structure and function
The hardware system design needs to carry the complete services of X-ray security inspection machine video signal access, X-ray security inspection machine EDID signal feedback, video signal amplification and distribution, video signal digitization, video image preprocessing, deep neural network reasoning and calculation, and rendering and display output.
The modules and functions are as follows:
(1) Video signal distribution module
(2) Video signal acquisition module
(3) Image processing module (CPU)
(4) Neural network computing module (GPU-1)
(5) Display rendering module (GPU-2)
3. Physical display of the finished product
According to the hardware and software design, the finished prototype is shown in the figure. Screen display effect The target label display method is as different as possible from the pseudo-color image, and it has the least interference to the security inspector's line of sight.
Effective algorithms for X-ray security inspection images to detect and identify contraband objects, and implement software and hardware systems for actual security inspection scenarios. It can realize the complete process of X-ray security inspection image intelligent judgment, without any customized transformation of the existing X-ray security inspection machine. The system has been widely used in subways, high-speed rails, airports, logistics and other fields. In the future, by increasing the training samples of the targets to be detected, the types of recognition targets can be further expanded, and the recognition rate can be improved to meet the different needs of different application scenarios such as rail transit, logistics, airports, and customs. Effective, improve the quality of security inspection services, and have broad application prospects.
Continuous development of X-ray security inspection images-Safeagle
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Work Time :9:00-18:30(Beijing time) | <urn:uuid:3f551bb9-7bd2-4983-9f2d-e6d1bc8bd60f> | CC-MAIN-2022-49 | https://www.safeagle.com/news/938-continuous-development-of-x-ray-security-inspection-images | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710218.49/warc/CC-MAIN-20221127073607-20221127103607-00244.warc.gz | en | 0.890383 | 1,114 | 2.890625 | 3 |
(prior page: Noise)
In addition to noise, there is one other type of texture in many bird sounds: beats, which are rapidly repeating rhythmic elements that impart a trilled, burry or buzzy quality to the sound. A bird sound can have noise, beats, both, or neither. A sound without noise or beats is called clear.
Any sound that contains a series of elements repeated at about 10/sec or faster (that is, 10 Hertz or faster) will be perceived as a trill. This could include single notes that are regularly modulated in frequency — that is, single notes whose frequency rises and falls in a regular pattern, resulting in a wavy line on the spectrogram. A good example is the whinny of the Eastern Screech-Owl, which is one of the simplest and slowest trill-like sounds in North America.
or it could include series of separate notes, like the monotone trill of the same species:
Extra credit: notice that the cricket chirps at roughly 2 kHz are trilled as well, albeit at a much faster rate than the screech-owl’s sound.
Once the elements are repeated at a rate too fast to count, it becomes impossible for the human ear to pick up on individual complex details; the details only color our perception of the trill. Here is a good example:
In the above spectrogram, you can see that each element of the junco’s trill is itself made of two parts: a gentler, lower-pitched upslur and a much sharper, higher-pitched note. You probably won’t hear the two parts in the trill as separate sounds, however. In this case, the spectrogram can see detail that the ear cannot detect.
Here is an even more striking example of the same phenomenon. There is an awful lot going on in the trill at the end of this Marsh Wren’s song strophe, more than your ear will ever be able to perceive, but you can probably hear that the trill elements are complex, at least:
The important lesson? Any elements repeated at a rate of approximately 10-20 Hz will likely be perceived as some kind of trill.
Once the rate of repetition gets a little faster, it makes even less difference how complex the elements are: they will simply be perceived as beats in a single sound with a burry tone quality, as in this vocalization of Great Crested Flycatcher:
Although our ears are not very good at discerning the details of repeated elements, we are excellent at perceiving the presence of repetition, even when it is quite fast. The frequency modulations in the song of the Western Tanager are rapid enough and subtle enough that I had to zoom in the spectrogram and change to a wider-band setting in order to get them to show up in the following picture as up-and-down zig-zags, but they are distinct to the ear of the experienced observer, easily marking the song as different from that of the American Robin:
When the modulations get really fast, we tend to perceive them as buzzy rather than burry — a phenomenon we observed earlier in the Black-chinned Sparrow’s song. Because the elements are repeated faster, they are necessarily more nearly vertical on the spectrogram, making them less musical. Note, however, that sharply inflected elements will always sound buzzy and unmusical even when repeated at slow speeds — the difference between a burr and buzz is, in the end, one of musicality, not rate.
In North America, one of the most rapidly modulated bird vocalizations is the “peent” call of the Common Nighthawk, which is modulated at a rate of almost 250 Hz. Most spectrograms of this call show merely a black burst of broadband noise:
But if you zoom way in, you can see the individual modulations:
These modulations are clearly audible as the highly buzzy quality of the sound, which demonstrates the high sensitivity of our ears to repeated patterns, even those repeated at extremely high frequencies.
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The Professional Development Roadmap
A guide to defining your strengths and weaknesses as a drama teacher.
Picture yourself at a crossroads. Map in hand. Maybe a couple of tumbleweeds. A farmhouse in the distance, ragged scarecrow – use your imagination. You could go in any direction.
The problem is you don’t know where you’re going. You don’t know the destination so how could you possibly choose? And there’s an even bigger problem: you don’t know how to read the map.
Does the classroom ever feel like this for you?
You struggle to get through each day without a plan. Or you’re overwhelmed with testing and assessments to even think about a plan. Or worse, you’ve been thrown into the drama classroom without any map reading skills with no time to learn them. How can you even think about creating a plan when you barely know the basics?
And when you’re in the middle of that struggle, the only thing you can think about is how you want to do better. You want to know more. You want to be able to offer a well-rounded education to your students. They’re your kids. But every Professional Development opportunity in your area is irrelevant to drama or filled with assessment paperwork.
In order to do the best for your kids, here are three important questions:
- What do you know?
- What do you need to know?
- How do you get what you need to know?
How do you answer these questions? You need a Professional Development Roadmap. Read on to learn more.
As we go, there will be actions to take and a lot of questions to answer. We’ve put together a Professional Development Roadmap in PDF format that you can download at the end of the post.
There are two types of people – those who will read this post and think about it, and those who will download the roadmap and do the work. I promise you that the ones who dig in and do the work will have far more success.
What do you know?
This question addresses your strengths. Do this in two stages: Brainstorm and List.
Brainstorm: Give yourself two minutes and a clean sheet of paper. Your job is to automatic write every strength you have on the paper without judgement or censorship.
Write everything down, big and small. Nothing is irrelevant. Don’t deny a strength because you don’t think it fits the classroom. Write them all down. And even further, don’t stop writing during your two minutes. The brain is a funny tool – sometimes it thinks best when it’s not forced to think. So just keep writing (even if you have to write I am stuck over and over) and you’ll be amazed at what your brain gives you. Do this exercise three times in a row so no strength is left out.
Once you have your three brainstorm sessions in front of you, go through them with a highlighter. Highlight every strength you wrote.
List: Once you have your highlighted brainstorm, you need something a little more tangible. Look through your pages and list ten strengths from most important to least important. (Our Professional Development Roadmap has a fill-in Strengths List). And don’t say you don’t have 10 strengths! You are a teacher. You made it to the classroom. You have something to offer so acknowledge it and write it down.
This is your known list. This is what you know.
What do you need to know?
Many drama teachers come into the drama classroom with one speciality. They did tech in school. They’re actors. They sing. But in order to teach students fully, the drama teacher has to know something about a lot of different subjects. It’s not just acting – there’s projection, and movement, and different styles of acting. Then there’s theatre history. Then playwriting. And don’t forget stage management! The list goes on and on.
The best drama teachers aren’t specialists, they are generalists. They are the GP’s of the theatre world.
So how do you become a generalist?
First off make a list of all the different areas that encompass theatre. Don’t worry about whether you know anything or not just yet, just make a list: Theatre history, set design, improvisation, projection, directing, mask, mime, movement, playwriting and so on. (our PDF has this done for you!)
Next, beside each item on your list rank your knowledge:
- N = Not-confident. I don’t know enough to confidently teach it yet.
- C = Confident. I know enough to teach a short unit on this topic.
- E = Expert. I know enough to teach a multi-week unit on this topic.
Don’t judge your knowledge. This has nothing to do with whether you’re a good teacher or not. You are simply gathering data. You’re gathering information that you can act on. Write down an N, C, or E beside each item.
When you look at your completed list, it’s time to assess. Take two minutes and automatic write your reaction. Does it overwhelm you? Scare you? Does it inspire you? Does it seem impossible? Does it seem doable? Write for two minutes without stopping to get your reaction out of your brain and on paper. This is especially helpful if the list seems too big to take on.
And then address your list. Don’t just leave it in a drawer. Address the areas where you marked down “N.” Write those out separately in their own list. If your “N” list is long, then start with ten. Choose the Top Ten items that you want to add to your toolkit as a drama teacher.
Now that you know what you need to know, it’s time to figure out how to deal with it.
How do you learn what you need to know?
You now have a list of strengths and have identified areas to work on. Don’t let this list scare you. Be systematic in dealing with it. Take one item at a time and repeat the following process:
Let’s say that one of the items on your list is mask. You know nothing about mask. You’ve heard other drama teachers talk about it, maybe you’ve seen it in a show. You know your students would benefit greatly if they could communicate physically instead of verbally, but you don’t know where to start.
