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|Triodia pungens (green) and Triodia basedowii (blue-grey)|
Triodia is a large genus of grass endemic to Australia. They are often called spinifex, but they are not a part of the genus Spinifex, which is only found near the coast. There are 64 known species. Triodia is a perennial grass that grows in dry areas. They have spikey, pointed leaves, about 30-40 centimetres long.
The leaf tips can break off in people's skin, causing infections. Spinifex has been used by Australian Aborigines in many things. The seeds are collected for food. Spinifex resin is used as a glue in spear-making. The grasses were also burned to make smoke signals, to communicate with groups a long way away. Some species are used for building shelters. Others are used to make traps for catching fish.
Notes[change | change source]
- Lazarides, 1997
- Burndud (1990). Wanggalili; Yinjibarndi and Ngarluma Plants. Juluwarlu Aboriginal Corporation. p. 17.
References[change | change source]
- Lazarides, M. (1997). "A revision of Triodia including Plectrachne (Poaceae, Eragrostideae, Triodiinae)." Australian Systematic Botany 10: 381-489.
- Watson, L., and Dallwitz, M.J. 1992 onwards. The grass genera of the world: descriptions, illustrations, identification, and information retrieval; including synonyms, morphology, anatomy, physiology, phytochemistry, cytology, classification, pathogens, world and local distribution, and references. Version: 28 November 2005
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When a woman ovulates, various hormones in her body are synchronized to prepare her for ovulation, fertilization and implantation. Ovulation occurs approximately 10-12 hours after the LH peak. Here are the primary hormones involved in ovulation in women:
1. Progesterone - The ovaries produce significant amounts of progesterone during the 2 weeks or so that follow ovulation. Progesterone thickens the nutrient-rich endometrium in preparation to receive a fertilized egg. It also acts on the breasts to prepare them for milk production (lactation).
2. Estrogen – Estrogen is produced in increasing quantities prior to ovulation, helps the uterus rebuild its lining (or endometrium) after menstruation. In addition, estrogen and progesterone also act as feedback controls on the brain hormones LH and FSH. In other words, these sex hormones travel to the brain to increase or decrease LH and FSH production. This feedback mechanism helps to regulate the timing and the events of the menstrual cycle.
3. Estrogen and progesterone are both made primarily in the ovaries from cholesterol. Initially, the ovaries use cholesterol to derive progesterone and the male sex hormone testosterone. Then the ovaries convert a good portion of the progesterone and almost all of the testosterone into estrogen. After ovulation occurs, more progesterone is made than can be converted; consequently, significant amounts of progesterone are secreted only during the latter half of the cycle.
4. LH- The LH surge is initiated by a dramatic rise of estradiol produced by the preovulatory follicle. The LH surge occurs 34 to 36 hours prior to ovulation and is a relatively precise predictor for timing ovulation. The LH surge stimulates luteinization and stimulates the synthesis of progesterone responsible for the mid cycle FSH surge. Also, the LH surge stimulates resumption of meiosis and release of ovum.
5. FSH- Estradiol levels fall dramatically immediately prior to the LH peak. Elevated FSH levels at this time are thought to free the ovum from the follicular attachments. Progesterone is responsible for stimulating the mid cycle rise in FSH. The mechanism causing the postovulatory fall in LH is unknown. The decline in LH may be due to the loss of the positive feedback effect of estrogen, due to the increasing inhibitory feedback effect of progesterone, or due to a depletion of LH content of the pituitary from downregulation of GnRH receptors.
Find out what is ovulation and what are the physical signs of ovulation.
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Russia's Baikonur satellite launch facility in Kazakhstan is once again launching rockets that use toxic fuels. RFE/RL correspondent Beatrice Hogan looks at why launches continue to occur despite the dangers of accidents.
Prague, 17 September 1999 (RFE/RL) -- Two weeks ago, a Proton rocket was fired from the Baikonur Cosmodrome in Kazakhstan. That would not, on the face of it, seem to be an extraordinary event, as Baikonur has been launching satellites on Proton rockets since 1965, first for the Soviet Union and then for Russia. But Kazakhstan had been enforcing a ban on Proton launches since an accident on July 5.
On that day, a Proton rocket launched from Baikonur exploded in the air. Rocket fuel and parts rained down over 500 hectares. No humans were reported killed, but a giant piece of wreckage weighing over 200 kilograms came down in the yard of a private house.
It could have been worse. But this was far from Kazakstan's first Proton crash. Paul Beaver of Britain's Jane's Information Group told RFE/RL that the Proton rocket program has less than an 80 percent success rate.
What makes accidents particularly dangerous, he said, is the type of rocket propellant the Protons use. The fuel is called hepthil, and Beaver says it is toxic to humans. "Quite frankly, there's a real concern that what is called the olage in these fuel tanks -- in other words, the unburnt particles -- if they do fall to earth, it also means there's a problem with them being flammable, but also that they could well be carcinogenic."
Launching such rockets in landlocked countries such as Kazakhstan carries added risks, Beaver said. And Kazakhstan is not the only vulnerable area. Beaver explains:
"What everyone is concerned about is that -- the Russians and the Chinese have both been culpable of this -- they have been having problems with launches where the remains have gone down into habited areas [where people live]. And there's been fire, there's been chemical spillage, which has resulted in a risk of something carcinogenic, in other words, cancer-forming. The Americans don't have this problem; the French don't have this problem. They launch over seas. So if there's a problem, it goes elsewhere."
But despite their dangers, satellite launches are big business for developing countries. Beaver says Russia earns up to $80 million for each satellite launch. And Kazakhstan gets a share of that money, because the launch facility is on its territory. With rocket launches so profitable, Kazakhstan has an incentive to downplay safety considerations.
In reparations for the July crash, Russia agreed to pay Kazakhstan $270,000. It also said it would put in place emergency rescue crews at Baikonur. But neither of these measures addresses the continued environmental and safety risks posed by the Proton and its toxic fuel.
Beaver says the apparent negligence of countries in the space business causes distress among the international defense community.
"There's a concern with countries like Russia and China and India who want to get into this business. Quite frankly, they don't follow the same safeguards. They don't have the same safeguards in many of their industries, even in their aviation industry. And there's a concern that at the end of the day...they are not going to support this properly [pay for the necessary safety measures] and there could be problems -- environmental problems, safety problems. And the other thing, of course, is information. We just don't know enough about what goes on there."
The environmental damage from the Proton accident comes to a country already suffering from the effects of years of pollution from Soviet projects. In Kazakhstan's northeast is the severely polluted Semipalatinsk, the former open-air nuclear testing site. And two southern oblasts border the desiccated Aral Sea, one of the world's biggest environmental disasters. The Soviets also destroyed their old missiles on Kazakh territory.
Beaver says it is difficult to assess the real environmental costs of the current satellite launches because authorities disclose little information. But he said he was surprised to hear that just two months after the Proton explosion, Kazakhstan allowed another Proton launch.
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You are what you eat. And environmentalists know that personal dietary choices affect climate change as well as your personal health because food production accounts for nearly a quarter of greenhouse gas emissions, with animal-based foods taking a greater toll than grains, legumes, vegetables, and fruits.
Today, Harvard took its most recent step toward reducing the climate impacts of food, signing onto the Cool Food Pledge, whose signatories are committed to a group goal of slashing food-related greenhouse gas emissions by 25 percent by 2030, largely by paying attention to menu options. The decision to join this pledge builds on years of collaborative, research-driven sustainable food programming already in place across the University. And it complements a suite of University-wide initiatives aimed at making Harvard fossil fuel neutral by 2026, and fossil fuel free by 2050.
“Addressing the emissions associated with our food choices is a focal part of Harvard’s holistic approach to using our campus as a testbed to address climate change and sustainability,” said Executive Vice President Katie Lapp. “This pledge gives us a common science-based collective target and a way of learning together with institutions around the world as we strive to create a more sustainable food system.”
“Climate change is accelerating, and Americans are the greatest contributors to it because of our diets and lifestyles,” said Walter Willett, professor of epidemiology and nutrition at the T.H. Chan School of Public Health and co-chair of Harvard’s Food Standards Committee, which launched in spring. “Among the many changes we need to make, including a rapid shift to green energy, is a change in diet to a more plant-based way of eating. If we do this right, such changes will also lead to improvements in health and many other aspects of our environment. The actions of every individual are important, but because Harvard intends to be a leadership institution and educates people who will be leaders, steps such as the Cool Food Pledge can be particularly impactful.”
Harvard’s Sustainable and Healthful Food Standards, released in April, were informed by research (including the 2019 report by the EAT-Lancet Commission on Food, Planet, Health spearheaded by Willett) and by existing programs (Menus of Change and the Good Food Purchasing Program). They were developed by a multi-disciplinary faculty committee in partnership with the Office for Sustainability (OFS) with input from the Council of Student Sustainability Leaders and experts in the field. They are designed to increase access for students, faculty, staff, and visitors to sustainable and healthful food offerings, while also enhancing their food literacy, so they have a firmer grasp on the consequences of their food choices.
“Food is arguably the most personal connection between the climate issue and people’s health,” said the Food Standards Committee’s other co-chair Ari Bernstein, who is an instructor in pediatrics at Harvard Medical School, and the director of the Center for Climate, Health, and the Global Environment (C-CHANGE). “People who are concerned about climate focus on questions on what is the least carbon intensive diet, but many more people are going to want to know about the foods that promote their health right now. The good news is that they tend to be aligned.”
Harvard undergraduates and grad students are developing programs to support these food sustainability goals across campus — all as part of Harvard’s Living Lab Initiative, which encourages students, faculty, and staff to think of the campus as place to test innovative solutions to global sustainability challenges.
Junior Meaghan Townsend, a resource efficiency program student coordinator for OFS, created a plant-based eating guide to help her fellow students craft their own diets. Townsend interviewed peers about what they knew about plant-based eating, what their concerns were, and what recommendations they might have for others considering such a diet. A key takeaway: Eating a plant-based diet doesn’t have to be an all-or-nothing proposition. Choosing simply to eat less meat can have a positive impact on your health and the environment. There’s also a section in the guide on athletes who eat plant-based diets to dispel misconceptions that such food choices compromise energy or athletic performance. This point was especially important to Townsend, who rows on the College’s heavyweight crew team.
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WOMEN SPEAK OUT FOR PEACE AND JUSTICE is a group dedicated to protesting for peace and justice and against war, racism, injustice, and inequalities in society. It was formed in 1968 out of a group of Cleveland women who traveled to Washington, DC, to join a protest march against the Vietnam War. Organizer and first chairperson of Women Speak Out was Mrs. Louise Peck. The second chairperson was Mrs. Joanne Klunder, widow of the Rev. BRUCE W. KLUNDER. The group was aimed at the "younger suburban woman with a somewhat more active perspective on the issue of war and the issues of human concern." In its early years, the group focused on protesting the Vietnam War and the military draft. At that time there were approx. 1,100 members, and the majority of funding came from a "peace boutique." Since 1975 the group has been affiliated with the Women's Intl. League for Peace and Freedom. In 1993, when the organization celebrated its 25th anniversary, there were approx. 600 members in the Cleveland area, and Kathy Soltis served as president.
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Since 2016, the key stage 1 and 2 national curriculum tests (NCTs) have been reported using scaled scores. The key stage 1 (KS1) NCTs have a scaled score ranging from 85 to 115, and the key stage 2 (KS2) NCTs from 80 to 120, with a scaled score of 100 representing the expected standard at the end of the key stage.
Scaled scores show whether a pupil has met an expected standard or not. This is different to the 100 in a standardised test, where 100 represents the average during the standardisation and gives you information on the proportion of the population who achieved a particular score.
For the NCTs, the score of 100 represents the threshold of the expected standard, not the national average on the test. If a pupil scores 100 or above, they have achieved the expected standard. If they score lower than 100, they have not met the expected standard and are still working towards it. In the case of the national tests, the national average scaled score is likely to be higher than 100, since the government targets are for all pupils to have reached the expected standard by the end of KS2. In 2018, the national average for reading was a scaled score of 105, for maths was a scaled score of 104, and for grammar, punctuation and spelling a scaled score of 106. In total, 64 per cent of pupils reached the new expected standard for reading, writing and maths.
The Standards and Testing Agency (STA) has provided guidance on the scaled scores used in the NCTs. NFER has produced a webinar outlining the differences between raw scores, standardised scores and scaled scores.
For more on the effective use of assessment, look out for our upcoming ‘Brushing up on assessment’ series, a collection of free weekly guides designed for those looking to build their assessment knowledge. Sign up to our assessment newsletter to be the first to hear when each guide is released and for other exclusive content delivered direct to your inbox.
For further short reads on classroom assessment, visit our Introduction to Assessment page.
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Find a quiet place, alone and apart from distractions. Be comfortably alert, still, and at peace. Say the Lord’s Prayer. Sing or cant the Jesus Prayer. Pray for family, friends, neighbors, and yourself. Slowly and carefully read the passage of Scripture.
1. Members of the religious establishment, consisting of the scribes, Pharisees, and Sadducees (Matthew and Mark include the Herodians), these groups that were most often opposed to each other, band together in an attempt to trap Jesus and see then that the Romans deal with Him.
2. These antagonists were watching Jesus carefully, hoping to find a way to bring charges against Him. Already these had gone to Judas Iscariot and enlisted him to find a way to arrest Jesus.
3. Now, only two or three days before Jesus would be arrested and then crucified, Jesus’ enemies ask Him if it is right to pay tribute, or a tax, to Caesar. The Romans were severe about this and monitored this closely.
4. Jesus asks that a denarius be shown to Him, and the Roman coin, and probably with the likeness of Tiberius, the current Caesar, on one side of the coin, and with “Pontifex Maximus” on the reverse side.
5. He then says to give to Caesar what is required, yes paying the tax, but give to God the things that are God’s.
6. If Jesus had said “No” to paying the tax, the authorities would look at Jesus as a traitor and law breaker. If Jesus had said “Yes” to paying the tax, many of the Jewish people would be angry at that, especially the religious authorities who would have lost the most.
7. Jesus’ antagonists became silent at that point.
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ಹೆಸರಿಡು, ನಾಮಕರಣ ಮಾಡು, ಹೆಸರುಕೊಡು
Verb(1) assign a name or title to
(1) The name Peru was pervasive during the colonial period and was used to denominate the larger sections of the powerful viceroyalty of Lima.(2) Yes, gasoline prices are approaching nominal record highs, but since prices are denominated in money, the figures are meaningless without some comparison to the past.(3) So-called eurocurrency deposits are bank assets denominated in a national money different from the official currency in the country where the funds are held.(4) Their real estate loans, however, were denominated in US Federal Reserve notes.(5) Foreigners will be less willing to own securities denominated in that currency if the risk of default is great.(6) National central banks would be required to accept all checks denominated in their currencies and finalize payment by debiting the domestic reserve accounts of the originating banks.(7) Governments monopolize the supply of currency denominated in the national monetary unit.(8) In the final column is a recommendation on whether investors denominated in a particular national money should be buying Gold.(9) The demand for gold arising from its monetary role can change over time - in particular, it may rise during financial panics, when the public seeks to exchange its financial instruments denominated in gold for gold itself.(10) It actually happened, among other places, where bank notes denominated in the billions, trillions, and quadrillions circulated in rapid succession in 1946.(11) Those who purchase goods incur a debit, while those who sell obtain a credit; debits and credits are denominated in the national currency.(12) But in reality, they lost their rights long before they were born, in an 1873 decision of the U.S. Supreme Court aptly denominated The Slaughter-House Cases.(13) The author, needless to say, remains quite attached to his ÔÇÿinsightÔÇÖ that there are two different senses of ÔÇÿa priori,ÔÇÖ one of which he denominates the ÔÇÿKantianÔÇÖ sense.(14) Of course snorted Northwind to himself, among so many Chieftains his identity was denominated by his clan name, only a being with enormous mental control would have managed to bring them to this point today.(15) These holdings would provide investors a partial guaranteed return, denominated in their own currencies, and the government securities would explicitly guarantee the value of the fund's capital.(16) They contended that many foreign central banks were willing to absorb all the foreign currency earned by their exporting sectors that was not willingly held by their private sector in US dollar denominated assets.
1. call ::
2. name ::
3. term ::
4. designate ::
5. style ::
6. dub ::
7. label ::
8. tag ::
9. entitle ::
Different Formsdenominate, denominated, denominates, denominating
English to Kannada Dictionary: denominate
Meaning and definitions of denominate, translation in Kannada language for denominate with similar and opposite words. Also find spoken pronunciation of denominate in Kannada and in English language.
Tags for the entry "denominate"
What denominate means in Kannada, denominate meaning in Kannada, denominate definition, examples and pronunciation of denominate in Kannada language.
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https://www.english-kannada.com/?q=denominate
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USEFUL TO KNOW DEPRESSION OR UNHAPPINESS[MENTAL HEALTH]
When we are thinking about the difference between depression and unhappiness , there are three things to consider:
1- The severity of low mood: how bad it feels.Do you feel ver upset and in emotional pain a lot of time? Do you find yourself crying or start to think that life is not worth living? The worse theses feelings get, the more it may be sensible to think of how you feel as depression rather than as unhappiness.
2- The persistence of the low mood: is it there all the time, and does it go on and on without letting up? For instance, if you got a new job or made new friends , would you feel better? if not, then again it may be more sensible to think of how you feel as depression.
3- The extent to which it affects you: as depression gets worse , you are…
View original post 62 more words
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Lesson 7.12 of Unit 7 of Math Expressions Common Core! All slides are interactive and both kid and teacher friendly. What a time saver to just download this lesson and go! Your students will LOVE these slides (and so will their teacher)! All slides go right along with the lessons found in Math Expressions. There are places to insert the student activity pages as well. Also an additional page for a math workshop framework.
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When you listen to music, multiple areas of your brain become engaged and active. But when you actually play an instrument, that activity becomes more like a full-body brain workout. What’s going on? Anita Collins explains the fireworks that go off in musicians’ brains when they play, and examines some of the long-term positive effects of this mental workout. Watch this amazing short video created for TED-Ed.
Arguable one of the most emotional episodes of TED-Ed is The transformative power of classical music by Benjamin Zander. A leading interpreter of Mahler and Beethoven, Zander is known for his charisma and unyielding energy — and for his brilliant pre-concert talks. He uses music to help people open their minds and create joyful harmonies that bring out the best in themselves and their colleagues.
“Arguably the most accessible communicator about classical music since Leonard Bernstein, Zander moves audiences with his unbridled passion and enthusiasm.”
— Sue Fox, London Sunday Times
A wonderful article by TIME magazine!
"It turns out that playing a musical instrument is important," said Nina Kraus, director of Northwestern's Auditory Neuroscience Laboratory.
There's little doubt that learning to play a musical instrument is great for developing brains.
Science has shown that when children learn to play music, their brains begin to hear and process sounds that they couldn't otherwise hear. This helps them develop "neurophysiological distinction" between certain sounds that can aid in literacy, which can translate into improved academic results for kids.
A wonderful article written for Psychology Today by Christopher Bergland . Definitely worth reading it!
Ten Ways Musical Training Boosts Brain Power
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OBJECTIVE: To describe the characteristics across all ages of powered wheelchair users and the assistive technology prescribed by a regional specialist wheelchair service. DESIGN: Cross-sectional study. SETTING: Regional wheelchair service. PARTICIPANTS: Electric-powered indoor/outdoor wheelchair (EPIOC) users (N=544) with 262 boys and men (mean age +/- SD, 41.7+/-20.7y; range, 8-82y) and 282 girls and women (mean age +/- SD, 47.2+/-19.7y; range, 7-92y). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Demographic, clinical/diagnostic details of EPIOC recipients, including pain, (kypho)scoliosis, and ventilators. Technical features, including specialized (adaptive) seating, tilt in space, and modified control systems. Factors were related to age groups: 1 (0-15y), 2 (16-24y), 3 (25-54y), 4 (55-74y), and 5 (>/=75y). RESULTS: Neurologic/neuromuscular conditions predominated (81%) with cerebral palsy (18.9%) and multiple sclerosis (16.4%). Conditions presenting at birth or during childhood constituted 39%. Of the participants, 99 had problematic pain, 83 had (kypho)scoliosis, and 11 used ventilators. Specialized (adaptive) seating was provided to 169 users (31%); most had cerebral palsy or muscular dystrophy. Tilt in space was used by 258 (53%) participants. Younger people were more likely to receive tilt in space than older ones. Only 92 had specialized (adaptive) seating and tilt in space (mean age +/- SD, 29+/-17.8y; range, 8-72y). Of the participants, 52 used modified control systems. CONCLUSIONS: The diversity of EPIOC users across age and diagnostic groups is shown. Their complex interrelations with these technical features of EPIOC prescriptions are explored. Younger users were more complex because of age-related changes. This study provides outcomes of the EPIOC prescription for this heterogeneous group of very severely disabled people.
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CC-MAIN-2022-27
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https://www.togetherforshortlives.org.uk/abstract/recipients-of-electric-powered-indoor-outdoor-wheelchairs-provided-by-a-national-health-service-a-cross-sectional-study/
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This is a collaborative post.
While education is compulsory until 18, schooling is compulsory to 16, thus post-16 education can take a number of forms, and may be academic or vocational. Therefore, A levels as such are not a compulsory for children to take however, a leading independent Sixth Form College in Hendon recognises that A levels are a crucial aspect of a young person’s academic journey. Read below to find out more about the benefits of your child deciding to undertake A levels for their post-16 education.
Advanced level qualifications (known as A levels) are subject-based qualifications that can lead to university, further study, training, or work. You can normally study three or more A levels over two years. They’re usually assessed by a series of examinations.
Moving from GCSE level to A level can often be quite challenging because A levels require more independent and detailed study. Often there will be requirements needed to be able to get onto A Level course. The specific requirements needed to study A levels will vary across schools and colleges. It’s important for your child to check what they will need with the school or college that they are looking to study at.
If your child is thinking about going to University, most higher education courses require specific A levels or combinations of A levels. Even if your child is not considering university and is not sure what career or job they want to do, studying a selection of A levels can be a good way of keeping their options open.
Although A levels are not compulsory it is important to consider the advantages of your child studying them post 16. The key advantages include; your child developing their independent learning skills; the option to continuing study after completion at a University; the opportunity to go onto a vocational courses and the opportunity to seek employment being able demonstrate a higher level of education.
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The United States government is finally waking up to the fact that the chemicals we are exposed to daily is causing an increase in cancer, as well as other diseases.
According to the President’s Cancer Panel, “the true burden of environmentally induced cancer has been grossly underestimated.”
The American Cancer Society believes only six percent of all cancers are environmentally-caused, and the organization has criticized the Panel as “overstating risk”.
In its report “Reducing Environmental Cancer Risk“, the Panel is calling on President Obama “to use the power of your office to remove the carcinogens and other toxins from our food, water and air that needlessly increase health care costs, cripple our nation’s productivity, and devastate American lives.”
With nearly 80,000 chemicals on the market in the United States, many of which are used by millions of Americans in their daily lives and are un- or understudied and largely unregulated, exposure to potential environmental carcinogens is widespread. One such ubiquitous chemical, bisphenol A (BPA), is still found in many consumer products and remains unregulated in the United States, despite the growing link between BPA and several diseases, including various cancers.
While BPA has received considerable media coverage, the public remains unaware of many common environmental carcinogens such as naturally occurring radon and manufacturing and combustion by-products such as formaldehyde and benzene. Most also are unaware that children are far more vulnerable to environmental toxins and radiation than adults. Efforts to inform the public of such harmful exposures and how to prevent them must be increased. All levels of government, from federal to local, must work to protect every American from needless disease through rigorous regulation of environmental pollutants.
Six sources of environmental exposure are identified in the report:
- Industrial and Manufacturing
- Agricultural Sources
- Modern Lifestyles
- Hazards from Medical
- Contaminants and Other Hazards from Military Sources
- Environmental Hazards from Natural Sources
Children are especially at risk from these chemicals. The Panel states that “rates of childhood leukemia, brain, and testicular cancer are rising“. Hopefully, the government will respond appropriately and protect our families from these toxic chemicals that are prevalent in modern life.
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Bibliographic record and links to related information available from the Library of Congress catalog.
Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.
CONTENTS Gratiarum Actio Illustrations Maps Preface I. Universals and Particulars: Themes and Persons II. Writing and the Pursuit of Origins III. Conquest, Civil War and Political Life IV. The Emergence of Patria: Cities and the Law V. Works of Nature and Works of Free Will VI. 'The Discourse of my Life:' what Language can do. VII. The Incas, Rome and Peru. Epilogue: Ancient Texts: Prophecies and Predictions, Causes and Judgements. Bibliography Index
Library of Congress Subject Headings for this publication:
Incas -- Historiography.
Incas -- First contact with Europeans.
Incas in literature -- History and criticism.
Indian literature -- Andes Region -- History and criticism.
Spanish literature -- Andes Region -- History and criticism.
Peru -- History -- Conquest, 1522.1548.
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Overview | What happened on Dec. 7, 1941? Why is the attack on Pearl Harbor such a historically important event? In this lesson, students learn about the 1941 attack by reading an archival Times article from the day after, and then either create a series of Twitter posts that document the attack and resulting declaration of war, or write a “Historic Headlines”-style summary and analysis of the event and its repercussions — and their connection to today.
Materials | Computer with internet access, Times articles, photographs and graphics (suggested resources linked below).
Warm-Up | Prior to your students’ arrival in class, transform the classroom into a “Memorializing Pearl Harbor″ gallery and when they arrive, invite them to take a “gallery walk.”
A gallery walk invites students to look closely at a range of material that highlights the words, images and sounds of a particular time and place and that is displayed gallery-style on the walls and other spaces of the classroom. To create this gallery walk, gather a broad range of audio, print and visual materials that relate to Pearl Harbor. The New York Times has a number of useful resources on its Times Topics page on Pearl Harbor; a collection of photographs taken during the attack can be found at Boston.com’s “Big Picture,”; oral histories, documents and videos related to the attack are all available Naval History and Heritage; and YouTube provides videos of President Franklin D. Roosevelt’s Pearl Harbor Speech.
You might choose items that relate to one particular theme within the larger topic of Pearl Harbor, or simply choose as large and varied a range of materials as possible. (For instance, you could include photographs of before, during, and after the attacks; oral histories told by survivors; maps depicting sites of the Dec. 7 bombings across the Pacific; audio and video of Pearl Harbor after the attacks; Times articles reporting the news of the attack; etc.)
Materials can also be found in paper copies of The Times, local newspapers, and news magazines as the anniversary of the attacks will likely receive significant coverage. Items to consider including: photographs, quotations, poems, maps, charts, graphs, essays, editorials, articles, cartoons, primary source documents, music, film or video clips, or artifacts of any other kind. These can be displayed around the classroom in “stations” or other kinds of thematic groupings, or can simply be scattered around the space. Student “visitors” can read, view, listen to and observe what is there while answering questions on a handout distributed at the beginning of class, with the following questions:
-What documents or images are most interesting to you? Why?
-What themes do you see in this collection?
-What questions do these artifacts raise for you about the attack and its effects?
When students have had a chance to view the entire gallery and answer all of the questions on their handout, ask them to pick one document or image from the gallery and bring it with them back to their desk. Split the class into small groups and ask students to share with each other the significance of the document or image that they chose and why they chose it. (Note: This gallery walk can be specific to your classroom, but can also be a shared activity across the disciplines. A school library or multipurpose room can be transformed into a Pearl Harbor gallery and many classes can come visit the gallery all day or all week.)
Related | The article, “Guam Bombed, Army Ship is Sunk,” was published in The Times on Dec. 8, 1941 – the day after the Japan’s attack on Pearl Harbor. The article reports the news of the attack and impending declaration of war against Japan. As students read, you might ask them to underline the lines, or star the sections, that most surprise, interest or inform them.
Sudden and unexpected attacks on Pearl Harbor, Honolulu, and other United States possessions in the Pacific early yesterday by the Japanese air force and navy plunged the United States and Japan into active war.
The initial attack in Hawaii, apparently launched by torpedo carrying bombers and submarines, caused widespread damage and death. It was quickly followed by others. There were unconfirmed reports that German raiders participated in the attacks. Guam was also assaulted from the air, as were Davao, on the island of Mindanao, and Camp John Hay in Northern Luzon, both in the Philippines. Lieut. Gen. Douglas MacArthur, commanding the United States Army of the Far East, reported there was little damage, however.
Read the entire article with your class, using the questions below.
Questions | For discussion and reading comprehension:
- What happened on Dec. 7, 1941? What, based on this article, did people know about the attacks and what were they still unclear about the day after the attack on Pearl Harbor?
- What steps did the American military take immediately following the attacks? What steps did the government take?
- What did you find in this article that is not in more contemporary accounts of the attack on Pearl Harbor? Why do you think the detail or details were left out in contemporary narratives?
- Is there anything surprising to you about the content or focus of this article? If so, what? Why?
- Why is this event still considered so historically important?
From The Learning Network
- Audio Slide Show: Salvaging Pearl Harbor
- Mr. Trumbull’s Telegrams with Times Editors
- A Day of Infamy, Two Years of Hard Work
Around the Web
Activity | Choose between two activities to go deeper with this topic. After a description of each, you’ll find resources that can be used for both.
- Students can use Twitter to write about, and “report” from, Pearl Harbor as if it were Dec. 7, 1941, and just after. This project uses TheRealTimeWWII Twitter feed as an inspiration.
- Students can write in the style of our daily Historic Headlines to summarize and analyze the Pearl Harbor attacks and repercussions, then connect some aspect of the attacks and their immediate aftermath to current news today .
Twitter Project: The RealTimeWWII Twitter feed documents the events of World War II in real time using 140 character tweets. Introduce RealTimeWWII to students by having them read excerpted sections of this Times article about the Twitter feed and by taking them to the feed online.
Explain to students that RealTimeWWII began in August and so far has tweeted over four months of World War II in real time. However, the tweets have not yet reached 1941 and the attack on Pearl Harbor. Tell students that they will be creating a series of tweets to post over the course of two days on your classroom Twitter feed that document the events of the 1941 attack on Pearl Harbor and resulting declaration of war in real time. As a class, scroll through the RealTimeWWII tweets and examine different types of tweets. (For example, some include quotations, some document events, some link to photographs, maps or videos, etc.) Together as a whole class, create a few sample using information from the article you just read.
Divide the class into small groups and assign each group a block of time on the days of Dec. 7-8, 1941. Because important events were not evenly dispersed over the course of these two days, be strategic in how you assign blocks of time – some shorter of time will contain several important events (for example, 8 a.m. to 8:30 a.m. on Dec. 7, 1941), while others might have fewer (midnight to 9 a.m. on Dec. 8, 1941).
Decide on blocks of time that will allow all groups to have a similar number of events to report, even if the blocks are not all the same lengths. Remind groups that have not been assigned the busiest blocks of time that they can report quotes from survivors of the attacks, quotes from people speculating about what the United States government will do next, etc. (Remind students that all quotes must include links to the quote’s source.)
Each group will be tasked with creating a series of at least 20 tweets, all under 140 characters, that accurately document the events that occurred in their assigned segment of time. Inform students that to commemorate the 70th anniversary of the attack on Pearl Harbor, the class will be tweeting the attack and resulting declaration of war in real time on an upcoming day. Real time tweeting can be accomplished by assigning students to Twitter shifts over the course of two days. If possible, you might arrange for the Twitter feed to be displayed on public screens at your school or on your school’s home page during those days.
Historic Headlines Project:
Each day, in collaboration with findingDulcinea, The Learning Network posts a short account of an important historical event that happened on that day in history. The account tells what led up each event, what happened that day, and what has happened since. After each is a brief “Connect to Today” section that looks at parallels of some kind in current news.
