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Thursday, August 18, 2011
Carnegie Mellon Scientists Discover How Molecular Motors Go into "Energy Save Mode"The transport system inside living cells is a well-oiled machine with tiny protein motors hauling chromosomes, neurotransmitters and other vital cargo around the cell. These molecular motors are responsible for a variety of critical transport jobs, but they are not always on the go. They can put themselves into "energy save mode" to conserve cellular fuel and, as a consequence, control what gets moved around the cell, and when.
A new study by Carnegie Mellon biochemists, published in the Aug. 12 issue of Science, describes how the motors fold in on themselves, or save energy, when their transport services aren't required. According to the researchers, the solution to this molecular puzzle provides new insight into how molecular motor proteins are regulated, and may open new avenues for the treatment of various neurodegenerative diseases, such as Alzheimer's and Huntington's.
For more: http://www.cmu.edu/news/stories/archives/2011/august/aug11_molecularmotors.html | <urn:uuid:56a4587f-1af6-437b-92ee-d83f50661313> | CC-MAIN-2015-06 | http://www.cmu.edu/piper/briefs/2011/august/aug-18/molecular-motors.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422121934081.85/warc/CC-MAIN-20150124175214-00212-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.92011 | 229 | 3.375 | 3 |
Every now and then there appears in the literature a name associated with a definite type of fracture because of the latter's frequent occurrence in a certain type of injury. Among these are the "crank" fracture of the lower end of the forearm due to the "back kick" of the crank, the "bumper" fracture of the upper end of the tibia and the "dashboard" fracture of the acetabulum.
In two years' observation of the fractures occurring among the parachute jumpers or "paratroopers" in training at Fort Benning, Ga., it has been noted that a substantial number of the jumpers sustain fracture of the posterior articular margin or "posterior lip" of the tibia (fig. 1). Fracture of this type occurring alone constitutes about 12 per cent of the total number of fractures (272). At least another 4 per cent consist of fracture of the posterior lip of the tibia associated with | <urn:uuid:616a0a4a-7565-4b59-bf29-1c228224d4da> | CC-MAIN-2015-48 | http://archsurg.jamanetwork.com/article.aspx?articleid=546302 | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398461390.54/warc/CC-MAIN-20151124205421-00106-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.896349 | 192 | 2.765625 | 3 |
Until not long ago, two-way communication was thought to be an exclusively human trait. But a new study shows just flawed this idea was, reporting that many animals from elephants to mosquitoes employ turn-taking behavior when communication among themselves. The findings might one day help scientists pinpoint the origin of human speech.
An international team of researchers reviewed the current scientific literature on animal communication. From the hundreds of studies that they analyzed spanning over 50 years of research, the authors found that the orderly exchange of communicative signals is far more common in the animal kingdom than anyone thought.
The challenge lied in piecing together all the fragmented information from all the various studies published thus far, whether the focus was on the chirps of birds or the whistles of dolphins. But once this task was complete, the researchers were impressed to learn about how complex animal communication really is.
Take timing, for instance, which is a key feature of communicative turn-taking in both humans and non-human animals. In some species of songbird, the latency between notes produced by two different birds is less than 50 milliseconds. On the other end of the spectrum, sperm whales exchange sequences of clicks with a gap of about two seconds between turns. We, humans, lie somewhere in the middle, producing utterances with gaps of around 200 milliseconds between turns.
Interestingly, us humans aren't the only species that consider it rude to interrupt. The researchers found that both black-capped chickadees and European starlings practiced so-called "overlap avoidance" during turn-taking communication. If an overlap occurred, individuals would go silent or flew away, a sign that overlapping may be seen as an unacceptable violation of the social rules of turn-taking.
Although temporal coordination in animal communication has attracted interest over several decades, no clear picture has yet emerged as to why individuals exchange signals, the researchers wrote.
It's quite likely that this turn-taking behavior underlies the evolution of human speech so a more systematic cross-species examination could render striking results. The authors even offer a framework that might enable such a comparison.
"The ultimate goal of the framework is to facilitate large-scale, systematic cross-species comparisons," Dr. Kobin Kendrick, from the University of York's Department of Language and Linguistic Science and one of the authors of the new study, said in a statement.
"Such a framework will allow researchers to trace the evolutionary history of this remarkable turn-taking behavior and address longstanding questions about the origins of human language."
The team included researchers from the Universities of York and Sheffield, the Max Planck Institute for Evolutionary Anthropology in Germany, and the Max Planck Institute for Psycholinguistics in the Netherlands.
"We came together because we all believe strongly that these fields can benefit from each other, and we hope that this paper drives more cross-talk between human and animal turn-taking research in the future," said Dr. Sonja Vernes, from the Max Planck Institute for Psycholinguistics.
Scientific reference: Taking turns: Bridging the gap between human and animal communication, Proceedings of the Royal Society B. | <urn:uuid:6f2bbbcb-64c2-495c-a5a9-cc83caf36717> | CC-MAIN-2023-40 | https://www.zmescience.com/science/news-science/animals-turn-taking-4324032/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510734.55/warc/CC-MAIN-20231001005750-20231001035750-00355.warc.gz | en | 0.938329 | 639 | 3.875 | 4 |
High Intensity Discharge (HID) lighting technology replaces the filament of the light bulb with a capsule of gas. The light is emitted from an arc discharge between two closely spaced electrodes hermetically sealed inside a small quartz glass tubular envelope capsule. To operate, they require ballasts, which supply proper voltage and control current. The amount of light produced is greater than a standard halogen bulb, while consuming less power, and more closely approximating the color temperature of natural daylight. In all High Intensity Discharge lamps, light is produced by passing a current through a metal vapor. Free electrons colliding with an atom in the vapor momentarily knock an electron into a higher orbit of the atom. When the displaced electron falls back to its former level, a quantum of radiation is emitted. The wavelength of radiation depends on the energy zone of the disturbed electron and on the type of metal vapor used in the arc tube. | <urn:uuid:3078a629-130d-4e13-b8f3-b811d0754540> | CC-MAIN-2017-09 | http://www.experts123.com/q/what-does-hid-mean-and-how-does-is-work.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171163.39/warc/CC-MAIN-20170219104611-00020-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.880359 | 185 | 3.875 | 4 |
The ultimate Vi cheat sheet for anyone learning Vi Commands or the Vi editor in general. Keep this guide close by when using the editor and you will learn how to use Vi in no time. Vim commands will be the same as Vi for the most part – Windows however has Gvim which allows some GUI interaction.
I – Inserts text at the beginning of the text line, not the beginning column of the vi screen
a – Appends to the end of the right of the cursor
A – Appends at the end of the current line
o – Begins a new line below the current line
O – Drops the current line and begins a new one in its place
cw – Vi replace a single word from the current cursor position. To replace a whole word, you put the cursor on the the first character of the word.
c$ – replace the current line but doesn’t extend to change the rest of a wrapped sentence on the screen
r – Vi Replace the character under the cursor
R – Replaced the text on the same line until Esc is pressed, but it doesn’t change text on the next line. Instead, it pushes to ahead of the current changes.
x – Deletes a single character under the cursor
X – Deletes a single character before the cursor
dw – Deletes a single word that’s currently under the cursor, from the cursor position onward.
Vi Delete Line
dd – Vi delete line, regardless of the cursors position on the line
D – Deletes all text from the cursor position to the end of the line
dL – Deletes all text from the cursor position to the end of the screen
dG – Deletes all text from the cursor to the EOF
d^ – Deletes all text from the beginning of the line to the cursor
Vi Copy & Paste
Commands for Vi copy & paste:
yy – Vi copy line – copies a line of text to the unnamed buffer
3yy – Copies 3 lines of text to the unnamed buffer
yw – Copies a word (under the cursor) to the unnamed buffer
3yw – Copies 3 words to the unnamed buffer
P – Pastes the contents 0f the unnamed buffer to the right of the cursor
p – Pastes the contents of the unnamed buffer to the left of the cursor
Navigation Within a File
This may confuse you to start with,
H – This is the left arrow; it’s easy to remember because it’s the leftmost key in the four key set
J – Use this for the down arrow; I remember this by thinking of jown instead of down.
K – This is the up arrow; I remember this by thinking of kup for up.
L – Use this for the right arrow; I remember this as L is right, which I always thought sounded dumb, it’s alright on the right side of the keyboard…
Vi Page Down
Ctrl+F – Vi page down – Moves forward a page Ctrl+D – Moves forward half a page
Vi Page Up
Ctrl+B – Vi page up – Moves back a page Ctrl+U – Moves backward a half-page
Named and Unnamed Buffers
“ayy – Pulls a line the named buffer (a), overwriting the current contents
“Ayy – Appends the current line to the buffer
“A3yy – Pulls three lines from the current cursor position and appends the lines to the A buffer
“ap – Pastes the a buffer to the right of the cursor (the case of the buffer letter is meaningless)
How to perform a Vi Search.
N – Vi Search forward
Shift+N – Search Backward
Vi Search and Replace
:s/bob/BOB/ – Replaces the first instance of bob with BOB
:s/bob/BOB/g – Replaces all instances of bob with BOB in that line (note g stands for global)
:%s/bob/BOB/g – Replaces all instances of bob with BOB in that file no matter how many exist or how many changes made to each line
Vi Search for Part of a Word
A fuzzy search allows you to find something that you only know part of, for example if you wanted to find all instances of lines starting with the word “Uber” you would use the following:
To find all instances of the word “ninja” at the end of a line you would use:
In some instances you’ll need to find what’s called a metacharacter. For example, say you wanted to find the instances in a file for the asterisk character (*), because it stands for many characters. You could use something like this:
Another example might be finding the text ninja, with the period being treated only as a period. Otherwise, you’d find ninjas, ninja?, ninja! and so on. To find JUST ninja you would use the following:
Finally, matching a range of characters is handy, such as trying to find all instances of the version number string v2.9. You either have to perform several searches of use something like this:
The square brackets denote a single character, stretching from the first character to the one after the dash. If you wanted instead to find all versions of the word the, including THE, THe and tHE, you would use the following:
Options in Vi
The above code should be placed in the .exrc file which is located in the users home dir.
There are more than 60 options available in vi, to view them all type
To find out about an options status type
:set number – turns on line numbers
:set nonumber – turns the number option off
Advanced Vi commands
How to run external commands in vi:
Say for example you want to run “ls -l” inside of vi as you can’t remember a file name, you would enter:
Pressing enter or command will return you to the vi session. If the output is more than one screen it is piped to the more command.
Joining lines in vi
Back space only works on current lines, so to join lines in vi you need to position the curser in either line and press Shift+J
Split windows in vi
When you are editing a file and want to see a different section of the file or even a different file altogether, you can use the following:
:split – This splits the window horizontally
:vsplit – this splits the file vertically, with the same file on each side
To switch between the windows, hit Ctrl+W
To edit two files in vi at the same time, open the first file and then type:
To set the hight of the split window:
The above will split the top 15 lines of the screen and display the contents of the /blah/file.
To close the split window, take focus by hitting Ctrl+W and then enter :close
Or to close all the other split windows, take focus of the main window and enter:
This will close all other windows apart from your window :p
:w – Vi Save, write the file out to disk
Vi Save & Exit
:q – Vi exit – this will close Vi
:wq – Vi save & exit
: x – Vi exit, and prompts it you want to save on exit.
Shift+ZZ – Alternative way to save and exit Vi
:q! – Exits vi and discards and changes you made
:wq! – Vi Save and exit if you are root and do not have the write bit set for the file you are attempting to write.
Misc / Additional
U – Vi Undo, easy to remember, enter U in command mode to undo the last command.
:+X+! – In command mode this will undo everything you have done since the last disk write.
Ctrl+G – Shows the file name, total number of lines and the current position expressed as a percentage of the total number of lines in the file.
Just about any keystroke or action can be done multiple times by prefixing it with a number.
For example to move the curser to line 5 you would press 5g. To move 12 words to the right you would enter 12W. | <urn:uuid:bde30f04-1895-4f43-8073-56bd0314b45c> | CC-MAIN-2015-32 | https://linuxmoz.com/vi-commands-cheat-sheet/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042982745.46/warc/CC-MAIN-20150728002302-00019-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.873115 | 1,754 | 3.5625 | 4 |
The adorable dog featured in today's puzzle is an West Highland White Terrier, a breed known for its charm and playful nature. Often called Westies, these dogs are small, sturdy and have a big personality. These intelligent and lively companions are renowned for their friendly and sociable demeanor. They thrive on human interaction, making them excellent family pets and loyal companions. Despite their small size, Westies possess a confident and fearless nature, always ready for an adventure or a play session.Image Credit: Daily Jigsaw Puzzles
Frogs live in a variety of environments, ranging from the tropics to subarctic regions. They account for around 88% of extant amphibian species. Adult frogs live in fresh water and on dry land; some species are adapted for living underground or in trees. They come in a variety of colors ranging from well-camouflaged green, brown, and grey to vivid patterns of bright red or yellow and black. Now that you know a bit more about these interesting animals, take a few minutes to relax with today's puzzle and see the frog featured in today's puzzle. Have fun!
In this new puzzle we feature and impressive Cuban crocodile. If you didn't know, the Cuban crocodile can only be found in Cuba's Zapata Swamp and Isla de la Juventud, where it is highly endangered. Its preferred habitat comprises freshwater environments such as marshes and rivers. Its diet consist of fish, arthropods, crustaceans, small mammals, and turtles.
Beagles are popular pets due to their intelligence, size and good temper. The general appearance of the beagle resembles a miniature Foxhound. The eyes are large, hazel or brown, with a mild, hound-like pleading look. There are tricolored and two-color beagle varieties - their coats are usually white with patches of black and/or brown hair.
Another fun and colorful jigsaw puzzle is here! In this new one we feature a family of geese (gaggle). Put the pieces back together and see the two geese and their cute goslings. If you didn't know, geese are monogamous, living in permanent pairs throughout the year. Paired geese are more dominant and feed more, two factors that result in more young.