Take these steps to get what you need to know.
- Define what scares you: What stops you from learning to teach mask? What scares you and why? Get your reservations out of your brain and on to the page.
- Identify why learning mask is important: What are your students going to learn through mask? How is mask an important skill? The more you identify the student outcomes, the easier it will be to specify what you need to learn to teach those outcomes. Instead of thinking Oh I need to teach them mask, focus on the fact that learning mask will enable students to determine how body language can communicate thoughts and ideas. Students will learn how to present a character non-verbally. Students will have a safe learning environment to express ideas visually.
- Gather local information: What’s going on in your area? Are there any local workshops? Is there an opportunity for drama teacher Professional Development on mask? Don’t worry if there’s not. This is just one of the steps in this process. Do a little hunting. Let everyone in your network know that you’re looking for mask information.
- List people who can help you locally: Brainstorm a list of people you could reach out to face-to-face. It could be another teacher in your district who might know something about mask. It could be a local community theatre. Call them up and offer to buy them lunch and pick their brains. You may be thinking I could never do that! I could never just call someone! This is about giving the best to your kids. If you have to do something out of your comfort zone to achieve that goal, you’re going to do it, right? The key to asking a stranger for help is to have an intro, an offer and a plan.
- The intro: When you reach out to someone, you have to put your best foot forward. Provide a context. Identify who you are and what you do. That way you’re not a stranger out of the blue.
- The offer: If you’re asking someone for help, it’s important to give something back. Offer to buy them lunch or at the very least coffee. Do not expect information for free. By providing an offer, you’re showing that you respect this person’s time and knowledge.
- The plan: You’ve got your meeting. You’re ready to learn. Never sit down and say tell me everything you know. That’s unfair. Thank this person for talking to you. Ask them how their year is going in their classroom, or in their rehearsals. And then come to your meeting with at least five specific questions about mask. Relate them to your student outcomes – I never know how to get my students to stop acting like themselves in their characters. Do you have any specific exercises? Or do you have any suggestions for where I can buy masks?
- Look for a community: It may be that your local options are zero, nil, zilch. There’s no theatre in your area and you are the sole drama teacher in your district. If that’s the case you’re going to have to look farther afield. Thanks to the internet the world has become a much smaller place. There is no reason for you to struggle alone. Research drama teacher organizations. Is there something at the State or Provincial level? Is there a National organization? Is there a Facebook group? What you’re looking for is other like-minded people, a community. They may not be within driving distance, but they’re going to be a great help. For example, the Theatrefolk Facebook page has over 20,000 likes which means it’s filled with drama teachers who check in on a regular basis. When we post a question like: “I have large classes of middle-schoolers (27-32) and whenever we try to do monologues or scene work, I find I just can’t be in all places at once” the answers flow in. Find a community and start asking questions.
- Look for online resources: The internet can be a gold mine. You don’t have to be limited to your local resources. You can reach out and make contact with a drama teacher across the country and you can gather resources from around the world. The internet can also be overwhelming. I typed “learning mask” into Google and it came back with 35 MILLION results. You don’t have time to sift through 35 million results! When you’re looking for resources you have to be specific. Identify keywords that link to your student outcomes and will narrow down your search. So instead of “learning mask” you really want mask exercises. And you don’t want posts on how to make masks. And you want the exercises to be specific to your grade level. When I typed into Google mask exercises drama high school these are the top results:When you look for online resources ask yourself these questions: Can I apply this resource to improving my knowledge of the topic? Do I understand how to teach this resource? Does this resource help with student outcomes?
- Look for conferences and workshops: At this stage, don’t worry about logistics. Don’t put roadblocks in your way – I can’t pay for this, I don’t have time for this. We’ll get to those in a minute. You are simply gathering information. You need to learn about mask. Where can you learn about mask? What conferences are out there? That’s all you want to know at this stage. Where can you get Professional Development in this topic area?
How do you use your PD Roadmap?
Let’s talk about conferences. Conferences are a great place for Professional Development. If you have the opportunity to attend one you can learn from seasoned teachers or even professionals in a specific field. But conferences can also be a bit of a trap. I’ve been to many conferences where teachers seem to be at a loss for what workshops to take. They go to the ones their friends are going to so they won’t be alone, or they go because they know the instructor. And it’s clear these teachers aren’t getting the most out of their experience.
That’s why you need a PD roadmap. You need to identify both your strengths and the areas that need work. Take this document to conferences and only sign up for workshops that are going to address your “needs work” areas. Better still, contact the workshop co-ordinator for a conference and request that they bring in somebody to offer workshops that will improve your knowledge base.
You can also use a conference for networking. Sit down at a table of strangers at lunch and ask them what exercises they use in their classrooms. Make it known you’re looking for help with teaching mask. If someone makes a relevant comment in a workshop, pull them aside after a workshop and buy them a coffee.
Step out of your comfort zone. It’s what’s best for your kids.
Before we wrap up, let’s talk about roadblocks. When you start addressing your “N” list a number of roadblocks instantly come to mind – cost, time and location being the biggest ones.
These are not inconsequential. And thus it’s easy to dismiss doing the work: I don’t have time to go to that conference. Or My school board will never cover the cost of that workshop. Or Why should I learn how to run a lighting board? We don’t have one.
Remember, you’re not trying to become a specialist in these areas. You want some knowledge that you can share. Because for every topic that you don’t pursue, you’ll have a student in your class who will benefit from it. So start brainstorming. Write down every idea – go big! Don’t self-censor or judge. Some things to consider:
- If time is your issue, many colleges and universities offer / distance learning / summer programs.
- If money is an issue, think about the long term benefits of investing in a workshop. What is the value of being able to give your students the education they need?
- Consider online workshops. These can be done on your schedule, and you don’t have to take time away to get to the workshop. At Theatrefolk we offer the Drama Teacher Academy, a website that primarily offers online courses just for drama teachers. We know how busy you are!
- Do some research on different sources of funding. There might not be anything specific to Drama PD. But what about technology funding? Or media funding? Or library funding? Any online course could be considered use of both technology and media. Does your district have technology funds? Media funds? Think outside the box.
- Your administration expects you to partake in Professional Development. Will they pay for PD if the training is documented to align to standards and 21st Century skills? For anyone interested in our Drama Teacher Academy we have an Executive Summary just for school boards that outlines the courses, Common Core connections, and addresses both student and teacher outcomes. Contact us if you want a copy.
You can become a well-rounded drama teacher. | <urn:uuid:8aa93b32-8749-4234-9e6f-1d64dc1ee076> | CC-MAIN-2020-50 | https://www.theatrefolk.com/blog/professional-development-roadmap/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141674082.61/warc/CC-MAIN-20201201104718-20201201134718-00002.warc.gz | en | 0.949818 | 3,360 | 2.703125 | 3 |
Comics Golden Age: (1930’s – early 1950’s)
By 1935 many comic book publishers started to release their first comic strips as a weekly collection. The popularity of the format quickly led to publishers realising the full potential of this genre. This led to writers and artists coming together and creating original full length storylines and comics establishing themselves as an independent form away from the free supplements delivered within newspapers.
This era would also see the birth of the superhero. DC comics where first in line with Superman (created by artist, Joseph “Joe” Shuster and writer, Jerome “Jerry” Siegel) debuting on the front cover of Action comics. Superman quickly established himself as a must read character and would in turn spur other artist and writers to create some of the most iconic American superhero’s we know today, including: Batman (and later Robin) Flash and Wonder Woman to name but three. Read more | <urn:uuid:132305ce-171e-4cce-ab8b-7d8ad6645cee> | CC-MAIN-2022-21 | https://www.thebrightonwriter.co.uk/tag/the-reign-of-the-super-man/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662517485.8/warc/CC-MAIN-20220517130706-20220517160706-00201.warc.gz | en | 0.959596 | 194 | 3.015625 | 3 |
People are often told to reduce their cholesterol to improve their heart health, but new research suggests that low cholesterol may increase kidney cancer patients' risk of dying from their disease. The findings, which are published in BJU International, indicate that cholesterol testing may help doctors as they monitor and treat patients with kidney cancer.
Increasing evidence suggests that alterations in cholesterol and other lipids are associated with the development, progression, and prognosis of various cancers. To assess the situation as it relates to kidney cancer, Tobias Klatte, MD, of the Medical University of Vienna in Austria, and his colleagues analyzed total blood cholesterol levels in 867 patients with renal cell carcinoma before they underwent kidney surgery. The investigators then followed the patients for a median of 52 months.
Low blood cholesterol before treatment was associated with more advanced tumor stages and cancer spread during follow-up. Also, patients with high cholesterol had a 43 percent lower risk of dying from their cancer compared with patients with low cholesterol. Finally, including patients' cholesterol levels with traditional risk factors increased the accuracy of prognoses.
It's unclear how cholesterol may affect a kidney cancer patients' prognosis. It may be that certain components of cholesterol impact the activity of cancer-related pathways to affect tumor growth and spread.
"As this was a hypothesis-generating study, our findings should be confirmed in independent datasets. If confirmed, patients with low cholesterol may be considered high-risk and may be treated or followed up more aggressively," said Dr. Klatte.