Have students look through our collection of Historic Headline posts to understand how they work (avoiding the Dec. 7, 2011, post, about Pearl Harbor). Then, invite them to work in small groups to write their own Pearl Harbor edition that quotes from the Times article they read as part of this lesson, as well as other Times sources found, perhaps, by choosing “oldest first” as an option for looking through Times archives on the Pear Harbor Times Topics page. They may also use the article from the next day’s Times, “U.S. Declares War.”)
Have them write a brief summary (two to three short paragraphs) summarizing the events of World War II after Pearl Harbor, then invite them to create a “Connect to Today” section that takes some aspect of what they learned and connects it to an issue in today’s news. This might involve comparing it to a current war; looking at real-time war reporting then and now; examining the role of the president or Congress in declaring war; or any other aspect of what they found in their research that resonates with an event or trend today. Have them include the current Times articles that apply.
To research for both projects described above, students will need to learn more about the events of the attack on Pearl Harbor and resulting declaration of war. Offer groups the following from which to gather information:
–“Guam Bombed, Army Ship is Sunk,” the historic article they read as a class.
–“U.S. Declares War,” the front-page Times article from Dec. 9, 1941.
–Naval History and Heritage Command’s Resources on Pearl Harbor.
–The National Park Service’s Resources on Pearl Harbor.
–Eyewitness to History’s Resources on Pearl Harbor.
Encourage students doing both projects to include as many quotations and links to historic photographs, articles, speeches and videos as relevant. Remind them that any time they quote someone they must include a link to the source where the quotation was found.
Once all students have completed their work, bring the class together for a discussion focused on the following questions: What piece of what you wrote do you think is strongest? Why? What was difficult about this activity? How did engaging in this activity make you think differently about the attacks on Pearl Harbor? For those who did the Twitter project, What would have been different if Twitter had existed in 1941?
Going Further | Have students plan and give a presentation to the entire school describing the attack on Pearl Harbor and its historic significance. They might use their projects to showcase what they learned, and how.
And if your students would like to know more about what happened in history this month, have them try our December Events in History Fill-In.
United States History
25- Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role in world affairs.
2- Understands the historical perspective.
1- Demonstrates competence in the general skills and strategies of the writing process.
7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts.
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About this postcard
Dubrovnik is a Croatian city on the Adriatic Sea, in the region of Dalmatia. In 1979, the city of Dubrovnik joined the UNESCO list of World Heritage Sites. The current name was officially adopted in 1918 after the fall of the Austro-Hungarian Empire, but was in use from the Middle Ages. It is also referred to as Dubrovnik in the Charter of Ban Kulin in 1189. See also: Other names of Dubrovnik. The name is from dubrava, which means "oak grove". Dub in the Croatian language means "oak".
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A tiny ultrasound wand is attached to the top of a thin tube called a catheter. This ultrasound catheter is inserted into an artery in your groin area and moved up to the heart. It is different from conventional Duplex ultrasound, which is done from the outside of your body by placing the transducer on the skin.
A computer measures how the sound waves reflect off blood vessels, and changes the sound waves into pictures. IVUS gives the health care provider a look at your coronary arteries from the inside-out.
IVUS is almost always done at the end of angioplasty with stent placement, or coronary catheterization. Angioplasty gives a general look at the coronary arteries, but it cannot show the walls of the arteries. IVUS images show the artery walls and can reveal cholesterol and fat deposits (plaques). Buildup of these deposits can increase your risk of a heart attack.
IVUS has helped doctors understand how stents become clogged (stent restenosis).
Why the Procedure Is Performed
IVUS is commonly done to make sure a stent is correctly placed during angioplasty. It may also be done to determine where a stent should be placed.
IVUS may also be used to:
View the aorta and structure of the artery walls (which can show plaque buildup)
Find which blood vessel is involved in aortic dissection
There is a slight risk of complications with angioplasty and cardiac catheterization. However, the tests are very safe when done by an experienced team. IVUS adds little additional risk.
In general, risks may include:
Allergic reaction to any dye used during the test, to the stent material, or to the drug used in a drug-eluting stent
Bleeding or clotting in the area where the catheter was inserted
Clogging of the inside of the stent (in-stent restenosis)
After the test, the catheter is completely removed. A bandage is placed on the area. You will be asked to lie flat on your back with pressure on your groin area for a few hours after the test to prevent bleeding.
If IVUS was done during cardiac catheterization, you will stay in the hospital for about 3 to 6 hours. If IVUS was done during angioplasty, you will stay in the hospital for 12 to 24 hours. The IVUS does not add to the time you must stay in the hospital.
Tardif JC, L'Alliwer PL. Intravascular Ultrasound Imaging. In: Bonow RO, Mann DL, Zipes DP, Libby P, eds. Braunwald's Heart Disease: A Textbook of Cardiovascular Medicine. 9th ed. Philadelphia, PA: Elsevier Saunders; 2011:chap 22.
Deepak Sudheendra, MD, Assistant Professor of Interventional Radiology & Surgery, Hospital of the University of Pennsylvania, Philadelphia, PA. Review provided by VeriMed Healthcare Network. Also reviewed by David Zieve, MD, MHA, Isla Ogilvie, PhD, and the A.D.A.M. Editorial team.
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Who controls the Catholic Church?
The pope, who is the bishop of Rome, is the chief pastor of the church. The bishopric of Rome, known as the Holy See, is the central governing authority of the church.
What is the chain of command in the Catholic Church?
The three orders of clergy within the Roman Catholic Church were the deacon, priests, and bishops. The deacons ranked the lowest, and the bishops ranked the highest.
How powerful is the Catholic Church?
The Roman Catholic Church has been one of the world’s most powerful institutions for nearly 2,000 years, but much of its history is shrouded in mystery. Here are seven things you probably didn’t know. Not all of the Catholic Church’s 266 popes have come from European countries.
What came first Christianity or Catholicism?
By its own reading of history, Roman Catholicism originated with the very beginnings of Christianity. An essential component of the definition of any one of the other branches of Christendom, moreover, is its relation to Roman Catholicism: How did Eastern Orthodoxy and Roman Catholicism come into schism?
Who is above the Pope?
Under the pope are bishops, who serve the pope as successors to the original 12 apostles who followed Jesus. There are also cardinals, who are appointed by the pope, and only they can elect his successor. Cardinals also govern the church between papal elections.
Does the pope get a salary?
The pope will not be affected by the cuts, because he does not receive a salary. “As an absolute monarch, he has everything at his disposal and nothing at his disposal,” Mr. Muolo said. “He doesn’t need an income, because he has everything that he needs.”
What is higher than a cardinal?
Pecking order. Cardinals are assigned one of three ranks by the pope at the time of their appointment: cardinal bishop, cardinal priest, and cardinal deacon.
What made the Catholic Church so powerful?
Why was the Roman Catholic Church so powerful? Its power had been built up over the centuries and relied on ignorance and superstition on the part of the populace. It had been indoctrinated into the people that they could only get to heaven via the church.
Does the Catholic Church run the world?
“The Vatican … is the last absolute monarchy in the world today. The pope, when he is elected, is answerable to no human power. He has absolute authority over the entire Roman Catholic Church, direct authority that reaches down to individual members.”
What is the most powerful church?
St. Peter’s Basilica in Vatican City, the largest church in the world.
Who started Catholic Church?
According to Catholic tradition, the Catholic Church was founded by Jesus Christ. The New Testament records Jesus’ activities and teaching, his appointment of the twelve Apostles, and his instructions to them to continue his work.
Why is it called Roman Catholic?
Roman Catholic is a 19th-century British coinage and merely serves to distinguish that church from other churches that are Catholic (see catholic church). The term Roman Church, when used officially, means only the archdiocese of Rome. Roman Catholics may be simply defined as Christians in communion with the pope.
What is the oldest religion?
The word Hindu is an exonym, and while Hinduism has been called the oldest religion in the world, many practitioners refer to their religion as Sanātana Dharma (Sanskrit: सनातन धर्म, lit. ”the Eternal Dharma”), which refers to the idea that its origins lie beyond human history, as revealed in the Hindu texts.
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In this world of ever-evolving technology, there are now robots capable of doing human activities as rigorous as parkour—skilfully, too. Atlas is a robot primarily developed by Boston Dynamics, with funding and oversight from the U.S. Defense Advanced Research Projects Agency. Standing at 1.8 meters, the robot was designed for a variety of search and rescue tasks, and was unveiled to the public on July 11, 2013.
Over the years, Atlas has undergone many upgrades and training to do various tasks such as picking up loads and even backflips. Recently, it was revealed that the robot is now capable of doing parkour, much like a human would be able to. According to Boston Dynamics, Atlas’ software uses all parts of the body to generate the necessary force to propel the robot up the platforms. It uses computer vision to locate itself with respect to visible markers on the approach to hit the terrain accurately.
With this technology, it is now possible for robots to do much more than they could decades ago. While the possibility of these technological advancements backfiring and instead harming us still exists, it is undeniable that this a huge step forward for technology and even humanity itself.
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Carrots Nutrition Facts
In ancient times carrots were prescribed for general nervousness, skin disorders and asthma.
1 serving size of 1 cup of cooked carrots contains:
Carbohydrate: 16 grams
Fibre: 3 grams
Potassium: 350 milligrams
Vitamin A: 210%
The health benefits of carrots are:
– cancer blockers and preventative, particularly smoking related
– supplies energies
– prevents constipation
– lowers blood cholesterol
Carrots Nutrition Facts Vitamin A:
Carrots are high in beta-carotene (also known as Vitamin A) making them an excellent cancer-preventing food. In tests conducted worldwide, beta carotene has been shown to stave off cancers such as pancreas and lug, stomach, intestine, throat, mouth, prostate and bladder.
Carrots contain beta-carotene, which contains a ‘carotenoid’ which acts as an anti-oxidant. Carrots are the best source of beta-carotene and ‘carotenoid’ which the body changes into Vitamin A.
Carrots Nutrition Facts For Blood
Raw carrots contain pectin-containing fibre which has shown to reduce blood cholesterol levels. The fibre in carrots promotes regularity, preventing constipation.
Eating 2 and a half cups of carrots daily has been shown to lower blood cholesterol.
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© Denzil Green
Tea means several things: the tea shrub, the leaves of the shrub, and the drink made from the leaves. Tea is grown in tropical and subtropical areas; connoisseurs say the best tea is grown at high altitudes.
- Black Tea is tea leaves that have been fermented before drying; it makes a brown coloured drink;
- Green Tea is unfermented, dried leaves that consequently makes a milder tasting, green coloured drink;
- Oolong Tea is tea leaves that are allowed to ferment a little, thus it is a cross between the above two in taste and colour. First brought to the west in 1869;
- Black Tea is popular in Anglo-Saxon and European countries; Oolong is popular in China, and Green Tea is popular through Asia.
- Herbal Teas are actually not tea at all, or at least not tea from the tea shrub, that is. Herbal Teas are made from roots, flowers, peels, berries, leaves and seeds of other plants.
Popular blends of Tea
English breakfast is actually Scottish breakfast! This blend originated in Scotland, and became popular in England, where the name was changed to “English Breakfast Tea.” Various black Teas, sometimes including Keemun, are blended to make breakfast Tea.
Strong taste, often blended from a base of Assam Tea.
Often a combination of Indian and Chinese Black Teas. The blend arose in Russia from imports brought in from Asia by camel caravans. By 1900, the Trans-Siberian railroad supplanted the caravans.
Black tea blended with Bergamot oil. Earl Grey (1764 – 1845) was a Prime Minister of England; the story has it that he was presented the tea by a Chinese trade official. This is almost certainly a myth.
Grown in the mountain area of India known by the same name. Light flavour.
Black, mellow tea (don’t serve with lemon as combined tastes will be too tart.)
In the British Isles, tea is also a meal. Afternoon Tea is served with sweets and pastries; later in the evening, “Tea” will be what North Americans would call supper or dinner. Some also call the afternoon tea “low tea” (as it was served in the low part of the afternoon) and the tea that is a meal, “High Tea”, served in the “high” part of the afternoon.
Though foodies long sniffed at grannies and aunties who liked a cup of tea with their meals instead of wine, by 2005 foodies in hip urban cities were in fact starting to experiment matching teas with foods. The Chinese have long served tea with meals.
There are zillions of books and opinions on how to brew Tea.
Tea needs to be made with water that has boiled at 100 C (212 F.) Inside a pressure-reduced aircraft cabin (about 75 per cent of normal atmospheric pressure), water boils instead at 90 C (194 F.) This causes tea made on airplanes to taste odd: because the water hasn’t actually been properly boiled. The same effect is experience in high altitude cities, such as Mexico City, and up in mountains.
Beginning in the 1840s, when the price of tea started to come down, some British cooks began to experiment with adding black tea to recipes, particularly sweet dishes. It never really took off as a flavour in Western cooking, though. The taste of black tea in sweet dishes and baked goods can be hard to capture: it can either come through as bitter, or not at all.
Green tea taste is easier to work with, viz green-tea ice creams, etc.
In Asia, tea is used more to flavour savoury dishes: tea-smoked duck from Sichuan, tea-preserved eggs, tea-flavoured rice grains.
Tea drinking originated in China thousands of years ago. There are many legends that try to explain how. By mid 700 AD, the habit of Tea drinking had caught on in Japan.
Dutch traders acquired a small amount of tea in 1610 from Japanese on Hirado island, and brought it back to Holland, where it was treated as a “health food” at first. A doctor, Cornelius Drecker, recommended drinking 40 to 100 cups a day.
Tea became fashionable in Holland and in France before it did in England. (Later, coffee would replace tea as being more popular in France.) The Dutch who were living in New York in the 1650s were also very fond of tea.
Tea samples first reached England in the mid 1650s. The Sultaness-Head coffee house in London advertised in 1658, “That excellent, and by all Physicians approved, China drink, called by the Chineans, Tcha, by other nations Tay, alias Tee.”
Charles II (who had grown up in Holland) married Catherine of Braganza from Portugal in 1662. She was a huge tea drinker, and the two made tea popular with the English nobility.
Thomas Twining started business in 1706. In 1715, his most expensive tea was “Finest Hyson”, selling for 36 shillings a pound.
Tea was drunk at breakfast, or after dinner, in small shallow handle-less bowls at first. Apparently the Duchess of Bedford (1788 to 1861) started the afternoon tea custom, and it was picked up by other hostesses.
The East India Company had a monopoly on the tea trade until 1833. Tea seeds were closely guarded in China, to protect their trade, but various people managed to sneak seeds out, experiment with their cultivation, and by the 1880s Tea plantations were prospering in India and other parts of Asia. The base of John Jacob Astor’s fortune was in tea trading.
In 1700, 20,000 pounds of tea were imported into England. In 1760, 5 million pounds. By 1800, when the population of England was 8.3 million, 20 million pounds (import numbers only take into account non-smuggled tea.)
“In most households [in nineteenth century Britain], after the tea had been made, the leaves were rinsed, dried and sprinkled on the carpets before sweeping, to help collect the dust. Once this had been done, some charwomen sold the leaves to unscrupulous dealers who mixed them with new tea leaves, selling the tea at bargain prices. It was these very women and their kind who were most likely to purchase the lowest-priced tea, and who were drinking what they had lately swept up.” — Flanders, Judith. The Victorian City. London: Atlantic Books. 2012., talking about the 1850s to 1860s. Page 148
In 1904, Iced Tea was created at the World’s Fair in St. Louis, when a heat wave hit.
In 1908, Thomas Sullivan of New York developed the concept of tea in a bag. He was sending small samples to restaurants, and realized that in some restaurant kitchens they were brewing the tea right in the bags. Tea bags remained an expensive novelty in Britain until after the Second World War.
Literature & Lore
The first written mention of adding milk to tea was by Marie de Rabutin-Chantal (the Marequise de Seven) in 1680.
The Chinese court officials authorized to trade tea got called “mandarins” because the Portuguese word “to order” was “mandar”.
In England, the upper class always poured tea into their cup first before pouring milk in. It was the lower class types who poured the milk in first and then the tea.
Clegg, Brian. As millions of Britons fly abroad for Easter, why tea tastes so odd on aeroplanes. London: Daily Telegraph. 8 April 2011.
Wilson, Bee. How tea-mania flooded Britain. London: Daily Telegraph. 19 February 2010.
Wilson, Bee. The Kitchen Thinker: Cooking with tea: Why, when we drink plenty of it, haven’t we traditionally cooked with tea? London: Daily Telegraph. 24 January 2011.
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According to the most recent statistics from the U.S. Department of Labor, one out of every six workers killed on the job is a commercial truck driver. Truckers are three times more likely to suffer serious injuries while working than the average American worker. With a majority of these injuries and deaths caused by truck accidents, it is clear that tractor trailers can be extremely dangerous to operate on the road.
Truckers Face More Than Just Road Dangers
Just like any occupation, tractor-trailer operators face a number of risks and dangers while on the job. Most people would associate these dangers with a trucker being behind the wheel on an open road. Drowsy driving, inattention, and even just going a little too fast on a narrow road can all be deadly for a truck driver. They are required to operate a large, 80,000+ pound vehicle at a high attention level—at nearly all times and for long stretches. This alone makes the job very dangerous.
Is it just the open road that poses a threat to truckers, though? Not necessarily. Tractor-trailer drivers rank in the top three of workers suffering spinal disc, nerve, or joint injuries—and not because of an accident. Overexertion from repeatedly getting in and out of the large truck, moving large loads, and long periods of sitting in the same position can all lead to these serious injuries.
They are also susceptible to slips, trips, and falls—especially when exiting the truck cabin or moving things out of the back of the trailer. The Census of Fatal Occupational Injuries actually reports around 25 deaths a year due to falls, trips, or slips in the trucking industry—often due to tarping a load in dangerous conditions.
Consistent Increase in Trucker Deaths Since 2009
The threat of being in a truck crash becomes more serious as the number of vehicles on the road every year increases. 2014 saw more than 760 tractor-trailer driver fatalities while on the job—the fifth consecutive year that this number has risen.
While The National Highway Traffic Safety Administration’s reports a downward trend in trucker fatalities since 1995, the percentage of truck driver fatalities over the last few years is upward. Some professionals believe the rigid 14-hour on-duty limit and other strict regulations discourages truckers from taking mid-day rest breaks, which could help them remain fresh and attentive on the job. Other issues, from road design to aggressive passenger vehicle drivers, can also put truck drivers at risk. Simply put, truckers don’t appear to be benefiting as much from safety improvements on the road as other drivers are.
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In rapidly moving clinical situations, perceptual grasp is the starting point for clarification, confirmation, and action. He had a feeding tube, a chest tube. Critical components of contemporary nursing knowledge Dunne is engaging in critical reflection about the conditions for developing character, skills, and habits for skillful and ethical comportment of practitioners, as well as to act as moral agents for patients so that they and their families receive safe, effective, and compassionate care.
Unexpected occurrences may be overlooked. Being experienced does not mean that one now knows something once and for all and becomes rigid in this knowledge; rather, one becomes more open to new experiences.
Thus, RCTs are generalizable i. The expert clinician situates themselves within a nexus of relationships, with concerns that are bounded by the situation. In clinical practice, the particular is examined in relation to the established generalizations of science.
Clinical experience is good, but not everybody has it. Evaluation of research behind evidence-based medicine requires critical thinking and good clinical judgment. In the Carnegie National Study of Nursing Education and the companion study on medical education as well as in cross-professional comparisons, teaching that gives an integrated access to professional practice is being examined.
Application of Theory to Practice, Research, and Education Determine the effect of using different theories of nursing in a professional environment. Aggregated evidence from clinical trials and ongoing working knowledge of pathophysiology, biochemistry, and genomics are essential.
Learning to be an effective, safe nurse or physician requires not only technical expertise, but also the ability to form helping relationships and engage in practical ethical and clinical reasoning.
Thinking Critically Being able to think critically enables nurses to meet the needs of patients within their context and considering their preferences; meet the needs of patients within the context of uncertainty; consider alternatives, resulting in higher-quality care; 33 and think reflectively, rather than simply accepting statements and performing tasks without significant understanding and evaluation.
The notions of good clinical practice must include the relevant significance and the human concerns involved in decisionmaking in particular situations, centered on clinical grasp and clinical forethought.
Alterations from implicit or explicit expectations set the stage for experiential learning, depending on the openness of the learner. Evidence-Based Practice The concept of evidence-based practice is dependent upon synthesizing evidence from the variety of sources and applying it appropriately to the care needs of populations and individuals.
Conceptually, evidence used in practice advances clinical knowledge, and that knowledge supports independent clinical decisions in the best interest of the patient. Gadamer, in a late life interview, highlighted the open-endedness and ongoing nature of experiential learning in the following interview response: The transition from advanced beginners to competent practitioners began when they first had experience with actual clinical situations and could benefit from the knowledge gained from the mistakes of their colleagues.
Distinguish concepts related to model and theory development. Well, I know peripheral lines. Assessment and validation are required. Providing comfort measures turns out to be a central background practice for making clinical judgments and contains within it much judgment and experiential learning.
These skills can be cultivated by educators who display the virtues of critical thinking, including independence of thought, intellectual curiosity, courage, humility, empathy, integrity, perseverance, and fair-mindedness.
For example, less experienced nurses—and it could be argued experienced as well—can use nursing diagnoses practice guidelines as part of their professional advancement. Yet, unless the common threats to the validity e. For example, when the background rhythm of a cardiac monitor changes, the nurse notices, and what had been background tacit awareness becomes the foreground of attention.
With readily available summaries of scientific evidence e. Evaluating Evidence Before research should be used in practice, it must be evaluated. Four aspects of clinical grasp, which are described in the following paragraphs, include 1 making qualitative distinctions, 2 engaging in detective work, 3 recognizing changing relevance, and 4 developing clinical knowledge in specific patient populations.
By holding up critical thinking as a large umbrella for different modes of thinking, students can easily misconstrue the logic and purposes of different modes of thinking.
Perceptual skills, like those of the expert nurse, are essential to recognizing current and changing clinical conditions. Recognizing these patterns and relationships generally occurs rapidly and is complex, making it difficult to articulate or describe.
Critical Reflection, Critical Reasoning, and Judgment Critical reflection requires that the thinker examine the underlying assumptions and radically question or doubt the validity of arguments, assertions, and even facts of the case. The site, check the site.
Clinical judgment or phronesis is required to evaluate and integrate techne and scientific evidence. For example, I work in the emergency room and question: I had done feeding tubes but that was like a long time ago in my LPN experiences schooling.
Direct perception is dependent upon being able to detect complex patterns and relationships that one has learned through experience are important.
Clinical forethought plays a role in clinical grasp because it structures the practical logic of clinicians. In practice, nursing and medicine require both techne and phronesis.Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories: Contemporary Nursing Knowledge: A lot of insight on how to advance contemporary nursing knowledge with the CTE framework.
Provided a good foundation on the holarchy of nursing knowledge and how the professional /5(7). nurses, nurse, model, theory, research Please note: The CD packaged with this product is no longer compatible with most current operating systems.
What is nursing? What do nurses do? How do you define it? The 3rd Edition of this AJN Book-of-the-Year Award-Winner helps you answer those questions with a unique approach to the scientific. components and levels of abstraction in nursing knowledge.
The backdrop is the structural holarchy of contemporary nursing knowledge described by Jacqueline Fawcett. Her internationally recognized expertise on theory, her duration and “What do nurses know?”, is more critical to the development of knowledge for the discipline of nursing.
Table of Contents for Contemporary nursing knowledge: analysis and evaluation of nursing models and theories / Jacqueline Fawcett, available from the Library of Congress.
Chapter 6 Clinical Reasoning, Decisionmaking, and Action: Thinking Critically and Clinically. Patricia Benner Critical Thinking. Nursing education has emphasized critical thinking as an essential nursing skill for more than 50 years.
1 The definitions of critical thinking have evolved over the years. There are several key definitions for. rary nursing knowledge, as formalized in conceptual models of nursing and nursing theories.
Chapter 1 acquaints the reader with what I regard as the components of contemporary nursing knowledge, including the metaparadigm, philosophies, conceptual models, theories, and empir/5(3).Download
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IF YOU want to attract a monkey's attention, try copying everything it does. But don't expect the monkey to play along with the game because it won't understand why it finds your antics so captivating.
Experiments with 10 pig-tailed macaques show that they notice when they are being imitated, but probably don't have the complexity of thought to register how or why someone is copying them.
Annika Paukner of the University of Stirling, UK, and colleagues in Italy gave each of the monkeys a wooden cube to play with. Two people in front of the cage handled matching cubes. One immediately copied everything the monkey did with the block, while the other made random movements. The monkeys spent around 50 per cent more time watching the imitator, confirming that they were aware there is something odd about being aped (Biology Letters, DOI: 10.1098/rsbl.2004.0291).
But unlike chimps and 14-month-old babies, they ...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.
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Major strikes in Queensland and New South Wales, Australia. Sheep shearers were fighting for the principles of unionism and the “closed shop” (an establishment in which only trade-union members are employed), while sheep farmers were fighting for “freedom of contract” (the right to employ anyone). The strikes were marked by violence and bitterness on both sides. Non-union labour was used. Union leaders, including some from the Barcaldine shearers' camp of 1891, were arrested on charges such as conspiracy, seditious language, and riot. Some were gaoled. The unions were defeated.
Subjects: World History — Australasian and Pacific History.
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e-books in Writing Skills category
by L. Josephine Bridgart - The Writer's Digest , 1921
The purpose is to induce the new writer to look at his profession in a business-like way and to go to work with his business sense fully awake. The book also seeks to answer some specific questions which usually rise up to vex the new writer.
by Charles Bazerman - Parlor Press , 2013
This volume draws on work from the social sciences -- and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science -- to reconceive rhetoric around the problems of written communication.
by Charles Bazerman - Parlor Press , 2013
Written for the experienced writer with substantial skills, who now would think in more fundamental terms about what they want to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing.
by Katie Davis - Smashwords , 2016
This book has tips on how to write and publish a book for kids and advice on writing children's books. It has been compiled and edited by Katie Davis, Director of the Institute for Writers and the associated Institute of Children's Literature.
by George Otte, Rebecca Williams Mlynarczyk - Parlor Press , 2010
Framed by historic developments -- from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation in the 1990s and beyond, Basic Writing traces the arc of these social and cultural forces as they have shaped the field.
by Gay Walley - Bookboon , 2014
A quick guide on how to harness your urge to write a novel, navigate the shoals in your first, second and third drafts -- with tips on everything from whether to use a coach, your voice in the novel to how to find the time in your life to write.
by Arthur Sullivant Hoffman - The Bobbs-Merrill company , 1922
As valuable a resource today as when it first appeared, this book offers instructions and advice on improving your fiction. Hoffman brings his gifted insight and experience to help you avoid the pitfalls and mistakes most commonly found in fiction.
by Arina Nikitina - BookBoon , 2012
The book offers specific, easy to practice strategies and tools to help you: structure your material, optimize your content for Search Engines, position yourself as a brand or an expert, improve your business communications, and much more.
by Nathaniel C. Fowler - Sulley and Kleinteich , 1913
The writing of stories of every class and of any length, and of every kind of literature, is a distinct art or profession, may be considered as a trade, and cannot be accurately weighed unless subject to both ethical and commercial consideration.
by Grant Richards - ManyBooks , 1901
This little book is one which so well explains itself that no introductory word is needed; and I only venture to intrude a sentence or two here with a view to explain the style in which I have conveyed my ideas. I desired to be plain and practical.
by Darrell Pitt - Smashwords , 2012
Writers speak about how to write, publish and promote your book in the age of digital publishing. Contains interviews with John Locke, Gordon Ferris, Stephen Carpenter, Dakota Banks, Linda Wisdom, Matthew Reilly, Loucinda McGary, and many more.
by Scott Nicholson - Haunted Computer Books , 2010
These are survival tips for 21st century writers: how to develop your craft, improve your writing, get an agent, promote your work, embrace the digital age, and prepare yourself for the coming changes in the publishing industry.
- Wikibooks , 2010
From the table of contents: Introduction; Contents; Invention; Drafting; Revising; Editing; Proofreading; Narrative and Memoir; Creative Writing; Writing about reading; Public Affairs writing; Investigative writing; and more.
by Edwin A. Abbott - ManyBooks , 1883
Almost everyone can be taught to write clearly. Force, elegance, and variety of style are more difficult to teach and learn; but clear writing can be reduced to rules. To teach the art of writing clearly is the main object of this book.
by Margaret Geraghty - How To Books Ltd , 2009
This book will inspire you to write, even if you have only a few minutes to spare. Drawing on a mix of disciplines, including psychology, art, linguistics, and advertising, each chapter offers you a discussion, followed by a five-minute exercise.
by Flora Klickmann - G. P. Putnam's sons , 1920
A book for would-be authors. No one can teach authors how or what to write; but sometimes it is possible to help the beginners to an understanding of what it is better not to write. For the rest I hope the book explains itself.
by Charles Raymond Barrett - Project Gutenberg , 2007
This book is an attempt to put into definite form the principles observed by the masters of the short story in the practice of their art. It is the result of a careful study of their work and of some indifferent attempts to imitate them.
by Hugo Erichsen - WP Co , 1894
Contents include: Eccentricities in Composition; Care in Literary Production; Speed in Writing; Influence upon Writers of Time and Place; Writing under Difficulties; Aids to Inspiration - Favorite Habits of Work; Literary Partnership; etc.
by Horatio Winslow - The Editor Publishing Company , 1909
This book arranges in a convenient form the fundamentals of verse -- enough for the student who takes up verse as a literary exercise or for the older verse writer who has fallen into a rut or who is a bit shaky on theory.
by Mark Twain - Project Gutenberg , 2004
This book is a collection of essays on various subjects by America's most famous satirist, Mark Twain. The essays were written a century ago, but they bristle with energy and wit -- wonderful reminders of what a fine and funny writer the author was.
by Joseph Devlin - The Christian Herald , 1910
This book should help ordinary people to express themselves in ordinary language, in a proper manner. Some broad rules are laid down, the observance of which will enable the reader to keep within the pale of propriety in oral and written language.
by Garland Greever, Easley S. Jones - The Century Company , 1927
This handbook treats essential matters of grammar, diction, spelling, mechanics; and develops with thoroughness the principles of sentence structure. Larger units of composition it leaves to the texts in formal rhetoric.
by Frederick W. Hamilton - Committee on education , 1918
Word study and English grammar are important for several reasons. A man's use of words is commonly taken as a measure of his knowledge and even of his intelligence. Carelessness often causes a man to be held in much less esteem than he deserves.
by William Strunk, Jr. - Bartleby.com , 1999
Asserting that one must first know the rules to break them, this classic reference book is a must-have for any student and conscientious writer. Intended for use in which the practice of composition is combined with the study of literature.
by Ilja van Roon - Lucid Communication , 2006
This book aims to improve your writing skills by teaching you how to use the principles of business writing. These principles - focus, purpose, meaning, substance, structure, clarity and humility - have been derived from the author's experiences.
by Michael Oke - How to Books , 2006
Full of tips and contacts, this book guides the reader through the process of writing and publishing their life story. It deals with recent developments in technology that make it possible to produce high quality books in a cost-effective manner.
by Robert Louis Stevenson - Chatto & Windus , 1905
Essays on the Art of Writing collect seven important essays on authorship. Written more than a century ago, these essays are full of insight for today's readers and brimming with still-applicable wisdom for modern writers.
by Wendy Bishop, David Starkey - Utah State University Press , 2006
A remarkable resource volume for creative writing students and other writers just getting started. The authors introduce forty-one central concepts in the fields of creative writing and writing instruction, with discussions that are accessible...
by Richard Mitchell - Little, Brown , 1979
Author takes examples of bad writing and rips them to shreds. These mistakes are revelations about the mind that wrote them. The examples of bad writing that come from educators are given special attention. Mitchell's first book is also his best.
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Print this page.