In today's new puzzle we feature two cute playful puppies. Most dogs are intelligent, curios and playful. When they are young they use their playful behavior to interact with other dogs or animals, to explore their environment and to develop their survival skills - useful when dogs lived in the wild.
The focal point of today's puzzle is a beautiful black crow perched on a blue fence. Known for their high intelligence and problem-solving abilities, black crows have earned a reputation as crafty and resourceful birds. Their adaptability to various environments, coupled with their keen observational skills, has allowed them to thrive in urban landscapes as well as natural habitats. They are social animals, often forming tight-knit family groups and exhibiting complex communication skills.
Today's puzzle feature a variety of plants and animals that live in the ocean. Fish, corals, crustaceans, mollusks and more; they are all part of this intricate illustration of marine life made by James M. Sommerville (the first professor in drawing and painting at the Pennsylvania Academy of the Fine Arts). How many sea creatures can you spot and and name? Give it a try!
In this puzzle we feature a great spotted woodpecker ("Dendrocopos major") perched on the side of a tree. This beautiful woodpecker is native to a wide range of habitats in Europe and Asia. It prefers wooded habitats with mature trees, as it relies on these trees for foraging and nesting. Great spotted woodpeckers engage in tree excavation for both foraging and nesting purposes, as well as employ drumming as a means of communication for contact and territorial signaling. Similar to their fellow woodpeckers, they possess specialized anatomical adaptations that enable them to withstand the physical demands imposed by their rhythmic hammering behavior. The great spotted woodpecker showcases a visually striking plumage, characterized by its black upperparts, stark white underparts, and a distinctive crimson crown in males or a black crown in females, while both sexes feature a notable white facial streak. It's name comes from the small white spots or speckles that can be observed on its wings and back, contrasting with the black plumage.
In this puzzle, you will get to see a playful and inquisitive cat exploring the great outdoors. As you piece together the online jigsaw puzzle game of the cute cat playing in the grass, you'll notice that the playful feline has stumbled upon a colorful pinwheel and is examining it with great curiosity. This is a classic example of a cat's inquisitive nature, as they love to explore new objects and investigate their surroundings. With its delightful imagery and playful spirit, this puzzle is sure to capture your heart and put a smile on your face! Click start and give it a try!
Put the pieces back together, complete today's puzzle and see the two beautiful black horses featured in today's puzzle. Humans began domesticating horses around 4000 BC and still interact with them in a wide variety of activities (sport competitions and recreational pursuits as well as in working activities such as agriculture, entertainment, police work and therapy).
In today's puzzle we feature a curious mule looking out it's paddock on a sunny day. If you didn't know, a mule is the offspring of a male donkey (jack) and a female horse (mare). Mules have short, thick heads, long ears, thin limbs, small, narrow hooves, and short manes. They occur in a variety of configurations, sizes, and colors. Common colors are sorrel, bay, black, and grey.
Didn't find something you like? Don't worry we have thousands of online puzzle games in our gallery for both kids and adults alike. | <urn:uuid:4c3aa9f8-18fd-4398-ac8d-669287f5b039> | CC-MAIN-2023-50 | https://www.dailyjigsawpuzzles.net/animal-jigsaws/cute-west-highland-white-terrier_4236.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100258.29/warc/CC-MAIN-20231130225634-20231201015634-00186.warc.gz | en | 0.951998 | 1,234 | 2.515625 | 3 |
Here's a link to transcript of part of the programme 'Secret's of the Parthenon' which was on PBS. Is it possible that geometric mosaic patterns were set out using some of the ratio's mentioned there? Consider this, to set a geometric floor mosaic you need a team that is able to work stone and with at least one person who understands geometry. What about the builders that put the villa up in the first place? They have the skills and experience so, in some cases it might not be mosaicists arriving to do the floor, the builders just carried on.
Could they then have used certain measurements or ratios that they used in the architecture? This is a study that is marked down for some time in the future as you need to know the ratio's used in architecture. Was there a 'standard' set used in the building of a villa or, if there were specific ones, can these measurements be seen in any of the mosaics at that villa? | <urn:uuid:c30d5829-36f6-4aaa-8825-2b2c63962a38> | CC-MAIN-2019-26 | http://www.romanmosaicworkshops.co.uk/blog/read_118365/geometry-in-mosaics-from-architecture.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998288.34/warc/CC-MAIN-20190616162745-20190616184745-00309.warc.gz | en | 0.973684 | 199 | 2.859375 | 3 |
An architect might be assigned to design parliament houses, museums, or great architectural structures, but not many get or offered the ‘dream project’ to design an entirely new city. Le Corbusier, the greatest architect of the twentieth century was the lucky one to be invited by the Indian Government to design a new capital for the Indian Punjab, since its original capital Lahore had gone to Pakistan after India’s Independence in 1947. Commenting on the birth of the new city, India’s first Prime Minister, Pandit Jawaharlal Nehru said:
‘Let this be a new town,
symbolic of the freedom of India,
unfettered by the tradition of the past…
an expression of the nation’s faith in the future.’
And in the early fifties, India did get an ultramodern city full of architectural marvels such as the grand Secretariat, the imposing High Court, the elegant Assembly Hall, the magnificent University and other educational institutions, sprawling shopping centres, meticulously planned roads, well laid out localities, and gardens set against the serene Shivalik hills. The city that got its name from the goddess Chandika, is a thriving metropolis today, and more than fifty years after Independence, Chandigarh remains India’s first planned city full of tree-lined avenues, parks and gardens free of pollution. Chandigarh welcomes you with all its warmth and love to give you an experience you will never forget. | <urn:uuid:ae28b574-ac0b-44d1-a269-7700f5b38821> | CC-MAIN-2021-17 | https://about.chandigarhcity.info/?amp=1 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039563095.86/warc/CC-MAIN-20210422221531-20210423011531-00047.warc.gz | en | 0.921664 | 313 | 2.53125 | 3 |
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How to write a persuasive essay scribendicom's ebook how to write an essay in five easy steps will provide you with the knowledge and tools you need to. How to write persuasively and how to write a persuasive essay visit our simple order form and get the help you need now order your persuasive essay now. The choice of essay topics can lock writing persuasive essay process, because you do not know how write it so how to select a topic for an essay apart from situation if your teacher formulates definite issues. The academic essay assignment in this unit will be a written, cohesive argument for a specific change in your community or workplace the assignment should take the form of a persuasive essay, in which you will provide reliable evidence from at least four sources to support the argument for change that you are advocating.
Persuasive essay writing help professional help with writing persuasive essays our agency provides paper writing so how do you write this type of essay this is the ability to utilize a logical representation of an argument – to demonstrate that one point of view has more legitimacy than another concept or idea. Do you need help coming up with persuasive essay topics for your essay you've come to the right place check out these 40 persuasive essay topics. Are you trying to learn how to write or teach persuasive essays look no further this page will provide you with all you need about writing persuasive essays. When it comes to essay writing, an in-depth research is a big deal our experienced writers are professional in many fields of knowledge so that they can assist you with virtually any academic task. | <urn:uuid:cb79dc7a-3cf8-412a-99f4-ca2a5aee77e0> | CC-MAIN-2018-30 | http://rjpapernefm.quickrewards.info/what-do-you-need-in-a-persuasive-essay.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591718.31/warc/CC-MAIN-20180720154756-20180720174756-00167.warc.gz | en | 0.943791 | 914 | 2.6875 | 3 |
The water that comes out of your tap is clean, right?
It should be. But in the United States, we can’t afford to keep taking for granted that safe, clean water flows from our taps.
The crisis in Flint, Michigan is the leading edge of a desperate situation for our tap water in communities across the country as our water infrastructure crumbles. That’s why Food & Water Watch has worked with Rep. John Conyers (D-MI) to introduce the WATER Act, one big step to ensure our water’s safety for generations to come.
Our pipes are getting old. Most of the water pipes in our communities were built following World War II, and some are over a century old. Too many are still made of lead. As these aging pipes deteriorate, service interruptions will become more common, and lead and other contaminants will leach into our water, putting the health of entire communities in danger – especially children’s health.
But instead of increasing our funding for water infrastructure to deal with this looming need, the federal government has decreased funding sharply – by 82 percent per capita since 1977, traded away in funding cuts and budget negotiations. That’s just irresponsible, and it’s time for Congress to make sure our declining water systems get the repairs they need.
If the WATER Act passes, it will reverse this trend by providing up to $35 billion in dedicated funding each year to keep our water and sewer systems working. Funded entirely by closing corporate tax loopholes, this bill will secure a significant portion of what we need over the next 20 years to protect our drinking water. It will:
- Support publicly owned and managed water and sewer systems (which on average are more reliable and cost-effective than privately-managed systems) so that no community has to sacrifice their clean water and their residents’ health to budget shortfalls.
- Provide grants to help homeowners replace lead pipes running to their homes, a costly but essential part of keeping everyone’s water free of lead contamination.
- Encourage green infrastructure to capture and treat stormwater and runoff.
- In the process of making all these improvements, create as many as 945,000 jobs.
In addition to providing this much-needed source of funding, the WATER Act would also:
- Require EPA to coordinate a study about: water affordability; discrimination and civil rights violations by water and sewer providers; public participation in water regionalization efforts; and water shutoffs.
- Increase technical assistance to rural and small municipalities and tribal governments.
- Create a new grant program for the repair, replacement or upgrading of septic tanks and drainage fields.
- Limit Drinking Water State Revolving Fund (SRF) funding to publicly owned, operated and managed utilities.
- Create a new grant program to fund public schools’ testing and replacement of drinking water infrastructure due to lead.
- Provide SRF funding for grants to owners of private service lines for replacement of lead service lines.
- Increase funding for grants to tribal governments for drinking water infrastructure.
There’s no time to lose in making this investment in our water. If we ever needed an example of what happens to people and communities when our water infrastructure crumbles, the crisis in Flint has given us a dire one. But Flint is not alone. Experts have called Flint the canary in the coalmine – there are other Flints waiting to happen in communities across the United States.
We can’t let this happen again. Take action to support the WATER Act and protect our water for generations to come. | <urn:uuid:81c9e45d-dfda-42ea-bf4e-92e0dc4fac21> | CC-MAIN-2019-13 | https://www.foodandwaterwatch.org/news/who-will-replace-our-century-old-water-pipes | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202450.64/warc/CC-MAIN-20190320170159-20190320192159-00135.warc.gz | en | 0.947595 | 742 | 3.046875 | 3 |
NotaBene е електронно списание за философски и политически науки. Повече за нас
Abstract: This article tries to answer two questions: first, why are civilization and its main symbol “the city” opposed to Nature in the West, while they are not confronted in the East; and second, in what way does this divergence between the Eastern and the Western cultures develop corresponding to different levels of Western poetry and haiku. The investigation proves that the primary contradiction – anthropocentrism versus cosmocentrism – reveals itself at different levels and raises other contradictions, such as: linguistic code versus pictorial code; metaphor understood in a narrow literary sense versus kigo; personification versus animism.
Key words: poetry, haiku, nature, city, Western culture, Eastern culture.
Abstract: Japanese haiku master Kobayashi Issa (1763-1828) considered beggars, peasants, orphans, and even ethnic minority outcastes, the Ainu, to be worthy subjects in his one-breath sketches: not looked down upon but rather appreciated as human beings. As a male poet acculturated in the male-dominant Japan of his era, did Issa’s penetrating sympathy for fellow creatures extend also to the economically, socially, and—in some cases—physically enslaved women of his time? An examination of his haiku about prostitutes—from the highest class courtesans of the Yoshiwara down to the lowest grade of streetwalker—reveals that, while there are exceptions, for the most part his haiku portraits of prostitutes coax readers toward deeper understanding and compassion.
Key words: poetry, haiku, Kobayashi Issa, haiku portraits of prostitutes.
Abstract: The article is a compendium of the development of modern Haiku. The Shomon School and the Nippon-ha (Japanese School) have been briefly analysed. The paper surveys two lines in the development of haiku after World War II: the Kyoshi-Line, in which the beauty of Nature is described and the Hekigoto-Line, which has added to perception also knowledge. In conclusion it is formulated that a universal nexus between traditional and modern Haiku is the aesthetic category “yugen” – the pure life beyond comprehension, the elegant and timeless beauty, the “ingeniously created ambiguity”.
Key words: history of haiku, traditional haiku (dento), modern haiku (gendai), perception, knowledge
Abstract: The paper examines the history of Italian haiku. It is emphasizes that we live in the era of media, where the uppermost value is communication, and poetry is bound to lose ground and relevance. However the interest in haiku has been increasing recently. Some organizations and projects related to haiku are discussed. A gallery of portraits of Italian haiku poets is presented, including biographies and samples of haiku poems.
Key words: Italian poetry, Italian haiku, Haiku organizations.
Abstract: The text consists of 27 fragments written between 2014 and 2017. These are reflections devoted to the principles of humanities and humanitarian education and the necessary conditions for the development of the scholar. To the end, the focus is particularly on the study of Antiquity and classical education.
The fragments are grouped thematically in seven sections, with the following headings: "Language", "The Gift and Its Enhancement", "The University and Humanities", "The Method", "Free Thought", "Intellectuality and Virtue", "Antiquity and Education".
Key words: humanities, language, education, Antiquity
This article explores one of the most powerful methods, used by totalitarian regimes to control the population. This often involves large-scale of lies, manipulation of the opinion, censorship and various techniques of propaganda. The current text also refers to the modern media tools such as the internet to show ways to counteract manipulation and the fabrication of opinions. As the third level of these reflections is the question of the opposition nature-nurture, nature-law and nevertheless - the difference between human interests and human rights.
Key words: Communication, manipulation of the opinion, social media, propaganda, mindcontrol, censorship, nature, nurture, law, human rights, interests.
The paper reveals in broader lines the influence which Herman Lotze had on young Frege. Several ideas propounded by Lotze and later defended and developed by Frege are into focus: namely, the anti-psychologism, or objectivism, in logic; the context principle; and the broader view of logicism which Lotze maintained in a somewhat weaker version.