Cite This Page: | <urn:uuid:9f8ace5e-4c50-4bc9-a83a-c04cea7c05ca> | CC-MAIN-2023-50 | https://www.sciencedaily.com/releases/2014/06/140612085759.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100626.1/warc/CC-MAIN-20231206230347-20231207020347-00689.warc.gz | en | 0.958773 | 313 | 2.9375 | 3 |
St. Mary's Catholic School
in Rockledge, Florida has demonstrated the obvious:
that KDE/GNU/Linux (KGL) is great for kids and schools. Working with
the Melbourne Linux Users Group
(that's Melbourne, Florida),
and IXC Telecom,
the school deployed the
K12 Linux Terminal Server Project
a thin client enterprise solution. The school's KGL network
consists of one beefy server (dual 1-GHz Intel®), which
services 36 workstations (16 of which are dual-boot). Apparently the
school has opted for KDE as the desktop, and can use
Desktop Protocol (RDP) client, to access MS Windows-based applications
from an MS Windows terminal server. The school's
notes that "the cost per workstation was $50.00 using donated
Pentium class computers". Time to talk to the local school
board about saving some tax bucks!
K12 Linux Terminal Server Project
The K12 Linux Terminal Server Project (K12LTSP), perhaps ironically based on
Red Hat Linux, is "free software with the
potential to save schools, public agencies and businesses millions of
dollars". K12TLSP exploits an extremely efficient,
easily-administered system architecture which will ring familiar to those
who have studied the City of Largo's
deployment of KDE:
K12TLSP installs terminal software on a server that powers diskless
workstations (thin-clients). Applications run on the server with only
the display, keyboard and mouse running on the workstations. This allows the
continued use of older computers while avoiding costly upgrades. New
K12LTSP terminals cost less than $200 each. Even greater savings are
realized as diskless workstations have no hard drives or software to
maintain. While the cost of operation is lower, users enjoy a faster
and more reliable software environment.
A typical installation of a Windows(tm) OS based computer lab of 20
workstations may cost more than $20,000 while the same lab running
K12LTSP would cost less than than $6,000. Reusing legacy hardware can
reduce that cost to less than $2,000.
K12LTSP provides a wide selection of applications most often needed by users.
Web browsers, word processing, spreadsheet, presentation and graphics
applications are included and are free. Updates in the 2.0 release include
automatic sound configuration on many computers. This enables the use of
multimedia applications like Real Audio(tm).
Linux has experienced rapid growth as a file and Internet server operating
system. It's expansion to end user desktops is not surprising says
co-developer Paul Nelson. "No one operating system is the right solution
for all tasks but Linux thin-clients are now a superior choice for
providing basic desktop applications reliably at very low cost."
Resources for Open Source in Schools
Here are some links and resources for those interested in deploying KDE
K12 Linux Terminal Server Project,
part of the K12Linux project, provides information and
links to download and install Linux Terminal software for classroom
The K-12 Linux Project, part of the
K12Linux project, site provides tutorials and guides for using
Linux as a server, such as network administration tutorials and
information for new Linux users.
K12OS.org, part of the K12Linux
project, provides help with installing and configuring Linux for
Schoolforge is a repository
for educational software, lesson plans and projects. Its mission is to
unify independent organizations that advocate, use and develop open
resources for primary and secondary education. It seeks to empower member
organizations to make open educational resources more effective, efficient
and ubiquitous by enhancing communication, sharing resources, and increasing
the transparency of development. Schoolforge members advocate the use of
open source and free software, open texts and lessons and open curricula
for the advancement of education and the betterment of humankind.
KDE Edutainment is a project
designed to create educational software based around KDE.
Open Source Schools
is an online journal of Open Source software in schools.
SEUL/edu, part of the
SEUL (Simple End User Linux) project,
is a discussion group which covers all aspects of educational uses of Linux
by teachers, parents and students. The site also collects resources
that should enable the development (with the help of interested volunteers)
of various open source software that can make Linux more desirable to
educators and parents for their children's education.
Linux for Kids promotes
the use of Linux as an educational and entertainment platform for | <urn:uuid:5c7c9078-3e0c-415d-833e-91788230ded8> | CC-MAIN-2020-34 | https://dot.kde.org/comment/40654 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735885.72/warc/CC-MAIN-20200804220455-20200805010455-00255.warc.gz | en | 0.901617 | 983 | 2.5625 | 3 |
African, Democratic Republic of the Congo,
Eastern Pende People
Mukanda Mask with Heart-Shaped Face and Horns,
Early 20th Century
Wood, with traces of pigment
Bequest of Mrs. Margaret Webster Plass
Collection of La Salle University Art Museum, 90-A-14
The Eastern Pende people of the Democratic Republic of Congo created this animal mask for use in boyhood initiation rites of the Mukanda Society. The mask was originally painted and hung with raffia at the sides. It would have been worn by costumed dancers as part of social coming-of-age ceremonies.
The mask was not made as an object of art but rather as a ritual performance prop. Displayed in the Art Museum, it has been removed from its original context and transformed into an object of visual interest. Various exhibition strategies impact how the mask is perceived by viewers, including display within serial and comparative arrangements.
Students learned about these and other issues in ARTH 480: Exhibition Seminar on African Art, which I taught in spring 2018. The course provided opportunities for hands-on experiential education and laid the groundwork for an exhibition which will take place at the Art Museum in spring 2019.
In developing the exhibition plan with my students, we created a temporary display of African objects in the Special Exhibitions Gallery, which was then empty. Various La Salle classes took the opportunity to visit during this time, including a Philosophy of Art class taught by Dr. Cornelia Tsakiridou. Both Miranda Clark-Binder and I participated as guest speakers. Surrounded by pedestals topped with African sculptures and masks, we discussed issues of artistic transience, and the idea of these objects as remnants and relics of performances. Our conversation wove around the sand mandalas created in the Art Museum by Tibetan Buddhist monks, highlighting the importance of impermanence in the midst of material collections.
Klare Scarborough, Ph.D.
Director/Chief Curator, La Salle University Art Museum
- 1. Understanding Diverse Perspectives
- 9. Creative and Artistic Expression
- 11. Cultural and Global Awareness and Sensitivity
See this object in the Art Museum Online Collections Database:
Collection of La Salle University Art Museum; http://artcollection.lasalle.edu/kiosk/rights.htm | <urn:uuid:2cdd8d96-7cc5-4f27-b988-4bb8d465effa> | CC-MAIN-2019-30 | https://digitalcommons.lasalle.edu/faculty_selections_2018/18/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195532251.99/warc/CC-MAIN-20190724082321-20190724104321-00008.warc.gz | en | 0.930201 | 484 | 2.953125 | 3 |
Nickname: “Tank” Discovery Location: Niobrara County, Wyoming Diet: Herbivore Period: Late Cretaceous Age: 66 million years Formation: Lance Formation Length: 18 ft Location of Original Specimen: Hayashibara Museum of Natural Sciences in Okayama, Japan
A large armored dinosaur of the Nodosaur family, this is the most derived of its kind. It was part of the subtropical fauna of the deltas of the Western Interior Seaway during the late Cretaceous period. A very rare dinosaur, this cast is made from the most complete skeleton on record, which included over 100 preserved dermal plates and a virtually complete skull. Its primary antagonist was T.rex, from which its broad body and numerous armored plates offered significant protection. | <urn:uuid:f41c5019-6a87-4ded-94da-6b032bf7664d> | CC-MAIN-2021-21 | https://www.rmdrc.com/denversaurus-edmontonia-cf-schlessmani/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988953.13/warc/CC-MAIN-20210509002206-20210509032206-00559.warc.gz | en | 0.933648 | 164 | 3.109375 | 3 |
The durability, flexibility and usability of mild steel is more than just the ingenuity of the producers. It is also a result of the properties that form an important aspect of the entire process of producing mild steel. Mild steel is considered as one of the most commonly used steel types and is effective both in industries for large scale constructions and manufacturing and in homes for regular everyday purposes. Almost 90% of the steel products in the world are made up of mild steel because of its flexibility. This article will focus on the properties, which make it an important aspect of production.
Composition of Mild Steel
Before we proceed to the mechanical properties of mild steel, let us consider the composition of this everyday material, which has revolutionised the world of manufacturing, transportation, automobiles and construction to name a few.
Mild steel contains the following: about 0.16 to 0.18% of carbon (although a maximum of 0.25% is allowable), 0.70 to 0.90% of Manganese, 0.40% of Silicon maximum, 0.04% of sulfur maximum, and about 0.04% of phosphorous maximum.
It is important to know the importance of mild steel properties, especially if you are in the business of manufacturing using mild steel. For a mechanical engineering student or practitioner, the knowledge of mild steel is very significant because it forms a large aspect of their entire study and practice.
Most Important Mild Steel Properties
The calculated average industry grade mild steel density is 7861.093 kg/m3. Its Young’s modulus, a measure of its stiffness is around 210,000 MPa.
A moderate amount of carbon makes this steel different from other types. Carbon atoms get affixed in the interstitial sites of the iron lattice, making it stronger and harder. However, the hardness comes at the price of a decrease in ductility.
Various Uses of Mild Steel
- A small amount of carbon transforms mild steel and causes it to change its form and properties. Varying measures of carbon will result in different types of steels in the final stages of production. In between the iron lattice, there are small spaces. The carbon atoms get attached to these spaces, which make them stronger and harder. The harder the steel the lesser the elasticity and flexibility.