Home / Browse / Petit Jean [Legend]
The Legend of Petit Jean is a romantic Arkansas tale that purports to explain the origin of the name of Petit Jean Mountain. Although there are other explanations that are both more logical and more mundane, when someone refers to “The Legend of Petit Jean,” the person is most likely alluding to the romantic one.
According to the story, in the 1700s, a young French girl named Adrienne (or, more specifically, Adrienne Dumont) disguised herself as a cabin boy named Jean in order to follow her beloved to the New World. Because of her small size, the other sailors nicknamed her “Petit Jean,” French for “Little John.” At some point after arriving in Arkansas, Petit Jean became ill, although the exact nature of her illness remains unclear. One source implies that she contracted swamp fever while nursing her lover back to health from that disease; another lists symptoms—“fever, convulsions, delirium, and finally coma”—but only says that her malady was “strange to Chavet and his sailors.” Whatever her illness might have been, her identity was revealed. Unfortunately, she succumbed to the illness, died, and was subsequently buried atop the mountain now called Petit Jean.
Beyond these basics, details vary. Her fiancé or sweetheart is referred to variously as Cheves, Chavet, or Jean-Jacques Chavez. His departure for the New World is generally attributed to his being part of an exploratory expedition. One source, however, states that his departure was precipitated after he was forced to kill in self-defense another admirer of Adrienne’s, Albert “Bertie” Marshand, a favorite nephew of King Louis XVI. While in most versions, the reason Petit Jean follows her lover to America is her devotion, one variant has her following him for revenge after he deserted her. The discovery of her identity is also a point of contention. One source has her voluntarily revealing her identity to her lover just before her death; a second source says that her identity was discovered due to her illness, at which time she begged her beloved’s forgiveness before she died. A third source deviates from this significantly. In this source, it is her lover who became ill with swamp fever. As he leaned on Petit Jean for support, he recognized her distinctive green eyes. She and some friendly natives nursed him back to health. Unfortunately, she then fell ill and remained so for several months, nursed by the natives while her fiancé traveled to an unnamed French settlement to build their home. Although one version of the story gives the two lovers a happy ending, in most other cases she eventually died and was buried on top of the mountain she had grown to love. A mound of earth discovered many years after the fact is touted as being the grave of Petit Jean by the state park of the same name.
For additional information:Arnold, Morris S. Colonial Arkansas, 1686–1804: A Social and Cultural History. Fayetteville: University of Arkansas Press, 1991.
Deane, Ernie. Arkansas Place Names. Branson, MO: The Ozarks Mountaineer, 1988.
“History of Petit Jean Mountain.” Petit Jean State Park. http://www.petitjeanstatepark.com/history/ (accessed June 15, 2006).
“The Many Legends of Petit Jean.” The Arkansas Roadside Travelogue. http://users.aristotle.net/~russjohn/pjean.html (accessed September 4, 2006).
Sutherlin, Dianne. The Arkansas Handbook. Little Rock: Fly-By-Night Press, 1996.
Turner, Marguerite. Petit Jean: A Girl, A Mountain, A Community. Morrilton, AR: Hurley, 1955.
Courtney Moore ClementsBlack River Technical College
Last Updated 5/19/2010
About this Entry: Contact the Encyclopedia / Submit a Comment / Submit a Narrative
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(1488/90?–1576). One of the master painters of the Italian Renaissance was Titian, an artist of the Venetian school. He was born Tiziano Vecellio at Pieve di Cadore, north of Venice, and tradition says that as a boy he painted with juices extracted from flowers. When he was about 10 years old, he went to Venice. There he studied under Giovanni Bellini, the greatest Venetian painter of the day.
In 1513 Titian was made superintendent of public works. His duties included finishing great works begun by Bellini and painting a portrait of each doge, or ruler, of Venice who came into office. His good looks and courtly manners won him friendships in the highest circles. In 1530, after his wife died, he built a beautiful home and entertained famous artists and literary people. He died of old age on Aug. 27, 1576, during an epidemic of plague and was buried with honors in the church of Santa Maria de Frari.
Titian is considered among the greatest colorists of all time. Among his finest works were his portraits. He had a talent for capturing the personalities and the physical characteristics of his subjects. His first portrait of the Holy Roman emperor Charles V led that ruler to make Titian a count and a Knight of the Golden Spur and to make Titian’s children nobles.
Titian had a great respect for the beauty of the human form, and this, combined with his talent for creating rich, brilliant color, allowed him to depict many religious and mythological subjects equally well. He portrayed religious figures with a majestic dignity and elegance. His mythological scenes are alive with movement and often humor. He was especially sensitive to the grace and charm of women, as is evident in his nude figures.
Titian painted until his death, and a large number of his works have survived to the present time. Among the best known are Assumption, Christ and the Pharisee, The Entombment of Christ, The Supper of Emmaus, The Holy Family (with a Worshiping Shepherd), Christ Crowned with Thorns, Presentation of the Virgin in the Temple, Bacchus and Ariadne, Venus Anadyomene, The Rape of Europa, and The Vendramin Family.
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Hand Dryers Noise Levels Part 2
A new chart presented to work out the noise level in db in comparison to Hand Dryers
The below chart is approxite, measured from a distance of 100cm from the source
The following chart compares standard models (all with motion detector sensors) for these hand dryers. The decibel ratings for the Dyson, Xlerator, and Model A are from the Acoustical Society of America report. The others are provided by the hand dryer manufacturers. Dry times are our own estimates and, as you can understand, they are subjective and subject to dispute. Hand dryer manufacturers use their own techniques for measuring both dry time and noise levels. So their data may be more accurate than our own estimates which are not scientific.
||Dry Time (sec)
High airflow hand dryers are found in many public restrooms and office blocks today. These dryers offer quick and clean hand drying, and are seenas being an environment-friendly alternative to paper towels. However, many new hand dryers are loud, exposing individuals using the facilities. While handdryers do reduce paper trash, they pose as a different sort of hazard to our environment and population.
Many people don't know the measure of noise intensity (in dB) of the noise produced by the air dryers in restrooms.
The decibel ( dB) is used to measure sound level. The dB is a logarithmic way of describing noise. We relate dB to the phones and the machinaries (related to loudness), and now adays it is a measure of hand dryer noise.
So in order to make it easier for any facility manager or builder or any person intending to purchase a hand dryer to decide, we have produced a simple chart of noise levels associated with different environment compared with differnt models of hand dryers.
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Ronald Reagan was the 40th President of the United States. During his two terms (1981-1989), he increased defense spending, brought about a solution to the Cold War, negotiated Soviet arms agreements, and appointed the first woman to the Supreme Court. He was also an avid journal writer.
Published in 2007, just 3 years after his death, Reagan’s diaries serve as a reminder that it’s possible to maintain your hope and optimism through trying times.
Only a limited number of other presidents kept personal diaries, those being George Washington, John Adams, John Quincy Adams, James K. Polk, and Rutherford B. Hayes.
Reagan was serious about penning his diary. He wrote by hand, in blue or black ink, using the quiet times of his normally hectic days to document a thought here, a thought there. The journals he used were letter-sized maroon and brown leather journals, each with the presidential seal embossed on them. He carried one book wherever he went.
Once the presidency was over, Reagan and his wife would read to each other from the journals, reminiscing about the old times. The books served as a memory device for the two of them, a reminder of the special time that they had shared in the White House, at the forefront of American politics.
What we learned from Reagan’s leather journals
He was genuine about the stances he took. His public world affected his private world, and any anger or irritation that he had was expressed in the most civil manner. He was interested in getting people together to forge friendships instead of wrath. Reagan wanted to talk, without proxies, to world leaders because he knew that understandings could be reached with person-to-person conversations in the real world.
Reagan was a man of convictions, one who believed very deeply in the sanctity of family. The journal gives some insights and hints into the way that he made his decisions as president. By writing down what was most important in the day, he gave us a behind the scenes look at his thought processes.
A few snippets from The Reagan Diaries
1. Here is something mundane that came up during Reagan’s day. “I received a letter from an Irishman in Nevada. Who complained because he didn’t think I knew the R.W. Service poem, “The Shooting of Dan McGrew.” We put in a call to Nevada and after I convinced him I really was who I said I was, I recited the poem to him. He’s a Dem. Who I think may now turn Repub.”
2. And something a little more serious. “I walked into the emergency room and was hoisted onto a cart where I was stripped of my clothes. It was then we learned I’d been shot and had a bullet in my lung. Getting shot hurts.”
Recounted Reagan, in a matter-of-fact style after the 1981 assassination attempt on his life.
3. His gift for summary was unmatched.
We were taken by the matter-of-fact nature that he talks about events which would be considered extraordinary. “Wednesday, May 27. …Can there be anything more stirring than a West Point graduation? The speech was well received and I shook 900 hands.”
4. Reagan loved his wife, Nancy, dearly. “Wednesday, March 4th. Our wedding anniversary. 29 years of more happiness than any man could rightly deserve. Nancy came down to the office and we met the Easter Seal girl for 1981, Colleen Finn, a charming 6 yr. old in a wheelchair.”
All around the world, we are going through some tumultuous times. It’s no longer status quo, where we’re going faster and faster toward a future that we’re not entirely sure about. Reagan’s diaries shed light on a time which wasn’t so fast, and from the perspective of a man who was at the heart of it all. If you’re looking to try your hand at keeping a daily journal, we’ve compiled a list of the best leather journals available online. You’re welcome.
ABOUT THE AUTHORS
Jake & Bella are both young professionals who reside in sunny Queensland, Australia. Jake is an executive within the medical tourism industry and Bella is a young PR & Journalism graduate. Both use journals and notebooks as part of their daily life, whether it's taking notes, creating concepts, planning projects or showing some gratitude. Both have a keen eye for what makes a high quality journal that's a pleasure to own and use. Visit the Our Team page for more info on this bother and sister duo.
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The Beatles and Rock and Roll
The 1960’s was a period of great experimentation in popular music and youth culture. ‘Discuss with a reference to least ONE rock band performer’. The sixties saw serge of experimentation in most spheres of public and private life that can be better understood in reference to the economic, social, and racial climate of the time. As the civil rights struggle built momentum, rock and soul became more accessible to both black and white teens. Also an increasing violent society that reflected upon images of Vietnam that would generate a musical revolution of a post World War 2, a generation hungry to make a cultural statement.
To better understand this concept it is imperative we go back a decade to the 1950’s, which provided the right cultural, social and political conditions for the emergence of a new musical form in the 60’s. As the 50’s were seen as a period of immense prosperity and conformity, this homogenous conformist environment was created through almost every thing being mass-produced. From food, to housing to culture, identical units of consumer products were being produced in the millions. This mass conformity would later have a very important impact on the youth culture and music of the 60’s.
As the 50’s tried to enforce its ideals upon its young ”to be part of a group. ” And that ”to stand out” was bad; to be ”weird” was not normal. These concepts focused on the children and socialising them in the ”right” way through various organisations and activities. This attempt at forcing values ultimately produced a spoiled generation. It was labelled the ”corporate mind” allowing the conformity to produce order. Money seemed plentiful there was no need for ”self-denial”, and materialism was a way of life.
New advances in technology promised new and better lives and the people bought into it, as they believed a better life was in the making and the that science was responsible. The single-minded pursuit of money created a gap between children and their parents. The promise of a better life seemed to been dissolved, thus creating a visible gap between the rich and poor. While the suburbs were reflective of the newest time saving technologies, and entertainment advances, the inner cities were economic prisons, providing no jobs, little municipal services, and little means of escape.
This socio-economic gap would allow rock and roll to flourish. The children of the 50’s were not considered people with valid ideas and emotions, but something on the lines of a showpiece. As outward appearances meant everything, bad behaviour was not considered normal. Even television at the time stressed this importance of this so-called normality. It most often entailed being in a vegetative state, thus creating repression among the youth, which inevitably exploded into the individualism and free love of the 60’s. Slogans like ”control your emotions” would turn into banners such as ”if it feels good do it.
” Another key factor that played a key role in the experimentation of the 60’s was the threat of communism and atomic war that inadvertently effected the development of American youth culture for some time, as it brought fourth this constant paranoia in American society. As for many Americans this struggle against communism was seen as a fight between good and evil, which brought censorship as the older generation of Americans believed that this new form of artistic expression being introduced to the popular culture at the time would erode the values of young people.
Any questionable books could be censored; the printed word was far easier to suppress then rock and roll. Rock proved to be a formidable force that moved American youth into a totally new existence. This new form of music ran opposed to everything that the television had deemed acceptable. Weirdness was embraced through such people as Little Richard, and its black origins in words; style and implications threatened white parental society. Through the Beatles and Rock and Roll, the rebellion against suburbia was started.
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Today in Japan is Kakizome Day, the "first writing" of the New Year. For this annual tradition, families use brush and black ink to write a favorite quotation, haiku, or proverb with Japanese characters on long strips of paper, creating beautiful works of art with Japanese characters.
These finished resolutions are hung and celebrated. To quote one Japanese Proverb, "The very thing one likes, one does well."
On Kakizome Day, elementary and middle school students begin the year refining their calligraphy skills. Calligraphy is integral to the curriculum and taught in all schools as part of the kokugo (national language).
Victorian philosopher John Ruskin once said, "When love and skill work together, expect a miracle." Japanese calligraphy requires skill in holding the brush, preparing the ink, and stroking and placing the characters on the paper. Creating beautiful brushwork is a celebration.
Written Japanese is complicated and requires 2,000 characters and is a blend of three writing systems: Kanji, which is the idea of the word rather than its sound, and hiragana and katakana, where the characters represent the spoken sounds.
Kanji, more complex than hiragana or katakana, was imported in the 5th century from China via Korea. Before then, Japanese was strictly a spoken language. On this Kakizome Day of calligraphy and quotations, the language is transformed to art... and the spirit and creative heart are boundless.
More CREATIVITY Quotations
No limits within.
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By Haim-Vidal Sephiha
On 31 March 1492, the Spain of three religions (Christianity, Islam and Judaism) followed the example of other European nations. After the fall of Grenada, which marked the end of the Reconquista, the Catholic monarchs, Ferdinand and Isabella, decided to expel those Jews who refused to convert to Catholicism.
The nearly 200,000 Spanish Jews who went into exile in Portugal, northern Europe and the entire Mediterranean basin were called Sepharades or Sephardim, based on the Hebrew name for Spain, Sepharad (these words have at times been written alternatively with "f" rather than "ph").
In general, the Spanish Jews integrated into existing Jewish communities and adopted their language after a certain time. However, in the north of Morocco and in the nascent Ottoman Empire they retained their Spanish language and imposed it on the resident Jews, and even non-Jewish communities used the language in trade relations.
However, the culture and language of the Spanish Jews was to follow a new path. As it evolved outside Spain, the archaic 15th century Castilian was soon considered to be specifically Jewish. From this came the name Judeo-Spanish, which is used in this text with its accepted linguistic meaning.
For the purpose of this publication, the term Sephardim will be used when speaking of the Judeo-Spanish speakers. This covers all Jews from northern Morocco and from the former Ottoman Empire, including their present-day descendants who are dispersed to the four corners of the earth. These people are helping to preserve the Spanish of 1492, or at least the Judeo-Spanish vernacular which sprang from it. We also include those who adopted this language by integrating into Judeo-Spanish communities.
Therefore, it is to those Jews who so "miraculously" preserved their language and culture for more than four centuries, to their slow agony during the dismemberment of the Ottoman Empire, to their fate and to their brutal death under the steamroller of the Nazi regime, that these pages are dedicated.
According to the linguist B. Pottier, when the Jews were expelled from Spain in 1492, they took with them the varieties of Spanish - Leonese, Aragonese and especially Castilian (the language of the Court) - that were common to those who practiced the country's three religions. These form the substratum of that which, around 1620, would become the Judeo-Spanish vernacular, known as Spaniol, Judezmo, Judyo, Jidyo (according to Edgard Morin), Spaniolith (Spaniolish for the Nobel Prize winner Elias Canetti) or Espanioliko in the Middle East, Haketiya in northern Morocco or Tetuani in the region around Oran in Algeria. All of these terms designate the Judeo-Spanish vernacular, which would in turn also evolve. We say around 1620, because the process by which travelers from Spain stopped being able to understand the ancestor of their language in the Spanish spoken by the descendants of those they had expelled was a gradual one and attributed Jewishness to these people. Similarly, the Muslim Turks who knew Spanish only via the Jewish minority called the language Yahudije (Yahudice means "Jewish" in Turkish). Thus, by means of a historical mistranslation, the Spanish Jews' language became their identifier. Judyo (Jew) designates both the language (the Judeo-Spanish vernacular) and the speaker of Judeo-Spanish (the Sepharad), as is the case with Yiddish (Ger., Judisch meaning Jew) for the Ashkenazim. By means of a similar mistranslation, we would have probably attributed a Judeo-French language to the French Canadians if they had been Jews! This is absurd, and yet the name Judeo-Spanish has stuck.
Judeo-Spanish, a language of fusion, is essentially 15th century Castilian, colored initially by regionalisms and hispanic Arabicisms, and after 1492 by Moroccan Arabicisms, Turkisms, Italianisms, Hellenisms, Slavisms, etc. taken on in the various host countries. Later, with the creation of the schools of the Alliance Israelite Universelle in 1860, the language was affected by a mania for gallicization, to the point that a new dialect called judeo-fragnol (Judeo-Franco-Spanish) emerged.
We said in our subtitle that Judeo-Spanish is a living museum for 15th century Spanish. Indeed, in 1492 - the date of the Jews' expulsion from Spain - Castilian had not yet undergone the silencing of voiced sibilants or the birth of the jota. Thus, the intervocalic [z] of that time remains, and one continued to say [meza] for mesa, (with [s], "table"). Similarly, one continued to say [ka's'a] for caja, "box" or "crate," or [pa'z'a] for paja, or "straw." It is precisely for this reason that Don Quixote [Don Ki's'o-te], which is now written Don Quijote - with jota - arrived in France as Don Quichotte, with [ch], reflecting the pronunciation of that time.
The distinction between [b] and [v] would also be maintained: [kantava] for cantaba, "I" or "he sang." Other archaic forms also persisted: kavdal - kovdisya - kovdo - sivda etc., which later became caudal in Spanish, "goods or fortune," codicia"cupidity or covetousness," codo "elbow," ciudad "city," etc.
There are also numerous "vulgarisms" from that time: agora - prove - guevo - guerfano, etc. for ahora, "now," - pobre "poor" - huevo "egg" - huerfano "orphan." Similarly, the two forms muevo/nuevo coexist for "new.".
Morphology: The old verbal forms do- vo- so and esto for doy "I give" voy "I go," soy "I am" and estoy both "I am" in English, continued to be used. As in the popular Spanish language, the second person forms of the simple past already had a tendency to take on a final -s. The metathesis >ld of the imperative form also continued to be used: kantadlo>kantaldo "sing it."
These observations obviously provide only a few examples illustrating a much broader topic.
In its subsequent evolution, Judeo-Spanish would develop particularly interesting strategies for hispanizing various loan words. Thus, there is continued use of the frequentative verbal ending -ear, as a verbal hispanizer for all loan words from the Turkish, Arab, Bulgarian, Greek, etc. host countries (adsrates), except for those of French origin, which take the -ar ending. Thus, from the Turkish dayanmak, "resist, endure," we get the Judeo-Spanish form dayanear. In contrast, based on the French "s'amuser" (to enjoy oneself), we have the form amuzarse. On the other hand, the ending -dero, which is very frequent in Spanish, is maintained but is used especially in forming words for obsessions or habits. We see this, for example, in the word arraskadero, whose meaning shifted from "pruritus, itching" to "obsession with scratching."
Vocabulary and semantics (Spanish archaic usages): there are many examples: merkar (to buy), trokar (to change), mansevez (youth), etc. The feminine gender of some nouns ending in -oris also kept, while these have become masculine in standard Spanish.
But along with these archaic usages, which are very understandable given the historical path of the language, there are also some genuine lexical creations based on Ladino (Judeo- Spanish calque), produced by the word-for-word translation from Hebrew into Spanish, which go back to the 13th or even the 12th centuries. All of these terms that are more archaic than the vernacular language are, via the intermediary of Ladino, a faithful reflection of the sacred languages (Hebrew and Aramaic), which makes them semi-sacred. By way of example, akunyadar/ear, which means "to fulfill the Levitical law," (i.e. the obligation found in the law of Moses for the brother of a dead man to marry the dead man's childless widow).
So, we can see that Judeo-Spanish is a language of fusion. Four percent of its loan words come from Hebrew, 15 percent from Turkish, 20 percent from French, two percent from Ladino, etc., with all of these built on the foundation of the 15th century Spanish substratum.
Ladino is not spoken, rather, it is the product of a word-for-word translation of Hebrew or Aramaic biblical or liturgical texts made by rabbis in the Jewish schools of Spain. In these, translations, a specific Hebrew or Aramaic word always corresponded to the same Spanish word, as long as no exegetical considerations prevented this. In short, Ladino is only Hebrew clothed in Spanish, or Spanish with Hebrew syntax. The famous Ladino translation of the Bible, the Biblia de Ferrara (1553), provided inspiration for the translation of numerous Spanish Christian Bibles.
Apart from the phonetic, morphological and syntactic differences mentioned above (which are very rare, especially in the romances and proverbs), the spoken language, Judezmo (the Judeo-Spanish vernacular) does not differ much from peninsular Spanish. However, as mentioned above, Ladino faithfully reflects the sacred languages (Hebrew and Aramaic), making it semi-sacred.
In Spain, two alphabets were used, the Latin and the Hebrew. The Ladino of the Ferrara Bible was written in Gothic-style Latin characters for the Marranos of Spain, who returned to Judaism but knew no Hebrew. Around 1928 in Turkey, at the behest of the new republican power of Mustapha Kemal Pasha, Latin script replaced the Hebrew script. However, for quite some time the elders used Solitreo, Hebrew manuscript writing, which even served as a secret form of writing in the Nazi concentration camps.
Today, Sephardim write their language according to the alphabet used in their country. In this text, we use the French-influenced spelling of the Paris-based Association Vidas Largas for the Defence and Promotion of the Judeo-Spanish Language and Culture.
There are essentially two types: liturgical and secular.
old liturgical literature (Bibles, prayer books etc.) was written in Ladino,
both in the East and the West (Morocco, Bordeaux, Amsterdam, etc.). It
was not until 1730 that texts were written in Judezmo, notably the famous
"Me'Am Lo'ez," a popular 18-volume encyclopedia published between
1730 and 1908. Secular literature was passed on mainly in oral form: proverbs,
romances, "kantigas," tales and fables - all forms which began
by perpetuating the Hispanic heritage and then took inspiration from daily
life in the Ottoman Empire and northern Morocco.
The Sephardic "romancero" - which celebrates more or less recent events, like the execution in Fez in 1820 of Sol Hachuel, a young Jewish woman who refused to convert, or the "Gran fuego," a terrible fire that devastated Salonika in 1917 - has been particularly long-lived.
This oral literature is of considerable importance for Spain as well, because through it one has access to aspects of the country which seemed to have been lost forever. The Jews, faithful to their ungrateful homeland, have conserved this Spanish of old in their living museum.
There has been a progressive westernization of the Sephardic communities under the combined influence of the schools created by the Alliance Israelite Universelle (52 schools in European Turkey alone) and the press (more than 300 newspaper and magazine titles). From this resulted a new intelligentsia that was westernized, gallicized and secularized to some extent and has ushered in new literary genres such as theatre and secular poetry, novels and numerous translations/adaptations of European works.
The French language became increasingly invasive (particularly through teaching), resulting in a new form of the language in the Ottoman Empire - Judeo-Franco-Spanish, as mentioned above.
According to Michael Molho, starting in Istanbul in 1832, the two modes of Judeo-Spanish (Ladino and the vernacular language) have given rise to a significant body of literature: 5,000 to 6,000 works, not including the 300 press titles which then flourished. Hundreds of plays have also been discovered since that time.
The slow dismembering of the Ottoman Empire began in 1699, with the breaking off of Hungary and Transylvania, and ended with the proclamation of the Turkish Republic by Ataturk in 1923. This systematic erosion was aided and abetted by a host of minor interests, including viziers, pashas and partisans of various strains of nascent nationalism, as well as the major powers - Austria-Hungary, Russia, France, England - as they knotted and unknotted their alliances, and recently unified nations like Germany and Italy. The Turkish minorities, or millets - Greeks, Armenians, Jews, etc. - within this veritable republic of nations, were courted by the West. Each State created its own schools. This contributed to the Judeo-Spanish emigrating from both the Levant and in Morocco to Europe and the Americas starting in the end of the 19th century. Wave followed wave until 1939, and longer for Morocco.
Within the Ottoman bloc there was a united Judeo-Spanish bloc, for which the cities of Salonika, Kavalla, Adrianople, Constantinople, Smyrna, Sofia, Sarajevo, Jerusalem, Safed, Alexandria and Cairo served as guiding lights. Rabbis and advisors were sought there by the entire Sephardic world: Amsterdam, Rotterdam, Antwerp, Brussels, Paris, Corfu, London, Venice, Milan, Livorno, Hamburg, Altona, Buenos Aires, Mexico City, New York, Miami, Santiago de Chile, etc.
The dismemberment of the Ottoman Empire brought the disintegration of this bloc. Spanish Judaism had lost its glue. Sephardim again went into exile. In their new host countries, they were faithful to their language and established religious and ethnic communities.
One international magazine, Le Judaisme Sephardi, served as their link. However, in 1948, in the United States, the last Judeo-Spanish newspaper printed in Hebrew characters, La Vara, stopped being published.
World War II and the Holocaust with its genocide would soon decimate the Judeo-Spanish population:
In addition to these victims, there are the Sephardim who emigrated within Europe, where the Nazi occupation took them by surprise. 60,000 perished. In all, around 160,000 Sephardim perished out of the 365,000 counted in 1925. The Sephardim of Morocco were protected, but left the country en masse during the de-colonization process.
Their numbers are, of necessity, approximate, 378,000 in all, broken down as follows: Israel - 300,000; Bulgaria - 3,000; Turkey - 15,000; northern Morocco - 3,000; New York and the US in general - 15,000; Greece - 2,000; France, Belgium and England - 40,000.
This trend continues, because although the number of those who acknowledge Judeo-hispanicity is probably much higher (we are thinking here of Jews in Latin American countries, where the number of those who still speak their language of origin is dropping quickly). Moreover, all or nearly all are bi- or tri- lingual. In Israel, the last major reservoir of Sephardim, the understandable hebraization is also undermining the presence of Judeo-Spanish. The only magazine still written entirely in this language, Aki Yerushalayim, is a sort of symbol for all of the nostalgia concerning Judeo-Spanish throughout the world. In the Turkish weekly Shalom, only one page in between six and ten is in Judeo-Spanish. These are the two survivors of a once- thriving press that boasted over 300 titles.
For more than 30 years, Judeo-Spanish literature, both prose and poetry, has been blossoming. Examples are "En torno de la Torre Blanca," a moving chronicle set in Salonika by the novelist Enrique Saporta y Beja, and "El sekreto del mundo" by Itzak Ben- Rubi, which brings the world of the concentration camp to life. Poets include Clarisse Nicoidski, who writes novels in French and poems in the language closest to her heart, Balkan Judeo-Spanish, Salamon Bidjerano and his "Kantes de Maturidad," and Lina Albukrek, the author of delicious poems that were faithfully compiled by her daughter in a book entitled "87 anios lo ke tengo."
We should add to this all-too-brief list all of those who compiled tales, proverbs and romances, thus helping to safeguard this precious heritage. They include Israeli Matilda Koen-Sarano's compilation entitled "Kuentos del folklor de la Famiya Djudeo-espanyola" and Jaime B. Rosa's book entitled "Sepharad 92," which contains a collection of poems by Avner Perez, Izan Konorti, Isahar Avzaradel, etc.
Finally, there are works in other languages which keep the memory of Judeo-Spanish alive. Some of these include Annie Benveniste's chronicle "Le Bosphore ? la Roquette," Brigitte Peskine's "Les eaux douces d'Europe" and Nelly Kafsky's "Le reve d'Esther," which was adapted very successfully for television.
Today, attempts are being made to recover the remains of this culture. Universities have become involved in this, and the numbers of teaching posts for Judeo-Spanish (language, culture and civilization) are increasing throughout the world. The first was created in Paris - at the Ecole des Langues et Civilisations Orientales Vivantes - in 1967, and the Sorbonne (Institut d'Etudes Hispaniques) and the Ecole Pratique des Hautes Etudes followed suit. The Universite Libre de Bruxelles (Institut Martin Buber) did the same in 1972. In these establishments, where H.V. Sephiha teaches, more than 400 master's and doctoral theses have been written on this discipline, which the author calls Judeo-hispanology.
Judeo-Spanish is also studied in conjunction with the study of dialects in all linguistic courses in Hispanic or Iberian faculties in French universities.
The same goes for universities in Spain, where the Arias Montano Institute in Madrid has published the magazine Sefarad since 1941, which is to Judeo-Spanish what the magazine Al-Andalus is to Spanish Islam.
Germany and other European countries, Judeo-Spanish is taught in the Romance
language department of universities. One example is the Institut fur romanische
Philologie of the Freie Universitat of Berlin. Judeo-Spanish is also a
topic of interest at the universities of Tubingen, Munich, Trier, Aachen,
and Frankfurt, and in Innsbruck in Austria, in Fribourg, Neuchftel and
Geneva in Switzerland, and in the Spanish language departments of the
universities of Venice and Padua. Other universities also touch on the
subject in their departments of Iberian or Hebrew studies. Hispanic studies
departments in England are interested in Judeo-Spanish as well.
In Israel, after a certain rejection of the languages of the Diaspora, awareness began to grow regarding the linguistic and cultural wealth of Judeo-Spanish. At present, this discipline is taught in most Israeli universities.
In addition to the Judeo-Spanish language, the literature and, in particular, the Judeo-Spanish romancero are drawing the attention of specialists in Spanish literature in universities in France and abroad. An example of this is the recent bilingual anthology of Spanish poetry by La Pleiade and the production of many records of Judeo-Spanish songs over the last three decades.
Community education is also important. In France, the Vidas Largas Association for the Defense and Promotion of the Judeo-Spanish Language and Culture was created in 1979, making it possible to bring Judeo-Spanish instruction into the Communities of Paris, Marseille and Lyon. Similar things are happening in the context of the association Los Muestros (http://www.sefarad.org/) in Belgium and throughout the world. And finally, the magazine Aki Yerushalayimis already available on the Internet at the following address: http://www.trendline.co.il/judeospa/.
There has also been a great revival of interest in Judeo-Spanish culture. Examples are the many magazines and bulletins being published throughout the world. There is also evidence of this cultural renaissance on the radio, with daily broadcasts in Israel and Madrid, a bi-weekly program in France and a weekly program in Belgium.
All of the above is very encouraging. Death throes have given way to rebirth. However today, while parents attend to their lucrative occupations, it is often the grandparents who introduce the children to Judeo-Spanish and instill in them an interest in their past.
The message is getting across, and this trend appears to be irreversible, but we must continue to consolidate and protect the heritage of the ancients. It is to this end that Judeo-Spanish workshops are being created everywhere, in collaboration with a growing number of researchers.
Source of the article: http://www.sefarad.org/hosted/english/eblul/preface.html
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Nearly two decades ago, author Colson Whitehead began thinking about writing about the Underground Railroad. “I remembered when I was a kid, I first heard those words…I thought it was a literal train beneath the earth,” he says. He put pen to paper and the result was the Pulitzer Prize-winning novel The Underground Railroad. In it, the historic secret network of safehouses for runaway slaves becomes a make-believe set of tracks and tunnels beneath southern cities and towns. The book tells the story of Cora, a runaway slave who makes various stops along the railroad in her search for freedom. Whitehead recreates the terror black people in the pre-Civil War era faced. It’s an essential read to understand America’s past and present, according to The New York Times. In this episode, he talks about the novel and about the process of writing.