Key words: Lotze, Frege, objective content of ideas, logicism
Abstract: The article makes an attempt to analyze the IDEA of the OTHER within the frames of Proto-globalization. The question of how to live in the conditions of uncertainty created by the presence of the Other has become extremely acute in the XVIth century when Europe has faced the unknown "Other" in America, India, China, Africa. This question is also a current, topical issue, because globalization requires an even greater intensity and permanence to continuously live in the company of the Other.
Key words: Oter, Otehrness, proto-globalization
Abstract: The fifth freedom is motivated as a consequence of the information society and the development of mobile communications as an opportunity to remove barriers to the transfer of data in the fields of health, security, banking and transport. This seems entirely in the spirit and direction of European integration. But these 4 spheres have different regulation and concern sectors at different stages of development, with the most sensitive being the civil liberties.
Some European leaders believe that data transfer regulation can help address the issue of controlling new migration.
The introduction of fifth freedom is unlikely to be a solution, but it could ease the control of the processes that are taking place. However, it would be difficult to define the boundary between public information and a personal data base.
Key words: fifth freedom, information policy, migration, personal date base, European union, mobile communications
Abstract: The creditworthy person is the real "hero" of our time, but he isn't a discovery of modernity. In 1905 the father of sociology Max Weber "discovered" the creditworthy individual to be the bearer of the capitalism spirit. "The spirit of capitalism is the creditworthy person," Weber writes in his main work "The Protestant Ethics and the Spirit of Capitalism" and admits that the true measures and characteristics of the spirit of capitalism were set in the 18th century by one of the founding fathers of USA, Benjamin Franklin. Under the conditions of late modernity the creditworthy person again has a fundamental role in our society considered as a risky society in accordance with the definition, given by Urlich Beck in "The Risky Society - On the Way to Another Modernity".
Key words: Max Weber, spirit of capitalism, risky society
Abstract: The paper presents the philosophical implication of the ancient treatises on Daoist sexual practices. The meaning of the concepts of yin and yang as well as of the three kinds of energy are explained in both the theoretical and practical sence. These explanations should serve as an introduction to the translation of Su Nu Jing, one of the most popular scriptures on this topic.
Key words: Daoist sexual practices, yin and yang, qi
Resume: The paper is an exposition of the main ideas of the book The Perfect Matrimony by Samael Aun Weor. According to him life by itself is an amazing experience that is based on unitotal understanding. Within the delicious feeling of sex, man finds his own path to creative comprehension. Sex is the vital function of the Cosmos. Thanks to it, everything lives and breathes. Man and woman gathered together in the solemn copula become divine creatures of indescribable nature. To live is to have universal consciousness. The grand fusion of religion is revealed within the incarnation of Word, which, Weor said, is one hundred percent sexual. Cosmic Christ and Sexual Magic form the basics of all teachings within the whole corners of the entire universe.
Key words: sacred sexuality, sexual regeneration, direct experience of reality, synthesis doctrine, supraconsciousness, sanctity, universal religion
Annotation: In this paper, the basic points of the concepts of Chaos as developed in Old Greece and Old China are compared. The main idea is that in Greek thought Chaos is a term for the cosmological beginning, prior to the order of Cosmos, while in the Chinese thought Chaos is a synonym to the unnamed and undifferentiated Ultimate reality. Therefore, while the Greek concept of Chaos represents the shift from mythological to rational thinking, the Chinese one is connected with ancient mystical practices for achieving this Ultimate reality that could not be grasped within the means of logic.
Key words: Chinese philosophy, comparative philosophy, Chaos
Abstract: The aim of this article is to make a short comparison between the main concepts in the two most popular Eastern philosophies after giving a short description of both. The core conclusion of the work is that the Western perception is finding it extremely difficult to think "outside of the box" and therefore hard to understand the Eastern intentions.
Keywords: East, West, Daoism, Buddhism, Ultimate reality, concept, reason, language, expressing, metaphysic, nature | <urn:uuid:68e9c791-f526-455f-b968-41e898416c27> | CC-MAIN-2018-34 | http://notabene-bg.org/index.php?issue=44 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221217951.76/warc/CC-MAIN-20180821034002-20180821054002-00679.warc.gz | en | 0.93277 | 1,983 | 2.53125 | 3 |
Bachelor of Arts
Department or Program
Greek and Roman Studies
The Minoans left an indelible mark on the Aegean during the height of their power in the Bronze Age. Just north of the coast of Minoan populated Crete sits an island called Thera where a port town, named Akrotiri, has been found that bears remarkable compatibility with Minoan culture. In this paper I explore the potential relationship shared between Crete and Akrotiri and conclude that the site of Akrotiri is representative of a snapshot of assimilation in progress.
Gilburne, Mitchell D., "An Assimilation Cut Short: The Emerging Minoan Thalassocracy of 1628 B.C." (2012). Senior Capstone Projects. 69. | <urn:uuid:f5b58545-e542-42f4-8999-295ddd1d2842> | CC-MAIN-2017-47 | https://digitalwindow.vassar.edu/senior_capstone/69/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805809.59/warc/CC-MAIN-20171119210640-20171119230640-00362.warc.gz | en | 0.877641 | 155 | 2.6875 | 3 |
The future of our planet lies in the hands of our children and when a 13-year old boy, Aidan Dwyer, uncovers the mystery of how trees get enough of sunlight in a crowded forest and applies it to solar energy you know that all is not lost.
On a trek through the forest Aidan, from Long Island, New York, pondered on how all the leaves get enough of sunlight and figured out that trees spiral up using the Fibonacci sequence.
The fractal nature of trees allows each leaf to get sunlight and he pondered on why we don’t use the Fibonacci sequence in the placement of solar panels for us to harness energy from the sun.
So he came up with his little invention to generate the maximum amount of energy using the fractal principals of nature. Aidan explained, “My design is like a tree, but instead of having leaves it has solar panels at the ends (of the branches).”
Check out the video below –
Hope this video inspires more parents to let their children wander through forests and study nature! | <urn:uuid:58dffc60-e33c-4ef3-97e3-ab29e20995e0> | CC-MAIN-2022-40 | https://fractalenlightenment.com/14422/fractals/13-year-old-replicates-fibonacci-sequence-to-harness-solar-power | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335304.71/warc/CC-MAIN-20220929034214-20220929064214-00381.warc.gz | en | 0.925188 | 224 | 3.453125 | 3 |
If your tomato plants are developing yellow or black spots on their leaves, it might be a sign that there's a larger problem at work. And if you don't identify and treat the problem, you might lose your tomato plant---or worse, a whole crop.
Early blight is a fungal infection that produces blackish-brown spots on older tomato leaves. Remove all infected leaves, and plant your tomatoes in a different spot next year---the fungus can continue to live in the soil.
Aphids and Whiteflies
Aphids and whiteflies are common garden pests. Infested plants will have yellowed leaves covered with a sticky substance. Spraying the leaves with a solution of mild, diluted dish soap usually solves the problem.
Named for the fungus that causes it, Fusarium wilt advances up the stem, yellowing foliage and wilting branches as it goes. Remove all infected plants and debris from the garden.
Many tomato varieties are resistant to Fusarium wilt. Check with your nursery to see if they carry Fusarium-resistant cultivars.
Tomato plants need support to keep branches and fruit from trailing on the ground, where they might pick up pests and diseases. Use a stake, cage or trellis to keep your tomato plant upright and healthy.
- Colorado State University Extension: Recognizing Tomato Problems
- Iowa State Extension: Tomato Diseases and Disorders
- You Grow Girl: Start Healthy Tomatoes
tomato plants, tomato diseases, yellow leaves, black leaves, early blight, fusarium wilt
About this Author
Helene Wecker lives and writes in California's sunny East Bay. Her work has appeared in numerous trade magazines, websites, and newspapers including the Chicago Tribune. A professional writer for 14 years, Helene holds a Master's in Creative Writing from Columbia University. | <urn:uuid:17845841-d05a-473f-ab37-51c1059db7b5> | CC-MAIN-2017-04 | http://www.gardenguides.com/134068-yellow-black-leaves-tomato-plants.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279176.20/warc/CC-MAIN-20170116095119-00107-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.920411 | 375 | 3.484375 | 3 |
Do bulls really differ in fertility?
Do bulls really differ in fertility?
by Jeff Stevenson
The author is professor of animal sciences at Kansas State University, Manhattan.
Traditionally, bull fertility is difficult to evaluate in the laboratory, although many attempts have been made to assess differences among bulls. Part of this difficulty exists because sperm are exposed to many varying environments during collection, processing, freezing, storage, and thawing before A.I. breeding actually takes place.
These changes may alter a laboratory test for assessing the inherent fertility of the sperm. In addition, A.I. organizations apply strict culling standards to cull inferior ejaculates and bulls, thus creating less variability in semen samples to which any laboratory measure for fertility is applied. Some bulls have improved fertility when more sperm are packaged per straw, whereas fertility of other bulls does not improve when more sperm are packaged into the breeding unit.
Since the advent and availability of sex-sorted semen and timed-A.I. ovulation control programs, questions have arisen about whether some bulls offer better fertility. The questions focus on when sperm doses are limiting, as is the case in sex-sorted semen or when semen placement may not be ideal for all cows or heifers in a timed-A.I. program. Keep in mind that sex-sorted semen doses are considerably smaller than doses of conventional semen (2 million versus 12 to 30 million sperm per straw).
These questions of bull fertility were examined to some extent in a recent study (Journal of Dairy Science 93:420-425) where the objective was to evaluate the effects of synchronization (timed A.I. versus estrus A.I.) and semen sorting (sex-sorted versus conventional semen) on the fertility of processed semen of A.I. bulls.
One of the concerns addressed in this study was the observation that some bulls may perform better when A.I. bred to females in heat rather than at a timed A.I. Another concern was that some bull semen may not be well suited for sex sorting.
More than 543,000 services in 438 herds were included in the study. Fertility was based on nonreturn rates (larger nonreturn rates are equivalent to greater fertility). Some facts from the study were generally consistent with previous findings:
- Overall decline in fertility of about 2 percent with synchronized versus nonsynchronized services.
- Decline in fertility from first to third or more services was greater in synchronized cows than in nonsynchronized cows.
- Eighty-five percent of the sex-sorted semen was used in heifers and 15 percent in cows.
- Nonreturn rates for heifers were 15 percent greater than in cows.
- Nonreturn rates for females inseminated with conventional, nonsex-sorted semen were 12.7 percent greater than with sex-sorted semen.
Synch versus natural
The greatest variability in fertility is associated with herd effects as also pointed out by this study. Herd effects include many things done at the farm level that may influence pregnancy outcomes, including nutrition, cow comfort, climate, insemination technique, and semen thawing.
When one compares the variation associated with fertility in this study, cow and herd accounted for 25 to 31 times more variation than individual sires used for A.I. breeding. A.I. technician accounted for about the same amount of variation in fertility as individual sires. The results also indicate that some bulls may be more fertile when used in timed-A.I. programs than others.
Bulls were ranked in the study based on their fertility in synchronized versus nonsynchronized situations. About 19 percent of the bulls changed rankings by at least 10 places when their semen was used for synchronized versus nonsynchronized services. Care should be exercised in interpreting rankings of bulls because the relative difference in fertility of all 117 bulls in the study was rather small and ranged from 0.5 to 2.9 percent.
When a large percentage of bulls are within a very narrow range of fertility, as is the case for most A.I. sires where >90 percent are ±3 percent of average, a very small and meaningless change in the fertility deviation of only 0.1 or 0.2 of a percentage point may result in large changes in the rankings.
Using the most recent sire conception rate (SCR) evaluation as an example, a bull that changes from +1.0 to +1.1 would boost his ranking by 40 to 50 positions, but in the big picture his fertility really has not changed.
Sexed versus conventional
Differences in fertility for bulls whose semen was sex-sorted versus conventional ranged from -1.8 to 15.2 percent. Another important point identified by this study was the significant interaction of bull by type of semen inseminated (sex-sorted versus conventional). This interaction explained as much of the variability in fertility as the bull himself but accounted for much less variability in fertility than was accounted for by herd, cow, or A.I. technician.
The author interpreted this interaction to mean that conventional bull fertility evaluations using nonsex-sorted semen may incorrectly rank bulls for their sex-sorted fertility. This information is not likely new to our A.I. organizations but validates some of their present thinking.
The A.I. organizations do their very best to provide dairy producers with the most fertile semen possible from bulls of high-genetic merit. We know that high-fertility bulls generally will rank high in fertility whether their semen is used in females that are inseminated at estrus or at a timed A.I. But some bulls may be better choices for timed-A.I. programs than others. Your A.I. organization can help you in making some of those sire selections.
But remember, bulls that have graduated from young sire programs represent a highly selective percentage of all possible dairy bulls. Only 8 to 12 percent of all young sires meet the standards to become proven sires. Differences in fertility among sires exist but it is rather small compared with all the other things within your sphere of control on the dairy farm to produce the best possible pregnancy outcomes. | <urn:uuid:cfcd2868-bebb-4cc8-ba42-913c2c2b906a> | CC-MAIN-2014-41 | http://www.hoards.com/E_reproduction/REP17?mini=calendar%2F2013-05 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657137046.16/warc/CC-MAIN-20140914011217-00072-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.955264 | 1,275 | 2.671875 | 3 |
"Marine Floras" for the Americas, by Region
This list is an attempt to provide common available identification sources for local floras in the Americas.
West Coast of North America
Abbott, I.A. and G.J. Hollenberg. 1976. Marine Algae of California. Stanford University Press, Stanford, Calif. 827 pp.
- Keys to species and genera of the green, brown, and red algae
- Black-and-white line drawings for each species in the book.
Abbott, I.A. and E.Y. Dawson. 1978. How to Know the Seaweeds. (2nd ed.). Wm. C. Brown Co. Publishers: Dubuque, Iowa. 141 pgs.