- The modulus of elasticity calculated for the industry grade mild steel is 210,000 Mpa. It has an average density of about 7860 kg/m3. This is effective in the reverse engineering stage, which is used to remake steel into mild steel and into other final products.
- Mild steel serves as a very efficient conductor for electricity and as such, it can be reinvented in the process of welding and used for varying final products. This is because the primary idea of welding involves transferring heat energy through an electric current.
- As a result of its flexibility, mild steel can be reinvented and used for constructing pipelines and other construction resources. Even domestic cookware is manufactured using mild steel. It is elastic and not brittle but hard and durable.
- Mild steel can be easily magnetised because of its ferromagnetic properties. So electrical devices can be made of mild steel. In the United Kingdom, this material is used for the manufacturing of magnetic technology and other related materials.
- Mild steel is very much suitable as structural steel. Different automobile manufacturers also use mild steel for making the body and parts of the vehicle.
- Mild steel can be easily machined in the lathe, shaper, drilling or milling machine. Also, as mentioned above its hardness can be increased by the application of carbon. This makes it an even more viable option for construction and manufacturing. This implies that in production of automobile bodywork, the strength of the metal can be enhanced and refurbished by the strengthening of the mild steel with the use of carbon.
- Mild steel is very much prone to rust because it has a high amount of carbon. Stainless steel on the other hand serves for people who require rust free steel material. When rust free products are needed people prefer stainless steel over mild steel.
- The production and distribution of mild steel provides an entire market for a wide variety of professions, from plumbing to construction, to building, to manufacturing and all of these various professions require the best quality mild steel plates, which can be delivered within at least two weeks from the date of order. This means that people in the business of distributing this mild steel are expected to be prompt with delivery. | <urn:uuid:89062aff-b037-4e75-bf9b-edd08611d227> | CC-MAIN-2020-24 | http://www.acaseofwine.co.nz/2018/10/02/mechanical-properties-mild-steel/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348502097.77/warc/CC-MAIN-20200605143036-20200605173036-00504.warc.gz | en | 0.936111 | 918 | 3.15625 | 3 |
A fast emerging technology in the microelectronics field is bottom-up self-assembly of computer circuitry. A promising method to develop nanoelectronic devices through bottom-up self-assembly is the implementation of DNA-based technologies. Using DNA to create nanoelectronic devices is advantageous because of its already well understood base-paring and annealing qualities. These base-pairing and annealing qualities can be used to design and construct DNA nanostructures called DNA origami. DNA origami are specially designed structures made from single stranded DNA. Short single stranded DNA oligonucleotides called staple strands attach to a large single stranded DNA called a DNA scaffold. DNA staple strands and DNA scaffold anneal to each other and fold into DNA origami. Constructing DNA origami is advantageous because structures can be made in a single folding step. In particular, bar-shaped DNA origami has proven to be a promising structure for nanoelectronics fabrication. Here, I present new research done to improve bar-shaped DNA origami design and fabrication for constructing bottom-up self-assembled templates for nanomaterial surface attachment. Furthermore, this work presents new methods for DNA origami agarose gel purification with the help of the DNA stabilizing molecule, 4'-aminomethyltrioxsalen (AMT). AMT is a photoreactive molecule that intercalates DNA and creates covalent crosslinks when irradiated by short wavelength ultraviolet light. Also, this work contains new research on a synthesized crosslinker and its role with AMT in nanoparticle surface seeding on DNA origami nanowire templates. Through its crosslinking properties, AMT serves as a DNA origami stabilizing molecule and also shows potential for seeding nanomaterials.
College and Department
Physical and Mathematical Sciences; Chemistry and Biochemistry
BYU ScholarsArchive Citation
McDowell, Matthew Paul, "DNA Origami Stabilized and Seeded with 4'-Aminomethyltrioxsalen for Improved DNA Nanowire Fabrication" (2015). All Theses and Dissertations. 6001.
DNA origami, stabilization, gel extraction, AMT | <urn:uuid:08eb652a-1131-44ef-9f1c-17f240cc0c9d> | CC-MAIN-2018-13 | https://scholarsarchive.byu.edu/etd/6001/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647044.86/warc/CC-MAIN-20180319175337-20180319195337-00424.warc.gz | en | 0.862751 | 456 | 3.34375 | 3 |
Why is the DSM Important?
WHAT IS THE DSM (Diagnostic & Statistical Manual of Mental Disorders)?
WHY IS IT IMPORTANT TO YOU?
WHAT IS THE DSM?The Diagnostic & Statistical Manual of Mental Disorders DSM (I) was first published in 1952 as an effort to
provide descriptive diagnostic categories to serve as a useful guide for clinicians in diagnosing mental disorders. The manual was
updated throughout the years with the DSM II 1968, DSM III 1980, DSM IV 1994 and DSM IV-TR (Text Revision) 2000. The DSM
IV-TR (Text Revision) 2000 was revised in an effort to improve diagnostic criteria for mental disorders justified by additional
legitimate findings. The DSM-IV-TR is our current manual and contains the diagnostic contents for Selective Mutism.
The more recent DSM’s contain approximately 17 classification sections, or headings. Each heading provides a list of categories
and/or disorders with official diagnostic codes. The official codes are used to distinguish each specific mental disorder or
condition. The official diagnostic codes are also mandatory to be reported by health care professionals on patient’s health
insurance forms for reimbursement, under “reason for visit”, or “principal diagnosis”. In addition, the official coding system is used
for collecting diagnostic data to produce statistic information for governmental agencies, private insurance companies and for the
World Health Organization. The DSM code for Selective Mutism is 313.23. It has been coordinated with Mental and Behavioral
Disorders section of the International Classification of Diseases (ICD) for a future reporting system for the U.S. Department of
Health. The official code for Selective Mutism in the ICD is F94.0. It is important to note that the DSM intent is to act as the first
step for a comprehensive evaluation, followed by additional sources of information. It provides guidelines for sound clinical
judgment, and includes ethnic and cultural considerations to avoid misdiagnosing.
WHY IS THIS MANUAL IMPORTANT TO YOU? Selective Mutism, (previously Elective Mutism) until the inception of our
organization in 1991, was virtually ignored, and regarded as a rare and low public interest disorder. There were no comprehensive
research studies prior to the development of the Selective Mutism Foundation, Inc., only a few compromised studies and single
case studies based upon theories. The available literature presented conflicting theories, with most describing Elective Mutism’s
essential feature as a “refusal” to speak along with characteristics of willful, controlling, and manipulative behaviors, caused by
maternal over protection, abuse, trauma, or family dysfunction. Even, the name Elective Mutism, was indicative of a deliberate
refusal to speak to EVERYONE and in ALL environments. There was no distinction between sudden mutism possibly caused by
a traumatic event, and shyness or social anxiety. There was also no distinction between a speech or language communication
disorder and social phobia. All of these characteristics, and more, were summarized together within the diagnostic and
associated features of Elective Mutism in the DSM III and III-R. The Selective Mutism Foundation’s input, in 1991 was the major
source in eliminating theories and replacing them with sound facts, including renaming the disorder Selective Mutism, for the DSM
This manual is important to you because theDSM is the most widely used mental disorders manual in the U. S. and is utilized by
a diverse group of mental health professionals. The characteristics of Selective Mutism published prior to 1994 had a devastating
impact on most families seeking professional help for their children. Especially alarming was the demoralized manner in which
most Selective Mutism students were treated due to perception of school personnel, influenced by DSM misconceptions that
were derived from available literature. Some parents were reported for, or suspected of child abuse. Others were told that they had
caused the mutism by having too many children, not enough children, working fulltime, not bonding with the child, or not
breast-feeding the child during infancy. Yet others were told that their child was keeping family secrets of dysfunction, the child
was spoiled, angry, seeking attention, stubborn, and on and on. This domino effect of misdiagnosis that began with documented
theories trickled down to many school psychologist and other school personnel who unknowingly misdiagnosed Selectively Mute
students. This resulted in inappropriate educational classifications and placements into Speech/Language therapy, segregated
programs for the Emotionally Disturbed, Resource Room, and Specific Learning Disability classes, Occupational Therapy or
Physical Therapy, etc. Some students were reprimanded, ridiculed, or denied extracurricular activities due to their “refusal to
speak”; while others were easily ignored as they were not disruptful in class.
With the foundation’s efforts, through research encouragement and participation, we continue to be the only major source
acknowledged nationally to positively effect Selective Mutism criteria for theDSM. The current DSM reflects the more positive
characteristics of Selective Mutism resulting in more parents seeking professional treatment for their children. The DSM is
important for correct diagnosis of Selective Mutism as opposed to confusion for misdiagnosis of other disorders, such as Autism,
etc. It is important for correct billing purposes to ensure insurance coverage of treatment. Also, for a more positive description of
Selective Mutism as characteristics implying social anxiety.
READ THE DSM | <urn:uuid:83250ddc-24a2-44a1-81a0-1a037ba547ad> | CC-MAIN-2017-13 | http://www.selectivemutismfoundation.org/info-on-selective-mutism/why-is-the-dsm-important | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188623.98/warc/CC-MAIN-20170322212948-00386-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.948801 | 1,155 | 2.921875 | 3 |
Destruction Of Syria's Chemical Weapons System Begins
In Syria, a team of international weapons experts has begun the process of destroying the country's chemical weapons arsenal.