“Aspen Ideas to Go” is a weekly show featuring fascinating speakers who have presented at the Aspen Ideas Festival and other public programs offered by the Aspen Institute. For a curated listening experience, subscribe to the podcast on Apple Podcasts or find an archive of episodes here. The views and opinions of the speakers in the podcast do not necessarily reflect those of the Aspen Institute.
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Car Transport Estimate
About new york
New York was one of the original thirteen colonies that formed the United States. With an estimated 19.8 million residents in 2015, it is the fourth-most-populous state in the United States. To differentiate from its city with the same name, it is sometimes called New York State.
Delaware occupies the northeastern portion of the Delmarva Peninsula and is the second smallest, the sixth least populous, but the sixth most densely populated of the 50 United States. Delaware is divided into three counties, the lowest number of counties of any state. From north to south, the three counties are New Castle, Kent, and Sussex. While the southern two counties have historically been predominantly agricultural, New Castle County has been more industrialized.
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In Ireland, Mothers Day is not celebrated on same day as in US. Mothers Day celebrations in Ireland takes place on the fourth Sunday in the Christian fasting month of Lent. This corresponds to the day on which Mothers Day or Mothering Sunday is celebrated in UK, a close neighbor of Ireland. While in the US Mothers Day is celebrated on the second Sunday in the month of May. But just as in scores of other countries, people in Ireland honor their mothers on the occasion of Mothers Day for all their love and affection.
The history of celebrating Mothering Sunday or Mothers Day in Ireland can be traced to the medieval practice where children from poor families were send to work as domestic servants and apprentices to work with the rich. Once in the year in the middle of the Lent these children were given a day off to visit their 'Mother Church' and worship Virgin Mary. After visiting the Mother Church or Cathedral of their home town these children visited their mothers and presented them with flowers they picked along the way. Girls bake special Mothering Cake on the day. Pattern of living changed after the Industrial Revolution and Mothering Sunday celebration almost lapsed. The custom was revived after World War II. Americans too helped to bring back the charm of the festival in Eurpoean countries as their tradition and way of celebrating Mothers Day spread far and wide.
On Mothers Day, people in Ireland present flowers and cards to their mothers to express love and gratitude. People take their mother out for dinners and lunches and often pamper them with breakfast in bed. Gifts are given to mothers with love from caring children. Programmes, plays and skits are organised at several places in honor of mothers.
Mother's day 2018: Creative ways for making it a prefect Celebration
A mother is an incredible gift of God and that she is the one who lovingly gives shape and a direction to our lives.....
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Japanese Art Gallery
This gallery gathers public domain works.
※ Works that passed the copyright protection period after the death of the author are posted.
|ito jakuchu （伊藤若冲） 1716 - 1800|
Ito Jakuchu (伊藤 若冲, 2 March 1716 ? 27 October 1800) was a Japanese painter of the mid-Edo period when Japan had closed its doors to the outside world. Many of his paintings concern traditionally Japanese subjects, particularly chickens and other birds. Many of his otherwise traditional works display a great degree of experimentation with perspective, and with other very modern stylistic elements.
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Zavodovski Island is but five miles wide, uninhabited by humans, and about as remote a place as you can find on Earth. It is the northernmost in the chain of the volcanic South Sandwich Islands, and its dominant feature is Mount Curry volcano. Yet this tiny bud of land can do compelling things to the sky around it.
The natural-color image above shows the interplay of low-level volcanic emissions, clouds, islands, and winds in the far South Atlantic (or Southern Ocean). It was acquired on April 27, 2012, by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Aqua satellite.
Previous research has shown that low-level volcanic emissions (as opposed to explosive eruptions) can affect the atmosphere, and that appears to be what is happening here. Mount Curry has been known to emit steady streams of gases and aerosols—tiny solid and liquid particles. Aerosols are key to the formation of clouds, as they provide a nucleus around which water molecules can accumulate to form droplets and, ultimately, clouds.
In the case of Mount Curry and Zavodovski Island, the sulfate aerosols from the simmering volcano are just enough to seed clouds in the air masses passing over the island. Note how the plume stretching north is brighter than the surrounding clouds, a result of the small aerosol particle size and the numerous small water droplets that form around them. The smaller droplets provide more surfaces to reflect light.
To the southeast, Visokoi Island also disturbed the atmosphere in this image. It’s not clear whether gas and aerosols were being emitted from Hodson Volcano—the wider region has rumbled with some earthquakes lately—or if the interesting cloud vortices are created by topography. Like ships streaming through water, islands can create wakes in the cloud patterns above them. Visokoi stands 3,295 feet (1,005 meters) above the water line, and as prevailing sea winds push past, the jut of the island into those low-level marine clouds alters the flow of winds and air masses enough to affect their shape.
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Barry Neild at CNN reports:
Putting thousands of jellyfish in a blender to make a smoothie sounds like the start of bad joke. In fact, it’s one way to source ingredients for a new generation of solar power solutions that could aid medical science and offer cheap energy.
Scientists say by liquidizing the humble Aequorea victoria — a glow-in-the-dark jellyfish commonly found off the western coast of North America — they can use the green fluorescent protein (GFP) it contains to create miniature fuel cells.
These, say their creators, could be used to power microscopic “nanodevices” that could operate independently inside the human body, helping reverse blindness or fight tumors.
Nanotechnology — the manipulation of matter at an atomic scale (one nanometer is equivalent to one billionth of a meter) — is seen by many as the future of medicine, but the science of powering nano-machinery is still in its infancy.
[continues at CNN]
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Self-assessment / 3 Easy Steps...
Reading is the best way to ensure you understand words in context. Multiple-choice assessments are defective because you can obtain correct answers by guessing.
How to determine your current English level
Be honest with yourself. It’s the only way to determine your true level of English.
Don’t rush. Take the time you need to read the text. There is no set time limit.
In a quiet place, read the texts one by one without using a dictionary or anything else to help you.
If you understand the text and can answer the questions easily, move to the next piece.
Remember, it is not important to read the texts quickly. The question to ask yourself is, ‘Did I understand what I just read and know the answers to the questions that follow?’ When you reach a text that is difficult to grasp or after which you find the questions hard to answer, stop. This is the level we recommend for you. Challenging, but achievable.
Got your level?
Now check the timetable here and enroll in classes that suits you.
Text 1 Pre-Intermediate
Turkey is a big country with a population of about 75 million. The capital of Turkey is Ankara however the biggest and most important city is Istanbul. Istanbul lies on the Bosphorus and it is one of the world’s most interesting cities.
A long time ago the Seljuks came to Anatolia. Next the Mongols arrived in 1243. After this there were beyliks for two hundred years. Eventually the Ottoman Empire was formed and the sultans ruled for hundreds of years. The Ottoman Empire ended after World War I and other European countries took control. Mustafa Kemal Atatürk and other people fought against these people and they won. Turkey became a republic and Atatürk was the first president.
Which two cities are mentioned in the text?
What happened to the Ottoman Empire after World War I?
How would you describe Atatürk to a foreigner?
If you found this text challenging, you’re ready to enrol in Pre-Intermediate lessons!
If you understood the text and didn’t find it difficult to answer the questions, go to the next text.
Text 2 Intermediate
Turkey is a country in both Asia and Europe. Bulgaria, Greece, Georgia, Iran and Iraq are some of Turkey’s neighbors. In the south you will find the Mediterranean Sea. In the west of Turkey is Aegean Sea and the Black Sea is in the north.
Seljuk Turks came to Anatolia a long time ago. The Seljuk Sultanate of Rûm ruled Anatolia until the Mongols arrived in 1243. After this there were ‘beyliks’ for two hundred years. At the end of the 13th century, the Ottoman ‘beylik’s created the Ottoman Empire. The Ottoman Empire finished after World War I and other European countries took control. Mustafa Kemal Atatürk and other people fought against these people and they won. Turkey became a republic and Atatürk was the first president.
Turkey is a democracy and it has a very interesting and rich history. Turkey has important cultural, political and economic relations with other regions and countries. Turkey is a member of many international organizations.
Which bodies of water surround Turkey?
When was the Ottoman Empire created?
What type of government does Turkey have?
A bit difficult? Select Intermediate lessons from the timetable and get started!
No problem? Then keep going.
Text 3 Upper-Intermediate
Turkey is located mostly on Anatolia in Western Asia and on East Thrace in Southeastern Europe. Turkey is bordered by eight countries: Bulgaria; Greece; Georgia; Armenia, Iran and the Azerbaijani exclave of Nakhchivan, Iraq and Syria. The Mediterranean Sea is in the south; the Aegean Sea is in the west; and the Black Sea is in the north. The Sea of Marmara, the Bosphorus and the Dardanelles form the boundary between Thrace and Anatolia.
Seljuk Turks moved to the area now called Turkey in the 11th century. The Seljuk Sultanate of Rûm ruled Anatolia until the Mongols arrived in 1243. After this the country was ruled by several Turkish beyliks. At the end of the 13th century, the Ottoman beyliks came together and created the Ottoman Empire. The Ottoman Empire collapsed after World War I and the victorious Allies occupied parts of it. Mustafa Kemal Atatürk and his colleagues organized a successful resistance to the Allies. In 1923 they established the modern Republic of Turkey and Atatürk became the first president.
Turkey's location makes it a country of significant importance. In addition to its location, Turkey's growing economy and diplomatic initiatives are helping it become a regional power.
Describe where Turkey is situated in relation to the regions mentioned.
What is the name given to the group of countries that was victorious in World War I?
With which regions and countries does Turkey maintain strong ties?
Need to stop here? You’re ready for Upper-Intermediate lessons.
Got through the text and questions ok? You should enroll in Advanced classes.
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The tragic event of losing a ship at sea is one that has occurred far too often in history. The sad remnants of sea-ravaged ships lying forgotten underwater for hundreds of years not only tell us secrets about the disastrous events themselves but also hold valuable physical clues to past times we know little about, including actual treasure troves of gold and jewels. Not surprisingly then, shipwrecks have long intrigued painters, writers, scientists, filmmakers, historians and even professional treasure hunters alike.
We only need to think of the (arguably) hit film The Titanic, in which Kate Winslet and Leonardo DiCaprio are immortalised as tragic lovers on a ship bound for the bottom of the Atlantic. The poem The Wreck of the Hesperus by Henry W. Longfellow even inspired a song by The Beatles’ George Harrison, and is a term my mum uses to describe me when I’m looking particularly unkempt. So it seems that shipwrecks have had such an impact on us that they have even infiltrated the English language.
Shipwrecks also have remarkable stories to tell us about the past. With rapid advances in technology, we now have sophisticated remote-sensing and remotely operated diving equipment, allowing diving archeologists to find and reach much deeper underwater sites, meaning that no site is beyond the reach of our research into the past. We only have to think of the 2003 discovery of the shipwreck of The Santa Maria off the coast of Haiti – one of the ships now thought to have carried Christopher Columbus over the Atlantic to America – and the excavation of the 2,000 year-old Antikythera shipwreck to uncover ancient treasures including the world’s first known computer.
Now, scientists have uncovered other secrets related to the rich and deep ecosystems that shipwrecks support in the Gulf of Mexico. Here, over 2,000 shipwrecks languish on the bottom of the sea spanning over 500 years of maritime history from the time of the 16th century Spanish explorers to the American Civil War and through the World War II era. A team of scientists have dived down to discover exactly what kind of life these ships support and how it has been affected by a huge and devastating oil spill in this area (the Deepwater Horizon oil spill in 2010).
In the first ever study of its kind plunging into deep-sea shipwreck ecosystems, the team discovered that the presence of shipwrecks on the seafloor alters what kind of microorganisms are found there. They also revealed that the chemicals used to clean up the oil spill has changed this microbial community, even after four years, thus having knock-on effects on other animals that depend on them like crabs, fish and coral.
The team also found that the oil spill could degrade not only the surrounding ecosystems but also the ships themselves, as the oil seems to increase metal corrosion on the ships’ surfaces. The researchers plan to use innovative 3D-laser and sonar technology to produce high-resolution images of the vessels to document how the oil spill affects their future state of preservation.
What I found most exciting about this study is that it shows how investigating deep-sea shipwrecks can help us monitor the rich ecosystems they support, as well as helping to preserve the precious historic value of the ships themselves. It could also help scientists studying other aspects of the deep sea – a huge part of our planet that still remains mostly a mystery to us.
One thing I am sure about is that the enigma that lies beneath the surface of our oceans – the secrets of its dark history and ecological treasures – will continue to intrigue and inspire us for a long time to come.
A video about the research can be found here and was presented at the 2016 Ocean Sciences Meeting in New Orleans, U.S.A. yesterday.
Co-authors of the study:
Jennifer Salerno: George Mason University, Fairfax, VA, USA;
Brenda Little, Jason Lee, Ricky Ray: Naval Research Laboratory, Stennis Space Center, MS, USA;
Leila Hamdan: George Mason University, Fairfax, VA, USA.
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CAMBRIDGE – Theoretical frameworks are great because they allow us to understand fundamental aspects of a complex world in much simpler terms, just as maps do. But, like maps, they are useful only up to a point. Road maps, for example, do not tell you current traffic conditions or provide updates on highway repairs.
A useful way to understand the world’s economy is the elegant framework presented by Thomas Piketty in his celebrated book Capital in the Twenty-First Century. Piketty splits the world into two fundamental substances – capital and labor. Both are used in production and share in the proceeds.
The main distinction between the two is that capital is something you can buy, own, sell, and, in principle, accumulate without limit, as the super-rich have done. Labor is the use of an individual capacity that can be remunerated but not owned by others, because slavery has ended.
Capital has two interesting features. First, its price is determined by how much future income it will bring in. If one piece of land generates twice as much output in terms of bushels of wheat or commercial rent as another, it should naturally be worth double. Otherwise, the owner of one parcel would sell it to buy the other. This no-arbitrage condition implies that, in equilibrium, all capital yields the same risk-adjusted return, which Piketty estimates historically at 4-5% per year.
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Childhood is a vital part of a person’s life. Humans develop rapidly during childhood by learning and imitating what they observe. Our brain starts to develop before birth and continues to do so until adulthood. However, it is our early experiences that shape the human brain. Contrary to what parents think, a toddler’s activities and the response they get are far more important than academics.
Importance of Play for Children
Play is a vital part of a child’s development. Games like peekaboo, tag, playing house, and building Lego houses help build children’s imagination. Play lays the foundation for learning, exploring, and problem-solving. The best thing is that parents do not have to teach their children to play. Children can imitate what they see other children doing while at the same time experimenting with new things.
Play allows children to explore the world on their own. Children use their imagination to create an understanding of how the world works. While playing, children are masters and commanders of their imaginary world. Their parents make sure that the toddlers are safe. However, it is best if the children are left undirected. Undirected play helps children learn to solve their problems on their own.
Importance of Independent Play for Children
Independent play allows toddlers to learn many valuable lessons. These lessons encourage them to become self-reliant, independent, and confident in their abilities. Toddlers who regularly play independently are happier and more content than those who always play in groups or under parents’ supervision. Toddlers develop a more vivid imagination, full of imaginary friends, superheroes, fairies, and wizards, which later helps them become good at problem-solving.
For children, the most crucial turning point in their lives is when they start school. Until then, parents had been there to support the toddler, provide them with a safe environment, and involve them in various activities. Though when school starts, children realize their parents will not be there to hold their hands all the time. Toddlers who have played independently will naturally cope without supervision, while the mollycoddled ones may suffer.
5 Ways to Encourage Independent Play
Here are possible ways that can help encourage your children to play independently:
1. Provide the Right Type of Toys
Parents must provide their children with the right type of toys. Battery-operated toys, especially mobile and computer games, are a big no! They reduce the toddler’s ability to imagine a scenario. On the contrary, open-ended toys are more likely to affect the toddler than games that force their ideas on the child.
It would be much better if the toddler is provided with odd parts to play with. These can be blocks of wood, stones and pebbles, beads, seashells, and feathers. Loose parts will encourage the children to come up with new ideas to play with.
2. Never Force Your Ideas
Although your child may not need you during independent play, if you play with your child, make sure that you do not enforce your ideas. Always remember that you are the assistant, and your child is the director. If it is safe, let your kid decide what they want to do and how they want to proceed. The key here is to follow your children’s lead without being detached from the situation. This method allows the toddler to gain confidence in his/her abilities and ideas. Toddlers learn that their ideas are important.
3. Provide Toddlers with Age-Appropriate Toys Only
Toddlers are too young to play with certain toys, like puzzles. Toys that are too hard to play with will discourage them from playing independently. Toddlers who are helped by adults think that they are incapable of doing anything on their own. It might be alright for them to play with difficult toys when you are helping them, but make sure they are provided with more manageable toys when they are on their own.
It is understood that parents would want to help their children. A little bit of help seems fine, but if parents want their children to be on their own for long periods, they would have to provide them with interesting toys that require minimal support.
4. Provide Them a Secure Environment
Children are vulnerable. They might want to explore the world on their own, but they get frightened when they are away from their parents for too long. So, when parents encourage independent play, make sure the toddler is not too far away. Children’s play area should be a safe place, within earshot, so you can keep a check on them.
5. Do Not Treat Independent Play as a Punishment
Children are observant, so be wary of the tone you use around your children. Instead of impatiently making lengthy speeches about how you are tired and do not want to be bothered, it will be better to keep it as short as possible. Be easygoing and choose inspiring words instead of pouring your anxiety and worries over them.
We would not even suggest praising or evaluate children when they are playing. All three forms of responses can hinder your toddler’s interest in independent play. So, do not reward, do not punish, and do not evaluate it. Independent play is your child’s birthright, and you surely do not want to disrupt it.
Every child deserves to be allowed to explore the world themselves. They may take their time, but at least with independent play, they will be able to gain self-confidence, self-fulfillment, creativity, and problem-solving skills, which will help them in real life.
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MICROSCAPE / SCIENCE PHOTO LIBRARY MICROSCAPE / SCIENCE PHOTO LIBRARY
Human spermatids. Transmission electron micrograph (TEM) of a section through a human testis (testicle), showing two elongating spermatids. Here, the spermatid germ cells are undergoing spermiogenesis - the final stage of spermatogenesis, which sees the maturation of spermatids into mature, motile spermatozoa (sperm cells). The wedge-shaped nuclei (black) contain the DNA/chromatin condensed and clustered as it is compacted into the emerging shape of the sperm head. Magnification: x15,000, when printed 10 centimetres wide.
Model release not required. Property release not available.
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I drink a lot of water, even by American standards. I'll not forget the time ten years ago, while traveling in Turkey, when my friend and I were laughed at by locals for the 1-liter Nalgene bottles we toted everywhere. I'm not about to get a dehydration headache on my vacation, no matter the international social costs!
Your body is MOSTLY water (about 60%), so it makes sense that water plays a vital role in your health, right? Most people don't get nearly enough. Simply upping your water intake can startlingly improve your wellness (and improve your workouts, which in turn improve your wellness). If nothing else, drink more water for vanity's sake. I credit my still 20-something skin on my 30-something face exclusively to water consumption and daily sunscreen.
A Bag of Water Encased by Skin
As flattering a description as it is, that is what you are. More accurately, your body is a bag of water contained by a skin also made of water. Everything that's a part of you is partly water. Water is so important to your body, that your entire metabolism - meaning all of the systems and changes that occur in your body on a daily basis - depends on it. If you don't get enough, the whole machine suffers.
Water does the following VERY important things:
- your blood and your muscles are made up almost entirely of it
- it balances your pH level -- if that's off, your cells are overly acidic and dysfunctional
- it circulates things though the body, carrying nutrients and other materials
- it serves as a solvent to break things up in the body
- it controls your body temperature
- it lubricates your joints and your orifices (hello, dry mouth!)
Proper hydration means that you function better, including processing your food. It also means that your skin looks fuller (less wrinkles!) and you're less likely to overeat due to feeling THIRSTY.
So what does proper hydration mean? Make sure to drink at least ½ your bodyweight in ounces each day. If you weigh about 150 pounds, drink at least 75 ounces of water (not coffee, not tea, not diet soda - if you wouldn't wash your face in it, it doesn't count). That's about 2 liters. Sure, you get water from coffee as well as fruits and vegetables, but in order to reap the benefits of a well-hydrated body, try to get more pure cool delicious water flowing in your life.
Staying hydrated helps to...
- Keep you looking young
- Fight skin disorders such as eczema, psoriasis, dry skin, and wrinkles
- Improve your cognitive abilities
- Heighten energy levels
- Relieve headaches and joint pain
- Reduce your risk of bladder and colon cancer
- Improve your digestive system
- Lower your risk of heart attacks
Become a Drinker - Tips!
If you're finding it difficult to meet your goal, try one of the following:
- Have a glass of water with every meal - and definitely alongside every alcoholic beverage.
- Carry a water bottle around throughout the day.
- Add a squeeze of citrus to your water to naturally flavor it.
- Try an infusion pitcher. Experiment with adding different fruits and fresh herbs to flavor your water. From blackberry sage to cucumber lemon, the combinations are endless.
- Add ice cubes to your water to trick yourself into drinking more.
- Make a habit of grabbing a sip of water every time you pass by a water fountain.
- Try carbonated water such as Perrier if you get bored of still water.
- Become an herbal or fruit tea connoisseur. Purchase a non-caffeinated herbal and fruit tea sampler and treat yourself to a new variety each night.
Get your drink on!
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CC-MAIN-2019-39
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http://www.truefn.com/blog/2016/11/28/good-good-good-good-hydration
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Levalbuterol (By breathing)
Treats or prevents bronchospasm.
Xopenex, Xopenex HFA, Xopenex PediatricThere may be other brand names for this medicine.
When This Medicine Should Not Be Used:This medicine is not right for everyone. Do not use it if you had an allergic reaction to levalbuterol or albuterol.
How to Use This Medicine:
- Your doctor will tell you how much medicine to use. Do not use more than directed.
- Read and follow the patient instructions that come with this medicine. Talk to your doctor or pharmacist if you have any questions.
- Do not swallow or inject the medicine. Only inhale the medicine.
- Check the solution concentrate in the vial. It should be clear or colorless. Do not use it if is discolored. Mix the solution concentrate first with sterile normal saline before you take your dose using a nebulizer.
- You will use this medicine with an inhaler device called a nebulizer. The nebulizer turns the medicine into a fine mist that you breathe in through your mouth and to your lungs. Your caregiver will show you how to use your nebulizer. Do not mix levalbuterol with other medicines in a nebulizer, unless told to do so by your doctor.
- Aerosol inhaler:
- You will use this medicine with a device called a metered-dose inhaler. The inhaler fits on the medicine canister and turns the medicine into a fine spray that you breathe in through your mouth and to your lungs. You may be told to use a spacer, which is a tube that is placed between the inhaler and your mouth. Your caregiver will show you how to use your inhaler and the spacer (if needed).
- Shake the inhaler well just before each use. Avoid spraying this medicine into your eyes.
- Remove the cap and look at the mouthpiece to make sure it is clean.
- Prime the inhaler the first time you use it. Point the inhaler away from your face. Spray into the air 4 times. You also need to prime it when you do not use the inhaler for more than 3 days in a row.
- To inhale this medicine, breathe out fully, trying to get as much air out of the lungs as possible. Put the mouthpiece just in front of your mouth with the canister upright.
- Open your mouth and breathe in slowly and deeply (like yawning), and at the same time firmly press down on the top of the canister once.
- Hold your breath for about 5 to 10 seconds, and then breathe out slowly.
- If you are supposed to use more than one puff, wait 1 to 2 minutes before inhaling the second puff. Repeat these steps for the next puff, starting with shaking the inhaler.
- Clean the inhaler with warm water and air dry it thoroughly. Do this at least once a week.
- Missed dose: Take a dose as soon as you remember. If it is almost time for your next dose, wait until then and take a regular dose. Do not take extra medicine to make up for a missed dose.
- Solution (for nebulizer): Keep the medicine in the foil pouch until you are ready to use it. Store the vials at room temperature, away from heat and direct light. The vials in the pouch must be used within 2 weeks after you open the foil pouch.
- Solution concentrate (for nebulizer): Keep the medicine in the foil pouch at room temperature, away from heat and direct light, until you are ready to use it. Use the vial right away after you open the foil pouch.
- Inhaler: Store the canister at room temperature, away from heat and direct light. Do not freeze. Do not keep this medicine inside a car where it could be exposed to extreme heat or cold. Do not poke holes in the canister or throw it into a fire, even if the canister is empty.
- Inhaler: Throw away the canister after either 200 sprays have been used. Ask your pharmacist if you are not sure. Do not place the canister in water to see if the canister is full (float test).
Drugs and Foods to Avoid:
Ask your doctor or pharmacist before using any other medicine, including over-the-counter medicines, vitamins, and herbal products.
- This medicine should not be used together with similar inhaled medicines, including albuterol, isoproterenol, metaproterenol, pirbuterol, or terbutaline.
- Some medicines can affect how levalbuterol works. Tell your doctor if you are using any of the following:
- Blood pressure medicine
- Diuretic (water pill)
- Medicine for depression (including an MAO inhibitor or TCA during treatment or within 2 weeks after the last dose)
Warnings While Using This Medicine:
- Tell your doctor if you are pregnant or breastfeeding, or if you have kidney disease, diabetes, heart disease, heart rhythm problems, high blood pressure, thyroid problems, or seizures.
- This medicine may cause increased trouble breathing (paradoxical bronchospasm), which may be life-threatening.
- If you use a corticosteroid medicine to control your asthma, keep using it as instructed by your doctor.
- If any of your asthma medicines do not seem to be working as well as usual, call your doctor right away. Do not change your doses or stop using your medicines without asking your doctor.
- Your doctor will check your progress and the effects of this medicine at regular visits. Keep all appointments.
- Keep all medicine out of the reach of children. Never share your medicine with anyone.
Possible Side Effects While Using This Medicine:
Call your doctor right away if you notice any of these side effects:
- Allergic reaction: Itching or hives, swelling in your face or hands, swelling or tingling in your mouth or throat, chest tightness, trouble breathing
- Chest pain, fast, pounding, or uneven heartbeat
- Dry mouth, increased thirst, muscle cramps, nausea, vomiting
- Increased difficulty with breathing
- Tremors or shaking
If you notice these less serious side effects, talk with your doctor:
- Dizziness, nervousness
- Runny nose, sore throat
If you notice other side effects that you think are caused by this medicine, tell your doctor
Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088
Last Updated: 11/6/2020
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This is a preprocessor for groff(1). It allows the use of perl(7) code in groff(7) files. The result of a Perl part can be stored in groff strings or numerical registers based on the arguments at a final line of a Perl part.
So far, there are only filespec or breaking options.
filespec are file names or the minus character - character for standard input. As usual, the argument -- can be used in order to let all following arguments mean file names, even if the names begin with a minus character -.
An option is breaking, when the program just writes the information that was asked for and then stops. All other arguments will be ignored by that. These breaking options are here
- -h | --help
Print help information with a short explanation of options to standard output.
- -v | --version
Print version information to standard output.
Perl parts in groff files are enclosed by two .Perl requests with different arguments, a starting and an ending command.
Starting Perl Mode
The starting Perl request can either be without arguments, or by a request that has the term start as its only argument.
- .Perl start
Ending Perl Mode without Storage
A .Perl command line with an argument different from start finishes a running Perl part. Of course, it would be reasonable to add the argument stop; that's possible, but not necessary.
- .Perl stop
- .Perl other_than_start
The argument other_than_start can additionally be used as a groff string variable name for storage — see next section.
Ending Perl Mode with Storage
A useful feature of gperl is to store one or more results from the Perl mode.
The output of a Perl part can be got with backticks `...`.
This program collects all printing to STDOUT (normal standard output) by the Perl print program. This pseudo-printing output can have several lines, due to printed line breaks with \n. By that, the output of a Perl run should be stored into a Perl array, with a single line for each array member.
This Perl array output can be stored by gperl in either
- groff strings
by creating a groff command .ds
- groff number register
by creating a groff command .rn
The storage modes can be determined by arguments of a final stopping .Perl command. Each argument .ds changes the mode into groff string and .nr changes the mode into groff number register for all following output parts.
By default, all output is saved as strings, so .ds is not really needed before the first .nr command. That suits to groff(7), because every output can be saved as groff string, but the number registers can be very restrictive.
In string mode, gperl generates a groff string storage line
.ds var_name content
In number register mode the following groff command is generated
.nr var_name content
We present argument collections in the following. You can add as first argument for all stop. We omit this additional element.
- .Perl .ds var_name
This will store 1 output line into the groff string named var_name by the automatically created command
.ds var_name output
- .Perl var_name
If var_name is different from start this is equivalent to the former command, because the string mode is string with .ds command. default.
- .Perl var_name1 var_name2
This will store 2 output lines into groff string names var_name1 and var_name2, because the default mode .ds is active, such that no .ds argument is needed. Of course, this is equivalent to
.Perl .ds var_name1 var_name2
.Perl .ds var_name1 .ds var_name2
- .Perl .nr var_name1 varname2
stores both variables as number register variables. gperl generates
.nr var_name1 output_line1 .nr var_name2 output_line2
- .Perl .nr var_name1 .ds var_name2
stores the 1st argument as number register and the second as string by
.nr var_name1 output_line1 .ds var_name2 output_line2
Printing towards STDERR is without Storage
The printing towards STDERR, (standard error) works as usual. All error information goes to the real normal standard error, without other automatic storage.
A possible Perl part in a roff file could look like that:
before .Perl start my $result = 'some data'; print $result; .Perl stop .ds string_var after
This stores the result ”some data” into the roff string called string_var, such that the following line is printed:
.ds string_var some data
by gperl as food for the coming groff run.
A Perl part with several outputs is:
.Perl start print ”first\n”; print ”second line\n”; print ”3\n”; .Perl var1 var2 .nr var3
This stores 3 printed lines into 3 groff strings. var1,var2,var3. So the following groff command lines are created:
.ds var1 first .ds var2 second line .nr var3 3
gperl was written by Bernd Warken.
Man pages related to groff are groff(1), groff(7), grog(1), and groffer(1).
Documents related to Perl are perl(1), perl(7).
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CC-MAIN-2022-27
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https://www.mankier.com/1/gperl
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The Offer Your Shell To Enhance Restoration (OYSTER) Project is a cooperative effort between Keep Pensacola Beautiful, Florida Department of Environmental Protection (FDEP), Southern Company, and the National Fish and Wildlife Foundation, our local sponsors and partners. The project seeks to collect oyster shells from local restaurant partners, which are used as substrate to restore oyster reefs in the Pensacola Bay System.
Once deployed, oyster shells act as a preferred substrate that attracts oyster larvae or spat. Oyster spat are mobile during the larval stage and move with currents and tides until they select a place to settle or “set.” The larvae are selective and prefer a cleaner surface; this is why recycled shell is the preferred material.
How do oyster reefs benefit the environment?
Oysters filter nutrients, algae, bacteria, and fine sediments from the water, improving water clarity and quality. The adult oyster can filter 50 gallons of water in a 24 hour period. Oyster reefs provide habitat for many species of marine life and also act as natural breakwaters, protecting the shoreline from erosion resulting from waves and storms.
Where are the reefs within our local watershed system?
Since October 2005, FDEP has deployed hundreds of tons of clean recycled oyster shell into Northwest Florida estuaries to create oyster reefs in Blackwater Bay, East Bay, Bayou Texar, Bayou Chico, Bayou Grande, Perdido Bay, Choctawhatchee Bay, Bayou Garcon, and Rocky Bayou.
How does the collection process work?
The collection process is easy. Restaurants are supplied with containers for the discarded shell. Keep Pensacola Beautiful staff and volunteers routinely pick up the oyster shell from participating restaurants. The shells are then transported and dried at a local staging area prior to deployment to each permitted reef site.
What is the history and status of the oyster project?
The partnership has evolved since July 2011 and is ongoing subject to funding and the continued support of our dedicated partners.