- Keys to 175 common genera of benthic marine algae of the United States.
- Back-and-white line drawings.
Dawson, E.Y. and M.S. Foster. 1982. Seashore Plants of California. University of California Press, Berkeley. viii + 226 pp.
- Keys to genera of benthic marine algae.
- Back-and-white line drawings and color photographs.
Gabrielson, P.W., R.F. Scagel and T.B. Widdowson. 1990. Keys to the Benthic Marine Algae and Seagrasses of British Columbia, Southeast Alaska, Washington and Oregon. Phycological Contribution [Dept. of Botany, University of British Columbia, Vancouver.] No. 4: v+187 pp.
Lindstrom , S. C. 1977. An Annotated Bibliography of the Benthic Marine Algae of Alaska. Alaska Department of Fish & Game, Juneau, Alaska, Technical Data Report No. 31, 172 pp.
- records, including geographic distributions and habitats, of algal species reported from Alaska through 1976.
O'Clair, R.M., S. C. Lindstrom, and I.R. Brodo. 1966. Southeast Alaska's Rocky Shores: Seaweeds and Lichens. Plant Press, Auke Bay, Alaska. xii + 151 pp.
- original black and white illustrations and descriptions of about 70 common local seaweeds plus some congenerics.
-includes data on distributions, bathymetry, ecology, and other interesting facts.
Scagel, R.F. 1967. Guide to Common Seaweeds of British Columbia. British Columbia Provincial Museum, Victoria. 330 pp.
- Keys and descriptions for the common species of algae, with black-and-white line drawings.
Scagel, R.F., P.W. Gabrielson, D.J. Garbary, L. Golden, M.W. Hawkes, S.C. Lindstrom, J.C. Oliveira and T.B. Widdowson. 1993. A Synopsis of the Benthic Marine Algae of British Columbia, Southeast Alaska, Washington and Oregon. Phycological Contribution [Dept. of Botany, University of British Columbia, Vancouver.] No. 3: vi + 535 pp.
- Keys and descriptions for the common species of algae.
Waaland, J.R. 1977. Common Seaweeds of the Pacific Coast. Pacific Search Press, Seattle. - Some ecological notes, 16 color photographs as well as black-and-white illustrations.
Mexico, Central and South America
González-González J., M. Gold-Morgan, H. León-Tejera, C. Candelaria, D. León-Álvarez, E. Serviere Zaragoza and D. Fragoso. 1996. Catálogo Onomástico (Nomenclátor) y Bibliografía Indexada de las Algas Bentónicas Marinas de México. Cuadernos del Instituto de Biologia No. 29. Universidad Nacional Autónoma de México, México, D.F. 492 pp.
-Checklist including some black-and-white illustrations (Spanish text).
Hoffmann, A. and B. Santelices. 1997. Flora Marina de Chile Central. Ediciones Universidad Católica de Chile, Santiago. 434 pp.
- Keys and descriptions with black-and-white illustrations of the benthic algae of central Chile.
Santelices, B. 1989. Algas Marinas de Chile: Distribución, Ecología, Utilización, Diversidad. Ediciones Universidad Católica de Chile, Santiago. 399 pp.
- Descriptions (in Spanish) accompanied by colour and black-and-white illustrations for 143 species of benthic marine algae commonly found in Chilean waters.
Caribbean and Florida
Dawes, C.J. 1974. Marine Algae of the West Coast of Florida. University of Miami Press, Coral Gables, Florida. 201 pp.
- Keys, descriptions, black-and-white photographs and illustrations for species of marine algae from north and south of Tampa Bay.
Littler, D. S. and Littler, M. M. 2000. Caribbean Reef Plants: an identification guide to the reef plants of the Caribbean, Bahamas, Florida, and Gulf of Mexico. OffShore Graphics Inc., Washington DC. 542 pp.
- an identification guide to approximately 565 marine algae and seagrasses of the Caribbean Region.
- The 542-page color text is richly illustrated with over 700 underwater photographs and 1,645 line drawings. More than 130 "ecological phenomena" are depicted.
Littler, D.S., M.M. Littler, K.E. Bucher, and J.N. Norris. 1989. Marine Plants of the Caribbean: A Field Guide from Florida to Brazil. Smithsonian Institution Press, Washington, DC. 263 pp.
- Field guide to the common species, including a color photographic plate with each description.
Littler, D.S. and M.M. Littler. 1997. An illustrated marine flora of the Pelican Cays, Belize. Bulletin of the Biological Society of Washington 9:1-149.
- Black-and-white line drawings for each species.
- Comprehensive coverage, with keys.
Taylor, W.R. 1960. Marine Algae of the Eastern Tropical and Subtropical Coasts of the Americas. University of Michigan Press, Ann Arbor. 870 pp.
- Well-illustrated, comprehensive coverage of the warm Atlantic and Caribbean.
Southeastern United States
Humm, H. J. 1979. The Marine Algae of Virginia. University Press of Virginia, Charlottesville. 263 pp.
- Keys, descriptions and illustrations for the flora covered.
Kapraun, D. F. 1980. An illustrated guide to the Benthic Marine Algae of Coastal North Carolina - I. Rhodophyta. University of North Carolina Press, Chapel Hill, N.C. 206 pp.
- Includes keys and species descriptions for the red algae found in North Carolina.
Schneider, C. W. and R.B. Searles. 1991. Seaweeds of the Southeastern United States: Cape Hatteras to Cape Canaveral. Duke University Press, Durham, N.C. 553 pp.
- Well illustrated, black-and-white drawings including keys.
Northeastern United States and Canada
Brunel, J. 1962. Le phytoplancton de la Baie des Chaleurs. Presses de l'Université de Montréal: Montréal. 365 pp.
- Keys and descriptions (in French) for the phytoplankton of Chaleurs Bay in southeastern Quebec. Accompanied by black-and-white photographs made using a light microscope.
Dodd, J.J. 1987. The Illustrated Flora of Illinois: Diatoms. Southern Illinois University: Carbondale. 477 pp.
- Keys, species descriptions, and black-and-white illustrations, with distribution maps (by county).
Prescott, G.W. 1962. Algae of the Western Great Lakes Area (rev. ed.) Wm. C. Brown, Co.: Dubuque, Iowa. 977 pp.
- Keys, descriptions, and black-and-white illustrations.
Sheath, R.G. and M.M. Harlin 1988. Freshwater and Marine Plants of Rhode Island. Kendall Hunt Publ. Company, Dubuque, Iowa. 149 pp.
- Notes, checklists, and black-and-white photographs.
Taylor, W.R. 1957. Marine Algae of the Northeastern Coast of North America, rev. ed. University of Michigan Press, Ann Arbor. 509 pp.
- Illustrated, with descriptions of most species occuring in the area covered.
General Reference Material
Patrick R. and C.W. Reimer. 1966 (vol. 1) & 1975 (vol. 2, part 1). The Diatoms of the United States. Academy of Natural Sciences of Philadelphia, Monographic Series, No. 13. 688 p. (vol. 1) and 213 pp. (vol. 2, part 1).
- Includes keys, species descriptions, and black-and-white illustrations.
Humm, H.J. and S.R. Wicks. 1980. Introduction and Guide to the Marine Bluegreen Algae. John Wiley & Sons, Inc. (Wiley-Interscience): New Youk. 194 pp.
- Introduction to the group with keys, descriptions, and black-and-white illustrations. Species descriptions include synonyms found in other references.
Vinyard, W.C. 1979. Diatoms of North America. Mad River Press: Eureka, California. 120 pp.
- Including black-and-white illustrations.
New Publications of Interest
Littler, D. S. and Littler, M. M. 2003. South Pacific Reef Plants: A Divers' Guide to the Plant Life of South Pacific Coral Reefs. OffShore Graphics Inc., Washington DC. 331 pp.
- an identification guide to approximately 370 marine algae and seagrasses of the South Pacific Region.
- The 331-page color text is richly illustrated with over 440 underwater photographs. More than 70 "ecological phenomena" are depicted.
- Further information, including examples of page layouts, plates etc., available at: http://offshoregraphics.biz/.
[ TOP ] | <urn:uuid:8fe40dab-0d49-45b7-9137-feb815ead0d9> | CC-MAIN-2015-32 | http://botany.si.edu/projects/algae/biblio.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438043062723.96/warc/CC-MAIN-20150728002422-00206-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.686284 | 2,254 | 2.578125 | 3 |
Ackrill, John. 1972. "Aristotle on "Good" and the Categories." In Islamic Philosophy and the Classical Tradition. Essays Presented by His Friends and Pupils to Richard Walzer on
His Seventieth Birthday, edited by Stern, S.M., Hourani, Albert and Brown, Vivian, 17-25. London: Bruno Cassirer.
Allen, Reginald E. 1969. "Individual Properties in Aristotle's Categories." Phronesis.A Journal for Ancient Philosophy no. 14:31-39.
———. 1973. "Substance and Predication in Aristotle's Categories." Phronesis.A Journal for Ancient Philosophy no. 1:362-373.
Supplementary vol. I: Exegesis and argument. Studies in Greek philosophy presented to Gregory Vlastos - Edited by E. N. Lee, A. P. D. Mourelatos, R. M. Rorty - Assen, Van
Annas, Julia. 1974. "Individuals in Aristotle's Categories: Two Queries." Phronesis.A Journal for Ancient Philosophy no. 19:146-152.
"This article criticizes the attempt by Barrington Jones (Phronesis 1972) to apply Aristotle's analysis of 'One' in Metaphysics I to the problem of non-substantial
individuals in the Categories, to use his account to explain the role of paronymy in the Categories. Doubts are raised about interpreting Aristotle to support either claim."
Anton, John Peter. 1957. Aristotle's Theory of Contrariety. London: Routledge & Kegan Paul.
Reprinted 1987 and 2000.
———. 1968. "The Aristotelian Doctrine of 'Homonyma' in the Categories and Its Platonic Antecedents." Journal of the History of Philosophy no. 6:315-326.
Reprinted in: J. P. Anton - Categories and experience. Essays on Aristotelian themes - Oakdale, N.Y., Dowling College Press, 1996, pp. 87-114.
"The doctrine of 'homonyma' formulated in the Categories and found in other early works was seriously debated in ancient times. The earliest detection of 'homonyma' as a
source of ambiguity goes back to Plato. Although he made use of the concepts that figure in later formulations, there is no evidence that he offered a technical view of 'homonyma,' based on their
logical properties. The main portion of this article is given to an examination of the sources in Plato's, Speusippus's, and Aristotle's interpretations of the use and nature of 'homonyma,' and the
place of this doctrine in their philosophies. The author defends the first chapter of the Categories as having theoretical relevance and significance as a counter-Speusippean thesis. This is the
first of two related articles; in its sequel the author discusses the diverse ancient interpretations of Aristotle's doctrine as found in the writings of the Commentators." [see: J. P. Anton -
Ancient interpretations of Aristotle's doctrine of homonyma - Journal of the History of Philosophy, 7, 1969, pp. 1-18]
———. 1968. "The Meaning of ' O Logos Tes Ousias' in Categories 1a." Monist no. 52:252-267.
Reprinted in: J. P. Anton - Categories and experience. Essays on Aristotelian themes - Oakdale, N.Y., Dowling College Press, 1996, pp. 61-85.
———. 1975. "Observations on Aristotle's Theory of Categories." Diotima.Epitheoresis Philosophikes Ereunes no. 3:66-81.
Reprinted in: J. P. Anton - Categories and experience. Essays on Aristotelian themes - Oakdale, N.Y., Dowling College Press, 1996, pp. 153-174.
———. 1992. "On the Meaning of Kategoria in Aristotle's Categories." In Aristotle's Ontology, edited by Preus, Anthony and Anton, John Peter, 3-18. Albany:
State University of New York Press.
Reprinted in: J. P. Anton - Categories and experience. Essays on Aristotelian themes - Oakdale, N.Y., Dowling College Press, 1996, pp. 175-201.
"In a paper written in 1974 and subsequently published in 1975, (1) I argued that the Aristotelian texts, particularly that of the Categories, allow for a parallel yet
distinct interpretation to the traditional and prevalent one that takes the categories to be terms, ultimate classes, types, and concepts. (2) My position there was that the primary use of
kategoria refers to well-formed statements made according to canons and, to be more precise, to fundamental types of predication conforming to rules sustained by the ways of beings.
In trying to decide how Aristotle uses the term kathegoria in the treatise that bears the same name, Categories, (3)provision must be made for the fact that there
is nothing in the text to justify the meanings that ancient commentators and also modern writers assigned to it and that found their way both into translations of Aristotle's works and into the
corpus of established terminology. (4) The present article is written in the hope that it will contribute in some small measure to understanding why certain distinctions in the treatise
Categories should have prevented interpreters from assigning the traditional meaning of "genera of being" to the term category, hence giving it the meaning of "highest predicate"
rather than "fundamental type of predication"."
(1) Anton 1975, 67-81.
(2) The paper published here was presented at the December 28, 1983, meeting of the Society for Ancient Greek Philosophy, Boston, MA.
(3) The title of the treatise was a subject of considerable dispute in antiquity. For a recent survey on this problem see M. Frede 1987b, 11- 28. According to Frede "the question of
authenticity is crucially linked to the question of unity" (12). The problem of the unity covers the relation of the early part of the treatise to the part that discusses the postpredicamenta.
(4) There are many surveys of interpretations concerning the categories. I do not plan to offer another survey, for my main interest lies in the investigation into what we can learn
about the theory of categories in the Categories. Nor am I concerned with reproducing and commenting on the table of enumeration of the "categories" in Aristotle's works. The list can be
readily found in Apelt 1891, conveniently reproduced in Elders 1961, 194-96. One can still raise the question about the intent of the list or lists. If a defense of objections can be made to the
reading that makes the list of "categories" refer to classes of being, then we have an alternative before us, which has not been adequately explored, namely whether the list refers not to classes of
being or classes of predicates, but to the types of statements that pertain to the attribution of genuine features present in the entity named in the subject position. It is the existence of the
concrete individual qua subject that sets the context for the selective lists of relevant types of attribution.