"The inspectors used sledgehammers and explosives to begin the work," NPR's Deborah Amos reports for our Newscast unit. "They are on a tight deadline to destroy more than 1,000 tons of nerve gas and banned weapons within a year."
Personnel from the U.N. and the Organization for the Prohibition of Chemical Weapons make up the team. On Friday, a U.N. spokesperson said the team hoped to begin onsite inspections and destruction of production facilities in the coming week.
The inspectors' progress comes as Syrian President Bashar Assad maintains his government did not use chemical weapons on its citizens. In recent weeks, a U.N. report found that the poison gas sarin was used in an attack that killed hundreds of civilians — U.N. Secretary-General Ban Ki-moon called the incident a "war crime."
In an interview with the German news magazine Der Spiegel, Assad admitted that he has made mistakes. And he said he would like for Germany to help mediate an end to Syria's civil war, which has lingered for more than two years. Amos reports:
"Stepping up interviews to Western news outlets, Assad told Der Spiegel magazine he wants negotiations, but [he] limited the partners. Not with rebels unless they put down their weapons, he said. Assad again denied his military had used chemical weapons, despite his pledge to allow a U.N. team to dismantle his arsenal."
When asked about President Obama, Assad reportedly said, "The only thing he has is lies." He said that in contrast, Russia understands the reality in Syria.
A U.N. commission's report on the reality in Syria painted a grim picture in September, when it concluded that both government and rebel forces have committed heinous acts in carrying out their struggle. And most of the killing, the report said, was done with conventional weapons.
Copyright 2021 NPR. To see more, visit https://www.npr.org. | <urn:uuid:c23343a0-74f3-4920-b0b1-b38aa475316f> | CC-MAIN-2023-40 | https://www.wamc.org/2013-10-06/destruction-of-syrias-chemical-weapons-system-begins | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00124.warc.gz | en | 0.968318 | 434 | 2.703125 | 3 |
The Importance of being Fluent!
How do you know when you’re fluent in a language?
Officially, it’s when you can converse fluidly and rapidly in that language. Determining when you have become fluent takes some examination of your own abilities, and it often helps to have the assistance of a teacher or other fluent speaker to figure it out for certain. Do you feel comfortable speaking, reading, and listening to the language in everyday life? Can you understand native speakers from different regions? Have you begun to understand colloquialisms, slang, and idioms? The more fluent you become, the more at ease you will be with the unique and varied aspects of a language, and the easier it will be to work and think in that language.
With conversational classes, you are guaranteed an opportunity to speak, to listen and to practice on a regular basis. There are so many great benefits that you need to consider such as:
- Build Confidence
- Reinforcing Grammar
- Listening Skills
- Diverse Subjects That Matter
- Multicultural Sharing
For example, let’s listen to the following audio, and think how much you understand from it and if you would be able to have a conversation using the vocabulary from the listening…
Source: From Breaking News English
After listening to the audio, write down the terms you do not understand and look for the definitions, it is good strategy to learn vocabulary.
Try to use the vocabulary learned in your day to day use of the English language. The key to mastering a language is to practice. Remember, practice makes perfect!
Register to join any of our onsite or Skype classes.
Also, check out our complimentary Webinars. | <urn:uuid:407dccbc-79a6-40d3-93c9-ca2c62994062> | CC-MAIN-2023-14 | https://talk-corporate.com/2017/09/how-do-you-know-when-youre-fluent-in-a-language/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948976.45/warc/CC-MAIN-20230329120545-20230329150545-00344.warc.gz | en | 0.929992 | 365 | 2.921875 | 3 |
Until now our doctors have lacked an effective way to predict who is at the greatest risk of neuropathy. Usually we find out too late — when irreversible nerve damage has already occurred.
Diabetic neuropathy is the most common microvascular complication we have. More than half of all people with diabetes develop neuropathy. It is a complication in both type 1 and type 2 diabetes.
In the past few years the U.S. Food and Drug Administration approved two drugs — Cymbalta and Lyrica — for managing the pain of diabetic neuropathy. These drug help many of us. But wouldn’t it be a lot better for us if we could prevent diabetic neuropathy?
Now, maybe we can. It’s a standard and simple test of the level of blood fat that we have. The common blood test for triglycerides — a well-known heart risk factor — may also tell us if we are at risk for neuropathy.
Researchers at the University of Michigan and Wayne State University analyzed data from 427 people with diabetes who suffered from neuropathy. Diabetes, a professional journal of the American Diabetes Association, will publish the study, “Elevated Triglycerides Correlate with Progression of Diabetic Neuropathy,” in its July issue. The abstract is online, and my friend Dr. Bill Quick kindly sent me the full text.
The researchers found that elevated triglycerides correlated with the nerve fiber loss independent of disease duration, age, diabetes control, or other variables. High levels of triglycerides turned out to be more likely to lead to neuropathy than high blood glucose levels.
“People can reduce blood triglyceride levels with the same measures that reduce cholesterol levels,” according to a University of Michigan Health System press release, “by avoiding harmful fats in the diet and exercising regularly.” Maybe.
But that never worked for me. The normal level of triglycerides is below 150 mg/dl. My level was usually higher, up to 176 — until I started a very low-carbohydrate diet. Just two months later my level dropped to 47 and has stayed in that range ever since.
My experience is typical. It is the consumption of high levels of carbohydrate that drive high triglyceride levels, says Dr. Michael Eades.
“After years of low-carb dieting myself and of taking care of thousands of patients on low-carb diets, I can tell you one thing with pretty much certainty: Low-carb diets reduce triglyceride levels markedly,” he writes. “On a low-carb diet, these patients drop their triglyceride levels like a rock.”
This leaves us with a clear choice. We can wait until we get neuropathy and treat it with one of the available drugs. Or we can prevent it by testing our triglyceride level. And if that level is too high we know what to do.
This article is based on an earlier version of my article published by HealthCentral. | <urn:uuid:3e7d4fa0-faf7-469b-a21b-1e570f7587d4> | CC-MAIN-2016-30 | http://www.mendosa.com/blog/?p=397 | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257826908.63/warc/CC-MAIN-20160723071026-00170-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.933771 | 613 | 3.125 | 3 |
Front Lawn Primary Academy is a storytelling school. We use Talk for Writing to teach our children.
We believe that ‘Imitation is the first step towards mastery—writers find their literary voice through replicating the voice and style of other writers. The easiest way to learn anything is to do it the way a master does’ (Andy Griffiths, Mark Burns)
Talk for Writing enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. It also gives them the opportunity to internalise the language features learnt and then apply them to their independent writing. We teach all of our English through fun yet focused activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing. Modelling of shared writing will always be to a high standard and children will have the chance to discuss the tools that have been used to create an effect on the reader. This then enables them to choose the writer tools they want to use in their independent writing, which in turn helps them to develop their own literacy voice.
All of our writing is taught with a clear audience and purpose in mind. Children have the opportunity to write fiction and nonfiction. During their nonfiction unit they will write across the curriculum applying their knowledge of other subjects in their writing. | <urn:uuid:8c31ae43-c708-4984-884a-23a6f9b5fa5b> | CC-MAIN-2023-23 | https://www.flpa-tkat.org/english/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653608.76/warc/CC-MAIN-20230607042751-20230607072751-00767.warc.gz | en | 0.97014 | 276 | 3.21875 | 3 |
These fascinating documents give a weekly account of life on these islands from the school teachers' point of view, commenting on discipline, the weather and the progress being made by the students. Attendance is often an issue, with children being kept away from school to help with picking potatoes, cutting peat or unloading the supply boats. Illness and fear of illness also had an effect. The Mingulay log book, covering the years 1875 to 1910, notes for Valentine’s Day 1896 "Only 20 came forward on Friday. This is owing to a whim of the parents that two or three other children are infected with a harmless rash on their hands. It is all a want of control of the [School] Board."
The St Kilda log book, dating from 1901 until the island was evacuated in 1930, is equally detailed. Its final pages record important non-school events such as the death of Mrs John Gillies (Mary Gillies), the visit of Tom Johnston MP and Under Secretary of State for Scotland, and the final day of the school before evacuation.
To view the books visit the Comhairle nan Eilean Siar website at www.cne-siar.gov.uk/archives/collections.asp and follow the links to the volumes.
For more on the story visit the NRS website at www.nas.gov.uk/about/110908.asp | <urn:uuid:61ba1278-396b-445f-8d0f-0d2cf42ca7b7> | CC-MAIN-2014-41 | http://scottishancestry.blogspot.com/2011/09/st-kilda-and-mingulay-school-log-books.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663637.20/warc/CC-MAIN-20140930004103-00278-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.964514 | 287 | 2.71875 | 3 |
Her name was Antoinette Brown and she would become a part of history.
Antoinette was a committed abolitionist, a campaigner for temperance, and an advocate for women’s rights.
Miss Brown was a popular lecturer at reform conventions nationwide and she also pastored a Congregational church in South Butler, New York. But none of those things were what put her in the history books.
The Congregational church had granted her a limited ministerial license, but she wished to be ordained.
To nobody’s surprise her request stirred things up, and while her local church was ready to ordain her, none of her Congregationalist colleagues would officiate or preach the ordination sermon.
So, she turned to Luther Lee, who she had met and worked with in the fight against slavery.