The Bayview Park project in 2012 saw 84 tons of shell collected from local restaurants and 22 oyster reefs restored at Bayview Park. The Bayou Texar project in 2013 saw 136 tons of shell collected and 40 reefs built at 10 shoreline properties. In 2014-2015, the OYSTER Team secured funding from Southern Company/Gulf Power to construct 39 oyster reefs and restore an eroding shoreline on Bayou Grande. The shell will continue to be collected by KPB into 2017 and will continue to be used by FDEP in shoreline restoration projects. As long as there is shell to collect, there will be habitat to restore. We are always looking for partners and volunteers of all kinds!
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On the 9th October 1967 the Marxist revolutionary icon, Ernesto “Che” Guevara was executed in Bolivia after being caught by CIA-assisted forces during his attempt to provoke a revolution. He had been involved in a guerrilla war against the Bolivian army, but was caught after 1,800 Special Forces surrounded his camp in the Yuro ravine.
Guevara was born in Argentina, but during a motorcycle journey around South America while he was studying medicine at the University of Buenos Aires began to become associated with left-wing organisations. Having joined the 26th July Movement after meeting Fidel and Raul Castro during their exile in Mexico, Guevara rose to prominence in the Cuban Revolution that deposed Batista. He took on various governmental positions in the years that followed, and continued to refine his socialist views.
Having left his Cuban government post in April 1965, which some believe was the result of a disagreement with Castro over economic and foreign policy, Guevara eventually made his way to Bolivia where he gathered a group of guerrilla fighters to incite revolution and establish a socialist state.
Despite initial victories, Guevara was captured during a huge operation on the 8th October by Bolivian Special Forces acting on the advice of Félix Rodríguez, a Cuban exile-turned-CIA operative. Guevara surrendered, and was transported to a nearby schoolhouse where Bolivian officers tried but failed to interrogate him. The next morning the Bolivian President ordered his execution. Guevara was shot nine times in a way designed to make the injuries look like they had been caused during a battle with the Bolivian army.
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https://www.historypod.net/10/09/9th-october-1967-ernesto-che-guevara-executed-in-bolivia/
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While most children know how to spend money, few know the virtues of saving it.
But April is Financial Youth Literacy Month, which means it's as good a time as any to start talking to kids about money. Lori Mackey, the "Money Mama" and author of "Money Mama & The Three Little Pigs," a read-aloud book that teaches the basics of sound money management, visited "Good Morning America" to explain how to teach kids about saving and spending.
Mackey said it's never too early to start talking to kids about money.
"It's never too late, but if you can start early, you teach them to give, invest, spend and save wisely, they learn the habits of wealth," she said.
She advised that all children have an allowance so they can understand how money works.
"They make better choices if they are spending their money, and don't become materialistic," Mackey said. "If they want a toy, they have to spend their money. They don't want to waste theirs; you don't want to waste yours, so they don't get a sense of entitlement."
Parents can have children earn money to pay for non-essential expenses.
"Whatever you are spending on your child for things they don't actually need, allow them to earn it. That way it's not costing you any more money, you're just transferring it," Mackey said.
Mackey suggested that parents have kids break down their finances into categories, which teaches kids to live within their means and gives them money concepts and vocabulary.
10 percent: Charitable contributions/giving back
10 percent: Investing (stocks, bonds, mutual funds) in things they use or people they go to so they can own a piece of a company and learn what that means
10 percent: Savings, like a 4 percent return on a savings account
70 percent: Spending
Family money night is another way to make money a topic of discussion.
"Play Life, Monopoly, talk about stocks, bonds, investing. It's a way to talk about their financial goals," Mackey suggested. "Or turn all the lights off and see how the electric bill goes down in a month. Make it fun, teach them how money compounds and grows."
Mackey said to find teaching moments in everyday activities, like when a child's toy breaks.
"They get mad when they buy something and it breaks, and they have used their money on it. So they learn how to make smart buys," she said. "They start to realize that when it's their money -- they realize the value more often. Money is a choice and we want them to make better choices."
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Can Influence Opinion Media plays a role in influencing public opinion and thus it can contribute or worsen public life, law and order. In the past few years, many people have debated over censorship, or the lack of, in the media. It can lead to propagandas serving special interests. There are dark areas of the internet where anything goes right now. There are many reasons for and against censorship.
Among the data Online Censorship collects is the language of the removed post, whether the poster was an individual or an organization, and the reason given for the removal. This is good because potential terrorists and people that wish to do harm to the country will not have access to information that would give them the intelligence that they need to do it. One of these things is pornographic and violent movies and pictures. Businesses will have to bear the brunt of the fallout. In March 2015, University of Waterloo student Rupi Kaur had a photo from Instagram. When The New York Times published these U.
With its vice-like grip, censorship makes it almost impossible for the creative types to do full justice to their creativity and ideas. List of Cons of Censorship 1. Moreover, with the number of sites created on a daily basis, laws need to be modified. One of the very first incidents of censorship in movies took place in Hollywood in the year 1934, when a nude scene was snipped off from the film 'Tarzan and His Mate', as it violated the moral code back then. Censorship is when any type of media, such as movies, music, literature, and all forms of media, is altered in order to prevent certain information from being shared.
This is where the question about media censorship comes in; it is when things that are allowed to be published, televised or broadcasted are monitored by the government. It is with great difficulty that our society. The categories for evaluation were the year of citation, music style, and reason for censorship. However, it is noted that censorship of publications challenges. Censorship is the control of information through the suppression of media outlets, including books, television, news publications and other media of information.
Censoring hate helps to promote peace. Arab Spring may have appeared to be empowering but it lead a country to an unsparing mess. With a phone always in hand, and a new app ready to be downloaded, the people of the current generation are being mind-blocked by the tweets and posts of their numerous friends. Finally, the essay claims that politics has need for censorship as it protects the innocence of members in a society and prevents. Restricting content that would allow identity information to be easily shared could lessen the impact that identity theft causes to a society. It prevents children from being exposed to offensive things like pornography and intense racism.
This research also will help further acknowledge the good and bad effects of press agentry… 973 Words 4 Pages Social media has transformed the world. Conclusion The media is like a very powerful weapon. Censorship has been a major controversy in the United States even before it was country. Today, there is a group of reviewers who read questionable books to determine whether the objectionable material, such as racism and vulgar language, is outweighed by the educational value of the books in question. Advocates say that censorship regulation, especially in the internet, can keep the people, particularly the children, from exposure to pornographic materials and racial discrimination. With the innovations in technology and the sophistication of hacking, a big chunk of money from the national budget is needed to invest in equipment like computers, law enforcement and prosecutions.
Businesses build communities, and raise awareness, through the use of social media sites such as Twitter and Facebook. Lead to Banning the Broadcast Media censorship may lead to banning the broadcast of certain kinds of news and may keep the citizens uninformed. Security Measure For The Country Sensitive military and government information can be removed from view. Introduction Since electronic devices such as computer, smart phone and tablet have generalised and the number of internet users is getting bigger, internet contains tremendous amount of information from trivial one to even significant information that could occur a social problem. This shows that regulations can be unnecessary and unlawful. Censorship is especially essential for younger viewers.
There are loopholes in the enforcement of censorship which makes it ineffective. Violates Rights Internet censorship can be influenced. Censorship, Freedom of speech, Government 1518 Words 4 Pages upon themselves to incessantly scrutinize and block that which doesn't appeal to them. Aids in the Controlling of Undesirable Content A censored media will lead to controlling the kind of content being shown on television or being circulated on the internet. Pros: The primary advantage of the censorship of books is that censorship prevents the rapid dissemination and spread of misleading or inaccurate information.
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CC-MAIN-2023-50
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W hen I was a teenager, the song "Get a Job" was a big hit. Go to the web and check out the song's highly intelligent lyrics to see that job searches, even years ago, didn't always pan out.
Today it is much more difficult to get a job, partly due to advances in technology as well as to governmental policies pushed by Democrats and Republicans alike in the service of transnational corporations.
For example, trade agreements made the outsourcing of many good-paying manufacturing jobs from the U.S. to low-wage countries very profitable for U.S. transnational corporations. Making matters worse, the Obama administration is currently negotiating in secret the Trans-Pacific Partnership. This treaty is the latest in the long line of disastrous trade agreements that would likely cost even more jobs here.
Outsourcing is also a threat to many white-collar jobs. For example, many IT workers as well as workers in law, credit card and insurance company offices have already lost their jobs as a result of outsourcing.
Government deregulation of the transportation industry also played a role in eventually reducing competition and cutting decent-paying jobs. In addition, companies that went bankrupt were allowed to renegotiate union contracts and to hire new workers at lower wages and benefits.
Wall Street money brought about more governmental policy changes under the Clinton and Bush II administrations. These changes opened the door for rampant speculation that led to the Great Recession and the loss of about 8.7 million jobs. The job recovery since December 2007 has been anemic and the economy is still down about 4.7 million jobs according to the Center on Budget and Policy Priorities (http://cbpp.org/cms/index.cfm?fa=view&id=3252).
Both President Obama and former Governor Romney profess the need to create new jobs. Given that the Tea Party is against compromising on most issues, it is a pipe-dream to think that either of these two candidates could get a strong jobs bill through a bitterly divided Congress. Having a political system ruled by money means that the public interests suffer and the current situation may be the new normal for unemployment levels.
Complicating the situation even more is the limit on the planet's resources. This limit means that we have to consider how to create a new economy not relying on the extraction and use of limited resources. This is a major challenge facing us in the coming years.
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These word cards are great stimuli for students who are working at the word level and can read. You can use them as a group if your students are all working on the same sound or give each student a stack of words that are focused on their sounds. Use them as stimuli for general games, make two copies of them to use as a matching game, or just have each student go through them trying to get as many correct as possible. Their uses are as endless as your imagination!
To make it easier to sort them out, they have either “ch…,” “…ch…,” or “…ch” to indicate the position of the “ch” sound in the word. You can also print the cards on different color card stock to make sorting them even easier.
- 40 word cards for initial CH sound
- 40 word cards for medial CH sound
- 40 word cards for final CH sound
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Bioconcentration in Cladophora Glomerata and Orconectes Propinquus: Following the Fate of Atrazine in the Little Miami River Watershed, Ohio
Atrazine is an herbicide applied to corn and a non-point source pollutant of agricultural watersheds. This study followed the fate of atrazine in the eutrophic Little Miami River watershed after runoff. Atrazine concentrations were followed in the mainstem of the Little Miami River (LMR) at 3 sites over a year sampling period, and for one sampling date at 11 tributary sites. Atrazine concentrations in the water ranged 0.29- 4.2 ?g/l over the course of the study. In the mainstem of the LMR atrazine was taken up by the filamentous algae Cladophora glomerata. The bioconcentration factor of C. glomerata ranged from 29-5223 during a one-year sampling period (n=13 for each of 3 sites), and bioconcentration was found to be a function of maximum biomass increase (due to high nutrients) and a negative function of discharge. Uptake increased at low discharges as a result of increased contact time between cells and water. C. glomerata was able to bioconcentrate a yearly average of 54% of the available atrazine from the water, based on several assumptions. The study of 11 tributaries revealed the possible bioaccumulation effects in herbivores using the Cladophora grazer, Orconectes propinquus. This study showed that crayfish bioconcentration is directly correlated to Cladophora atrazine bioconcentration. The crayfish body burden of atrazine was directly related to the presence of Cladophora at the site where the crayfish were found. There was a significant difference between the atrazine body burden at sites where the crayfish could ingest Cladophora and those sites with no Cladophora where the mode of uptake was either through dermal or gill contact, or ingestion of another food source. Biomagnification was also observed as the crayfish ingested atrazine via Cladophora consumption (Bioconcentration Factor ranged 460-6600). These studies show the importance of Cladophora as a major sink for aqueous atrazine and the potential risk to the organisms that consume Cladophora, thus passing atrazine along through the food chain.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:atrazine cladophora glomerata bioconcentration orconectes propinquus eutrophic river
Date of Publication:01/01/2002
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how to write an algorithm that converts deceimal to binary, using mod , div and an array to display the answer
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Here's a simple function that uses pow and outputs a char array(string). Basically it checks if the value is greater than or equal to 2 raised to the power of the loop counter. If so set the character at the opposite end of the char array to 1 and decrement …
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This July, Dr. James Rotenberg of University of North Carolina, Wilmington presented his research at The Association of Field Ornithologists, the Society of Canadian Ornithologists / Société des ornithologistes du Canada, and the Wilson Ornithological Society joint annual meetings at Acadia University in Wolfville, Nova Scotia, Canada. His presentation “Passive point counts of wintering Neotropical migratory songbirds in Belize yield high abundance and low availability – What does this mean for conservation?,” was co-authored by Evan M. Adams, Biodiversity Research Institute, Portland, Maine. Rotenberg and Olson plan to publish this research in the near future.
In the non-breeding season, birds are often less vocal and territoriality can often be non-existent. Less is known about songbirds during the winter because of the lack of a consistent and reliable population monitoring effort during this life stage. To understand how effective survey techniques designed primarily for breeding ground use at the non-breeding grounds, we used two years of passive point count monitoring data to determine the number of Wood Thrush (Hylocichla mustelina) in southern Belize. Using package ‘unmarked’ in the R Statistical Computing Environment, we used a removal model to estimate the abundance (superpopulation), availability and detectability of Wood Thrushes. Habitat data at different scales (50m, 1000m, 5000m and 25000m) were used to explore the scale at which bird abundance was correlated with habitat. Using an AIC model selection, we found that birds mostly responded to habitat at the 50m scale with birds negatively correlated with alluvial evergreen habitat (-0.71) and positively correlated with riparian shrubland (0.67) thus suggesting that Wood Thrush winter in greater abundance at sites with alluvial evergreen cover at a small spatial scale. We also found that availability was low for this species, which caused our estimates of abundance to be high. Still, Wood Thrush was the most common species at three of our sites, and separate banding data show that birds were not recaptured between locations of between 2-5km distance. Taken together, these data suggest that Wood Thrush maybe highly mobile during the wintering period with strong intra- and inter-seasonal variation in abundance. For the non-breeding grounds, passive point counts designed for territorial species are mismatched to use with such mobile populations. From a conservation perspective, these results suggest that large tracts of land could be even more valuable than we have previously realized due to the spatial requirements of non-breeding migratory songbirds.
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Sasanians: last native dynasty to reign in Persia before the Arab conquest. Its kings and queens ruled from 224 to 651.
The name "Sasanians" is derived from a Persian priest named Sasan, the ancestor of the dynasty. One of his sons was Pâpak, who revolted against the lawful ruler of Iran, Artabanus IV, at the beginning of the third century. The Sasanians were based in Firuzabad and Istakhr, not far from ancient Persepolis. Both cities are in Persis, modern Fars.
Until then, Persis had been a vassal of the Parthian empire, but Pâpak's son Ardašir I, who succeeded his father, defeated the last Parthian in 226. He took Ctesiphon, the capital of the Parthian empire. This meant the end of Parthia and the beginning of the Sasanian empire. Ctesiphon became the city where the Sasanian kings were to be inaugurated; Ardašir accepted the title of "king of kings", which had until then been used by the Parthian kings and - centuries before - the Achaemenid rulers of Persia.
In their inscriptions, the Sasanian kings describe themselves as "Mazda-worshipping kings", i.e., believers in the supreme god Ahuramazda. King Ardašir conferred many privileges to the Magians, the religious specialists of Zoroastrianism, who gained great political power. For example, they played a role in the inauguration ceremony in Ctesiphon, served as judges and served as tax collectors. In the Sasanian rock reliefs, we often see "investiture scenes", in which the god Ahuramazda, seated on a horse, hands over power to a king.
As a consequence of this religious ideology, there was little room for alternative ideas. Christians were persecuted, and the prophet Mani (216-276), who had tried to combine Christianity, Buddhism, and Zoroastrianism, was crucified. When the Roman empire, the archenemy of the Sasanian empire, had become Christian, the persecution of the Christians increased; being a Christian was considered treason.
The conflict with Rome, which had started in 231 with some fighting on the Euphrates, escalated under Ardašir's son and successor Shapur I (r.241-272). According to Roman sources, he made territorial claims: he wanted to restore the Achaemenid Empire and demanded all Roman territories in Asia, a claim that was implied in his title "king of Iran and non-Iran". In fact, he wanted to recover the territories once ruled by the Parthians, which included Armenia. War was to concentrate on the Upper Tigris region only, dominated by Roman-held Nisibis.
Nevertheless, to obtain Nisibis, Shapur raided large parts of the Roman East. When he invaded Syria and looted Antioch, a Roman counterattack was inevitable. The emperor Gordian III invaded Mesopotamia and was at first successful, but was killed in action during a battle near Ctesiphon (244). His successor, Philippus the Arab, was forced to conclude a shameful peace treaty, and with some justification, Shapur claimed to have put Philip on the Roman throne. Roman POWs were forced to build the city of Bishapur, where a rock relief commemorated his triumph.
The next phase of the war was even more disastrous to the Romans. Their emperor Valerian was not just defeated, he was even captured (260). The humiliation, shown on a rock reliefs at Bishapur and Naqš-i Rustam, could not be more complete. However, under the emperors Odaenathus (r.261-267), Carus (r.282-283), and Diocletian (r.284-305), the Romans restored their fortunes and in 298, a peace treaty was concluded in which the Persians had to give up territories in northern Mesopotamia.
Rome was not the only enemy. Shapur also attacked the Kushans, who ruled the region known as Gandara, the valley of the river Kabul. The Persians took their capital Peshawar and deposed the ruling dynasty. A precious religious object, Buddha's begging bowl, was taken to Persia.
The loot of Peshawar and Antioch was put to good use. Surveys in Iran have shown that large tracts of previously unused land came under cultivation. New trade routes with India and Arabia were opened, and new banking systems were developed (our word cheque has a Persian root).
Fourth and Fifth Centuries
The conflict with Rome remained an unsolved problem. Sometimes it was just smouldering, sometimes it was blazing. King Shapur II (r.309-379) attacked the Roman possessions in Mesopotamia, and defeated and killed the Roman emperor Julianus Apostata who had come to punish the attacker (363). The Romans were forced to give up the conquests of 298.
Like his namesake, Shapur II attacked the Kushan kingdom, which he overthrew. The sphere of influence of the Sasaniang empire now reached to the borders of China. Shapur also invaded Arabia. Other enemies were the White Huns, who invaded the Sasanian empire during the fifth century.
After the reign of Shapur II, the western front became settled. There were no large-scale conflicts. The Byzantine historian Procopius (r.507-c.556) suggests that full-scale war was meaningless because the frontier zone had become too devastated. It is true that in 451, Yazdgard II invaded the Roman province Armenia; and it is true that Khusrau I invaded both Armenia and Syria during the reign of Justinian, but in the end, the borders remained unchanged.
What did happen, though, was that countless Romans settled in the east: often Christians with theological ideas that were unacceptable to the Roman empreror (e.g., Monophysites and Nestorians). It has been argued that in the sixth century, Iraq was predominantly Christian, which may or may not be true.
What is true, however, is that several religious groups coexisted more or less peacefully. The main exception is a religious jacquerie in Iran that is called Mazdakism. Its adherents had several ideas that remind us of pre-leninist communism. King Khusrau I "the deathless soul" suppressed it in 530s, and its adherents may have fled to Arabia.
The final struggle of the Roman Empire - now called Byzantine Empire - and Persia started under Khusrau II "the victorious" (r.590-628). Again, the Sasanians were the aggressor. The Byzantines were weakened, because Italy had been invaded by the Langobards, the Slavs were taking hold of the Balkans, and Andalusia was lost to the Visigoths. It was the perfect moment to attack the Byzantine empire, and Khusrau acted accordingly. His armies ravaged the cities of Syria and sacked Jerusalem in 614. (The Jews welcomed the Persians, because the Christians had often persecuted them.) One of the objects the Persians took away was the relic of the True Cross.
Khusrau's armies went on to invade Egypt - Alexandria was captured in 619 - and in 626, their advance-guards paused only a mile from Constantinople. The Persians even raided Cyprus and occupied Rhodes. It seemed as if the Achaemenid empire was restored, and Khusrau ordered the making of brilliant rock reliefs at Taq-e Bostan.
However, the Byzantine emperor Heraclius was to prove a match for Khusrau. He took some time to train an army, and in 627, he invaded Assyria and Mesopotamia. His campaign was extremely successful: he did not even return to his own empire during the winter, but stayed far behind the enemy lines. The Persian army mutinied and Khusrau was murdered (628). His successor Ardašir III made peace and the relic of the True Cross was restored to Jerusalem.
Heraclius' victory meant the end of Persia. There were four Sasanian kings in four years, and because there was no real authority, the Arabs - Muslims - were able to defeat the Persians, who were still Zoroastrians. The last Persian king was Yazdgard III, whose reign began in 632. In 636, the Arabs took Ctesiphon, in 641, they invaded Iran (battle of Nehavand), and ten years later, the last Sasanian king died as a fugitive.
The lasting heritage of the Sasanian empire is the Avesta, the holy book of Zoroastrianism. Under Khusrau II, the Zoroastrian high priest Tansar established the canon of religious texts. It contained hymns of great antiquity and younger texts, but also books on cosmogony and law, a biography of the prophet Zarathustra, apocalypses and several expositions of doctrine. Although parts of this codex were destroyed by the Muslims, the remainder still inspires thousands of people.
Go here for an overview of Sasanian kings.
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April 9, 2010
Posted: 10:51 AM ET
Flying higher, farther and without a pilot.
NASA's Global Hawk plane can fly to altitudes of 60,000 feet – way above normal flight paths – and as far as nearly half way around the world. It does this completely automatically, without the aid of a pilot or controller.
The plane follows a preprogrammed flight path and can stay aloft for nearly 30 hours while staying in contact with NASA's Dryden Flight Research Center via satellites. The Global Hawk maiden voyage took it over the Pacific and Arctic oceans to study the atmosphere over those bodies of water.
Researchers hope that the plane's range and endurance will make it ideal to sample and measure greenhouse gases, ozone and air quality over a wide area in a short period of time.
"We can go to regions we couldn't reach or go to previously explored regions and study them for extended periods that are impossible with conventional planes," said David Fahey, co-mission scientist and research physicist.
Scientists expect the high altitude flights to let them measure dust, smoke and pollution that cross the Pacific from Asia and Siberia and affect U.S. air quality. The Global Hawk is scheduled to make four more flights this month over the Pacific and Arctic areas.
Global Hawks – obviously not retro-fitted with scientific sensors – are also used by the U.S. Air Force for intelligence, surveillance and reconnaissance. They were recently used after the Haiti earthquakes to provide more than 3,600 images of affected areas to help with disaster relief.
From around the web
Are you a gadgethead? Do you spend hours a day online? Or are you just curious about how technology impacts your life? In this digital age, it's increasingly important to be fluent, or at least familiar, with the big tech trends. From gadgets to Google, smartphones to social media, this blog will help keep you informed.
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This article was translated by John R. Bopp
This news is not going to be getting headlines around the world, but to us it seems important, which is why we thought we ought to share it with our readers.
On this day, July 14, in 1894, the ikurriña flew for the first time. It was at the inauguration of the “Euskeldun Batzokija” association, at number 22 Correo Street in Bilbao, when the flag, designed by brothers Sabino and Luis Arana, first saw the light of day.
At 6:00 that evening, it was raised on the balcony of the association’s house, and at that moment it started its journey to become the symbol the Basque feel most represented by. It’s the symbol that best represents the Basque people and their desire for Freedom.
Today, it’s also the symbol the whole world identifies the Basques with, and its colors are now our people’s colors.
It’s a wonderful day to wish everyone:
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The day before Grant attacked Fort Donelson, the troops had had a march of twenty miles, part of it during a bitter cold night. Grant called a council of war, to consider whether they should attack the fort at once, or should give the troops a day or two's rest. The officers were in favor of resting. Grant said nothing till they had all given their opinion; then he said: ‘There is a deserter come in this morning — let us see him, and hear what he has to say.’ When he came in, Grant looked into his knapsack. ‘Where are you from?’ ‘Fort Donelson.’ ‘Six days rations in your knapsack, have you not, my man?’ ‘Yes, sir.’ ‘When were they served out?’ ‘Yesterday morning.’ ‘Were the same rations served out to all the troops?’ ‘Yes, sir.’ ‘Gentlemen,’ said Grant, ‘troops do not have six days rations served out to them in a fort if they mean to stay there. These men mean to retreat — not to fight. We will attack at once.’
This text is part of:
Table of Contents:
This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License.
An XML version of this text is available for download, with the additional restriction that you offer Perseus any modifications you make. Perseus provides credit for all accepted changes, storing new additions in a versioning system.
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- The spacecraft docks at 10:28 p.m. ET after flight of less than six hours
- Up until now, it would take two days for crews to go from Earth to the space station
- The spacecraft orbited Earth four times before docking, compared to the usual 16 orbits
- Its three-member crew will remain on the space station through September
In six hours, a person might walk 18 or so miles. By car, it could be 350-plus miles. A commercial airplane might get as far as 3,400 miles.
A spaceship? In that much time, you could get from Earth to the International Space Station.
That's what happened with a Soyuz TMA-08M spacecraft, which launched from Kazakhstan at 4:43 p.m. ET Thursday, or 2:43 a.m. Friday local time, with three soon-to-be space station crew members on board. NASA mission control declared "contact and capture confirmed" at 10:28 p.m. ET -- four minutes earlier than planned -- indicating the spacecraft had successfully docked.
This six-hour jaunt was exponentially faster than the normal two-day adventure that astronauts and cosmonauts typically take to get to the ISS. That's because, while the live-in orbiter is a mere 250 miles from Earth, it's always moving -- so it's not a simple matter of going from Point A to Point B.
That's why it has traditionally taken so long to get there, with the spacecraft going round the Earth every 90 or so minutes, which works out to about 16 total before docking.
But this go around, the Soyuz only orbited four times before hooking up with the space station.
"We're trying to cut that amount of time that they had to be in those close quarters," NASA spokesman Kelly Humphries said, noting the spacecraft has a basic bathroom but little living space. "... They may be sharper now, if they'd have to take over the docking."
The NASA spokesman explained that equipment and computer software upgrades, among other factors, helped to make Thursday's historically fast flight possible. And it's possible space officials might decide that the longer, old-fashioned way -- allowing the crew to get its space legs over two days, however cramped they might be -- is preferable, depending on how this mission goes, Humphries said.
This pioneering, fast-track crew was made up Pavel Vinogradov and Aleksandr Misurkin from Russia's space agency, as well as NASA astronaut Chris Cassidy.
With their voyage complete -- and once the space station's hatches open for them, scheduled for soon after midnight -- they'll have plenty of time to get comfy: They are scheduled to remain on the orbiter for about six months before heading home.
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When Tillie Harris goes into labor with her first child, nothing is right. Her husband is away on business, the boxes in her new home aren't unpacked, and the telephone isn't even connected yet. Forced to reach out to her estranged father for help, Tillie must face the painful memories she's been running from since she was a little girl—the memories of her own mother and the year that changed everything.
Tillie's childhood home was a manic and messy world with her mother, Mara, at its center. Some days brought dancing, dress-up, and laughter, while other left Mother weeping, drained, and unable to get out of bed. When Tillie's father takes a top job at the Pentagon and forces the family to move, and as Mara's worsening depression can no longer be ignored, Tillie's life spirals out of control.
Arriving at her new home in Washington, D.C., Tillie discovers the unthinkable—her mother has vanished. As her father tries to impose a new, orderly pattern to family life—and refuses to discuss what has happened—Tillie's fertile imagination attempts to fill in the missing gaps by inventing elaborate narratives and questioning her father's culpability. But when the veil is lifted and the mystery is revealed, Tillie discovers that the truth behind her mother's disappearance is far more complicated than she could have imagined.
1. Up from the Blue features a frame story (a story within a story). How do the chapters about grown Tillie enrich the story of 8-year-old Tillie? How would the novel be different if the author had only written about young Tillie?
2. Eight-year-old Tillie is introduced as a biter who liked to leave a mark. What was your initial impression of her? What do you think she craved?
3. Describe the difference between how Phil and Tillie experienced the same events. Which character was more sympathetic to you? And does it surprise you that the same events could impact siblings so differently?
4. Do you think it's realistic that no one knew what was happening inside the Harris family's home? Why do you suppose Phil and Tillie didn't tell a neighbor or a teacher?
5. Throughout the novel, Tillie made references to the neighbors who seemed to live such peaceful lives, but through her contact with the other children, she became aware of divorce, bullying, and racism. In what way is it helpful to see Tillie's situation in the context of the larger community?
6. What did you learn about Tillie by the people she's drawn to and how close she allows herself to get to them?
7. When Tillie discovered her mother in the secret room, did you believe what was happening?
8. Why do you think Mara was so alive in the secret room but hardly functioning when she lived with the rest of the family?
9. Were you surprised to learn why Mara disappeared? And were you frustrated with the characters for their actions or inactions?
10. What was the significance of the ruby cup to Tillie, and how did that change near the end of the book?
11. Mara talked about the woman in the golden gown to communicate her dreams and her regrets. Where is the line between self-fulfillment and sacrifice for others?
12. Eight-year-old Tillie's story ended with the family walk. Did this gain significance when you read the final chapter of the book?
13. How did you find the final scene between grown Tillie and her father? What was your reaction to Tillie's statement, "I want him to be as powerful a father as he is a scientist"?
14. By the end of the story, Tillie seemed more open to reconnecting with her father, while Phil had gone his own way. What would you have done?
15. In the closing chapter, Tillie wonders what her mother might have become if they'd offered her help? Do you think she could have been helped?
16. What kind of mother do you think Tillie will be? What makes you feel hopeful or pessimistic about her future? Do you think children from unstable upbringings struggle about starting families of their own?
17. What does the title mean to you?
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Improving the efficiency of power supply is a critical issue in view of the demand for energy conservation in these times. Concomitant with this requirement, the amount of power consumed when a device is in a standby status is also an important improvement goal, and various measures have been taken to meet this need.
Whereas the efficiency of a switching DC/DC converter can reach almost 95%; in the case of an AC/DC converter, the conversion efficiency on the primary side actually leaves some room for improvement. Also, as the power to be handled increases, a power factor correction (PFC) is needed, requiring additional circuits and expertise on the part of the design engineer.
In AC/DC conversion, the adoption of a switching system is essential to improve efficiency. Such an approach, as discussed previously, requires high voltage parts such as diodes and capacitors capable of directly rectifying and smoothing out the 100VAC, as well as transistors capable of subsequently switching a DC voltage close to 140V, all of which increases costs, as would be expected. This is an important factor as a tradeoff in relation to requirements for power conservation.
・If efficiency is the primary concern, the switching system should be selected.
・The size and efficiency of a converter represent a tradeoff relationship.
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Where Dental Phobia Comes From and What We Can Do
Dentistry has historically gotten a bad rap, this much we know. There is a world of jokes out there about the pain (mental, physical, financial) that a dental visit can cause. For some, however, the thought of a dentist isn’t just unfunny. It can spark anywhere from mild anxiety to deep rooted, uncontrolled fear, preventing many from seeking the dental care so crucial to their overall health. Let’s look at some things that can cause dental phobias – known also as odontophobia - and some tips that may help allay these fears.
Up to 20 percent of the population experiences some level of dental anxiety, with five to eight percent so afraid that they avoid going altogether, according to the Dental Fears Research Clinic at the University of Washington. Symptoms of odontophobia can include tension, trouble sleeping, increasing nervousness, panic attacks, feeling physically ill and the strong urge to cry, all just at the thought of the dentist. There are, naturally, a variety of reasons why people become afraid of the dentist, and everyone is a little different. Some common causes are:
Bad Experience: This is probably the most common cause, and completely understandable. We all learn from our experiences, and it’s not a big leap from a negative, painful dental visit to the belief that all visits will be that way.