———. 1996. Categories and Experience. Essays on Aristotelian Themes. Oakdale: Dowling College Press.
Table of Contents: 1. Introduction 7; 2. Aristotle's Principle of Contradiction: Its Ontological Foundations and Platonic Antecedents (1972) 35; 3. The Meaning of 0 Logos tes
Ousias in Categories 1a (1968) 61; 4. The Aristotelian Doctrine of Homonyma (1968) 87; 5. Ancient Interpretations of Aristotle's Homonyma (1969) 115; 6. Observations
on Aristotle's Theory of Categories (1975) 153; 7. On the Meaning of Kategoria in Aristotle's Categories (1992) 175; 8. Aristotle's Theory of Categories and Post-Classical
Ontologies (1981) 203; 9. The Unity of Scientific Inquiry: The Scope of Ousia (1989) 215; 10. Revolutions and Reforms (1988) 237; 11. Politeia and Paideia: The Structure of
Constitutions (1988) 249; 12. Aristotle on Justice and Equity (1989) 279; 13. Ideal Values and Cultural Action (1991) 293; 14. Timely Observations on Aristotle's Architectonic of Politike
Techne (1994) 307; Bibliography 325;
Index 333; About the Author 337-338;
Apelt, Otto. 1891. "Die Kategorienlehre Des Aristoteles." In Beiträge Zur Geschichte Der Griechischen Philosophie, 101-216. Leipzig: Teubner.
Reprint of the book: Aalen, Scientia Verlag, 1975
Aubel, Madeleine van. 1963. "Accident, Catégories Et Prédicables Dans L'œuvre D'Aristote." Revue Philosophique de Louvain no. 61:361-401.
Aubenque, Pierre. 1962. Le Problème De L'être Chez Aristote. Éssai Sur La Problématique Aristotélicienne. Paris: Presses Universitaires de France.
———. 1967. "Aristote Et Le Langage." Annales de la Faculté des Lettres d'Aix no. 43:85-105.
Avec une "Note annexe sur les Catégories d'Aristote. Á propos d'une article de M. Benveniste" (pp. 103-105) - Émile Benveniste - Catègories de pensée et catégories de langage
- Études Philosophiques, 4, 1958).
Repris dans: P. Aubenque, Problèmes aristotéliciens. I. Philosophie théorique, Paris: Vrin, 2009, pp. 11-30
Bäck, Allan. 2000. Aristotle's Theory of Predication. Leyden: Brill.
Barnes, Jonathan. 1971. "Homonymy in Aristotle and Speusippus." Classical Quarterly no. 21:65-80.
"1. 'There are important differences between Aristotle's account of homonymy and synonymy on the one hand, and Speusippus' on the other; in particular, Aristotle treated homonymy
and synonymy as properties of things, whereas Speusippus treated them as properties of words. Despite this difference, in certain significant passages Aristotle fell under the influence of Speusippus
and used the words "homonymous" and "synonymous" in their Speusippean senses.'
These sentences are a rough expression of what I shall call the Hambruch thesis. The thesis was advanced by Ernst Hambruch in 1904 in his remarkable monograph on the relation
between Academic and early Aristotelian logic. (*)
Hambruch singled out Topics A 15 as peculiarly Speusippean, and he conjectured that it was based on some written work of Speusippus." p. 65
Ernst Hambruch, Logische Regeln der platonischen Schule in der aristotelischen Topik, Berlin, 1904, pp. 28-29. [Reprinted, with Curt Arpe, Das ti en einai bei
Aristoteles (1938), New York: Arno Press, 1976].
———. 2005. "Les Catégories Et Les Catégories." In Les Catégories Et Leur Histoire, 11-80. Paris: Vrin.
Barthlein, Karl. 1986. "Zur Aristotelischen Kategorienlehre." Philosophische Rundschau no. 33:281-291.
Baumer, Michael R. 1993. "Chasing Aristotle's Categories Down the Tree of Grammar." Journal of Philosophical Research no. 18:341-349.
"This paper addresses the problem of the origin and principle of Aristotle's distinctions among the categories. It explores the possibilities of reformulating and reviving the
'grammatical' theory, generally ascribed first to Trendelenburg. the paper brings two new perspectives to the grammatical theory: that of Aristotle's own theory of syntax and that of contemporary
linguistic syntax and semantics. I put forth a provisional theory of Aristotle's categories in which 1) I propose that the categories sets forth a theory of lexical structure, with the ten categories
emerging as lexical or semantic categories, and 2) I suggest conceptual links, both in Aristotle's writings and in actuality, between these semantic categories and certain grammatical
Belardi, Walter. 1985. "Le Categorie Aristoteliche Tra Grammatica E Linguaggio." In Filosofia Grammatica E Retorica Nel Pensiero Antico, 147-165. Roma: Edizioni
Versione riveduta di: Le categorie aristoteliche e la cultura linguistica dell'epoca, De Homine, 57, 1976 pp. 3-24.
Benveniste, Émile. 1958. "Catégories De Pensée Et Catégories De Langue." Les Études Philosophiques no. 13:419-429.
Reprinted in: É. Benveniste, Problèmes de linguistique générale, Paris: Gallimard, 1966, pp. 63-74; Translated in English by Mary E. Meek as: Problems in general
linguistics, Coral Gables: University of Miami Press, 1971.
Blackwell, Richard J. 1957. "The Methodological Function of the Categories in Aristotle." New Scholasticism no. 31:526-537.
Block, Irving. 1978. "Predication in Aristotle." Philosophical Inquiry no. 1:53-57.
"This article traces briefly the development of Aristotle's thoughts on predication as this progressed from the Categories to the Posterior Analytics with the
Topics coming somewhere in between. In the Categories predication is only of essential attributes and the subject of a predicating statement need not be a substance. In the
Posterior Analytics, predication is the attribution of either essential or accidental attributes and the subject must be a substance, otherwise it is not predication in the true sense. The
Topics represents a half-way house in between as it makes no mention of the predication-inherence distinction of the Categories on the one hand, and on the other gives no
predominance to the notion of substance when discussing the subject of predication, as we find in Posterior Analytics."
Bodéüs, Richard. 1984. "Aux Origines De La Doctrine Aristotélicienne Des Catégories." Revue de Philosophie Ancienne no. 2:121-137.
———. 1995. "Sur L'unité Stylistique Du Texte Des Catégories." In Aristotelica Secunda. Mélanges Offerts a Christian Rutten, edited by Motte, André and Denooz,
Joseph, 141-154. Liège: Université de Liège. Faculté de Philosophie et Lettres.
———. 1996. "En Relisant Le Début Des Catégories. L'expression Logos Tés Ousias." Revue des Études Grecques no. 109:709-718.
———. 1997. "Le Texte Grec Des "Catégories" D'Aristote Et Le Témoignage Du Commentaire De Porphyre." Documenti e Studi sulla Tradizione Filosofica Medievale no.
———. 2005. "La Substance Première Des Catégories À Métaphysique." In La Métaphysique D'Aristote. Perspectives Contemporaines, edited by Narcy, Michel and
Tordesillas, Alonso, 131-144. Paris: Vrin.
Bonelli, Maddalena, and Guadalupe Masi, Francesca, eds. 2011. Studi Sulle Categorie Di Aristotele. Amsterdam: Adolf M. Hakkert.
Bonitz, Hermann. 1853. "Über Die Kategorien Des Aristoteles." Sitzungsberichte der Kaiserlichen Akademie der Wissenschaften no. 10:591-645.
Reprinted Darmstadt, Wissenchaftliche Buch-Gesellschaft, 1967.
Translated in Italian: H. Bonitz - Sulle categorie di Aristotele - Prefazione, introduzione, progettazione e impostazione editoriale di Giovanni Reale. Traduzione del testo
tedesco e indici di Vincenzo Cicero - Milano, Vita e Pensiero, 1995.
Brakas, George. 1988. Aristotle's Concept of the Universal. Hildesheim: Georg Olms.
Contents: Acknowledgments 1; Preface 3; I. Recent Views of Aristotle's Universal 11; II. The Definition of Aristotle's Early Concept of the Universal 17; III. Interpretations of
Aristotle's Doctrine of the Categories in Recent Times 21; IV. A Consideration of the Main Interpretations 31; V. The Categories and the Meaning of 'an Existent' at the Time of the Prior
Analytics 55; VI. Fundamentals of Aristotle's Theory of the Simple Statement at the Timer of the De Interpretatione and Prior Analytics 65; VII. Interpretations of 'Is Said of'
in the Recent Literature 77; VIII. The Senses of 'Is Asserted of' 87; IX. Aristotle's Early, Middle and Late Views of the Universal 97; Selected Bibliography 111-113.
"A few years ago Edward Regis, Jr. pointed to a serious gap in Aristotelian studies:
The centrality of the 'one-many' problem or 'problem of universals' to epistemology and metaphysics is hardly an issue for argument. Questions regarding the metaphysical status of
universals and their relation to individuals, the process of 'concept formation', and the epistemological function of universals in predication are classic ones in philosophy having originated with
Socrates and Plato. In view of the contemporary interest in these problems as well as the numerous studies of other topics treated of by Aristotle, it is a matter for at least initial surprise that
there exists no systematic account of his views on universals. This is partially explicable by the fact that these questions are not dealt with by Aristotle in any single treatise or place in his
works; indeed, texts relevant to these problems are scattered throughout them all, from the Categories to the Poetics, and even the fragments. In addition, many of the texts are, as one might expect,
obscure, and some apparently contradict others. Another factor which might help explain the situation is that there is a traditional, 'orthodox' interpretation of Aristotle's thinking on these
matters, which gives rise to the impression that whatever he has to say on the topic is already known in sufficient detail, has been fully considered, evaluated, and refuted, so that it would be
pointless to pursue the matter further. This impression has little basis in fact. The 'orthodox' interpretation has it that Aristotle is a 'moderate realist', holding that universals exist somehow
'in' individuals. Taken as it stands, this interpretation is worse than unhelpful. It does not tell us what a universal is, just that whatever it is, it exists 'in' things. The truth is that
Aristotle's theory of universals has never been satisfactorily stated by his interpreters...(1)
The following essay attemps to fill this gap in Aristotelian studies partially.(2) As I shall argue, Aristotle's view of the universal went through three phases, and the essay
attemps to give a systematic account of his early concept of it, as well as a brief account of his middle and late views.
To claim that Aristotle's view of the universal went through three stages is to commit oneself to a certain chronology, and I adopt the following in this essay.
(1) The Categories, Topics, Metaphysics Delta, De Interpretatione, and Prior Analytics are early works, and (2) were written in that order. (3) The Parts of
Animals and Metaphysics Z are later than this group, and (4) the Parts of Animals is earlier than Metaphysics Z. Finally, (5) the De Anima and Metaphysics
Lambda and M are later than this second group. These claims, however, are not intended to deny that some parts of the works may have been added later than the chronology adopted here
would allow if interpreted strictly." (pp. 3-4)
(1) 'Aristotle on Universals', Thomist 40 (1976), p. 135.
(2) After this essay was written a small book dealing with universals in Aristotle was brought to my attention: A. C. Lloyd's Form and. Universal in Aristotle (Liverpool:
Francis Cairns, 1981). The main contention of this work is that Aristotle was a conceptualist. This interpretation is stated and criticized later in this essay (see pp. 15-16, 40-41 and 55-63).
Lloyd's book is reviewed by D. K. Modrak in The Journal of the History of Philosophy 21 (October 1983): 559-61.
Brentano, Franz. 1862. Von Der Mannigfachen Bedeutung Des Seienden Nach Aristoteles. Freiburg im Bresgau: Herder.
Reprinted by Georg Olms, Hildesheim, 1960, 1963, 1984.
English translation: F. Brentano - On the several senses of Being in Aristotle - Edited and translated by Rolf George - Berkeley, University of California Press, 1975.
Butler, Travis. 1997. "The Homonymy of Signification in Aristotle." In Aristotle and After, edited by Sorabji, Richard, 117-126. London: Institute of Classical Studies,
University of London.
Calogero, Guido. 1927. I Fondamenti Della Logica Aristotelica. Firenze: Le Monnier.
Second edition with appendixes by Gabriele Giannantoni and Giovanna Sillitti - Firenze, La Nuova Italia, 1968.
Carr, Jeffrey. 2009. Aristotle's Use of 'Genos' in Logic, Philosophy and Science. Bern: Peter Lang.
Carson, Scott. 2000. "Aristotle on Existential Import and Nonreferring Subjects." Synthese no. 124:343-360.
Caujolle-Zaslawsky, Françoise. 1980. "Les Relatifs Dans Les Catégories." In Concepts Et Catégories Dans La Pensée Antique, edited by Aubenque, Pierre, 167-195.
Chen, Chun-Hwan. 1957. "On Aristotle's Two Expressions: Kath' Hypokeimenou Leghesthai and En Hypokoimeno Einai." Phronesis.A Journal for Ancient
Philosophy no. 2:148-159.
Cicero, Vincenzo. 1994. "L'interpretazione Linguistica Delle Categorie Aristoteliche in E. Benveniste." In La Dottrina Delle Categorie in Aristotele, 285-353. Milano: Vita
Code, Alan. 1985. "On the Origins of Some Aristotelian Theses About Predication." In How Things Are. Studies in Predication and the History of Philosophy and Science,
edited by Bogen, James and McGuire, James E., 101-131. Dordrecht: Reidel.
Cohen, S.Marc. 2008. "Kooky Objects Revisited: Aristotle's Ontology." Metaphilosophy no. 39:3-19.
"This is an investigation of Aristotle's conception of accidental compounds (or ''kooky objects,'' as Gareth Matthews has called them) -- entities such as the pale man and the
musical man. I begin with Matthews's pioneering work into kooky objects, and argue that they are not so far removed from our ordinary thinking as is commonly supposed. I go on to assess their utility
in solving some
familiar puzzles involving substitutivity in epistemic contexts, and compare the kooky object approach to more modern approaches involving the notion of referential opacity. I
conclude by proposing that Aristotle provides an implicit role for kooky objects in such metaphysical contexts as the Categories and Metaphysics."