Despite the fact that he belonged to a different denomination, she asked Lee to preach at her ordination. And so, on September 15, 1853 a Wesleyan Methodist minister, preached the ordination sermon for the first American woman to be ordained in any denomination. Wikipedia describes Lee as a socially radical Methodist minister, but he was in fact one of ours.
It would be 8 years before another woman would be ordained in the United States. In the summer of 1861 Mary Will was ordained by the Illinois Conference of the Wesleyan Methodist Church. Making her second woman to be ordained in the United States.
One of her parishioner’s wrote, “We think it can no longer be said that a church cannot be well governed by a woman. There never was a mother who watched over an infant with greater interest than Sister Will has over this church.”
Now, if you ask Google who the first woman was who was ordained in Canada, it will spit out the name and story of Lydia Emelie Gruchy who was ordained at St. Andrew’s United Church in Moose Jaw, on November 4, 1936.
And that just goes to prove Abraham Lincoln’s point when he said, “Don’t believe everything you read on the internet.”
Because in 1901, when Grucy was only 7 years old and the United Church didn’t even exist, Ella Kinney Sanders was ordained in Saint John, NB, by the Reformed Baptist Alliance of Canada.
Rev. Sanders served along with her husband Herbert as one our first missionaries and later became a travelling evangelist.
In 1922, Ida Kierstead was ordained at the Reformed Baptist Church in Royalton New Brunswick.
And in 1933, Grace Titlestad, Ella and Herbert’s daughter was ordained while pastoring the Reformed Baptist church in Woods Harbour NS.
In 1966 the Reformed Baptist would merge with the Wesleyan Methodist Church which became the Wesleyan Church in 1968, and here we are today.
So, if you are keeping track, the first two women in the United States and the first three women in Canada were ordained by what is now the Wesleyan Church.
This week we continue with our summer series: Asking for a Friend. Over the past five weeks we’ve been attempting to answer some questions that were asked online.
So far, I have taken a stab at: How can a loving God send someone to Hell? Why did Jesus turn the water to wine and not grape juice or sparkling cider? And last week; In a world that is so hostile to God and the church is it a good idea to talk to others about faith?
And Pastor Rob did a most excellent job with; How do we study God’s word? Is It more than just reading the Bible? How can I get the most out of my time in God’s word and develop a passion for the Word instead of felling required to spend time in the Word?
Our question this week is: What role do women have in the Church? 1 Timothy 2:11-14 really limits a women’s role. However, many women have been gifted to teach. Can they really only teach women, or is this a cultural context?
Now, I want to be clear here. This is an issue that not everybody agrees on. If you are sitting there with your arms crossed, on the outside or on the inside thinking, “Go ahead preacher, but you’ll never convince me.” That’s fine. My purpose today isn’t to convert anybody to my way of thinking. My purpose today is to let you know why the Wesleyan Church in general and Cornerstone in particular believes what we believe on women in ministry. At Cornerstone two of our staff are ordained women, they not only are Pastor Marilyn and Pastor Deborah. They are Reverend Mansvelt and Reverend Gilbert.
And just to let you know that we are not an anomaly, if you were to attend Deep Water you would meet Reverend Swan, also known as Pastor Megan and at Hillside there is Reverend Guptill, also known as Pastor Sharon.
If we go back to the original question, it references a passage from Paul’s first letter to Timothy. 1 Timothy 2:8-14 In every place of worship, I want men to pray with holy hands lifted up to God, free from anger and controversy. And I want women to be modest in their appearance. They should wear decent and appropriate clothing and not draw attention to themselves by the way they fix their hair or by wearing gold or pearls or expensive clothes. For women who claim to be devoted to God should make themselves attractive by the good things they do. Women should learn quietly and submissively. I do not let women teach men or have authority over them. Let them listen quietly. For God made Adam first, and afterward he made Eve. And it was not Adam who was deceived by Satan. The woman was deceived, and sin was the result
There are a couple of different topics here.
And so we begin with 1 Timothy 2:8 In every place of worship, I want men to pray with holy hands lifted up to God, free from anger and controversy.
And here that Paul instructs Timothy on 1) How Men Were To Pray.
Very simply, men are to pray with the hands lifted to God and they are to be free from anger and controversy. The last part of the verse should be a given, but probably isn’t. But have you ever thought of the first part?
It’s interesting as usual, how we sometimes cherry pick verses. I only know one man who prays with his hands lifted up to God. You might remember Dr. Matt Friedman, from Kingswood University, he spoke here last year about reaching our Muslim neighbours. I consider Matt a good friend and when he prays, this is his posture. Hmmmmmm.
And while that is unusual today, in the Daily Study Bible, Barclay writes, “The early Church took over the Jewish attitude of prayer, which was to pray standing, with hands outstretched and the palms upwards. Later Tertullian was to say that this depicted the attitude of Jesus upon the Cross.”
And that makes sense with my friend Matt, because he is a Jewish believer, but most men don’t pray that way today, and you are thinking: Well Denn, that was cultural because of the way that people prayed two thousand years ago. It really doesn’t apply to our situation today. Hold on to that thought.
The next several verses are directed toward women. The commentators have suggested that might have been because there were more women than men in the church. Maybe, that would be very consistent with church attendance today. Or was it because there were more issues with the women? Again, perhaps and that may have been an unintended consequence of the gospel.
Again, Barclay writes, “The second part of this passage deals with the place of women in the Church. It cannot be read out of its historical context, for it springs entirely from the situation in which it was written.”
You see, within the cultural context of that day, women had very few rights. Jewish women were better off than women in either Greek or Roman culture, but just.
And into that culture comes Christianity and its message of grace for all. Jesus interacted with women in a manner that would have been considered socially unacceptable for his time and culture. He had female friends and female disciples, he struck up conversations with women who he didn’t know and interacted with women of questionable moral character.
And then in the early church we see women assuming non-traditional roles, which we will look at later, and we see teachings like the scripture we read earlier. Remember Paul’s words from today’s scripture reading? Galatians 3:28 There is no longer Jew or Gentile, slave or free, male and female. For you are all one in Christ Jesus.
And that was earth shattering for many. However, the ramifications outside the church weren’t always positive. The pendulum very seldom stays still, and women in the church enjoying their new found freedom were upsetting the apple cart, and maybe it was an apple cart that needed to be upset, but not just then.
And Paul was addressing some of those issues.
So the first thing that Paul addresses is found in 1 Timothy 2:9-10 And I want women to be modest in their appearance. They should wear decent and appropriate clothing and not draw attention to themselves by the way they fix their hair or by wearing gold or pearls or expensive clothes. For women who claim to be devoted to God should make themselves attractive by the good things they do.
And this deals with 2) How Women Were to Dress. Paul is not arguing for legalism and a plainness that didn’t reflect society.
He is instead arguing for modesty and a sense of style that wouldn’t distract from worship.
Remember this section is dealing with worship, and if what you wore in the service made people envious or distracted then it probably wasn’t appropriate.
And certainly, it depends on the situation. If you were attending a worship service where most of the folks were in the same socioeconomic class as you, certain clothes that you wore or the car you drove wouldn’t raise an eyebrow. But in other situations, they would. Paul is warning us not to be a distraction.
Some commentators have said that what Paul is describing here was how those who worshipped at Artemis’s temple dressed, others have suggested that the temple prostitutes often wore elaborate hair styles with Gold braided in their hair.
But nobody would expect us, either male or female to dress as they did two thousand years ago, that would cause the very distraction that Paul was warning about. And we don’t insist that women not wear gold jewelry or style their hair.
And you’re thinking: Well Denn, that was cultural, and it really doesn’t apply to our situation today. Hold on to that thought.
Which bring us to the next point, which was mentioned in our question.
1 Timothy 2:11-12 Women should learn quietly and submissively. I do not let women teach men or have authority over them. Let them listen quietly.
3) Women’s Role in Church
So, are these instruction for that specific church for that specific time? Or is it for all churches for all time? Good question and there rests the crux of today’s question.
The Wesleyan Commentary says this, “The
second problem involves the participation of women in worship and ministry.
This issue requires more attention, not only because of its complexity but also
because of its consequences. Fully half of the church is directly affected by
how this passage is interpreted, and the rest of the church is impacted by its
repercussions—from pulpit ministry to public testimony, from the classroom to
the church board, at home, and on the mission field. The issue: women speaking
and teaching in the church.”
Today, many would view this as misogyny at its worst, and a problem within the church. But what was being addressed 2000 years ago, the concept of male headship and leadership, was not something unique to the early church, it was the culture of the day. Whether that culture was Jewish, Greek or Roman.
What was unique, however, was when the church began moving toward equality of the sexes in Christ.
What was radical in that culture was the philosophy expressed in Galatians 3:28 There is no longer Jew or Gentile, slave or free, male and female. For you are all one in Christ Jesus.
But understand the intent of that scripture was not to change the world but was specific instruction for the church.
Ken Schenck, a Wesleyan theologian and Educator, writes; “The early church, often persecuted, did not work toward societal change. They were concerned to get the gospel out and to survive persecution. And God, ever so patient, met them at their needs.”
Later, when they had more influence in society, they would fight against slavery and fight for women’s rights. But then, in their infancy they fought to have slaves and women treated more fairly in the church and cast a vision for how Jesus viewed them, equal.
So, the question that was asked this week was What role do women have in the Church? 1 Timothy 2:11-15 really limits a women’s role. However, many women have been gifted to teach. Can they really only teach women, or is this a cultural context?