Fear of pain and discomfort: Our body’s instinct is to protect itself. Whether you’re considering something that’s just uncomfortable (leaning back in the chair, breathing through your nose, irritating or loud equipment noises), or facing the prospect of potentially painful shots and treatment, a dental visit can definitely trigger that response. This fear is often a self-fulfilling prophecy – the longer you avoid going to a dentist, the more likely you are to require invasive and potentially uncomfortable treatment.
Fear of the unknown: The root of many, if not most, human problems – if you don’t understand something, aren’t familiar with it, it’s pretty hard to trust. Foreign dental equipment, technical language and unfamiliar procedures can all elicit this fear.
Feeling out of control and helpless: Laying back in a chair while a relative stranger performs actions you can’t see in one of the most intimate areas of your body can be intense. It’s not hard to see why this would feel invasive to some; you’re in a very vulnerable position and placing your trust in someone else completely. This fear can be especially difficult to manage in victims of previous trauma or abuse.
Fear by association: Again, dentists get a bad rap. Prevalent jokes, stories and images that paint the dentist as a horrible experience to be suffered through reinforce our notions that this is something to fear.
Like the cause, the solution is going to be different for everyone. Prevention is critical; like every fear, odontophobia needs to be faced head-on. If you hate going to the dentist but are hyper-vigilant in your preventive care, you will eliminate the need for more visits in the future, thereby removing the more threatening appointments that would otherwise loom on the horizon. Here are some tips to make those visits more bearable:
Finding the right dentist: This may sound obvious but it is absolutely, 100% the most important consideration. If you are facing a dental fear, you want a dentist who will understand and respect the obstacle you’re trying to overcome. You are looking for a gentle provider who will explain to you exactly what is going on every step of the way and frequently ask your permission to continue whatever procedure you are receiving. You want someone who is open to conversation and questions. Above all you want someone you can trust. There are many providers out there who fit this bill, and in many areas you can find clinics that are specifically dedicated to patients with odontophobia.
Taking control: This goes hand in hand with finding the right dentist. Start with the phone call – a very tough call to make. Explain your situation, and for those dealing with extreme fear, ask to schedule a consultation first. Any dentist who is right for you will be willing to sit down and talk to you before doing anything else. Once there, ask questions. LOTS of questions. Ruminate on the specifics of your fear and then get your dentist to explain those aspects of treatment to you until you feel more comfortable. Ask to see or hold the equipment that will be used to familiarize yourself. Develop signals with your dentist so you know you can stop a procedure whenever you need to, and plan on timed breaks for more extensive treatment.
Relaxation techniques: Common relaxation techniques can be very useful during a dental visit. Deep, rhythmic, SLOW breathing will help trigger your parasympathetic nervous system and encourage a relaxation response. You can also employ a technique called progressive muscle relaxation, where you contract and relax each of your muscles in turn. Meditation before and during can also help: not only does it promote relaxation, but placing yourself in a different situation mentally can help distance you from your physical reality.
Distraction: When in the chair, anything that distracts you from the situation is a good thing. Bring music that you like and pop in your ear buds - not only will this distract you but it conveniently drowns out some of those not so pleasant sounds. Bring a stress ball to squeeze or something to fiddle with if you tend to have overactive hands when you’re nervous. Maybe find a dentist with a television in the treatment room. Find the thing that will capture your attention, and make sure you have it with you.
Cognitive Techniques: Prior to your appointment, try visualization techniques to imagine yourself getting through the appointment successfully and without fear. Use cognitive restructuring (consciously identifying negative thought patterns, then rationally disputing them and reimagining them as positive ones) and optimism to buoy yourself up before you even walk through the door. These mental exercises take practice and determination, but can be life savers.
Bring a buddy: There’s safety in numbers. Have someone you trust come with you, especially on that first visit – the safer you feel, the easier it will be to face your fear.
Pharmacological Solutions: We will always recommend trying a natural approach first. If it’s something that can be conquered mentally, that is a far better option than a chemical one. Unfortunately sometimes it’s just not possible, and when that’s the case there are alternatives. Anti-anxiety medication, anesthesia and even full sedation are all utilized by dentists to promote the level of relaxation necessary to complete the procedure. If you get to this point, talk to your dentist about potential side effects and which course of treatment is right for you.
If none of the above tips work, or if even starting down that road is too much to bear, you may need to see your psychologist before you find a dentist. Whichever professional you see first, do whatever you can to take that first step! It’s the best thing you can do, for all aspects of your health.
Start your journey with Strobel Dentistry in Chicago
If driving, we validate for a discounted parking rate at the following location: Interpark: 20 E. Randolph is located at the intersection of Wabash and Randolph.
We are proud to offer exceptionally experienced, compassionate, and comprehensive Chicago dental care to our patients. Contact us today or schedule an appointment online to take the first step toward your best experience and results.
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Books- Springtime Memories
an Illusion of Time Passing in the Garden
Did you know
you can create a moving picture? Everyone has watched cartoons. Cartoons
are created using multiple drawings, each one slightly different from the
one before. This illusion of motion is created when you see many separate
pictures very quickly, one after the other. These drawings can be combined
in a book called a flip book. When you flip the pages quickly, your separate
drawings will create the illusion of movement.
You can create a book that will speed up spring!
With a flip book you can create an illusion of time passing in your tulip
garden this spring. Record observations and measurments, then use your best
drawing skills to create a picture for each stage of growth. Start with
drawings of the little shoots just EMERGING from the ground, and end the
book with your tulips BLOOMING beautiful scarlet red blossoms. Take the
book out to the garden as spring progresses, or use your notes to make scientific
drawings in the classroom. When you are done you will have created a scientific
and artistic memory of your Journey North tulip garden.
1. The Flip Book
Gather together in your classroom and talk about your tulips. Picture
the tulips emerging out of the brown earth in early spring. As the sun's
rays get warmer, imagine the air and the earth heating up and the first
small tulip leaves emerging, then growing larger and larger. The tulip
flower bud soon emerges from the center of the leaf cluster. The flower
stalk rises skyward and expands until the petals are spread, the nectar
sweetens deep in the the pistil, and the stamens shed their pollen.
concept of creating a series of pictures that can show the progression
of their tulips growing this spring. Discuss using your skills as artists
to align the images on each page so that when the pages are flipped they
will appear to be growing.
A. Collect these materials:
- 4 sheets
of copy paper for each child
pencils, markers, or crayons
paper into pieces about 4 x 8.5 inches in size. It is best to have smaller
paper than larger so the sheets flip instead of flop. Each book will have
8 pages to flip. Stack tight and staple all of them together at the middle
just like a book binding .
B. Plan and Create Your Pictures
Plan a series of pictures of your tulip garden growing . Plan to have
6 to 8 from start to finish. Be sure that your images line up on the pages,
one on top of the other pretty well. (They don't have to be perfect.)
on the bottom page of the right side, draw the first picture of your tulip
garden waiting to grow. The second to the bottom page will have the second
picture. Continue with each stage of growth through tulip blooming, which
will be your top page.
Your Book Two-Sided: Add Your Own Observations of Spring
Personalize your flip book with your own observations about spring. Use
the left hand side to make a book for your notes and measurments of the
plants you are studying. Look at the sample book above and see that it
is really two books in one.
Your Own Observations of Spring
In your classroom make a big web of ideas that could make good observations
this spring. Be sure to include the world around your garden. Make lists
of phenological events that occur throughout the spring season. Use these
ideas as springboards to document observations for your flip book.
and Create Your Pictures
Begin writing your observations on the back page of the left hand side
of your flip book. Start by recording what you see, or smell, or feel
when your garden has not begun to grow yet. Then as your gardens begin
to emerge and grow, write in observations that correspond with the pages
you have drawn. Finish the top page with a title for your observations.
Take a final look at your pictures. Add some detail to your pages if you
sure to sign your name as author and illustrator and record the
book flip? Give it a try! Share your books, and then CELEBRATE the motion
of springtime, in a book!
Science Education Standards
Plants and animals have life cycles that include being born, developing
into adults, reproducing, and eventually dying. The details of this life
cycle are different for different organisms. (K-4)
and Space Science
The sun provides light and heat necessary to maintain the temperature
of the earth. (K-4)
2001 Journey North. All Rights Reserved.
Please send all questions, comments, and suggestions to our feedback form
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Jump to: Application Notes Products
Carbon nanotube (CNT) and graphene are the most popular materials being studied currently since they carry on so many significant features which are unbelievable to normal materials. By re-designing and decorating the micro-structure, they demonstrate an even greater flexibility to meet human needs. Raman technology is a good tool to collect RBM spectra in CNT and G-band/ D-band in graphene due to the fact that the small Raman peak shift is proof right from the slightly different structure, making it an ideal instrument to characterize the material structure in carbon science.
•Carbon Black At-line Characterization Using a Portable Raman Spectrometer •A Comparison of Raman Analysis of Carbon Nanotubes •i-Raman® Series for Carbon Research Back to Top
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Computer games have been around for a long time. One of the earliest computer games was a version of ping pong where you moved a bar up and down to deflect a ball. Your opponent tried to deflect it on the other side. While there are many professional sports, the majority of games are multi-player. These games can either be played online or downloaded from the internet. The first known board game was invented in ancient Egypt.
The definition of a game has changed throughout the years. In 1938, Johan Huizinga used the term “game” to describe the activity. This definition was based on the fact that games were a necessity, rather than a choice. Several other researchers defined games in the 1950s and 1960s. The most recent definition was made by Friedrich Georg Junger in 1959. Regardless of how you define a game, the fact that you can play it for free is an important factor in its appeal.
Today, video games have become one of the most popular forms of entertainment. These games have become a popular medium to bring people together and make connections. They are a form of competition, with agreed-upon rules. A game may be skill-based, or it might be abstract and have no clear objective. It is possible to categorize games according to their major key elements, including their rules and tools. These elements determine how a game plays out.
The first games included tools. These tools were usually bones or other natural materials. Some of these early versions were made using these materials. The first known game pieces were in Turkey. While some of the earliest pieces of game pieces are still in existence, they had pictures cut into them. Among the first modern video games are the ones made with a gaming system. In addition to being fun, games can also be educational. This article will discuss the history of video games and the differences between them.
Unlike board games, the purpose of games can vary. Some are for money, such as Go. Some are created with the intention of entertainment. Others are for educational purposes or for personal growth. However, both types of games are a form of art. It’s important to remember that not all games are created equal, but there are some commonalities among them. There are several important differences between these two definitions. These include the nature of the object of the game.
As with other types of games, tabletop games are usually easy to learn and play. In contrast, board games are more challenging than their computer counterparts. The players are not confined to a single area. Instead, they can move their bodies and manipulate the game pieces. The physical activity required for tabletop games is limited to picking up and placing pieces. In contrast, tabletop games do not require specialized equipment and do not require a large area.
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Novel Presents a Better Way for Kids to Learn
FITHIAN, Ill. – In the novel “Conspiracy” (published by Trafford Publishing) Dr. Edwin M. Swengel presents Plainston, a Midwestern city that is literally walled off from the outside world—a place where there are no cars, no hunger, no religious strife. Karl Kornhauer, a national political writer, has been asked to investigate the conspiracy talked about both inside and outside the walls. As he explores Plainston, he tries to discover what makes the city and its residents so wonderfully different. The quest finally leads him to the year-round schools which are like no other schools he has ever seen. Kornhauer spends months in the schools, observing what has replaced the traditional system so familiar to most Americans.
Jane Swengel Creason finished the novel after her father’s death. She says, “Our educational system is constantly under attack—and rightfully so. Yet we continue to hold to age-related classrooms, grade-level achievement standards, testing and more testing, teacher-led classrooms, and grades which reward success or identify mediocrity and failure. Characters of all ages make Dad’s unique schools come alive and illustrate his concept of Mutual Instruction, which means simply kids being trained to help each other.” Creason also explains that even though her father’s purpose was to present his ideas for change, “Conspiracy” is an engaging story.
About the Author
Edwin M. Swengel (1917-2010) earned bachelor’s and master’s degrees from the University of Illinois and later a doctorate from UCLA. He taught in a two-room school, in several high schools, and at the college level. He also co-founded a Montessori school. During his many years in the classroom, he recognized the basic flaws in our educational system. Jane Swengel Creason has taught in traditional schools at the grade school, middle school, high school, and college levels. She also received bachelor’s and master’s degrees from the University of Illinois.
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modified from: Kettle, D.S. (1995). Medical and Veterinary Entomology. CAB International. Wallingford
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The most common species of dust mite isolated in Australia is Dermatophagoides pteronyssinus from the family Pyroglyphidae, but there are other species of dust mite as well as predatory mites that share the same dusty environment. Dust mites live in the fine layer of minute dust particles that continually settles on household items. They are found almost world wide but their numbers are considerably reduced at high altitudes and dry climates. House dust mites have been known to be associated with allergies since the 1960's and have become a focus over the years for their involvement with respiratory ailments. They do not bite or sting but harbour strong allergens in their bodies as well as in their secretions, excreta and shed skins. Constant contact with these allergens can trigger respiratory and dermatological complaints in some humans. Dust mites favour homes with high humidity levels and constant warm temperatures, and under these conditions mite populations explode, although there are some seasonal fluctuations. The mites are known to concentrate in high traffic areas in homes and on certain furniture items, especially beds, upholstered lounges, chairs, and in carpets with long fibres. They are attracted to these areas for food, and they feed on shed human skin scales and secretions, house dust, fungal spores, pollen grains, plant fibres, and insect scales. Dust mites dislike strong light and will take harbourage in the seams, ledges, and framework of furniture when exposed. Due to their light weight, dust mites can become airborne during activities such as bed making, and in this way can be distributed throughout the room or house.
Adult mites are described as white to a light tan in colour; they are difficult to see with the naked eye, as they measure only 0.5mm in length, and the developmental stages are smaller. The body of the mite is oval shaped and covered with fine striations. There are five stages in the life cycle of a dust mite; from the egg, the larvae stage, then two nymphal stages, and finally the adult. The whole life cycle from egg to adult takes approximately one month to complete, mature female mites can lay from 1-2 eggs per day. Adult mites can live up to two months but this is dependent on the levels of humidity and temperature of their surrounding environment.
There is not one single clinical symptom that can readily identify mite-allergic asthmatic patients. This makes a clinical diagnosis difficult, and is therefore dependent on the reporting of other associated features. There is a proliferation of allergy clinics that specialise in testing for allergic responses to different materials including dust mites using skin prick tests. Medical conditions that are attributable to the presence of dust mites include allergic rhinitis, asthma, childhood eczema and other allergic conditions. Dust mites do not transmit any disease-causing pathogens.
Identification of dust mites is performed with the use of light microscopy and taxonomic keys, after the specimen has been extracted by flotation and/or sieving methods from the dust substrate and especially prepared on a glass slide.
Treatment and Control
Allergies from house dust mite can be managed by immunotherapy using mite extracts in conjunction with reducing the mite population in the home of the patient. It is virtually impossible to eliminate all dust mites from a household, but areas where mites tend to congregate can be targeted. Wall to wall carpet should be reduced, and replaced where possible with smooth hard surfaces that are easy to clean. Upholstered furniture can be avoided, mattresses and pillows should be encased in especially manufactured (plastic) products that aid in the exclusion of mites. Bedding and curtains should be selected on their ability to withstand frequent laundering. Thorough vacuuming on a regular basis, including all mattresses, especially the seams and framework of the bed, will also help. A reduction in humidity levels by increased air circulation and ventilation throughout the house will assist in maintaining mites at a lower level.
Confirmation & Enquiries
Information and identification of mites, and all other medically important arthropods, is provided through the Medical Entomology Department at ICPMR, Westmead Hospital.
See 'Contacts' for further information.
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Educational film showing the wildlife found in meadows.
A British Instructional Film. Woman in a kind of milkmaid's outfit wanders through a sunny meadow. Pastoral scenes and lyrical voiceover. "Deep carpet of lush green grass starred with flowers." M/S of woman walking through a field with thigh high Marguerite. Other meadow flowers are mentioned: dandelions, buttercups, clover, thistle. Pan over flower filled meadows. Milkmaid wanders down a step hill covered with flowers. C/U of woman crouching in the flowers about to pick one. C/U of her hands as she looks at a stem of grass - a ladybird crawls over the grass onto the woman's hands. C/U of the ladybird as it crawls on a stem covered with aphids. We see the ladybird sucking on an aphid. C/U of the "ragged robin" flower. C/U of cotton grass seed heads, dandelion clocks, hares foot trefoil (?) and yarrow. C/U of bee crawling inside a flower. It re-emerges. We then see other insects feeding from flowers. The narrator draws our attention to the way the pollen is brushed onto the insect from the flowers anthers. Bee buzzes around the stem of a flower - it has discovered a "short cut" to the nectar of this flower, it pierces the spur and feeds without pollination. C/Us of snails. Snail's tongue is described over M/S of two snails approaching each other. Various different grasses are shown. Some have butterflies flying around them, another has a grasshopper attached. Various C/Us of grasshoppers from different angles. The way they "chirp" is described. Their powerful back legs are described and we see them moving around and eating. We see the female grasshopper using her "ovi positor" (?) to bore into the ground and lay eggs. Young grasshoppers are described. Caterpillars are seen in C/U as they move up the stems of plants. "But for really interesting locomotion, the millipede gets the prize." Extreme C/U of legs and body of a millipede as it moves along a stem. C/U of stinging nettles and thistles. A peacock butterfly is seen. Swallowtail butterfly is seen in C/U. We see the female lay an egg. A caterpillar emerges from the egg. An older swallowtail caterpillar is seen and its colours are described. We see how the caterpillar changes into a pupa - its outer skin is shed (presumably this is shot in time lapse). Another swallowtail is seen. Burnett (?) moth emerges from a pupa. C/U of the moth. C/Us of various butterflies extracting nectar from flowers. Film ends with more shots of the woman walking through the flowery meadow.
Note: Although this has an Intertitle "Secrets of Nature", it is not the 1930s Secrets of Nature we know and love. Compiled with the Co-operation of the National Committee for Visual Aids in Education.
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Use YouTube and upload a video file to your YouTube account to use for your class.
- Use YouTube to stream video content to use for your class.
- Identify practical uses for using YouTube in education and for your classes/teaching/purposes.
- Upload a short video to YouTube.
You can earn the “YouTube Creator” badge of achievement if you successfully complete the workshop’s objectives and implement your YouTube activity into your class.
YouTube is a free video streaming service that is available to University of Hawaii, Faculty for hosting and streaming video content that can be used for online and face to face instruction.
Click here to access the workshop site.
- UNC Charlotte Copyright Considerations: Be sure you have the right to use any videos that you want to add to your courses. If you’re unclear about what those rights are and what your responsibilities include, please review these resources:
- The Essential Copyright: A Guide to Copyright in the Educational Setting (UNC Charlotte Atkins Library)
- Fair Use & Copyright (Center for Social Media at American University)
- Distance Education & The TEACH Act (American Library Association)
- YouTube how-to videos
- YouTube Help Center
Workshop participants, please complete this survey.
This will be our first time offering this workshop.
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- IFLA's infographics, How to spot fake news - Covid 19 Edition. This edition of the popular, IFLA How to spot fake news infographic focus on some of the issues encountered around the pandemic.
- IFLA's infographics, How to spot fake news. "Critical thinking is a key skill in media and information literacy, and the mission of libraries is to educate and advocate its importance."
Mobile Information Literacy Curriculum
The Technology & Social Change Group, along with its partners at the Henry M. Jackson School of International Studies, has launched a new project, Mobile Information Literacy. The first output of the project is a six-module Mobile Information Literacy Curriculum for mobile-first users, which is now available for download, use, and adaptation.
- Educators of the Information Society: Information Literacy Instruction in Public and Academic Libraries of Canada / Maria Henkel.
- A Survey of Librarian Perceptions of Information Literacy Techniques
- The Roles of Personal Learning Environments and the Teacher-Librarian in Facilitating 21st Century Learning: A Flexible Framework for a High School Learning Environment
- Information Literacy in the United States: Contemporary Transformations and Controversies
- PRIMO (Peer-Reviewed Instructional Materials Online Database) : PRIMO (Formerly Internet Education Project) is a means to promote and share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments. The Committee hopes that publicizing selective, high quality resources will help librarians to respond to the educational challenges posed by still emerging digital technologies.
- Information Literacy Website (UK)
- Journal of Information Literacy
- SIMILE: Studies In Media & Information Literacy Education
- Journal of Media Literacy
- Communications in Information Literacy: from volume 1 (2007) through volume 11 (2017)
- Communications in Information Literacy: starting from volume 12, Issue 1 (2018)
- Information Literacy at the University of Pittsburgh
- The Evens Foundation Media and Information Literacy Platform for Exchanging Educational Resources
- UNESCO:Global Alliance for Partnerships on Media and Information Literacy see also IFLA guide, Get Into GAPMIL
- The CILIP Information Information Literacy Group (UK)
- The right information: Information Skills for a 21st Century (Scotland)
Last update: 26 April 2020
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Polar Bears May Have Survived 4-5 million Years of Climate Change
Miller, W., Schuster, S.C., Welch, A.J., Ratan, A., Bedoya-Reina, O.C., Zhao, F., Kim, H.L., Burhans, R.C., Drautz, D.I., Wittekindt, N. E., Tomsho, L. P., Ibarra-Laclette, E., Herrera-Estrella, L., Peacock, E., Farley, S., Sage, G.K., Rode, K., Obbard, M., Montiel, R., Bachmann, L., Ingolfsson, O., Aars, J., Mailund, T., Wiig, O., Talbot, S.L. and Lindqvist, C. 2012. Polar and brown bear genomes reveal ancient admixture and demographic footprints of past climate change. Proceedings of the National Academy of Sciences doi: 10.1073/pnas.1210506109 in press.
The newest offering, from another research group, has taken a different approach. Reporting in a paper published on July 23, 2012, Miller et al. (2012) looked at the entire nuclear genome ("deep genome sequencing") of a single polar bear, two brown bears from the ABC islands, one typical brown bear (a grizzly from mainland Alaska) and one black bear (augmented by nuclear genomic data from additional individuals for some analyses). The authors then undertook a multi-component study that included computer simulations designed to explore the genetic history of the three bear species. The computer models they used were constrained by assumptions about how genes change, how long they take to change and how genes might recombine when animals mate. The results of the computer analyses allowed the researchers to make inferences about when the different species arose, how many breeding animals might have been in the various populations at any given time, and whether there had been gene flow between species. In other words, the models were designed to suggest how a distant ancestor might have evolved into an ancient polar bear and then into the polar bear we know today, genetically speaking.
The group also utilized nuclear data from the oldest-known polar bear fossil from Svalbard (mtDNA of this specimen described by Lindqvist et al., 2010), estimated to be 130,000-110,000 years old, in some of their analyses. However, they did not include ancient sequence data from younger fossil specimens of polar bear, ancient brown bears (Davison et al., 2011), or ancient cave bears (Bon et al., 2008). Miller et al. also compared mtDNA sequences from some individuals of the three species, as other studies had done, but in addition, they looked in detail at some specific nuclear genes. Finally, these researchers compared their results to climate data representing the last million years of the Pleistocene epoch.
As for results, among other things, the computer models suggested that polar bears may have suffered a "prolonged and dramatic decline" in population, which the authors propose track some climate events during the mid to late Pleistocene (the last 1 million years). Miller and colleagues also found, in one component of the nuclear genome analyses, what they interpret to be evidence of ancient hybridization between polar bears and ABC brown bears: 5.5% of one ABC brown bear genome and 9.4% of the other were more polar bear-like than mainland grizzly-like (only 1.5% of the mainland grizzly genome was polar bear-like). A similar analysis of a subset of the genome for a larger, geographically diverse sample of bears (58 polar bears, nine ABC bears and 51 non-ABC brown bears) found that up to 11% of the genome segments were polar bear-like in some ABC brown bear genomes. In addition, while as much as 20% of the genome was brown bear-like in two of the modern polar bears, as much as 25% of the genome was brown-bear-like in the ancient polar bear from Svalbard. The authors conclude (in their abstract): "We demonstrate that brown bears and PB [polar bears] have had sufficiently independent evolutionary histories over the last 4-5 million years to leave imprints in the PB nuclear genome that likely are associated with ecological adaptation to the Arctic environment." In addition, they contend (pg 7) that "we also show that gene flow between bear species, possibly as a result of shifts in distribution of formerly isolated populations, has occurred during their evolutionary history."
Given the dynamic nature of genetic investigations on this topic, it is unlikely this paper is the last word on polar bear evolution. But if the results hold up, Miller and colleagues suggest that rather extensive hybridization between polar bears and brown bears, in both directions, may have taken place over their history. Also, if these authors are correct that polar bears have existed as a distinct species for 4-5 millions years, it means they must have persisted through all of the more than 50 glacial cycles of the Pleistocene epoch, which lasted 2.5 million years (Gibbard et al., 2005). A number of the more recent cycles - during the last 1 million years - involved extreme swings in climate from quite warm, with much less summer sea ice in the Arctic than today, to extremely cold, with a mass of thick ice in the Arctic Basin and sea ice extending into the north Atlantic and north Pacific (Polyak et al., 2010). This suggests that the Arctic adaptations that make polar bears unique includes an ability to persist as a species through extreme swings in sea ice conditions.
Bon, C., Caudy, N., de Dieuleveult, M., Fosse, P., Philippe, M., Maksud, F., Beraud-Colomb, E., Bouzaid, E., Kefi, R., Laugier, C., Rousseau, B., Casane, D., van der Plicht, J. and Elalouf, J.-M. 2008. Deciphering the complete mitochondrial genome and phylogeny of the extinct cave bear in the Paleolithic painted cave of Chauvet. Proceedings of the National Academy of Science USA 105: 17,447-17,452.
Davison, J., Ho, S.Y.W., Bray, S.C., Korsten, M., Tammeleht, E., Hindrikson, M., Østbye, K., Østbye, E., Lauritzen, S-E., Austin, J., Cooper, A. and Saarma, U. 2011. Late-Quaternary biogeographic scenarios for the brown bear (Ursus arctos), a wild mammal model species. Quaternary Science Reviews 30: 418-430.
Edwards, C.J., Suchard, M.A., Lemey, P., Welch, J.J., Barnes, I., Fulton, T.L., Barnett, R., O'Connell, T.C., Coxon, P., Monoghan, N., Valdiosera, C.E., Lorenzen, E.D., Willerslev, E., Baryshnikov, G.F., Rambaut, A., Thomas, M.G., Bradley, D.G. and Shapiro, B. 2011. Ancient hybridization and an Irish origin for the modern polar bear matriline. Current Biology 21: 1251-1258.
Gibbard, P. L., Boreham, S., Cohen, K. M. and Moscariello, A. 2005. Global chronostratigraphical correlation table for the last 2.7 million years, modified/updated 2007. Boreas 34 (1) unpaginated and University of Cambridge, Cambridge Quaternary http://www.qpg.geog.cam.ac.uk/
Hailer, F. V. E. Kutschera, B. M. Hallstrom, D. Klassert, S. R. Fain, J. A. Leonard, U. Arnason and Janke, A. 2012. Nuclear genomic sequences reveal that polar bears are an old and distinct bear lineage. Science 336: 344-347.
Lindqvist, C., Schuster, S.C., Sun, Y., Talbot, S.L., Qi, J., Ratan, A., Tomsho, L., Kasson, L., Zeyl, E., Aars, J., Miller, W., Ingólfsson, Ó., Bachmann, L. and Wiig, Ø. 2010. Complete mitochondrial genome of a Pleistocene jawbone unveils the origin of polar bear. Proceedings of the National Academy of Sciences USA 107: 5053-5057.
Polyak, L., Alley, R.B., Andrews, J.T., Brigham-Grette, J., Cronin, T.M., Darby, D.A., Dyke, A.S., Fitzpatrick, J.J., Funder, S., Holland, M., Jennings, A.E., Miller, G.H., O'Regan, M., Savelle, J., Serreze, M., St. John, K., White, J.W.C. and Wolff, E. 2010. History of sea ice in the Arctic. Quaternary Science Reviews 29: 1757-1778.
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ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Using Picture Books to Teach Plot Development and Conflict Resolution
|Grades||3 – 5|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 50-minute sessions|
- identify elements of setting development within multiple texts.
- recognize picture books as model texts that exemplify multiple literary elements.
- identify four types of conflict in literature (character vs. character, character vs. self, character vs. nature, and character vs. society).
- apply the elements of plot development and conflict resolution to revisions of their own writing.
- Ask your students to respond in writing or verbally to the questions, "What is conflict? What are some times in your life that you have been faced with conflict?"
- Next, ask students respond to the question, "What is conflict resolution in literature? How does that fit into plot development?"
- Discuss the responses as a class, looking for the similarities and differences in their responses.
- Arrange students in small groups.
- Using books selected from the list of Picture Books that Illustrate Strong Plot Development and Conflict Resolution, invite groups to explore the picture books, paying particular attention to the conflict in the books.
- Gather as a whole group, and ask students to share the conflicts they saw in the books. Record these conflicts on the board/chart paper.
- When all of the groups have shared, ask the students if they see any similarities between the different types of conflicts.
- From that question, ask the students if they can combine and categorize similar conflicts.
- Next, ask the students if they can label the different types of conflict.
- Using the students' responses, guide them to the labels of "Character vs. Character," "Character vs. Self," "Character vs. Nature," and "Character vs. Society."
- Now that students have seen more examples of conflict in literature, invite them to begin crafting a working definition of plot development and conflict resolution in their notebooks or reading response or writing journals.
- Post your Conflict Type Chart where all students can see it. Ideally, create a chart paper or overhead transparency version of the chart. If desired, distribute copies of the chart to students or ask them to create similar charts in their notebooks or journals.
- Using their initial definition of plot conflict, ask students to write their interpretation of each of the above types of conflicts. Students can also add examples from literature of items that fit into each of these categories.
- Help students work through their definition of plot conflict by viewing the Plot Conflict PowerPoint Presentation (or hand out copies of the slides to the students).
- After examining the PowerPoint presentation, invite students to revise and add to their working definitions.
- As a class, devise working definitions that you will use as a class. Record these definitions on the board/chart paper.
- Using a book from the list of Picture Books that Illustrate Strong Plot Development and Conflict Resolution, read a selected passage or show an illustration which demonstrates one of the types of conflict. For instance, if you share The Lorax by Dr. Seuss, read the Example Conflict Passage from Dr. Seuss's The Lorax where the Lorax describes the plight of the Brown Bar-ba-loots.
- Ask the students to write short sentences about each passage or illustration in their journals or notebooks. In addition, ask the students to identify the type of conflict and the reasons for the category they have chosen. For the passage from The Lorax, students should notice the conflict of character vs. character in the comments that the Lorax makes to the Once-ler and the conflict of Character vs. Nature in the plight of the Brtown Bar-ba-loots as well as in the way that the Once-ler is interacting with the Truffula trees in the story.
- Encourage the students to use words from the text. As they provide examples, refer to the words in the book and reread the word or phrases so that they see and hear them within the context of the story. For the passage from The Lorax, echo phrases such as "hacking my trees to the ground," which describes the Once-ler's treatment of the Truffula Trees and the conflict between the Once-ler and the Lorax.
- Ask students to share what they have written for each illustration in pairs, small groups, or as a whole class. Listen to the discussion to assess the students' understanding of the conflicts.
- Ask students to identify the techniques that the book's author used to develop the plot and conflict, using discussion questions such as the following:
- What words and phrases does the author use to help you learn about the story's conflict?
- What events does the author use to help you learn more about the conflict?
- How do the illustrations help you learn about the plot and conflict?
- What words and phrases does the author use to help you learn about the story's conflict?
- Invite students to make observations and draw conclusions about how authors make the plot and conflict they write about vivid and believable. Take notes on their observations on the board. Save these notes for students to refer to when they are revising their own writing independently.