Colin, Bernard, and Rutten, Christian. 1993. Aristote. Categoriae. Index Verborum. Liste De Fréquence. Liège: Centre Informatique de Philosophie et Lettres.
Corkum, Phil. 2009. "Aristotle on Nonsubstantial Individuals." Ancient Philosophy no. 29:289-310.
"Aristotle's concerns, in his Categories, are disjoint from the problem of recurrence of properties, so there is no way to determine, on the basis of the
Categories alone, whether Aristotle was committed to the possibility of recurrence or whether he held that properties are non-recurrent."
Couloubaritsis, Lambros. 1986. " Legomenon Et Katégoroumenon Chez Aristote." In Philosophie Du Langage Et Grammaire Dans L'antiquité, 219-238. Bruxelles: Ousia.
Courtine, Jean-François. 1980. "Note Complémentaire Pour L'histoire Du Vocabulaire De L'être. Les Traductions Latines D' Ousía Et La Compréhension Romano-Stoïcienne De
L'être." In Concepts Et Catégories De La Pensée Antique, edited by Aubenque, Pierre, 33-87. Paris: Vrin.
Reprinted and updated in: J-F. Courtine - Les catégories de l'être. Études de philosophie ancienne et médiévale - Paris, Press Universitaires de France, 2003, pp.
———. 2004. "La Question Des Catégories: Le Débat Entre Trendelenburg Et Bonitz." In Aristote Au Xix Siècle, edited by Thouard, Denis, 63-80. Villeneuve d'Ascq: Presses
Unversitaires du Septentrion.
Derrida, Jacques. 1972. "Le Supplément De Copule. La Philosophie Devant La Linguistique." In Marges De La Philosophie, 211-246. Paris: Éditions de Minuit.
Dévéreux, Daniel. 1992. "Inherence and Primary Substance in Aristotle's Categories." Ancient Philosophy no. 12:113-131.
Reprinted in: L. P. Gerson (ed.) - Aristotle. Critical assessment. Volume I: Logic and metaphysics - London, Routledge, 1999, pp. 52-72.
"I argue that Aristotle is committed to non-substantial particulars' in the Categories, i.e. entities predicable of one, but not more than one, substance. I also offer an
account of what Aristotle means by 'in a subject' which allows for universal as well as particular attributes to be in a subject. The key element in the account offered is using the way in which
parts of a substance can exist separately (i.e., on their own) as a guide for understanding the inseparability of things 'in a subject'. Things in a subject cannot exist 'on their own', apart from
the subject in which they inhere; this sort of inseparability applies to universal as well as particular attributes. Towards the end, I discuss some implications of the Categories doctrine
that parts of primary substances (especially the soul and body) are themselves primary substances."
Driscoll, John. 1979. "The Platonic Ancestry of Primary Substance." Phronesis.A Journal for Ancient Philosophy no. 24:253-269.
"In this article I call attention to the fact that five of the characteristics of primary substances mentioned by Aristotle in chapter V of the Categories correspond to
characteristics of the spatial receptacle postulated by Plato at Timaues 49-52. I then argue that the most important differences between the Timaues 49-52 and Categories
ontologies can be accounted for on the basis of G. E. L. Owen's thesis that the Sophist, among other dialogues, was written after the Timaues."
Duerlinger, James. 1970. "Predication and Inherence in Aristotle's Categories." Phronesis.A Journal for Ancient Philosophy no. 15:179-203.
Duhot, Jean-Joël. 1994. "L'authenticité Des Catégories." Revue de Philosophie Ancienne no. 12:109-124.
Dumoulin, Bertrand. 1980. "Sur L'authenticité Des Catégories D'Aristote." In Concepts Et Catégories Dans La Pensée Antique, edited by Aubenque, Pierre, 23-32.
———. 1983. "L'ousia Dans Les Catégories Et Dans La Métaphysique." In Zweifelhaftes Im Corpus Aristotelicum. Studien Zu Einigen Dubia. Akten Des 9. Symposium
Aristotelicum, Berlin, 7-16 September 1981, edited by Moraux, Paul and Wiesner, Jürgen, 57-72. Berlin: de Gruyter.
Dupréel, Eugène. 1909. "Aristote Et Le Traité Des Catégories." Archiv für Geschichte der Philosophie no. 22:230-251.
Ebert, Theodor. 1985. "Gattungen Der Prädikate Und Gattungen Des Seienden Bei Aristoteles: Zum Verhältnis Von Kat. 4 Und Top. I.9." Archiv für Geschichte der Philosophie
Edel, Abraham. 1975. "Aristotle's Categories and the Nature of Categorial Theory." Review of Metaphysics no. 29:45-65.
Elders, Leo. 1961. Aristotle's Theory of the One. A Commentary on Book X of the Metaphysics. Assen: Van Gorcum.
Erginel, Mehmet. 2004. "Non-Substantial Individuals in Aristotle's Categories." Oxford Studies in Ancient Philsophy no. 26:185-212.
"The non-substantial individuals of Cat. 1 A 24-5 may be "in" several individual substances. The interpretation commonly held by proponents of the traditional view is
inconsistent with what Aristotle actually says in the Categories, nor does it enjoy any other textual support."
Ermano, Andrea. 2000. Substanz Als Existenz. Eine Philosophische Auslegung Der Prote Ousia. Mit Text, Übersetzung Und Diskussion Von Aristoteles, Categoriae 1-5.
Hildesheim: Georg Olms.
Esposti Ongaro, Michele. 2005. "Dialettica E Grammatica Nella Dottrina Delle Categorie Di Aristotele." Elenchos.Rivista di Studi sul Pensiero Antico no. 26:33-64.
"In a critical response to R. Bodéüs (2001) recent conclusions regarding the title, authenticity and relation to the Topics of the Categories, emphasizes the role
of rhetorical practice and grammatical doctrine in the deduction of the ten categories."
Fait, Paolo. 2004. "La Predicazione Linguistica Nelle Categorie Di Aristotele." Rivista di Estetica no. 44:23-36.
"The paper deals with the relations of being said of and being in which are indirectly introduced in Aristotle's' Categories. Is Aristotle distinguishing two kinds
of ontological predication, corresponding respectively to essential predication and accidental predication, or not? Unlike many interpreters who answer this question in the affirmative, I deny
being in to be a kind of predication at all. My aim is to show that in the few passages of the Categories in which Aristotle has recourse to a generic concept of predication,
covering both essential and accidental predication, what he has in mind is just linguistic predication. The problem with linguistic predications, however, is that sometimes they do not
mirror their ontological underpinnings, thereby misleading people into such absurd positions as that held by the "late-learners" depicted in Plato's Sophist."
Findlay, John N. 2006. "Aristotle and Eideticism." Philosophical Forum no. 37:333-386.
Notes from a lecture given by the author in 1978 in which he summarizes his views on the first three sections of Aristotle's Metaphysics 13 (M); Categories 1-9;
Metaphysics Zeta, Eta, and Theta; Posterior analytics ; and Physics.
Flannery, Kevin L. 1999. "The Synonymy of Homonyms." Archiv für Geschichte der Philosophie no. 81:268-289.
"Simplicius reports in his commentary on Aristotle's Categories that Claudius Nicostratus and a certain Lucius argued that there is a problem with Aristotle's definition of
homonyms in the first chapter of the Categories. If homonyms fall under that definition, they, qua homonyms, are not homonyms at all but synonyms, since they share the name 'homonym' and
also the definition of homonyms. The author of the present article discusses a number of ancient and modern attempts to resolve this paradox, arguing that none of them is fully satisfactory. He
proposes, rather, the elimination of the words 'of being' from lines 1a2 and 1a4, a solution that finds support in some of the oldest evidence regarding manuscripts that exists in Aristotelian
Fonfara, Dirk. 2003. Die Ousia-Lehren Des Aristoteles. Untersuchungen Zur Kategorienschrift Und Zur Metaphysik. Berlin: de Gruyter.
Fraser, Kyle. 2003. "Seriality and Demonstration in Aristotle's Ontology." Oxford Studies in Ancient Philsophy no. 25:131-158.
" Metaphysics G and Z support a distinction between 'seriality' and 'focality' in demonstrations of ontological structure, and a precise account of the categories as they
appear in these books of the Metaphysics can be given in the serial mode of demonstration. In appendix: On the Neoplatonist 'deduction' of the Categories."
From the review by Michael Pakaluk in Bryn Mawr Classical Review 06.18.2006: "It is commonly thought that Aristotle distinguishes just two ways of classifying things: genus-species
hierarchies; and pros hen or 'focally related' analogues. Fraser considers whether we might take Aristotle's mention, at Met. IV.2.1005a11, of classification "with reference to a serial ordering"
(tôi ephechês), to be indicating a third. Aristotle's famous remarks in De Anima, about how types of soul form a sequence (414b20-415a3), presumably refer to just that sort of ordering. But the bulk
of Fraser's paper is an examination of whether Aristotle regarded the categories, too, as displaying that sort of ordering -- especially, that some categories are related to substance through the
mediation of other categories. It turns out that the evidence that Aristotle thought this is surprisingly good. Fraser's program in examining this evidence is to develop, ultimately, an account of
the method of the Aristotelian metaphysics as being systematic and scientific; Fraser rejects the 'dialectical' interpretations of the last several decades as over-influenced by ordinary language
Frede, Michael. 1981. "Categories in Aristotle." In Studies in Aristotle, edited by O'Meara, Dominic, 1-25. Washington: Catholic University Press.
Reprinted in: M. Frede - Essays in Ancient Philosophy - Minneapolis, University of Minnesota Press, pp. 29-48.
———. 1987. "The Title, Unity, and Authenticity of the Aristotelian Categories." In Essays in Ancient Philosophy, 11-28. Minneapolis: University of Minnesota
English translation of: Titel, Einheit und Echtheit der aristotelischen Kategorienschrift - in: Paul Moraux, Jürgen Wiesner (eds.), Zweifelhaftes im Corpus
Aristotelicum. Studien zu einigen Dubia. Akten des 9. Symposium Aristotelicum, Berlin, 7-16 September 1981, Berlin, Walter de Gruyter, 1983, pp. 1-29.
———. 1987. "Individuals in Aristotle." In Essays in Ancient Philosophy, 49-71. Minneapolis: University of Minnesota Press.
English translation of: Individuen bei Aristoteles - Antike und Abendland, 24, 1978, pp. 16-39.
Fritz, Kurt von. 1931. "Der Ursprung Der Aristotelischen Kategorienlehre." Archiv für Geschichte der Philosophie no. 40:449-496.
Reprinted in: K. von Fritz, Schriften zur griechischen Logik, Stüttgart: Frommann-Holzboog, 1978, vol. 2, pp. 9-61 and in: Fritz-Peter Hager (ed.), Logik und
erkenntnislehre des Aristoteles, Darmstadt, Wissenschaftliche Buch-Gesellschaft, 1972.
———. 1935. "Zur Aristotelischen Kategorienlehre." Philologus no. 90:244-248.
Reprinted in: Fritz-Peter Hager (ed.) - Logik und Erkenntnislehre des Aristoteles - Darmstadt, Wissenschaftliche Buchgesellschaft, 1972.
———. 1954. "Review Of: The Place of the Categories of Being in Aristotle's Philosophy by L. M. De Rijk." Philosophical Review no. 63:600-605.
Furth, Montgomery. 1988. Substance, Form and Psyche. An Aristotelean Metaphysics. Cambridge: Cambridge University Press.
Garver, Newton. 1974. "Notes for a Linguistic Reading of the Categories." In Ancient Logic and Its Modern Interpretations. Proceedings of the Buffalo Symposium on
Modernist Interpretations of Ancient Logic, 21 and 22 April, 1972, edited by John, Corcoran, 27-32. Dordrecht: Reidel.
"1. If Aristotle's Categories provide a classification of things and not of sayings, as is traditionally insisted, the things classified are at any rate 'things that can be
said'. It is interesting, therefore, to inquire whether the Categories may be regarded as containing, in rudimentary form, results that might be more appropriately and more completely
presented in terms of current methods of linguistic analysis, applied to a level of language or discourse that linguists usually ignore.
2. Both the name 'categories', which signifies predications or sayings, and the position of the work at the beginning of the Organon, which deals with matters of logic and
language, reinforce the temptation to interpret the Categories linguistically. Although neither the title nor the position of the work in the corpus is directly due to Aristotle, they do
show that the inclination to treat the Categories as at least partially linguistic goes back to the very earliest tradition of Aristotelian scholarship." p. 27
Gercke, Alfred. 1891. "Ursprung Der Aristotelischen Kategorien." Archiv für Geschichte der Philosophie no. 4:424-441.
Gillespie, Charles Melville. 1925. "The Aristotelian Categories." Classical Quarterly no. 19:79-84.
Reprinted in: J. Barnes, M. Schofield, R. Sorabji (eds.) - Articles on Aristotle - Vol. 3 - Metaphysics - London, Duckworth, 1979, pp. 1-12
Graeser, Andreas. 1977. "Probleme Der Kategorienlehre Des Aristoteles." Studia Philosophica.Jahrbuch der Schweizerischen Philosophischen Gesellschaft no. 37:59-81.
———. 1983. "Aspekte Der Ontologie in Der Kategorienschrift." In Zweifelhaftes Im Corpus Aristotelicum. Studien Zu Einigen Dubia. Akten Des 9. Symposium Aristotelicum, Berlin,
7-16 September 1981, edited by Moraux, Paul and Wiesner, Jürgen, 30-56. Berlin: de Gruyter.
Graham, Daniel W. 1987. Aristotle's Two Systems. Oxford: Clarendon Press.
Gregoric, Pavel. 2006. "Quantities and Contraries : Aristotle's Categories 6, 5b11-6a18." Apeiron no. 39:341-358.