Let’s try and answer that, remember that in the first two points of this passage, how men were to pray and how women were to dress, most of us would consider to be cultural in their context.
Prior to the early church, culturally women were normally not educated and weren’t permitted to take part in education, and even in Jewish worship they were separate and weren’t expected or permitted to speak.
As the freedom of the gospel was extended to them they had many questions and were eager to learn. And now that they were permitted to be a part of the worship experience and were hearing the teaching and scripture reading, they would interrupt the service with questions. And so Paul tells them that he wants the women to learn, but to do it quietly and submissively, so as not to interrupt the service.
And within that cultural context women did not teach, they just didn’t, and so when they did it was scandalous both inside and outside the church. And that wasn’t a battle that church was willing to fight at that point.
But Let’s go a little deeper.
Aristotle’s principle of non-contradiction, states that a proposition cannot be both true and false. For example, the two propositions “A is B” and “A is not B” are mutually exclusive.
So, if Paul’s instructions to Timothy are to be considered universal across the church, then there should be no exception to it in the Bible. And yet in the Old Testament we see Moses’ sister Miriam called a prophet in the book of Numbers.
After the people of Israel entered the Promised Land, after escaping from Egypt, they were governed by Judges. And we read this in Judges 4:4-5 Deborah, the wife of Lappidoth, was a prophet who was judging Israel at that time. She would sit under the Palm of Deborah, between Ramah and Bethel in the hill country of Ephraim, and the Israelites would go to her for judgment. Deborah was Judge over all the Israelites, not just the female ones. She had authority over men and women.
And in 2 Chronicles 34:22 So Hilkiah and the other men went to the New Quarter of Jerusalem to consult with the prophet Huldah. She was the wife of Shallum son of Tikvah, son of Harhas, the keeper of the Temple wardrobe.
Another female prophet.
And the prophet Joel records the words of God in Joel 2:28 “Then, after doing all those things, I will pour out my Spirit upon all people. Your sons and daughters will prophesy. Your old men will dream dreams, and your young men will see visions.
And we read the fulfilment of that when Peter was preaching on the day of Pentecost and he says, Acts 2:16-18 No, what you see was predicted long ago by the prophet Joel: ‘In the last days,’ God says, ‘I will pour out my Spirit upon all people. Your sons and daughters will prophesy. Your young men will see visions, and your old men will dream dreams. In those days I will pour out my Spirit even on my servants—men and women alike— and they will prophesy.
And later in the book of Acts we read about the results of the fulfilment in Acts 21:8-9 The next day we went on to Caesarea and stayed at the home of Philip the Evangelist, one of the seven men who had been chosen to distribute food. He had four unmarried daughters who had the gift of prophecy.
And we have instructions for women who prophesy in 1 Corinthians 11:5 But a woman dishonors her head if she prays or prophesies without a covering on her head, for this is the same as shaving her head.
When Apollos is introduced in the book of Acts we read this, Acts 18:24-26 Meanwhile, a Jew named Apollos, an eloquent speaker who knew the Scriptures well, had arrived in Ephesus from Alexandria in Egypt. He had been taught the way of the Lord, and he taught others about Jesus with an enthusiastic spirit and with accuracy. However, he knew only about John’s baptism. When Priscilla and Aquila heard him preaching boldly in the synagogue, they took him aside and explained the way of God even more accurately.
It doesn’t tell us that Aquila explained the way of God to Apollos but that Priscilla and Aquila explained the way of God to Apollos and notice the order, that Priscilla is mentioned before her husband.
And when Paul writes to the church in Rome, he includes this, Romans 16:1-2 I commend to you our sister Phoebe, who is a deacon in the church in Cenchrea. Welcome her in the Lord as one who is worthy of honour among God’s people. Help her in whatever she needs, for she has been helpful to many, and especially to me. And the word that Paul uses here for deacon is the same exact word he used in Philippians 1:1 and 1 Timothy 3:8 for church leaders.
And in the very next verse, Paul continues, Romans 16:3 Give my
greetings to Priscilla and Aquila, my co-workers in the ministry of Christ
So, within the Wesleyan Church, we would say that Paul’s words to Timothy were to be taken contextually in the culture of the church in Ephesus. Because there is evidence across the scriptures in other contexts where it was appropriate for women to teach, lead and prophesy.
When I was a high school debater there were two things I learned, one was how to convince in 7 minutes, and that’s why I’m a 20-minute preacher.
The second thing I learned was my favourite technique for rebuttal and that is called reductio ad absurdum or in English, Reduction to Absurdity.
So, you would take an argument to the extreme, even now I will sometimes say, “If wishes were horses, beggars would ride.” Or my all-time favourite, “And if my grandmother had wheels, she’d be a wagon.”
So let’s go back to Paul’s instructions to Timothy, 1 Timothy 2:11-12 Women should learn quietly and submissively. I do not let women teach men or have authority over them. Let them listen quietly.
If we take this as a universal statement, then we would have no females teaching our male children in CS Kids. And you’re thinking; oh no Denn, it’s alright for a woman to teach a boy. Really? When Paul wrote these words 2000 years ago it wasn’t. Guys we need you to step up your game in Children and youth ministry.
And if this is a universal statement, is it wrong to have female university professors teaching men? Or what about women training men in the work environment? How about a female music teacher?
So maybe it’s not a universal statement. Perhaps like verse eight where Paul gives instruction to men to pray with their hands lifted up, and in verses nine and ten where women are instructed not to wear jewelry or braid their hair, and we understand that they were cultural instructions for the Christians in Ephesus 2000 years ago. So, maybe, Paul’s instructions about women teaching, may have arisen out of issues in that particular setting at that particular time.
Again, not trying to change your mind, well maybe a little, but this morning’s message was to explain why historically The Wesleyan Church has had, and will continue to have women in ministry, because as Paul reminds us, Galatians 3:28 There is no longer Jew or Gentile, slave or free, male and female. For you are all one in Christ Jesus. | <urn:uuid:5ac2fd5d-0056-44a5-925a-74c3c1f2837f> | CC-MAIN-2021-17 | http://pennofdenn.com/2019/07/28/why-women-in-ministry/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039554437.90/warc/CC-MAIN-20210421222632-20210422012632-00104.warc.gz | en | 0.979021 | 4,497 | 2.8125 | 3 |
Thousands of students returned to school this month, and when they did, they were greeted with a new approach to recess across the state. During this past legislative session, two bills impacting recess requirements in Arizona schools were passed.
In April, Governor Doug Ducey signed Senate Bill 1083. This new bill requires public and charter schools in Arizona to provide at least two recess periods a day for children in kindergarten through 5th grade.
Starting this school year, a second recess will be implemented for students in kindergarten through 3rd grade. The law goes into effect for children in 4th and 5th grade in 2019. Kids in half-day kindergarten are only required to have one recess per day.
In addition to the recess bill, Senate Bill 1008 was passed. SB 1008 allows schools to include lunch and recess periods as part of the instructional minutes for the school day. This means there are more opportunities for our students to move, eat, play, and feel their best throughout the school day.
More recess time is a win for Arizona! Research shows that recess not only not only promotes healthy growth and development but also helps students practice social skills and enhances cognitive performance.
Pinnacle Prevention developed a Recess Toolkit to help schools across the state best implement these new laws. The toolkit includes resources, best practices, bell schedule examples, research, and much more. This can be used as a resource for teachers, administrators, and parents to better understand and carry out Arizona’s recess requirements.
Click here or on the image below to access and share the toolkit!
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Follow our blog for tips, insights and conversations about healthy living. | <urn:uuid:561248a3-c540-4adb-a900-e364380b1ce3> | CC-MAIN-2023-14 | https://www.pinnacleprevention.org/blog/lets-play-arizonas-new-recess-requirements | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00484.warc.gz | en | 0.960542 | 368 | 2.75 | 3 |
Origin: For shool a crowd; prob. Confuced with school for learning.
1. A place for learned intercourse and instruction; an institution for learning; an educational establishment; a place for acquiring knowledge and mental training; as, the school of the prophets. Disputing daily in the school of one Tyrannus. (acts xix. 9)
4. One of the seminaries for teaching logic, metaphysics, and theology, which were formed in the middle ages, and which were characterised by academical disputations and subtilties of reasoning. At Cambridge the philosophy of Descartes was still dominant in the schools. (Macaulay)
6. An assemblage of scholars; those who attend upon instruction in a school of any kind; a body of pupils. What is the great community of Christians, but one of the innumerable schools in the vast plan which god has instituted for the education of various intelligences? (Buckminster)
7. The disciples or followers of a teacher; those who hold a common doctrine, or accept the same teachings; a s 1000 ect or denomination in philosophy, theology, science, medicine, politics, etc. Let no man be less confident in his faith . . . By reason of any difference in the several schools of Christians. (Jer. Taylor)
8. The canons, precepts, or body of opinion or practice, sanctioned by the authority of a particular class or age; as, he was a gentleman of the old school. His face pale but striking, though not handsome after the schools. (A. S. Hardy)
9. Figuratively, any means of knowledge or discipline; as, the school of experience. Boarding school, Common school, district school, normal school, etc. See Boarding, Common, District, etc. High school, a free public school nearest the rank of a college. School board, a corporation established by law in every borough or parish in England, and elected by the burgesses or ratepayers, with the duty of providing public school accomodation for all children in their dictrict. School commitee, School board, an elected commitee of citizens having charge and care of the public schools in any district, town, or city, and responsible control of the money appropriated for school purposes. School days, the period in which youth are sent to school. School district, a division of a town or city for establishing and conducting schools. Sunday school, or Sabbath school, a school held on Sunday for study of the bible and for religious instruction; the pupils, or the teachers and pupils, of such a school, collectively.