- If there is time left at the end of the session, allow students to explore the picture books from the list of Picture Books that Illustrate Strong Plot Development and Conflict Resolution. Listen for any comments students make about the plot or the illustrations.
- Once students have recognized several examples of plot conflict within the picture books, divide the class into groups of two or three students each, depending on the number of texts available.
- Give each group a picture book, making sure that all four types of plot conflict are represented throughout the groups.
- Ask students to read the picture book in their small group, and find examples of plot conflict.
- Demonstrate how to use the Story Map. Ensure that students understand how to find the "Conflict Map" in the interactive.
- Ask groups to complete the "Conflict Map" in the Story Map to record their findings about the plot anc conflict in the book they analyzed. If computers are not available, pass out copies of the Literary Elements Mapping: Conflict Map and ask students to complete the graphic organizer in the middle of the page.
- While student groups work, circulate through the class providing encouragement and feedback.
- Gather students work at the end of the session and review the Conflict Maps for evidence that students understand the concepts of plot and conflict.
- Once students seem confident in identifying the components of plot conflict, ask them to join you for a lesson on how they might revise a piece of their writing.
- Ask students to select a piece of their own writing that tells a story and that they believe can be revised for stronger plot development.
- Allow students time to revise their writing piece, encouraging them to return to the information that they gathered as they read. Suggest that they consider the words and situations that they found in their reading and think about how to use that information to inspire their own writing.
- If desired, students might complete the "Conflict Map" in the ReadWriteThink Story Map interactive for their own piece of writing.
- Once students have had the opportunity to revise and enhance the plot development in their piece of writing, ask them to assess their work using the Plot and Conflict Development Self-Assessment or participate in a peer review of their work.
- For students who need more support through the revision process with their own writing, the Plot Diagram interactive can be helpful. By first plotting out examples of plot development from their own writing, students can see opportunities for revision in smaller steps.
- During the revision process, invite the students to share a piece of their writing in a peer-review situation. In that pair, invite the students to brainstorm ways to change the plot by substituting a different type of conflict. For example, if their original piece included a character vs. character conflict, the students to change the plot to be character vs. self or character vs. nature, and brainstorm what that revised story would look like.
- For additional lessons on using picture books to teach about literary elements, visit Using Picture Books to Teach Setting Development in Writing Workshop and Using Picture Books to Teach Characterization in Writing Workshop.
- Use the ReadWriteThink lesson plan Unwinding A Circular Plot: Prediction Strategies in Reading and Writing to introduce another plot structure to students. After exploring the way that circular plots work in picture books, ask students to try the technique in their own writing.
- Analyze the details included on the “Conflict Map” from the Story Map (or the graphic organizer from the Literary Elements Mapping: Conflict Map handout) to determine how well students understand the plot conflict and the four different types introduced. If a group needs additional support, use activities from the Using Picture Books to Teach Plot Conflict handout to explore additional picture books with group members.
- Once students have had an opportunity to revise and enhance the setting development in their writing, have them complete the Plot and Conflict Development Self-Assessment to identify the effectiveness of the changes in their revisions and suggest topics for additional focus lessons.
- Comparing original and revised versions of students’ work will demonstrate how much they were able to apply the elements of setting development to their own writing.
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Ancient Mediterranean Studies
College of Arts and Science
This course introduces the methods and goals of classical archaeology to explore how people lived in the Mediterranean region in the days of the ancient Egyptians, Greeks, Romans, and their neighbors. Along the way we will study parts of our own contemporary human landscape in Columbia (and maybe learn to look at columns in some unexpected ways). Classes are a combination of lecture, group discussions, and activities. Graded n A-F basis only.
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How Audiologists Test Hearing
What happens in a hearing test? Hearing exam procedures in a complete audiological evaluation.
Pure Tone Testing
Image courtesy of US NIOSH
A thorough hearing evaluation has a number of important components, but the central feature is the classic pure tone testing. For this test, you go into a soundproofed booth that has a window, and put on a pair of headphones (or sometimes earphones). The
audiologist or technician
outside the booth uses an audiometer to generate calibrated tones at a range of frequencies (pitches) and loudness levels, which are played through your headphones. You make a signal each time you hear a tone, by pressing a button or raising your hand.
Each ear is tested separately, at frequencies ranging from 125 to 8000 hertz (Hz). By trying different volumes, the person doing the testing can identify the quietest sound you are able to detect at each frequency, for each ear. This is your hearing threshold at that frequency, and it is measured in decibels (dB). The lower the threshold, the better your hearing; 0 dB is ideal.
This segment of the pure tone test, the part that uses headphones or earphones, is called the air conduction test. The other portion of the pure tone test is very similar, but instead of using headphones to transmit the tones, a small vibrating element is placed against the skull, usually behind the ear. This bone conduction test bypasses the outer and middle ear, and conducts the sound through the bone directly to the inner ear.
Using the results from the air conduction and the bone conduction portions of the pure tone test, the evaluator can determine:
- The type of hearing loss:
- Sensorineural (as in most cases of
noise-induced hearing loss)
- Conductive (for example, caused by infection or a blockage in the ear canal)
- Mixed (having both sensorineural and conductive components)
overall degree of hearing loss
- The configuration (shape) of the hearing loss: the relative severity of the loss at different frequencies
Other Steps in Testing Hearing
The pure tone testing is only one part of a thorough audiological assessment. A complete evaluation by an
will also include the following:
- Questions about your hearing history and medications
- Physical inspection of the ears (otoscopy), and possibly removal of excess ear wax
- Tympanometry and measurement of acoustic reflexes. These test the flexibility and responsiveness of the eardrum, and the functioning of the ear's protective mechanisms in response to loud sounds.
- Speech tests:
- Speech recognition threshold
- Most comfortable listening level
- Uncomfortable loudness level
- Word recognition (speech discrimination) test
- Recruitment (abnormal loudness) testing by frequency
All of these help build a
picture of your individual hearing profile,
and contribute in identifying the best approaches for treatment.
Where to Go to Get a Hearing Test
How to Interpret Your Hearing Test Results
Leave this page (Test Hearing) and go → Back to Facts about Noise & Hearing
Leave this page (Test Hearing) and go → Back to Noise Help home page
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I have written previously about how language, our use of words, can have an impact on the emotions and attitudes of those around us, as well as ourselves. With the current worldwide health crisis, terms such as physical and social distancing have become prominent in our rhetoric. Someone suggested using the term “safe connecting “instead, and it got me thinking again about the power of language. Look at those two terms side by side and think for a moment how they feel, I mean really feel how those two terms differ in the emotions they invoke.
Social distancing – I must keep away from people, I am going to feel isolated.
Safe connection – I am going to stay connected but in a safe way.
While the distinction is subtle, I believe it is very powerful.
It reminded me of a video that has been around for some time which gives an insight into the power of words.
“What did you do to my sign?” – The Power Of Words (opens in a new window/tab)
The video shows a blind man sitting at the bottom of some stairs waiting for donations with a sign that reads “I’M BLIND PLEASE HELP” A few people drop coins in his cup. A well-dressed lady comes by, changes the sign and then walks away. Suddenly he starts receiving a large amount of donations. When the mystery lady returns the man recognises her and asks, “What did you do to my sign?” She replies, “I wrote the same, but different words”. She changed the sign to read “IT’S A BEAUTIFUL DAY AND I CAN’T SEE IT”
While this is obviously scripted, I believe its message is powerful. In my opinion the words in the first sign may invoke feelings of guilt and of feeling uncomfortable at being a sighted person. We may even experience mild anger at feeling we are being manipulated into giving. Alternatively, the changed sign can invoke feelings of compassion and gratitude, in that it is indeed a beautiful day and we are grateful that we can see it.
Which of these emotions are more conducive to giving?
What feels more empowering, “social distancing” or “safe connection”?
Tony Robbins once stated “what is more important than how you feel”
Our thoughts and our words create our emotions. Our emotions influence our behaviour which affects our lives and the lives of those around us, which in turn affects our thoughts and emotions which affects? Well you get the idea. So choose your words, both written and verbal carefully as they may have a greater influence on your life than you ever imagined.
Wishing you all the best in your journey
Sources: Daily Motivation https://www.youtube.com/channel/UCGuYd1BlqU9D3PgId20j26g
Tony Robbins – Get the Edge. https://www.tonyrobbins.com/coaching/get-the-edge/
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Blus Alexander – 32 group
The United States of America is a very diverse country.
Its nature, climate, population varies from the East Coast to the
west, from the northern border to the southern.
It is a multicultural and multiracial country.
Though its history dates back only to the 15th century despite the
European countries, its cities and towns have so many peculiar features
that it is very interesting for us to have a “tour” around the USA making
short stop at the biggest cities of the USA.
Among the USA’s biggest cities are New York City, Los Angeles,
Chicago, Houston, and Philadelphia.
The country’s most important city is its capital – Washington, D.C.
With its Grand neoclassical building and its tree-lined avenues,
Washington, D.C. strikes the visitor as a lovely and formal city.
Washington wasn’t always this way.
On September 8, 1664, British troops occupied New Amsterdam without
resistance, overthrew the Dutch government, and called the place New York.
Seven years later the Dutch recaptured the city and called it New Orange,
but in 1674 the city was in the hands of the British again who returned the
name New York.
In America there are a lot of large cities but I want to tell about
Chicago is the third-largest city in the United States and one of the
country’s leading industrial, commercial, financial, and transport center.
It extends some 47 km (29 mi) along the southwestern shore of Lake
Michigan, occupying flatland traversed by two short rivers: the Chicago
River and the Calumet River.
The city’s rapid growth was due in large part to its location, with
ready access to markets and raw materials; it has the world’s busiest
airport, Chicago-O’Hare International Airport.
Aided by an excellent distribution network, Chicago is America’s most
important rail and haulage center and is a significant port handling both
domestic and international trade. Great Lakes freighters and river barges
deliver bulk commodities such as iron ore, coal, chemicals, oil, and grain.
The Chicago metropolitan area has the highest number of manufacturing
employees in the United States. City’s largest employers is the electrical
goods industry, followed by the steel, machinery, fabricated metals, foods,
printing and publishing, chemicals, and transport equipment industries.
The Chicago Board of Trade and the Chicago Mercantile Exchange are
among the world’s largest commodity markets. The city is a leading
convention center with extensive hotel facilities, including McCormick.
Chicago has one of the world’s most beautiful lakefronts.
The world’s first skyscraper was constructed in Chicago, in 1885,
spawning the innovative Chicago School of architecture. The central part of
the city has several of the world’s tallest buildings, including the Sears
Tower, which at 110 storeys high is the tallest in the United States.
Construction of tall office buildings continues.
Chicago is a major center of higher education, with numerous colleges
and universities. The prestigious University of Chicago (1890) was the site
in 1942 of the world’s first controlled nuclear chain reaction.
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Read transcripts of debates in both Houses
Produced by Commons Library, Lords Library and Parliamentary Office Science and Technology
Search for Members by name, postcode, constituency and party
Learn about their experience, knowledge and interests
Celebrating people who have made Parliament a positive, inclusive working environment
Four staff networks for people to discuss and consider issues.
2018 marks 100 years since some women, and all men, could vote. Find out how you can join in
Sign up for the Your Parliament newsletter to find out how you can get involved
Take a tour of Parliament and enjoy a delicious afternoon tea by the River Thames
See some of the sights you’ll encounter on a tour of Parliament
Book a school visit, classroom workshop or teacher-training session
Access videos, worksheets, lesson plans and games
Key business and ceremonial events - both regular and occasional - punctuate the parliamentary year.
A State visit is often marked by a speech given to Members of both Houses of Parliament by the visiting head of State or Government.
A Parliament is the period of parliamentary time bewteen one general election and the next. Each Parliament is usually divided into five parliamentary years called 'sessions', beginning and ending in the spring.
The State Opening marks the beginning of the parliamentary session. The monarch formally opens Parliament, delivering an outline of the Government's proposed policies and legislation for the coming session in the Queen's Speech.
The end of a parliamentary session is known as prorogation: the period between the end of a session of Parliament and the State Opening of Parliament that begins the next session.
During times when Parliament is not sitting, the Government can ask for the House of Commons to be recalled. The House of Lords is usually recalled at the same time.
Dating back to the Middle Ages, a service at Westminster Abbey, and a reception at the Houses of Parliament, heralds the start of the legal year
The formal occasion in which a coffin is placed on view to allow the public to pay their respects to the deceased, usually takes place at the Houses of Parliament in Westminster Hall.
The origins of Parliament go back to the 13th century, so there are many rules, customs and traditions that help explain its workings.
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In my last post I introduced a number of present-day sayings and described their origins. I took items from a book called ‘Red Herrings and White Elephants - The Origins of the phrases we use every day.’
Judging by the number of hits on my blog these seemed to generate interest so here are a few more from that same book. I must acknowledge the author Albert Jack and his book published in 2004 (ISBN 1-84358-129-9) and hope he will forgive my use of extracts.
The White Elephant in the title originates from Siam (now Thailand) where the King was said to own all white elephants since they were rare and highly prized. It was strictly forbidden to ride them, put them to work or misuse them and they had to be kept well-housed, fed and watered. It was thus an expensive possession since you couldn't do anything with it. It is said that if anyone displeased the King he would give them a White Elephant, thus condemning them to a life of expense and trouble. Today a building (for example) is said to be a White Elephant if, despite the cost to build and maintain, it is of no use at all.
Pushed from Pillar to Post. Means to be hassled by others and generally to have one’s life made a misery. It comes from a time when criminals and wrong-doers would be taken to the Pillory (the Stocks) and then to the Whipping Post. This has become Pillar to Post.
To be Under the Weather. An old nautical term; when sailors were unwell and unable to function properly they were sent below decks (sheltered from (under) the weather) to recover.
Bob’s Your Uncle. In the 1886 Arthur Balfour was promoted to Secretary of State for Ireland even though he was considered to be singularly unsuitable for the job. When it became known that he was the nephew of the Prime Minister Robert Gascoyne-Cecil it was said that if Robert was your uncle a deed was as good as done.
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New Species of Vertebrates and Plants in the Amazon 2014-2015, details 381 new species that were discovered over 24 months, including 216 plants, 93 fish, 32 amphibians, 20 mammals (2 of which are fossils), 19 reptiles and 1 bird.
The latest 2014-2015 survey indicates the highest rate of discovery yet, with a species identified every 1.9 days. The average number of new species found in the Amazon in WWF's 1999-2009 report was 111 a year, or one new species every three days, while the 2010-2013 report revealed that at least 441 were discovered, which works out at a rate of one new species every 3.3 days.
A great enigma
Ricardo Mello, coordinator of WWF-Brazil Amazon Programme, says that life within this biome is still a great enigma: "We're in 2017, verifying the existence of new species and even though resources are scarce, we are seeing an immense variety and richness of biodiversity. This is a signal that we still have much to learn about the Amazon".
Mello also states that the new findings should compel decision-makers, both public and private, to think about the irreversible impacts caused by large-scale projects such as roads and hydroelectric dams in the Amazon.
"This biodiversity needs to be known and protected. Studies indicate that the greatest economic potential of a region such as the Amazon is the inclusion of biodiversity in the technological solutions of a new development model, including development of cures for diseases, relying on new species for food purposes, such as superfoods. "
The report comes the week after Brazil's government passed a decree allowing mining in the National Reserve of Copper and Associates (Renca), a huge protected area the size of Switzerland which encompasses nine protected areas. Opening protected areas of the forest up for deforestation and mining, could be disastrous for wildlife and local cultures and indigenous communities. While the decree has since been revised to clarify that mining will not be allowed in conservation or indigenous areas within the former reserve, following national and global outcry, challenges persist for the world's largest tropical forest.
For João Valsecchi do Amaral, technical and scientific director at the Mamirauá Institute for Sustainable Development, the new knowledge brought by this report will help to identify areas or species that are reeling under pressures, to monitor this biodiversity and establish new strategies of conservation.
"For the conservation of species, it is necessary to know what they are, how many there are and their distribution. These are key details to ensure that ecological and evolutionary processes are understood and maintained to ensure the species survival," he explained.
The creation of protected areas is among the strategies cited in the report to lessen the negative impact of the development that the Amazon is and will continue to be subject to.
The description of new species and the dissemination of scientific results can help raise public awareness and understanding on the importance of the Amazon and the need for greater and more comprehensive knowledge of its biodiversity. They can also form the basis for strategies related to the establishment of protected areas and public conservation policies.
Due to its vast size, variety of species and diversity of habitats, the gaps in scientific knowledge about the Amazon are still enormous. The majority of species recordings are based on observations and collections made along the main rivers, near big cities and in the few protected areas most frequently studied. As a result, new studies on the Amazon's biodiversity, particularly those conducted in the forest's most remote areas, continue to reveal large numbers of species that are as yet unknown to science – and humanity.
New species discovered
As well as recording the new species of vertebrates and plants discovered in the Amazon between January 2014 and December 2015, the report also includes an update on species identified in a previous 2010- 2013 report.
The report, which consolidates the findings from a number of different researchers, highlights some of the most fascinating finds, including:
- A new species of pink river dolphin (Inia Araguaiaensis) - Estimated to have a population of around 1,000 individuals, the species is under threat from the construction of hydroelectric dams, and industrial, agricultural and cattle ranching activities. Pink river dolphins are an important part of the local culture around the Amazon, with a number of myths and legends around them.
- Fire-tailed titi monkey (Plecturocebus miltoni) – This striking monkey from the southern Amazon owes its name to its long bright orange tail. The species is under threat from deforestation.
- A bird that pays tribute to the Brazilian rubber tapper (Zimmerius chicomendesi) – Discovered after its unknown call attracted attention, this bird's name - Chico's Tyrannulet - is a tribute to the rubber tapper and environmentalist Francisco Alves Mendes Filho. Better-known as Chico Mendes, he was a leader of the rubber tapping communities, and played a key role in opening the world's eyes to the problems faced by the Amazon.
- A bird named after former US President Barack Obama and found in a huge area between Brazil, Peru, and Ecuador (Nystalus obamai);
- Another bird named after the famous anthropologist and explorer Marechal Cândido Rondon, found in the South of Amazonas (Hypocnemis rondoni);
- A stingray which has "honeycombs" on its surface, registered in Rondônia, in the region of Alto Madeira (Potamotrygon limai);
- A bird found at the south of Amazonas, in the Sucunduri region, where WWF-Brazil maintains conservation projects (Tolmomyias sucunduri).
The Amazon contains nearly a third of the earth's remaining tropical rainforests and, despite covering only around 1 per cent of the planet's surface, it is estimated to be home to 10 per cent of the earth's known species. Globally, it is estimated that 80 per cent of species are yet to be identified.
The current rate of human-related extinction of species is between 1,000 and 10,000 times that of the natural rate of extinction. Knowing the total number of species in the region provides a baseline to monitor current and future biodiversity losses. The discovery of new species is important for environmental and natural resource management, and can guide the establishment of protected areas to safeguard wildlife and the communities that depend on these resources.
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Cities are the engines generating our nation's wealth. Parks help grow local economies, increase property values, and attract businesses, workforces, and private capital that make metropolitan areas competitive in today’s global economy.
Advocating for Parks
The Mayors for Parks Coalition advocates for permanent reauthorization and full funding of the Land and Water Conservation Fund (LWCF).
The Land and Water Conservation Fund is one of the most effective funding programs supporting parks today. LWCF is funded through revenues from offshore oil and gas drilling royalties, a portion of which is matched by state and local contributions – increasing the return on investment without using federal tax dollars. LWCF funds leverage private investment, spur economic development and tourism, and provide close-to-home recreational opportunities.
Over the last decade American cities have experienced a renaissance in which people are increasingly choosing to live in the urban core. It is critical for cities to continue to be able to invest in places such as parks, trails and other safe, accessible outdoor areas to create healthy neighborhoods for new and long-term residents. The LWCF is a smart investment that will help communities achieve this goal.
As champions for parks and open space, we know the critical role that parks play in improving the health and vitality of our nation’s urban areas. Parks support public health, workforce development, the economy, the environment, education, and community cohesion. They are critical to creating sustainable, livable and vibrant cities. LWCF funding is an essential resource for cities as they seek to develop new or revitalize existing urban parks, green spaces, and recreation opportunities
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Critical thinking is an important element of a Marygrove education, listed among our hallmarks, our General Education curricular emphases, and our Urban Leadership principles. But what does ‘critical thinking’ mean? Type ‘critical thinking’ into an internet search engine and you’ll find so many principles, practices, and models that you may get the impression ‘critical thinking’ doesn’t mean much of anything in particular.
That impression, however, would be a mistake. There is—and has been, for over thirty years–an ongoing interdisciplinary, international tradition of qualitative and quantitative research not just into what critical thinking is, but into how to teach it. In this workshop, we will discuss what critical thinking is from the perspective of this informed body of research. We will also draw on what this research has to say about best practices for teaching rigorous critical thinking in order to learn strategies for our classrooms here at Marygrove.
• Attendees will leave the workshop with a more complete understanding of what critical thinking is.
• Attendees will leave with strategies in hand for incorporating critical thinking into their classrooms.
Date: Friday, November 15, 2013
Time: 12 -2 PM
Location: Denk Chapman
Facilitator: Steven Patterson, Ph.D., (Assoc. Prof. in Philosophy; Chair, Division of Letters; member, Association for Informal Logic and Critical Thinking). Lunch will be provided and seats are limited to 20 participants. Advance registration is required.
To reserve your seat, please call or email Don Levin, Dean of Faculty, at extension 1205 or by e-mail: email@example.com by Thursday, November 14.
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The Buddha said, “As this story shows, it is common for beings to fight among themselves over trivial misunderstandings, hurting and even killing each other.” He continued with another story. (The Buddha, Jataka)
This comment interprets an allegory about a lion who thought a tree was discriminating against him and, to punish the tree, he bit into it. The lion drew that inference because, while he was sleeping under the tree, a dead branch fell onto him.
However, branches just fall off trees from time to time and it is bad luck if it happens to be me that receives the blow. The tree was only being itself with no malicious intent – offering cool shade to weary travellers and animals; and fruit for the hungry – no matter who they were.
In the Buddha’s story, the argument between the lion and the tree escalates into greater distress for both, all because the lion interpreted an accident as a deliberate act.
In the next allegory, the Buddha tells us about a rabbit who is sitting under a horse chestnut tree contemplating the question as to what to do if the world starts falling apart. As he was engrossed in this way, a chestnut fell from the tree into some bushes behind him, making a sharp clatter. As you might expect, the rabbit’s gloomy and fearful musing about the world falling apart was sparked into reality by the loud noise. So he started running.
It was not long before other animals who saw a terrified running rabbit heading their way were alarmed and asked what the problem was. The rabbit shouted that he was running because the world behind him was falling apart. Soon hundreds of startled and frightened animals were running with him across the plain. However, speaking of himself in a previous life, the Buddha tells us of a lion who saw this melee, and brought the crowd of animals to a halt with his loud roar.
Rightly deciding that the rabbit was the leader of the fleeing multitude, the lion asked why they were running in such terror. The rabbit replied that the world was falling apart. Indeed, on further inquiry from the lion, the rabbit kept insisting that he was correct.
The lion asked the rabbit to lead him back to the where he had been when he was so struck with fear. Once back under the horse chestnut tree, the lion carefully examined the situation, and thought about it for a while. Soon, he was able to reassure the crowd that the cause of the problem was nothing but a falling chestnut. The Buddha concluded his account with the following caution:
If the lion had not taught them, countless animals would have kept on running until they had driven themselves into the sea and drowned. O leaders, one must have clear and sound understanding at all times. It must also be remembered that because of some small misunderstanding, tens of thousands can be agitated and in the end all can be led to their doom. (The Buddha, Jataka)
Like the lion in this story, Shinran Shonin went back to the sources.
In Shinran’s case it was to uncover the basis of the teaching of ‘the nembutsu selected in the Primal Vow’, which he received from his teacher, Honen Shonin. Rather than just accepting what was popular at the time, Shinran reflected carefully on the deep significance of the way laid down by Shakyamuni Buddha and the Pure Land masters. Only then did he reveal the true teaching of the Pure Land way.
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The Great Gatsby is a novel that discusses many issues around money in American society. A direct link to this is Daisy and Tom Buchanan, characters who represent the old money upper class. Throughout the story their true personality appears. The Buchanans’ are centered around wealth to the point that their relationship is built on money and class. In F. Scott Fitzgerald’s The Great Gatsby the characters of Tom and Daisy Buchanan convey the theme that when the foundation for a relationship is money in place of love the outcome is a hollow marriage.
In F. Scott Fitzgerald’s novel, “The Great Gatsby,” Daisy Buchanan struggles to free herself from the power of both Tom Buchanan and Jay Gatsby, whom both use their wealth and high standings as a way to dictate power over and impress others. Fitzgerald purposely develops Daisy as selfish and “money hungry” character when she chooses Tom, a rich man, over Gatsby, a poor man (who she was in love with), which establishes her desire for power that she never achieves.
Characters throughout The Great Gatsby present themselves with mysterious and questionable morals. Affairs, dishonest morals, criminal professions, weak boundaries and hypocritical views are all examples of immorality portrayed in The Great Gatsby. In F. Scott Fitzgerald's The Great Gatsby, lies and mischief fill the lives of many and significantly damage numerous relationships.
Firstly, being selfless and accommodating to others needs and wants is not something that the society in this time period can be proud of. Daisy, Tom and Gatsby develop the trait of selfishness in many ways throughout the novel. Daisy Buchanan is a wealthy woman who lives in the East egg and is married to Tom Buchanan. Tom, Daisy, Gatsby, Jordan and Nick all go to town when Tom and Gatsby break into an argument because Tom finds out that Gatsby and Daisy are having an affair. Gatsby tells Tom the truth about Daisy and himself because Tom bombards him with questions when he says, “’She never loves you, do you hear?’ he cried. ‘She only married you because I was poor and she was tired of waiting for me, it was a terrible mistake, but in her heart
Golden blonde hair falls on the cheeks of a pure face. A woman so accustomed to money and privilege, yet a hole in her heart prevents her from happiness. Meanwhile, sweat of poverty covers the skin of one who only has eyes for a man already wed to another. Betwixt them all is a dark haired, athletic woman who cares only for her own well-being. All three of these beauties walk down paths as different as lead is from gold, yet their similarities are uncanny. Through use of comparison between Daisy Buchanan, Myrtle Wilson, and Jordan Baker, F. Scott Fitzgerald’s message about women and feminine power is that having a man deprives the women of their power, ranking higher in social standards deepens the wound of selfishness, and being deceptive
Myrtle and Daisy had chased both love and money, at different point in their life. For both of them, it is their ambition and dreams that they seek to fulfill themselves with. Regardless of their backgrounds, they remain the same in their wants towards something they don’t have, or in Daisy’s case, choosing what they want over everything else, regardless of how much they already have of it. Myrtle had married Wilson, not for the money he had owned, as he did not own any, but simply because she “thought that he was a gentleman”. However, Myrtle’s ambition was money, because when Wilson neither produced riches nor at the very least, gave her the love initially wanted, she turned to Tom to receive them both. Myrtle was a “gold-digger”, but she also believed that he would genuinely love her and pick her over Daisy, even though Tom gave no indication of doing so. Like Daisy, breathed out wealth, Myrtle had breathed out vitality and sensuality, hoping for Tom to chose her as his love and for him to give her riches and luxury.
“Social oppression is a concept that describes a relationship of dominance and subordination between categories of people in which one benefits from the systematic abuse, exploitation, and injustice directed toward the other.” This quote, stated by Ashley Crossman on Thoughtco, perfectly describes what oppression is especially from a feminist point of view. As Britannica stated, Feminism is “the belief in the social, economic, and political equality of the sexes.” In The Great Gatsby, by F. Scott Fitzgerald, there are many relationships. However, none of them are based on love and in most of the relationship, the women are also being oppressed. They are either oppressed physically, socially, psychologically, or politically, in some way or another.
Corruption is shown in those who commit adultery. In the novel, true love is corrupted by money. Tom doesn't get upset when he hints Daisy is cheating on him with Gatsby because he knows Daisy is someone he owns and controls with his wealth. In The Great Gatsby, Fitzgerald implies, "She's not leaving me!" Tom's words suddenly leaned down over Gatsby. "Certainly not for a common swindler who'd have to steal the ring he put on her finger" (Fitzgerald 133). Tom knows Daisy will choose comfort and security of money over real love. Daisy views Gatsby as her past without tom. Gatsby's wealth was always a dream while Tom's wealth was always reality. Daisy being with Tom will secure her a spot in the famous and respected "old money" society whereas her being with Gatsby she will be surround by people like him with "new money" who wants to be accepted by those with "old money". Just like Daisy, Myrtle chooses money over love. She cheats on her husband George with Tom. Myrtle was a woman from the lower class who desired to be a part of the higher class. Tom spoiled Myrtle and gave her the lifestyle she always wanted. She belittles her husband and talk bad about him because he is not at the top of the social ladder where Tom is. She married George thinking he would be wealthy and powerful and his money would place her on the top of the social ladder allowing her to be
In the novel, The Great Gatsby, Fitzgerald portrays many themes; however, the most significant one revealed throughout the novel is the American Dream is not achievable through accepted, conventional methods, but by sacrificing moral integrity and values. To embody the American Dream one must have money, power, love and a happy family. Myrtle, Daisy and Gatsby's obsession with the American Dream in F. Scott Fitzgerald's, The Great Gatsby, have all been corrupted and destroyed by trying to lead in this dream, therefore, causing them to lead themselves to their own failures.
The author explains that Gatsby did all in his effort to get better for Daisy, but ended up dying in the midst of it. The author depicts this by stating, “Furthermore, his success obviously doesn’t last – he still pines for Daisy and loses everything in his attempt to get her back” (Wulick). The author also brings in the idea of George and Myrtle Wilson trying to achieve the American Dream. It is mentioned that George wants a better life just as much as Myrtle does. However, Myrtle seeks a better life through Tom and having him buy her materials. He bought her a dog, and even expensive accessories for the dog. The author believes George’s escape to a better life, is through his business and work (Wulick). He wants to have people come to his shop so that he makes money, but he never really succeeded. In the article is goes on to note, “Both are disempowered due to the lack of money at their own disposal” (Wulick). This meaning that neither George or Myrtle have any status because they don’t have the most brilliant ideas of achieving the American Dream and escaping their own personal problems with
The American dream stands as a symbol for hope, prosperity, and happiness. But F. Scott Fitzgerald 's The Great Gatsby, examines the American dream from a different perspective, one that sheds light on those who contort these principles to their own selfish fantasies. Fitzgerald renders Jay Gatsby as a man who takes the Dream too far, and becomes unable to distinguish his false life of riches from reality. This 'unique ' American novel describes how humanity 's insatiable desires for wealth and power subvert the idyllic principles of the American vision.
Within The Great Gatsby, Fitzgerald presented Myrtle as a character who was unaffected by true love and craved extreme wealth. Many people like Myrtle in the 1920s felt having lots of money meant being able to live a luxurious and happy lifestyle. They refused to accept the idea of a simplistic lifestyle and always anticipated more. Fitzgerald’s writing revealed more than Myrtle constantly insulting her husband’s situation. He exposed the corruption of the “new” American Dream and the relationships it destroyed as a
Throughout the novel The Great Gatsby by F Scotts Fitzgerald love and money motivates every character. They all had made decisions based on love and money, no matter the consequences, no matter if it was good or bad they still made those decisions through the love they had for someone and their desire for money.