Hacking, Ian. 2001. "Aristotelian Categories and Cognitive Domains." Synthese no. 126:473-515.
"This paper puts together an ancient and a recent approach to classificatory language, thought, and ontology.It includes on the one hand an interpretation of Aristotle's ten
categories, with remarks on his first category, called (or translated as) substance in the Categories or What a thing is in the Topics. On the other hand is the idea of
domain-specific cognitive abilities urged in contemporary developmental psychology. Each family of ideas can be used to understand the other. Neither the metaphysical nor the psychological approach
is intrinsically more fundamental; they complement each other. The paper incidentally clarifies distinct uses of the word 'category' in different disciplines, and also attempts to make explicit
several notions of 'domain'. It also examines Aristotle's most exotic and least discussed categories, being-in-a-position (e.g., sitting) and having-(on) (e.g., armour). Finally the
paper suggests a tentative connection between Fred Sommers' theory of types and Aristotle's first category."
Hamlyn, David W. 1961. "Aristotle on Predication." Phronesis.A Journal for Ancient Philosophy no. 6:110-126.
———. 1978. "Focal Meaning." Proceedings of the Aristotelian Society no. 78:1-18.
"The Aristotelian doctrine of focal meaning or "pros hen" homonymy involves a doctrine of primary and secondary meanings, as distinct from primary and secondary cases, such that the
secondary meaning is derivative from the primary. Aristotle seems to want to use this idea to establish an "ontological" dependence of the secondary on the primary. Since he holds a realist theory of
meaning there is circularity in this. Aristotle's use of 'cosmological' types of argument is discussed, together with the question how far this kind of argument can be supported by considerations
about meaning. The general limitations on the use of the notion of focal meaning are set out."
Heimsoeth, Heinz. 1952. "Zum Geschichte Der Kategorienlehre." In Nicolai Hartmann, Der Denker Und Sein Werk. Fünfzehn Abhandlungen Mit Einer Bibliographie, edited by
Heimsoeth, Heinz and Heiss, Robert, 144-172. Göttingen: Vandenhoeck & Ruprecht.
Heinaman, Robert. 1981. "Non-Substantial Individuals in the Categories." Phronesis.A Journal for Ancient Philosophy no. 26 (295):307.
"There is a dispute as to what sort of entity non-substantial individuals are in Aristotle's Categories. The traditional interpretation holds that non-substantial
individuals are individual qualities, quantities, etc. For example, Socrates' white is an individual quality belonging to him alone, numerically distinct from (though possibly specifically identical
with) other individual colors. I will refer to these sorts of entities as 'individual instances.'
The new interpretation (1) suggests instead that non-substantial individuals are atomic species such as a specific shade of white that is indivisible into more specific shades. On
this view, non-substantial individuals are what we would call universals (2) which can be present in different individual substances, but are labelled 'individuals' by Aristotle because, like
individual substances, there is nothing they are said of. (3)
In this paper I will defend the traditional account by attempting to show that it is supported by the slender textual evidence that is available. I will begin by stating three
serious objections to the traditional interpretation. Next I will show that in works later than the Categories Aristotle accepted individual instances of properties of the sort found in the
Categories by the traditional interpretation. Finally, I will set out the evidence that supports the traditional interpretation and answer the three objections."
(1) G. E. L. Owen, "Inherence," Phronesis (1965), pp. 97-105; Michael Frede, "Individuen bei Aristoteles," Antike and Abendland (1978), pp. 16-31. In fact, it is not clear to me
what Professor Frede considers non-substantial individuals to be. While he refers approvingly to Owen, Owen's account collapses the distinction between eidei en and arithmo en in the case of
non-substances whereas it appears that Frede wishes to retain this distinction (pp. 23-24). Since he does not explain what individual non-substances which are numerically different but specifically
identical are supposed to be or in virtue of what they are numerically different, by the "new interpretation" I will mean solely that explained in the text.
(2) This is not, as Allen, Matthews and Cohen think, an objection to the new interpretation (R. E. Allen, "Individual Properties in Aristotle's Categories," Phronesis (1969), p. 37;
Gary Matthews and S. Marc Cohen, "The One and the Many," Review of Metaphysics (1968), pp. 640-41). There is no justification for the presupposition that Aristotle must have used the terms
'individual' and 'universal' in the Categories in the same way as in later works or as they are used today. (Of course, the word 'katholou' does not appear in the Categories).
(3) That is, for any individual x there is no y such that the name and definition of x are predicable of y (2a19-27).
Hetherington, Stephen. 1984. "A Note on Inherence." Ancient Philosophy:218-223.
"Aristotle's Categories quarters the world via the interaction of two relations -- the said-of relation and the inherence relation. Aristotle's definition
of the latter is unperspicuous, and many scholars have attempted its clarification. The matter's still unresolved; for instance, Owen's important account is vague. I construct an Aristotelian account
of conceptual inherence; I then make Owen's account precise. Plausibly, the result is that Aristotle's view of the world's structure is a little clearer."
Hinitkka, Jaakko. 1959. "Aristotle and the Ambiguity of Ambiguity." Inquiry no. 2:137-151.
Reprinted as Chapter 1 in: J. Hintikka - Time and necessity. Studies in Aristotle's theory of modality - Oxford, Oxford University Press, 1973 pp. 1-26.
———. 1971. "Different Kinds of Equivocation in Aristotle." Journal of the History of Philosophy no. 9:368-371.
———. 1983. "Semantical Games, the Alleged Ambiguity of 'Is' and Aristotelian Categories." Synthese no. 54:443-468.
Reprinted in: J. Hintikka - Analysis of Aristotle - Selected Papers - Vol. 6, Dordrecht, Springer, 2004, pp. 23-44.
———. 1986. "The Varieties of Being in Aristotle." In The Logic of Being: Historical Studies, edited by Knuuttila, Simo and Hinitkka, Jaakko, 81-114. Dordrecht: Kluwer.
Hirschberger, Johannes. 1960. "Paronymie Und Analogie Bei Aristoteles." Philosophisches Jahrbuch no. 68:191-203.
Hood, Pamela M. 2004. Aristotle on the Category of Relation. Washington: University Press of America.
Many philosophers believe that Aristotle does not have, and indeed could not have, a theory of relation, even one that accounts for relations involving two terms, i.e., dyadic
relations. Aristotle's logical, metaphysical and ontological views, especially his substance-accident ontology, are seen as restricting Aristotle to only one-place or monadic relations, and
prohibiting the logical space for a separate entity, relation, to exist. Hence, Aristotle's conception of relation is perceived to be so divergent from our own that it does not count as a theory of
relation at all. I aim to show that the critics are wrong to speak so poorly of Aristotle's account of relation.
I argue that Aristotle's theory has some of the basic features that a theory of relation must have. I begin in Part One by sketching out the critics' charges. I then outline the
main features of Aristotle's philosophy that inform his treatment of the category of relation, and briefly survey Aristotle's discussion of relational issues scattered throughout the corpus. Next, I
present an exegesis of Aristotle's two central texts on relation, Categories 7 and Metaphysics V 15, and discuss the various accounts of relational entities or relatives therein. In
Part Two, I examine two problems. First, I address the problem of how best to interpret Aristotle's relatives. Second, I explore the epistemological difficulties stemming from Aristotle's view in the
Categories that relation involves two relative items or terms and that if one relative item is known definitely the other item must also be known definitely.
I conclude that Aristotle's treatment of relatives reveals his commitment to the view that there be a dyad, i.e., at least two items, involved in a relation. Furthermore, I show
that Aristotle includes in his theory something that accounts for the relation itself, i.e., something approaching a logical relational predicate. I do not suggest that Aristotle attempts to
construct a relational theory comparable to our own. But I do suggest that given Aristotle's grasp of the dyadic nature of relation, we have good reason to believe Aristotle's theory of relation is
more robust than many suspect."
Husik, Isaac. 1904. "On the Categories of Aristotle." Philosophical Review no. 13:514-528.
Reprinted (conjointed with Husik 1939) in: I. Husik - Philosophical essays, ancient, mediaeval, and modern - Edited by Milton C. Nahm and Leo Strauss, Oxford, Blackwell,
1952, pp. 96-112.
———. 1939. "The Authenticity of Aristotle's Categories." Journal of Philosophy no. 36:427-433.
Reprinted (conjointed with Husik 1904) in: I. Husik - Philosophical essays, ancient, mediaeval, and modern - Edited by Milton C. Nahm and Leo Strauss, Oxford, Blackwell,
1952, pp. 96-112.
Irwin, Terence H. 1981. "Homonymy in Aristotle." Review of Metaphysics no. 34:523-544.
"In the works of Aristotle, homonymy and multivocity are often the same, and neither is intended to mark different senses of words. Aristotle searched for homonymy not to encourage
skepticism, but to forestall skepticism which might result from rejection of Plato's belief that every name had one essence."
———. 1982. "Aristotle's Concept of Signification." In Language and Logos. Studies in Ancient Greek Philosophy Presented to G. E. L. Owen, edited by Schofield, Malcolm and
Nussbaum, Martha, 241-266. Cambridge: Cambridge University Press.
Jacobs, William. 1979. "Aristotle and Nonreferring Subjects." Phronesis.A Journal for Ancient Philosophy no. 24:282-300.
"It is a widely accepted view amongst scholars that Aristotle believed that the subject of an assertion might fail to refer. Two texts, De interpretatione XI 21 a 25-28 and
Categories X 13 b 12-35, are generally cited as evidence for this belief. In this paper I argue that both passages have previously been misunderstood and that Aristotle did not accept the
possible referential failure of the subject of an assertion. In section I, after first discussing the standard interpretations of both texts, I note the difficulties which result from these accounts.
In section II I offer a brief general argument showing that Aristotle's own account of what an assertion is implies that it is impossible for the subject of an assertion to fail to refer. In section
III I present my own analysis of each passage and show that when properly understood neither is in any way concerned with the problem of referential failure."
Janko, Richard. 1982. "A Fragment of Aristotle's Poetics from Porphyry, Concerning Synonymy." Classical Quarterly no. 32:323-326.
Jansen, Ludger. 2011. "Aristotle's Categories." Topoi no. 26:153-158.
Jones, Barrington. 1972. "Individuals in Aristotle's Categories." Phronesis.A Journal for Ancient Philosophy:107-123.
"It is argued that the notion of an individual, whether substantial or non-substantial, in Aristotle's Categories can be satisfactorily explicated by taking seriously their
characterization as things that are 'one in number'. This is interpreted as 'what can be a unit in an enumeration'. 'A particular white' will then be 'some particular substance's white'. On the basis
of this account the notions of homonymy, synonymy and paronymy are explicated in such a way that the three are on a par one with each of the others and that there is a clear connection between the
introduction of these notions and the remainder of the Categories."
———. 1975. "An Introduction to the First Five Chapters of Aristotle's Categories." Phronesis.A Journal for Ancient Philosophy no. 20:146-172. | <urn:uuid:a9c80827-0c8b-4ca7-a7c7-44834a87d466> | CC-MAIN-2017-34 | https://www.ontology.co/biblio/aristotle-categories-biblio-one.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886101966.48/warc/CC-MAIN-20170816125013-20170816145013-00641.warc.gz | en | 0.784984 | 11,950 | 2.578125 | 3 |
This section includes links to information about additional steps that faculty can take to protect private data.
Cybersecurity while traveling
Email & Phishing Scams
File Sharing & Copyright
Keeping Data Safe (Sensitive data; disk encryption; home wireless network; voicemail security)
Viruses, malware, ransomware
Using Social Media (Facebook, Google; adjusting settings; social networks, etc.)
Web Privacy Tools
Search engines that do not track your searches
Additional security can be provided by using a browser on a flash drive
Use a password manager with a strong password to generate and store passwords for sites and devices. Apple’s Keychain is a password manager built into Apple’s operating systems, but it won’t work with Windows or Android. Microsoft has a credential manager but it is not popular. However, there are many third-party password managers, including:
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1password (trial version + subscription option)
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The advantage of encrypting your hard drive is that no one who does not have the password will be able to access any files on the hard drive. The disadvantage is that if you forget the password, you will not be able to recover any of the files. Encrypting your hard drive is like locking files in a safe. No one without the combination can get to them. But if you forget the combination, you can’t get to them either.
1.5.2. Securely wipe drives
1.5.3. Using an external drive
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This is the lesson: What one thinks he is communicating hinges on a facial expression. Accordingly, a poker face is the expressionless gaze that gives nothing away. To win at poker, this idea counsels, one must master controlling an expressionless face.
In world poker tournaments the best players do their utmost to follow this adage. But a recent study published in Psychological Science by Michael Slepian and colleagues at Stanford University suggests that even those with the most stone–faced poker faces still give the game away. They do so not by their facial expressions, but with their hands.
Professor Slepian showed his students short video clips. Some depicted players from the table up; others just the face; yet others only the arms and hands. What he found was that students poorly judged a player’s hand when shown only the face. Statistically, the better a student judged the hand to be, the worse it actually was.
When a player’s whole posture was visible the misjudgment went away: Seeing everything about a player from the table up led to no correlation between a judgment of a hand and its actual value. When a student could see only arms and hands, however, Professor Slepian found a positive correlation of 0.07 between guesses and reality. This is extremely weak.
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Friday, April 1, 2011
Quiet Down Up There!
Rotorcraft noise unsettles passengers, disrupts cockpit communication and annoys people on the ground. Can helicopters ever be hushed?
|The Fenestron shrouded tail rotor features a stator and asymmetrically spaced blades to reduce noise emission ensure safety.|
Rotorcraft noise is inevitable and almost taken for granted. To the general public, a helicopter’s positive image is one of a provider of emergency medical services, law enforcement and fire fighting. However its disruptive noise can lead to responses of annoyance, fear, privacy invasion, sleep disturbance and military detection.