Origin: OE. Scole, AS. Sclu, L. Schola, Gr. Leisure, that in which leisure is employed, disputation, lecture, a school, probably from the same root as, the original sense being perhaps, a stopping, a resting. See Scheme. A large group of fish; a school of small glittering fish swam by.A group of aquatic organisms that remain together in groups, for their own reasons. Sometimes the appearance of a large number of the same species can ward of potential predators. | <urn:uuid:ef406cdf-ba44-4a2a-ae2c-761eecf34b93> | CC-MAIN-2017-26 | http://www.biology-online.org/bodict/index.php?title=School&oldid=1518 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320049.84/warc/CC-MAIN-20170623100455-20170623120455-00002.warc.gz | en | 0.959231 | 657 | 3.046875 | 3 |
Hanhart syndrome is a rare condition that primarily affects the craniofacial region and the limbs (arms and legs). People affected by this condition are often born with a short, incompletely developed tongue; absent or partially missing fingers and/or toes; abnormalities of the arms and/or legs; and an extremely small jaw. The severity of these physical abnormalities varies greatly among affected people, and children with this condition often have some, but not all, of the symptoms. The cause of Hanhart syndrome is not fully understood. Treatment depends on the signs and symptoms present in each person.
Last updated: 5/3/2015
What are the signs and symptoms of Hanhart syndrome?
The signs and symptoms of Hanhart syndrome vary, but may include:
Short, incompletely developed tongue (hypoglossia)
Absent, partially missing, or shortened fingers and/or toes
Jaw abnormalities such as micrognathia, retrognathia (receding jaw), or partially missing mandible (lower jaw)
Some infants with Hanhart syndrome may be born with paralysis of certain areas of the face. If the tongue and/or mouth are affected, this can worsen feeding difficulties that are already present due to the craniofacial abnormalities listed above.
The severity of the physical abnormalities associated with Hanhart syndrome varies greatly among affected people, and children with this disorder often have some, but not all, of the symptoms.
Last updated: 4/30/2015
How can I find an expert who has knowledge and experience regarding a specific condition?
Although there is no list of experts for rare diseases, a fact sheet is available on our Web site with tips for finding healthcare professionals and researchers who have experience with a particular condition. Potential resources include patient advocacy groups, researchers conducting clinical trials, and authors of articles published in medical journals. Click here to view our fact sheet. If you are unable to locate an expert using these suggestions, please let us know.
Last updated: 9/29/2014
We hope this information is helpful. We strongly recommend you discuss this information with your doctor. If you still have questions, please | <urn:uuid:3eca6a71-8426-4d43-8b6f-804ad020f266> | CC-MAIN-2017-22 | https://rarediseases.info.nih.gov/diseases/68/hanhart-syndrome/cases/30094 | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463612327.8/warc/CC-MAIN-20170529130450-20170529150450-00499.warc.gz | en | 0.942336 | 440 | 2.796875 | 3 |
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Unformatted text preview: 10-19 coulomb. According to these findings, what is the mass of an electron? 5) Name the following hydrates. a) CaSO 4 • 2 H 2 O b) LiCl•H 2 O c) Sr(NO 3 ) 2 • 4H 2 O 6) Indicate the number of carbons in the following: a) Butane b) c) d) 7) Give the formula for the hydrocarbons in #6. 8) Draw the line structure for the following formula: CH 3 CH 2 OCH 2 CH 3 9) Name the following ionic compounds formed from transition elements: a) CuS b) Fe 2 O 3 c) CrO d) PbS...
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This note was uploaded on 11/23/2010 for the course CHEM Chem 1P taught by Professor Ericpotma during the Winter '10 term at UC Irvine.
- Winter '10 | <urn:uuid:566105f3-0e72-43f0-80b7-8defb988ae0f> | CC-MAIN-2017-13 | https://www.coursehero.com/file/6026057/week4/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218191984.96/warc/CC-MAIN-20170322212951-00269-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.809492 | 236 | 3.46875 | 3 |
Ok, they’re not so secret in French. I just love the word liaison and I’m fascinated by the obligatoire, facultative and interdite liaisons in French pronunciation.
Liaison is the reason why a lot of people think French pronunciation is hard. Many French words end in consonants that are normally silent, unless the next word begins with a vowel sound – then that consonant sound is pronounced at the beginning of the next word (though sometimes it is not the actual consonant sound represented in the orthography, but its voiced or voiceless counterpart) unless the next word begins with an h aspiré in which case there is no liaison. Easy, right??
There are many rules as to when you should or should not do liaison, but of course it can vary with how formal or informal the speaker is being, as well as their age. (Older people tend to use more liaisons.)
OBLIGATOIRE : The required liaisons happen after…
- determiners: un, les, des, ces, mon, ton, quels, etc.
- pronouns: nous, vous, ils, elles, les, etc.
- preceding adjectives: bon, mauvais, petit, grand, gros, etc.
- monosyllabic prepositions: chez, dans, sous, en, etc.
- some monosyllabic adverbs: très, plus, bien, etc.
- comment when referring to health
FACULTATIVE : But liaison is optional after…
- some monosyllabic adverbs: pas, trop, fort
- quand when it precedes est-ce que
- all other forms of être
INTERDITE : And liaison should never happen…
- after et
- before onze
- before letters (le A) or citations (les “ah”)
- before words beginning with an h aspiré
- after singular nouns or proper names
- after plural noun subjects
- after interrogative adverbs (but see comment and quand above!)
- in plural forms of compound words
- after on, ils and elles in inversion, when followed by past participles or infinitives
Pronunciation Changes: First you need to remember when to do liaison and then you need to remember what the final consonant of the word is so that you can change the pronunciation of the following word. If the written word ends in -s or -x, the pronunciation will be /z/ while words ending in -d or -t will be pronounced /t/. Another common one is -n, which is pronounced as the nasal /n/ instead of a nasal vowel. Less common liaison pronunciations are -r as /R/ and -p as /p/. Words ending in -g are supposed to be pronounced as /k/ in formal speech, but this is often ignored in informal speech and it is left as /g/ or there is no liaison. The -f of neuf is pronounced as /v/ but only with the words ans and heures.
Here are some examples from the French Phonetics page:
|elles arrivent||mon amour|
|ils ont||les ours|
|vieux arbres||dans un sac|
|dix heures||très aimable|
|attend-il ?||plus ouvert|
|grand ami||il est allé|
Confused? If you are not already confused enough, it gets worse. Sometimes liaisons can create even more confusions. Il est tout vert is pronounced the same as il est ouvert, so is it all green or is it open?? In spite of these what-appear-to-be-random rules for forming liaisons, it actually isn’t that hard to get used to. In the beginning, it does cause a lot of problems for learners who are trying to understand each word because French phonology is not based on word boundaries like English. All the sounds are linked together in a phrase in French, which gives the language its smooth flow but also makes it so difficult to understand. In English we tend to pause more often between words, but in French this happens between phrases, whether it’s prepositional, adverbial, etc. (And I’m using the word phrase in a specific sense – a group of words with a single grammatical function.)
I remember trying to learn the liaisons long ago in class, but I don’t really remember what worked best for me. Nowadays I have no problems with liaisons – it’s just automatic. I like to think I simply picked it up after hearing enough examples, but I’m sure it took a while and I made a lot of mistakes along the way. I always wonder how native speakers learn it too. Is it taught in school? Is it easier to learn spelling first or does it not matter? (This is mostly unrelated, but I’ve also always wondered about learning the gender of nouns. Do French kids have vocabulary tests where they have the identify the gender? Is using the wrong gender a grave mistake?)
Cheese leads to /p/. And the reason why I was thinking about liaison today is because of a cheese commercial. I’m not even kidding. A man says /tRo pepɛ/ and at first I thought he was talking about a grandpa (pépé) but then I realized he was actually saying trop épais (too thick). I don’t know why exactly, but I really don’t like liaison when it involves /p/. I like that -s becomes /z/ and -d becomes /t/ but I hate that -p is actually pronounced as /p/. It just doesn’t fit. It’s a bilabial for goodness sake, it doesn’t belong with alveolars! (Sadly yes, I am that obsessive compulsive about symmetry and patterns…) I cannot bring myself to do liaison with trop, but I’ve been hearing a lot of people do it lately and I find it very odd. I hope I’m not the only person who is this crazy about liaisons involving /p/…
Anyway, that was your French pronunciation lesson of the day because of a TV commercial.
Dr. Wagner has a PhD in Linguistics and is dedicated to learning and teaching languages online and abroad. She has studied in Quebec and Australia, taught English in France, and is currently based in the US. | <urn:uuid:823f1fdd-3b0f-40a2-9666-8f41b97fd9da> | CC-MAIN-2019-18 | https://ielanguages.com/blog/french-and-its-secret-liaisons/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578544449.50/warc/CC-MAIN-20190422055611-20190422081611-00378.warc.gz | en | 0.920889 | 1,402 | 3.09375 | 3 |
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