The desire for a luxurious life is what gets Myrtle into having an affair with Tom Buchanan. Her immoral decision harms her marriage with George, which leads to her loss of happiness and dreams of a rich life. Myrtle is full of life and dreams, perfect for a
Due to the lack of a loving relationship, the Buchanans cheat on each other constantly without care. Tom has an affair with Myrtle Wilson, who is engaged to George Wilson. Daisy forgives Tom for doing so because of his affluence: “Once in a while I go off on a spree and make a fool of myself, but I always come back, and in my heart I love her all the time." (Fitzgerald 251-252). Daisy was a trophy wife; Tom did not truly love her, for he is married to her because of her beauty. If Tom did love her, then he would not repeatedly cheat on her with Myrtle. On the other hand, Daisy doesn 't love Tom either. She is only married to Tom for the life he can provide for her. He supplies her with a fancy, snobby life: “They had spent a year in France for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together” (Fitzgerald 17).This explains the Buchanans’ lifestyle because polo is a sport for those who have enough money to play it, and Tom can take Daisy wherever she wants to go. Daisy doesn 't love Tom because she is in love with Gatsby. Daisy and Gatsby had been in love a few years before, but when Gatsby left to fight in World War one Daisy married Tom. Gatsby came back from the war with all intentions to get her back. He made money illegally and bought a house across the bay from her to try to win her back. He also threw lavish parties in hopes to reel her into his house to show her how much money he had: “It is all a
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Ban Krok Luk
It is highly desired for primary school students in Thailand to be able to communicate with foreigners. By allowing these students to be exposed to a different culture and language, it can help to build confidence with speaking English, especially for students in rural areas. The students start to overcome their shyness and get used to interacting with people from other countries. The continuation of this project is essential for the students’ improvement and success.
Volunteers are expected to work as English teachers in primary schools. They can prepare the lessons by themselves or with the help of the local school teacher. Volunteers will also organize games and cultural exchange activities for the kids.
Duration of the project: 1 to 12 months. The project is running from June to September and from November to February.
- Housing Available
- Language/Cultural Support Available
- International Volunteers
How To Apply
Enrollment and other similar volunteer projects: http://cadip.org
USA: 646-657-2900; 617-841-0400; 310-882-7400
Canada: 416-943-4900; 514-316-8500; 604-628-7400
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History 430: Theory and Practice
From the late 1800's continuing through the middle of the 20th century, the tri-state area was a hotbed for the mining industries of materials such as led, zinc, and quarts. Mining camps and boomstowns seemed to pop us over night, and the rust to strike it big seemed to spread faster than wildfire. Through all of this it seemed one of the concerns that least weighed on anyone's minds was concern over the health and general well being of the miners themselves. Diseases such as silicosis and tuberculosis were seen frequently in the miners and often spread to their families. After discovering that this was a rampant problem, I began researching the topic of healthcare around the turn of the 20th century in the tri-state mining camps because I wanted to find out what was being done to protect the miners health and improve their conditions so I could help others understand how the disease was being treated and how future occurrences were being prevented.
Pittman, Kara, "Labor and Health in the Tri-State Mining Area at the Turn of the 20th Century" (2010). Theory and Practice: Hist 430. 32.
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York TUC has recently donated their old banner to the Peoples History Museum’s archive in Manchester. The museum is well known for its extensive collection of trade union banners and may be put on display in the near future.
The Trades Council was founded in 1890 against a backdrop of significant developments in British trade unionism. With the introduction of new technologies in the workplace, the skilled craft professions who had previously dominated the movement were in decline. As a result, unions began to recruit unskilled workers to their ranks which created dramatic increases in their membership. Throughout this period there was also an expansion of Trades Councils across the country – with 120 in existence by 1907. The role of the Trades Councils was to harness the energies of local Trade Unions and influence municipal politics. This period is generally referred to as the period of “New Unionism” which was coined by the Fabian Socialists Sydney and Beatrice Webb.
In the years since its formation, York TUC has been at the heart of many local campaigns and disputes. The banner which was recently donated has certainly found itself at the heart of our community. Created by the council for a total cost of £9 in 1975 it has found itself in iconic campaigns such as “coal not dole”, “no to private contractors” and more recently the UCU pay disputes.
With a question mark been placed over the future of the council in March 2012, it has reemerged with a renewed spark of energy. York TUC found itself at the heart of the national campaign “A Future that Works” in 2012 and has continued to provide a voice for working people in the local community. Though the council finds itself against a different political backdrop then years previous, its history remains prominent as we build a politics for the future.
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For over 5,000 years, the people of Africa, Middle East and India have practiced the beautiful and mysterious art of painting on the body with preparations using the henna plant. This artform is called henna art and sometimes referred to as Mehndi, in India.
The henna plant is thought to come from Egypt where it was called Egyptian Privet. Later henna was brought to India as a state gift from the Egyptians. Queen Mumtaz who ruled in the 1600’s was the first Indian queen to be decorated with henna. Today, it is common to find artists practicing their henna crafts outside the Taj Mahal, which was built to honor Queen Mumtaz. Traces of henna have been found on mummies from 1200 BC. It is also known that Pharoahs hands and feet were first dipped in henna prior to mummification.
Traditionally, henna and the Mehndi artform is an important part of wedding ceremonies. The hands and feet of the bride are decorated by professional henna artists, called Hannaya or Naqasha in Morocco. The intricate and beautiful designs cover her hands and feet in a lacy manner. It is common belief that henna brings good luck. Ornementing the bride’s hands and feet with henna is believed to bring love, health, prosperity, safety in childbirth, protection from harmful spirits and assure happiness in death as well.
Henna tattooing is the hottest trend to come from the East. Its popularity exploded in 1998 in New York city, and is fast becoming the most sought after, fascinating beauty creations in North America. Many celebrities have been proud to show their henna tattoos in public, on the big screen, and in music videos.
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Cardiovascular disease, also known as heart disease, affects two to four times more people living with diabetes than it does people without the condition.
In recent years, the medical community has gained significant insight into what causes heart disease, how it’s related to diabetes, and how to help prevent it. Unless you’re fully up to date on the latest research, you may not be aware of what it means to live with diabetes and heart disease.
Read on to learn what is fact and what is fiction about heart disease and diabetes.
Myth: People with heart disease should avoid exerting themselves
Staying active is always a good idea unless your doctor tells you otherwise. For many people who are living with diabetes and heart disease, a sedentary lifestyle can lead to complications such as blood clots, heart attack, and stroke.
Participating in moderate physical activities like walking and dancing will help to improve your circulation and strengthen the muscles in your heart. It will also encourage a sense of general healthiness and well-being. If you’re living with diabetes and heart disease, go out and get moving!
Myth: Only overweight people get diabetes
While being overweight or obese does increase your chances of getting diabetes, it’s far from the only risk factor. Things like genetics, age, and family history all play an important role as well.
The majority of overweight people won’t develop diabetes, and many people with type 2 diabetes are of average weight. No matter how much you weigh, you should consider having your doctor test your blood pressure and cholesterol on a regular basis.
Fact: Heart disease affects men and women equally
For years, it was thought that heart disease affected more men than women. However, has shown that it’s now the leading cause of death in women as well. Due to the long-standing idea that women aren’t as susceptible, heart disease in women is still often overlooked and undertreated.
Common factors like high blood pressure, high cholesterol, inactivity, obesity, and smoking are the same for both women and men, so everyone should be taking every step possible to lower their risk. Eat healthy, stay active, manage your stress, and don’t smoke.
Fact: You can still get heart disease if you’re taking diabetes medication
Although taking medication for your diabetes will help lower your blood sugar levels, it doesn’t guarantee you won’t develop heart disease.
Diabetes medications help prevent complications related to smaller blood vessels, like kidney disease and neuropathy, but they have less impact on large blood vessels.
Even if you’re taking medication for diabetes, it’s important that you make an effort to lower your blood pressure and cholesterol through healthy eating and exercise.
Myth: If your family has a history of heart disease, there’s nothing you can do to prevent it
You do have a higher risk of developing heart disease if it runs in your family, but that doesn’t mean there’s nothing you can do about it. Talk to your doctor about creating a plan of action for maintaining a healthy heart. Some things to include are:
- setting goals for your diet and workout routine
- keeping a journal of your progress
- monitoring your blood sugar and blood pressure
- finding methods to manage your stress
- cutting out unhealthy activities like smoking and excessive drinking
By taking these steps, you can significantly reduce your risk of developing heart disease, regardless of your family history.
Now that you’ve sorted some of the facts from the myths regarding diabetes and heart disease, it’s time to take action. Make healthy choices, stay active, and keep in regular contact with your healthcare team.
By being proactive about managing your diabetes, you’ll make great strides toward preventing heart disease.
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There is a growing wave of acceptance that current tobacco control policies as prescribed by the World Health Organisation (WHO) are not achieving their intended outcomes as the levels of smoking have not declined significantly. This realisation is slowly prompting a rethink from various countries on their tobacco control policies and strategies.
Countries such as the United Kingdom and Japan have long adopted the harm reduction approach to tobacco control. This approach has seen both countries reduce their smoking rates by promoting scientifically proven less harmful alternatives to adults who wish to find alternative ways to ingest nicotine. The United States has also adopted a more permissive stance towards Electronic Vapour Products (EVPs) and has thus far resisted calls for them to be banned outright. This was following the E-cigarette, or Vaping, product use Associated Lung Injury (EVALI) outbreak in 2019, which was later found to have been the result of illicit vaping products from a certain manufacturer. Recently, the government of Uruguay reversed the ban on the importation and sales of heated tobacco products and EVPs and noted the role the products can play a role in reducing the impact of smoking.
In South Africa, the Department of Health (DoH) has stubbornly stuck to its outdated view on the dangers of EVPs. The DoH still contends that vaping is as dangerous to people’s health as smoking. This is despite the overwhelming scientific evidence, which has proved that vaping is significantly less harmful than smoking. Public Health England recently released its updated study on vaping, which reiterated its initial finding that vaping is 95% less harmful than smoking. An updated Cochrane evidence published in the Cochrane Library found that EVPs containing nicotine could increase the number of people who stop smoking compared to nicotine replacement therapies. These are some of the plethora of studies and evidence reviews that support the adoption of EVPs as part of tobacco harm reduction strategies.
The DoH in South Africa seems, however, intent on implementing tobacco control measures that have been proven not to have worked and are not cognisant of global developments, especially on vaping. The proposed Control of Tobacco Products and Electronic Nicotine Delivery Systems (COTPENDS) Bill seeks to introduce more stringent smoking and vaping regulations. Some of the proposed measures include plain packaging; no public place smoking or vaping; graphic health warnings on packs to name a few. The proposed measures are not based on any practical and factual evidence when coming to EVPs. It is on that basis that the vaping industry has implored the Department of Health to have vaping regulated separately from tobacco based on the fact that the two are not the same and vaping has been proven to be less harmful than smoking. South Africa is renowned for its progressive policies and the same should be true of its tobacco control policies, which should be based on scientific evidence rather than ideology and disdain for smokers and vapers.
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Mental Illness in Young Adult Literature
Exploring Real Struggles through Fictional Characters
Mental illness affects approximately one in five American teens, and according to recent surveys, one quarter of young adult literature features characters with mental or psychological disorders.
||6 1/8x9 1/4
||Children's and Young Adult Collection Management/Acquisition and Collection Development Guides
||Children's and Young Adult Services/People with Disabilities
This book explores how mental illness is portrayed in 21st-century young adult fiction and how selected works can help teachers, librarians, and mental health professionals to more effectively address the needs of students combating mental illness.
Mental Illness in Young Adult Literature: Exploring Real Struggles through Fictional Characters highlights American young adult literature published since the year 2000 that features characters grappling with mental illness. Chapters focus on mental disorders identified by the most recent Diagnostic and Statistical Manual of Mental Disorders (DSM-5), including anxiety, depression, bipolar disorder, schizophrenia, ADHD, and OCD.
Each chapter begins with a description of a mental illness that includes its prevalence, demographic trends, symptoms, related disorders, and treatment options before examining a selection of young adult texts in depth. Analysis of the texts explores how a mental illness manifests for a particular character, how that character perceives him- or herself and is perceived by others, and what treatment or support he or she receives. The connections between mental illness and race, ethnicity, gender, sexuality, and identity are examined, and relevant research from education, psychology, and adolescent health is thoroughly integrated. Each chapter also provides a list of additional readings. An appendix offers strategies for integrating young adult literature into health curricula and other programs.
- Offers extensive analysis of contemporary young adult fiction featuring youth with mental illness to help school and youth services librarians make informed collection development and readers' advisory decisions
- Examines the symptoms and warning signs of mental illness in adolescents in addition to how various disorders are diagnosed and treated
- Offers strategies for teachers and librarians to integrate quality texts into middle and high school curricula and into community initiatives aimed at confronting the stigma associated with mental illness
- Follows a standardized chapter format that makes it easy for readers to learn about the books and the mental illnesses they highlight
- Provides an extended list of resources at the end of each chapter that includes additional young adult fiction and nonfiction as well as adult fiction texts
- Author Info
"Mental Illness in Young Adult Literature is an excellent overview of common mental health struggles that many readers begin to face in their teen years and a solid introduction to the literature that addresses those same struggles. The clear structure of the book makes it easy to reference for any specific needs an information professional might have, but the narrative flow enables a smooth cover-to-cover read as well. Overall, Richmond's work provides an invaluable resource for teachers and librarians striving to understand and support the teens they work with."
"Highly recommended... should be added to every public library's professional collection and should be required reading for every public service librarian. The book can also serve as a resource for reading and discussion groups."
"Richmond has created an essential guide that will serve educators, counsellors, parents, caregivers, and youth workers well as they assist adolescents struggling with mental illness."
"Richmond's thorough and sensitive scholarship ultimately reaffirms hope: it argues, convincingly, that adolescents with mental illnesses are not alone in the world. YA novels, as always, can help them find themselves."
- Look Inside
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Before dawn creeps over the horizon, a woman wakes to the distant sound of fighting. She turns over to watch her two daughters sleeping peacefully on their small bed. For a moment, life seems serene and unshaken. Her husband was killed in the fighting and she was forced to flee her home country of Syria. Displaced, confused and without a steady income she fights daily for survival. Each day, she fearfully walks with her girls to the market to buy food rations. The likelihood of them being attacked or sexually assaulted is high. Aside from this morning stroll, the majority of their day is spent in their small shelter on the outskirts of town.
Violence is around every corner.
According to the United Nations, 9 million people have been displaced by the war in Syria that began nearly four years ago. Two-thirds of those affected are women and children. Women and girls face daily threats of poverty, disease, sexual assault, forced marriage and getting caught in the physical crossfire.
The above story represents life for many women and young girls still living in Syria and refugees living in the countries of Jordan, Turkey and Lebanon. Women are often assaulted by their male counterparts in factories, restaurants and refugee camps. Young girls are forced into early or temporary marriages. Extreme poverty continues to force women and girls into prostitution. Cultural and social stigmas prevent women and girls from speaking out against sexual and gender based violence. The harsh realities for women and girls are difficult to imagine.
Hope is a distant memory as women and girls suffer in silence.
When will the violence end?
This is a question asked by Syrian activists Hiba Sawan and Rania Kisar at the recent Women in the World Summit. Hiba is a young Syrian girl determined to bring hope to women and children in Syria. Last year, she experienced violence firsthand when her village was attacked by a chemical weapon. Now more determined than ever, Hiba speaks out to raise awareness and encourage others to champion the plight of women and children in her home country.
Rania Kisar, founder of the Syrian Women’s Revolution Committee, is working to create change in this war torn country through education. Together, Hiba and Rania are a part of a number of Syrian women who are standing up for their rights and seeking change. In the face of many untold stories of women and girls who suffer in silence, the courage of these two women inspires me.
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Rampant opioid injection: 'A ticking time bomb' that puts all Americans at risk for disease
Here are some quick facts - benefits and dangers - on using medication to battle drug addiction. Beth Warren/Courier-Journal/USA TODAY Network
ATLANTA — First came the opioid epidemic. Then, a wave of drug-fueled infections.
Now, after years of quietly spreading across the nation, diseases like hepatitis and HIV are prompting action by a critical mass of top doctors, health officials and policymakers.
Such infections were among the many issues tackled at the recent National Rx Drug Abuse & Heroin Summit in Atlanta. Experts said disease threatens not only drug users but the entire population, hitting especially hard in Kentucky, Indiana and other rural states awash in addiction.
“If you don’t do anything, it’s a ticking time bomb,” said Dr. Nora Volkow, director of the National Institute on Drug Abuse. “I think we can contain it, but we need to move rapidly.”
The fight is being waged on several fronts: Lawmakers at the state and national levels are introducing legislation. Federal health officials are issuing guidance on detecting and responding to outbreaks. And doctors are calling for more disease testing, treatment and education, as well as preventive measures such as needle exchanges.
The stakes are high – and getting higher.
With more people shooting up, new hepatitis C infections reported to the U.S. Centers for Disease Control and Prevention tripled over five years, from 850 in 2010 to 2,436 in 2015 – and officials acknowledge the insidious liver disease is vastly under-reported. Hep C kills 20,000 Americans each year, more than any other infectious disease reported to CDC.
Drug-fueled HIV is also on the rise after a decade-long decline, with more than 3,400 infections diagnosed among IV drug users in 2016. The largest outbreak ever to hit rural America struck Scott County, Indiana, in 2015, ultimately infecting 230 people. The epicenter was the struggling city of Austin, which has a population of 4,200 and an HIV rate comparable to many countries in Africa.
“Indiana was the wake-up call for the nation,” said Dr. Anne Schuchat, CDC’s principal deputy director.
Since then, the CDC has identified 220 counties as vulnerable to similar outbreaks. Kentucky had the most – 54 – as well as the nation’s highest rate of acute hep C infections from 2008 to 2015, with 1,089 cases.
Lesser-known diseases linked to shooting up are also rising in Kentucky and elsewhere, including hep A, hep B and endocarditis, an infection of the inner lining of the heart chambers and valves.
Drug-fueled infections are “a big issue for the nation,” said U.S. Surgeon General Jerome Adams, formerly Indiana's health commissioner.
“There are so many parts to this opioid epidemic,'' Adams said. "The infectious disease consequences of it we’re going to be dealing with for the next several decades.”
Dr. Alice Thornton, project director of the Bluegrass Care Clinic in Lexington, deals with those consequences every day.
She treats about 1,600 HIV patients from 63 Kentucky counties and has seen the number of drug-fueled cases rise from negligible several years ago to around 10 percent this year. Not far from her clinic, the Northern Kentucky Health Department is investigating a cluster of HIV cases where 20 of 43 victims reported shooting up.
Meanwhile, hep C has been raging among IV drug users for years.
“We do have an epidemic,” said Thornton, an internal medicine and infectious disease physician. “The hep C part is already here.”
Even babies are affected. Courier Journal recently reported that one in 56 Kentucky births from 2014 to 2016 were to moms with a history of hep C, and those births more than quadrupled between 2010 and 2016, from 260 to 1,057 a year. The national rate has also risen steeply, from one in 536 in 2011 to one in 308 in 2014.
Thornton said much of rural America has all the ingredients for addiction and related infections to spread.
“Unfortunately," she said, "infection and poverty, lack of education, lack of jobs and lack of access to care all go together no matter what part of the world you’re in."
But Dr. Eli Capilouto, president of the University of Kentucky, said there's reason to be hopeful.
“There are public health interventions that can interrupt these infections” plaguing the state, Capilouto said, including “smart needle exchanges.”
Thornton pointed out that 33 Kentucky counties have approved programs where drug users can exchange dirty syringes for clean ones. She said Congress took an important, bipartisan step a couple of years ago by effectively lifting a long-standing ban on federal funding for needle exchange programs. Though federal funds still can’t be used for the syringes themselves, the money can go toward staff, vans, substance abuse counseling and referrals to treatment.
Volkow said vulnerable communities often have threadbare medical infrastructure, “and federal money is needed to provide support for these communities.”
Adams agreed, adding that it’s important to treat people for their addictions and their infections but also to improve “overall health and wellness in the community.”
“Out of this tragedy, if we can use the opioid epidemic as an opportunity to have these larger conversations,” he said, “we’ll not only overcome the opioid epidemic, but we’ll be able to create healthier communities across the board moving forward.”
Volkow said doctors must be more aware of the need to screen for and treat drug-fueled infections. Treating disease and addiction not only heals individuals but also prevents them from infecting others through needle-sharing, sex or exposure to blood. That way, Volkow said, “you also contain the epidemic.”
But there are roadblocks. Medicaid rules in some states require people to have significant liver damage before the plans will cover an expensive medication that can cure hep C. Until recently this was the case in Kentucky.
Action from the top
As more communities struggle with drug-fueled infections, federal agencies and lawmakers are increasingly stepping in.
Schuchat pointed to recent CDC guidance for state and local health departments on detecting, tracking and responding to outbreaks.
Legislation introduced last month in Congress, called the “Eliminating Opioid-Related Infectious Diseases Act,” would increase funding to fight hep B and C and HIV. Pending companion bills call for better tracking and reporting the diseases; identifying and offering testing to IV drug users at risk of infection; and educating the public. They authorize $40 million per year from 2019 through 2023 for these efforts.
U.S. Rep. Hal Rogers, R-Kentucky, said it’s also important to attack the root of these infections: drug abuse. He said the 2018 Consolidated Appropriations Act, signed by President Donald Trump last month, allocates nearly $10 billion to combat drug abuse.
State lawmakers are also passing legislation to tackle the infection threat. The Kentucky General Assembly recently approved a requirement that all pregnant women be tested for hep C and recommended testing for babies born to hep C-positive moms. And Tennessee lawmakers provided more money to help track hepatitis – although dealing with it remains a challenge.
“There’s a lot more disease burden than we have resources to address,” said Tennessee Department of Health Commissioner Dr. John Dreyzehner.
Doctors said it's crucial to find those resources. Though medicines can be costly – reaching $100,000 for a hep C cure, for example – a liver transplant down the line could cost up to $800,000. And doctors said the human cost is much higher.
Thornton said she’d love to see a program for hep C patients similar to the federal Ryan White HIV/AIDS program, which provides medical care and other support for uninsured and under-insured people with HIV, reaching more than half of those diagnosed with the disease.
Doctors said they expect more solutions to emerge as people become more aware of drug-fueled infections and realize the dangers of the opioid epidemic reach far beyond the addicted.
“This is something we have to be more and more concerned about,” Dreyzehner said. “This is a risk for everybody.”
Laura Ungar: 502-582-7190; email@example.com; Twitter: @laura_ungar; Support strong local journalism by subscribing today: www.courier-journal.com/laurau.
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HRSM Program Interventions
The Human Rights Support Mechanism is a project of the PROGRESS consortium, which provides technical assistance and support to partners and beneficiaries in developing countries around the world to protect and promote human rights.
Rapid Response Interventions
Rapid response interventions respond to “action-forcing events” with the goal of countering, preventing, or minimizing human rights abuses and restrictions on operating environments for human rights defenders.
An “action-forcing event” is broadly defined as a development in a country that is likely to trigger a human rights crisis in the absence of external intervention. Interventions can also respond to rapidly evolving political contexts where timely interventions could have a lasting impact on the enabling environment for human rights in the country. HRSM is also responding to a wide range of COVID-related human rights concerns using RR funding.
RR interventions are focused, targeting support for local partners with a time frame of about six months and a budget of around $150,000. For example, an election is often an “action forcing event” and in the period around the October 2017 presidential election in Kenya, Freedom House provided a rapid response grant to Kenya’s National Commission on Human Rights to support them in monitoring, documenting, and reporting on human rights violations, engaging with government institutions to ensure accountability, and contributing to the protection of civic space.
In the context of COVID, HRSM is giving priority to rapid response activities addressing gender-based and domestic violence; human rights violations, discrimination and hate speech against vulnerable populations; migrant and internally displaced populations; disinformation and lack of information affecting vulnerable populations; security sector abuses; and support to indigenous peoples’ organizations.
With HRSM, USAID Missions and Bureaus can develop Associate Awards to fund programs that fit within HRSM objectives and are tailored to a Mission or Bureau’s long-term strategy. The HRSM mechanism enables Missions to issue agreements quickly to trusted partners. When the award is issued, HRSM implementers are directly accountable to the USAID Mission or Bureau that issues the award. The following are some examples of the kind of work that USAID and HRSM do around the world:
Through the Stronger Institutional Guarantees for Human Rights Protection Project in Armenia, ABA ROLI helped empower the Armenia Office of the Human Rights Defenders (OHRD) to serve as an effective liaison between right-holders and duty-bearers. ABA ROLI built the capacity of the OHRD to be more effective in the protection of human rights abuses. The program promoted and enforced anti-discrimination policies and practices while strengthening the capacity of the human rights protection community and the OHRD to effectively deliver early warning, monitoring, prevention and reporting of human rights cases.
The Human Rights Protection in Honduras project is a Freedom House-led initiative to assist national efforts to promote a culture of respect for human rights in Honduras. Project activities strengthen the government’s ability to implement a Protection Mechanism to effectively defend and bolster fundamental freedoms, as well as enhance the ability of civil society and HRDs to hold the Honduran government accountable. The project was created to address specific needs on the ground identified through an in-depth Freedom House assessment of the human rights protection sector, as well as through other recommendations made by international organizations.
Strengthening the Capacity of Indigenous Organizations in the Amazon (SCIOA) is a project implemented by PACT and ABA ROLI. It works to strengthen the capacity of indigenous people’s organizations (IPOs) in the Amazon region to manage financial resources and improve their ability to take ownership of their own development planning and priorities. PACT is building the capacity of IPOs to apply and access international funding to more effectively advocate for indigenous peoples’ governance of significant infrastructure and extractive activities in the Amazon; ensure that indigenous peoples’ rights to free and informed consent are respected; and mitigate the negative environmental, social, and economic impacts of these development projects.
Promoting Civic Education and Participation in South Africa Project is a Freedom House project to strengthen the ability of CSOs and community-based organizations (CBOs) to more effectively conduct civic education activities in their communities. Freedom House is specifically assisting CSOs and CBOs with engaging citizens in the political process and engaging with their local and national representatives. The project is also increasing the use of tactics and approaches that citizens can use to hold the government accountable.
Through the Data Driven Advocacy (DDA) project, Freedom House and PACT are working to improve and sustain the ability of Tanzanian rights-focused civil society organizations (CSO) to advocate for, and influence policy on, human rights issues through better data and information. DDA mentors and provides technical assistance to CSOs in data collection, evidence-based advocacy and digital and physical protection. It also supports CSOs to build or strengthen platforms for coordination with diverse stakeholders. DDA has provided CSOs in an increasingly challenging civic context with the necessary resources and mentorship to better engage with the government and contribute to a more inclusive, data-driven, and human rights-focused policymaking process.
This program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of PROGRESS and do not necessarily reflect the views of USAID or the United States Government.
More Freedom House Programs
Dignity for All: LGBTI Assistance Program
The Dignity for All program provides emergency funds, support, and security assistance to human rights defenders and organizations under threat or attack due to their work for LGBTI human rights.
Lifeline Emergency Assistance Program
Freedom House administers several funds which offer emergency assistance to organizations and individuals around the world who are under threat because of their human rights work.
Sub-Saharan Africa Programs
Freedom House partners with civil society and human rights defenders throughout Sub-Saharan Africa to advance respect for human rights, strengthen democratic governance, and fortify just rule of law.
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Skynet 2A [Marconi]
The Skynet 2 satellites were built by Marconi Space and Defence Systems with assistance from Philco-Ford. They were spin-stablised and massed 240 kg. Skynet 2 used two communications channels, one at 20 MHz and the other at 2 MHz.
Skynet 2A was lost in an unsuccessful launch attempt in January, 1974. However, the spin-stabilized, 240 kg Skynet 2B was successfully orbited in November, 1974. Remarkably, Skynet 2B was still operating 20 years after it was launched.
|Type / Application:||Military communication|
|Contractors:||Marconi Space and Defence Systems|
|Power:||Solar cells (body mounted), batteries|
|Mass:||243 kg (219 kg BOL)|
|Skynet 2A||1974-002A||19.01.1974||CC LC-17B||P||Delta-2313|
|Skynet 2B||1974-094A||23.11.1974||CC LC-17B||Delta-2313|
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Coloured as an ethnicity and racial demographic is intertwined in the creation of the South Africa we have today. Yet often, Coloured communities are disdained as people with no clear heritage or culture — ‘not being black enough or white enough.’
Coloured challenges this notion and presents a different angle to that narrative.
It delves into the history of Coloured people as descendants of indigenous Africans and a people whose identity was shaped by colonisation, slavery, and the racial political hierarchy it created.
Although rooted in a difficult history, this book is also about the culture that Coloured communities have created for themselves through food, music, and shared lived experiences in communities such as Eldorado Park, Eersterus, and Wentworth. Coloured culture is an act of defiance and resilience.
Coloured is a reflection on, and celebration of Coloured identities as lived experiences. It is a call to Coloured communities to reclaim their identity and an invitation to understand the history and place of Coloured people in the making of South Africa’s future.
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https://www.jonathanball.co.za/component/virtuemart/coloured
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100381.14/warc/CC-MAIN-20231202073445-20231202103445-00516.warc.gz
|
en
| 0.977144
| 219
| 3.421875
| 3
|
Utilize this Direct vs. Indirect Quotes Worksheet to learn how to recognize direct and indirect quotes. Ensure proper punctuation in all the exercises by adding any punctuation necessary surrounding each quote.
For each of the following exercises, identify if each sentence uses a direct quotation or an indirect quotation, and add correct punctuation when needed.
My roommate said she needed some sleep.
He told me he studied authentic Italian cooking at Casa Ombuto in the Tuscan countryside.
The twins, Molly and Max, asked at the same, Mom when can we go to the park?
The tour guide announced the bus would depart promptly at noon.
I became a doctor said Leigh because I wanted to help people.
Suzanne Collins read an excerpt from her book The Hunger Games; then she answered the audience’s questions.
Bart exclaimed I did nothing wrong as they locked him in the prison cell.
Chrissy told Pat to meet her at the park for lunch.
Download the music onto a CD said Cheryl we can listen to it while we head for the coast.
Agnes smiled and raised her hand because she knew the correct answer.
|
<urn:uuid:0c726f58-1607-49eb-8df1-b73fb5f8e5bf>
|
CC-MAIN-2016-18
|
http://www.write.com/writing-guides/general-writing/punctuation/direct-versus-indirect-quotations/direct-vs-indirect-quotes-worksheet/
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860116886.38/warc/CC-MAIN-20160428161516-00009-ip-10-239-7-51.ec2.internal.warc.gz
|
en
| 0.954865
| 241
| 3
| 3
|
This post is mostly for personal reference because I have to keep looking up how to use the
tar utility. Here, I’ll cover what tar files are and how to read and write them. The name “
tar” is short for Tape ARchive. The
tar utility is used to write a set of files and/or directories to a single file that can be easily transported and then un-tar-ed.
Often you will see
.tgz files. These are simply
tar files that have been compressed using
gzip. Below, we will demonstrate how to read and write regular and compressed
You can unpack
tar files using the
tar -xvf file.tar
-xvf flag means extract, verbosely the following file. If the tar file has been compressed, use the follwing,
tar -xvzf file.tgz
-z flag is short for zipped.
In these commands, the
-x flag is replaced with a
-c flag, for compress. Here, we specify the name of the
tar file we would like to create, and then list the files we would like to archive.
tar -cvf file.tar file0 file1
We have several options for compressing the archive, we may either use the
-z flag mentioned above,
tar -cvzf file.tgz
Alternatively, we can
tar the archive almost like normal and pipe the output to the
tar -cvf - file0 file1 file2 | gzip > file.tar.gz
For more information, check out https://kb.iu.edu/d/acfi.
|
<urn:uuid:0bbeb212-9497-4413-aa1b-e1658d531523>
|
CC-MAIN-2020-24
|
http://connor-johnson.com/2014/12/10/working-with-tar-files/
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348509972.80/warc/CC-MAIN-20200606031557-20200606061557-00045.warc.gz
|
en
| 0.828879
| 352
| 3.25
| 3
|
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