Often, the acceptability of helicopter noise is a function of the aircraft’s intended operation and the configuration for that operation. A VIP-configured aircraft typically requires the lowest noise levels, but other flight operations such as EMS or offshore helicopters will tolerate higher noise levels to meet operational requirements. All helicopter noise is distinct and much of it is produced from the rotors’ aerodynamic forces. Thickness noise is caused by the fluid displacement of rotor blades pushing on the air. Loading noise is caused by accelerating aerodynamic distribution forces on blades. This includes blade-vortex-interaction (BVI), a noise produced from rotor blades hitting wakes from other blades. High-speed impulsive noise results from nonlinearities in the flow field. There also are broadband noises like turbulence ingestion noise, self noise and trailing-edge noise. All of these noises are influenced by the helicopter’s weight, speed, rotor blade thickness, altitude and rate of descent.
Also, engine noise contributes 0.2 to 1 EPNdB for current helicopters and up to 3 EPNdB for high-technology helicopters. There are transmission noises from produced from the drivetrain, hydraulic systems and gearbox. “Structures vibrating at 500-3,000 Hz generate interior noise,” says Dr. Ed Smith, professor of aerospace engineering at Penn State University. “Teeth meshing inside gearboxes are the major source of this noise. The trouble is, the lighter a structure is, the more noise it radiates. Modern materials technologies to reduce a gearbox and airframe weight can present a challenge to noise control engineers.”
Can all this ‘copter clatter hurt the aircraft itself? “The internal noise in the cabin can lead to structural fatigue and damage to the airframe if it is intense enough,” cautions Kenneth Brentner, professor of aerospace engineering at Penn State. “This is rare however. The internal noise comes largely from vibrations in the aircraft due to the aerodynamic noise and transmission, engine and drivetrain.”
Internal cabin noise has a negative effect on pilots, passengers and ground crews. Duration to rotorcraft noise exposure should be limited. The National Institute of Occupational Safety and Health makes recommendations on its noise findings to regulatory agencies. It recommends against eight-hour workdays at 85 db, stating this contributes to an 8 percent chance of hearing loss. An eight-hour workday at 95 db increases this chance to 25 percent. Cabin noise can make voice communication for passengers without intercom capability difficult and often confusing. “On one occasion I flew a paradrop mission in a UH-1H,” says Samuel Evans, research associate at Penn State’s Aerospace Engineering department and retired U.S. Army colonel/aviator. “When the jumpmaster yelled the preparatory command of ‘Get Ready,’ one confused jumper, obviously not clearly hearing the jumpmaster’s command, coupled with an intense motivation and/or fear of the jumpmaster, left the aircraft as the helicopter was climbing. He was injured due to the low altitude which didn’t allow his parachute to fully deploy.”
|Rotorcraft noise is distinct and produced from various locations.|
There have been attempts to improve or maintain hearing protection for pilots. Specialized helmet ear cups initially provided much of the hearing protection for Army pilots and crewmembers; but as aircraft noise increased there was a need to use earplugs in addition to the helmets. Evans says this configuration (helmets supplemented by earplugs) better protected the pilot’s hearing, but made it difficult to clearly hear radio transmissions. Ten years ago the army developed a device called the communication electronic earplug (CEP) that improves the ability of pilots to hear aircraft radios without reducing hearing protection.
Noise cancellation headphones using active noise control can assist in-flight communication by reducing ambient sounds. “The unwanted sound is sensed by a microphone and then a digital signal processor produces an anti-sound [out-of-phase] signal,” says Don Weir, engineering fellow and technical manager of acoustics at Honeywell. “A speaker produces the anti-sound signal in a manner that constructively interferes with the unwanted sound in the headphones, reducing the level heard.”
Complex rotorcraft noise can be measured with a microphone measurement system. The variation in acoustic pressure vs. time is measured. This signal is analyzed and represented by a sound pressure level spectrum, which indicates the amplitude of the various harmonic (and non-harmonic) components in the acoustic signal. Eric Jacobs, principle engineer of aerodynamics and external noise at Sikorsky, uses microphone recordings and other recording devices like sound level meters for external and internal noise measurements. “We do noise certification recordings to exact requirements that are international standards and in FAR Part 36 and in the 14CFR Part 36.”
The internationally agreed measurement procedure of rotorcraft external noise (ICAO, FAR noise certification) is based on three ground microphones arranged perpendicularly to the flight path. “Prescribed flight conditions are take-off, level flight and a six-degree descent flight,” says Andreas Dummel, acoustic expert at Eurocopter in Munich. The measuring metric is the Effective Perceived Noise Level, EPNL. Further units, used by individuals or local authorities are the A-weighted level LA (dBA), the sound exposure level (SEL) and the equivalent sound pressure level. Cabin noise can be described by the speech interference level (SIL) and also by the A-weighted level, according to Dummel.
Rotorcraft noise can be mitigated in several ways. The three most common are: acoustic treatments to reduce cabin noise, improved low-noise rotor design, and low-noise (“fly neighborly”) flight path operations. Can acoustic modifications really reduce cabin noise? Yes, says Sikorsky’s Jacobs, but he insists that there are trade-offs. “In most cases you have weight penalties, because you have to do interior cabin treatments,” he says. “Depending on the configuration, you may need to incorporate materials and designs that minimize the noise into the cabin space. This will incur some weight as you’re doing that and so the more noise you need to take out, the more weight you’re putting into that interior.”
Evans believes that most noise mitigation is reactive. “If there is a mission requirement to reduce noise, then steps will be taken to add soundproofing and sound deadening in an aircraft after the fact,” he says. A better method would be to design the aircraft to a noise standard specified as part of the requirements document.” One way to reduce rotor noise is to reduce the tip speed of the rotors. Blade tip velocity is the most powerful driver of noise. Rotors with more blades also reduce the loading per blade and thus reduce the rotor noise. Tail rotors can use unequal blade spacing to spread the noise harmonics across the spectrum and make the noise more “broadband-like,” which is generally considered more acceptable by listeners. The rotation speed of the rotor can be reduced, but only within limits. Safety considerations must be balanced. “Thinner blades can reduce high-speed noise; more blades reduce the loading noise as do lighter weight vehicles,” says Brentner. “The blade planform can be designed to limit blade-vortex interaction noise.”
Eurocopter has lowered noise by reducing rotor speed, advancing bladeshapes, and Fenestron, a shrouded tail rotor that shields ground observers from the noise source. More recently, Eurocopter’s Blue Pulse technology has integrated “intelligent” piezoelectric actuators into blades’ trailing edges. It uses three flap modules located at the trailing edge of each rotor blade. The blade’s actuators move the rotor flaps 15 to 40 times per second in order to completely neutralize the “slap noise” typically associated with helicopters during descent. While technology can quiet the skies, an equal and potentially more efficient way to reduce noise is via appropriate flight procedures and fly-neighborly operations. “Avoiding flight profiles which lead to high blade vortex interaction noise and avoiding ‘high-g’ maneuvers can reduce noise on the ground,” says Marc Gervais, acoustic expert at Eurocopter.
The helicopter industry as a whole has been developing noise abatement flight procedures which include aggressive implementation efforts. Even NASA has an active rotorcraft noise reduction effort under the Fundamental Aeronautics program.
Manufacturers are taking responsibility and seeing (and hearing) results. “Sikorsky tests for noise certification where the flight conditions measure the worst case or maximum noise source levels,” says Jacobs. “We’ve demonstrated on our S-76 in full autopilot in a decelerating approach that we’ve eliminated BVI noise. Our fly-neighborly program includes a noise abatement short course for pilots. We are a good 10 decibels quieter in our interior than what we were over 20 years ago.” Since the mid-to-late 1980s, FAA has required certification of new civil helicopters in a similar manner to fixed wing commercial aircraft. All new vehicles must meet noise certification rules to be allowed to enter service. The FAA has an integrated noise model for community noise estimates around airports and heliports.
The FAA regulations and international standards for noise certification limits have two key principles behind them: technical feasibility and economical reasonableness. “They are not set to minimize noise but rather ensure that new aircraft design are reflecting ‘the state-of-the-art’ during the design certification process,” says Jacobs. “Over time, those noise limits are adjusted to reflect current noise technology and design capabilities.” There are many current and proposed regulatory requirements for rotorcraft noise. CFR 14 Part 36 establishes aircraft type noise standards and air-worthiness certification. Others regulations pertain to helicopter weight, flight path height speed, approach angle, rate-of-climb takeoff and maximum normal operating rotor RPM. In August 2010 the Aeronautics Committee report to the NASA Advisory Council addressed rotorcraft technical challenges. It proposed to develop and demonstrate technologies to enable variable-speed rotor concepts like an integrated aeromechanics/propulsion system. These technologies should enable very high-speeds, efficient cruise and hover, reduced noise and increased range.
If the FAA and residential noise coalitions aren’t enough to quiet helicopters, economic considerations may provide the incentive, especially in the United States. “If U.S. manufacturers don’t step up effort to reduce noise signatures, they will continue to lose market share in Europe,” cautions Smith. Despite regulation, innovation and economic situations, one sound can be sure: the noise over helicopter noise will be heard for some time. | <urn:uuid:af57ba86-1fb5-4695-8404-c40ac8e415c4> | CC-MAIN-2014-15 | http://www.aviationtoday.com/rw/products/components-and-accessories/Quiet-Down-Up-There!_72967.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223211700.16/warc/CC-MAIN-20140423032011-00437-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.929879 | 2,417 | 2.875 | 3 |
[ sweyj ]
/ sweɪdʒ /
a tool for bending cold metal to a required shape.
a tool, die, or stamp for giving a particular shape to metal on an anvil, in a stamping press, etc.
verb (used with object), swaged, swag·ing.
to bend or shape by means of a swage.
to reduce or taper (an object), as by forging or squeezing.
IS YOUR VOCABULARY AS STRONG AS A HIGH SCHOOL STUDENT? TRY THIS QUIZ TO SEE!
It may seem like fun and games but this quiz that uses vocab from popular stories will determine how much you know.
Question 1 of 10
Origin of swage
1325–75; Middle English souage<Middle French
OTHER WORDS FROM swageswager, noun
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2020
British Dictionary definitions for swage
/ (sweɪdʒ) /
a shaped tool or die used in forming cold metal by hammering, pressing, etc
a decorative moulding
(tr) to form (metal) with a swage
Derived forms of swageswager, noun
Word Origin for swage
C19: from French souage, of unknown origin
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012 | <urn:uuid:b814884f-a178-480a-a482-3fca8445c28d> | CC-MAIN-2020-34 | https://www.dictionary.com/browse/swager | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439736972.79/warc/CC-MAIN-20200806151047-20200806181047-00045.warc.gz | en | 0.812527 | 338 | 2.5625 | 3 |
Bridget Hodgson's Family
We know little about Bridget’s first husband, Luke Thurgood, but upon her marriage to Phineas Hodgson the story becomes much clearer. Bridget’s new father-in-law, Thomas Hodgson, was a member of the city’s political elite, serving as Lord Mayor in 1635. In addition to Phineas, Thomas mentions three sons in his will: Rowland, Richard, and George. (The character of Edward Hodgson is completely fictional.) Thomas’s bequests to his sons speak both to his own wealth an to his opinion of his various sons. While Phineas’s brothers receive cash and land, Phineas was not so lucky, as Thomas wrote:
I give unto my son Phineas Hodgson in full satisfaction of his filial child’s part and portion the sum of ten pounds of lawful English money ...in regard he hath been so chargable to me. (See page two, line 13)
Thomas also left Bridget five pounds (line 20), and gave forty pounds to each of Bridget and Phineas’s four children, to be held in trust until they reached adulthood. A caveat to these bequests casts additional light on Thomas’s low opinion of Phineas:
All which legacies...shall remain in the hands of my said executrix until the same children shall severally accomplish their full ages of twenty and one years...But their father not to meddle therewith or any part thereof. (See page two, line 34)
Phineas’s profligacy (or perhaps financial incompetence) serves as further evidence of Bridget’s strength, for she proved more than able to preserve her estate from Phineas’s shortcomings, whatever they may have been.
Beyond this, we know little about Phineas except that he and Bridget had two daughters and, according to one source, four sons. While much of the history of Phineas and Bridget's children is lost, some remarkable (and not entirely believeable) details survive. Read on. | <urn:uuid:bad93253-ad87-4993-af67-5322b8b21554> | CC-MAIN-2017-09 | http://samthomasbooks.com/historical-bridget-hodgson/historical-bridget-3.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174163.72/warc/CC-MAIN-20170219104614-00615-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.973366 | 448 | 2.625 | 3 |
The state health department is responding to a spike in whooping cough cases and is now recommending pertussis vaccines for more age groups.
From July 1 through November 13 of this year, 229 pertussis cases have been reported, compared to the 2007-2009 average of 77 cases per year during the same calendar period. These cases have increased the most in children 11-14 and 7-10 years of age, but smaller increases have been observed in other age groups as well. However, rates are lower in children less than 6 months old during that same time period the three previous years.
Pertussis during early infancy frequently is severe and potentially fatal. To listen to an example of whooping cough in a 3-year-old, CLICK HERE.
The Colorado Department of Public Health and Environment is recommending the following:
• DTaP (Diphtheria, Tetanus and Pertussis) vaccination of all infants at 2, 4 and 6 months
• DTaP vaccination booster for all children at age 12-15 months
• DTaP vaccination booster for all children at age 4-6 years
• Tdap (Tetanus, Diphtheria and Pertussis) vaccination booster for all adolescents at age 11-12 years
• Tdap vaccination booster for adolescents 13-18 years (who have not received a Tdap booster)
• Tdap vaccination booster for adults less than 65 years old
In addition, people who are caring for an infant or are a member of a household with an infant, should be vaccinated. This includes
• all adult infant care providers with Tdap vaccine including adults age 65 and older;
• underimmunized preadolescents (ages 7-10 years) with Tdap vaccine.
"Joni Reynolds, director the state’s Immunization Program at the Department of Public Health and Environment, said, “Pertussis is a highly contagious disease, making unimmunized or incompletely immunized infants particularly vulnerable. By vaccinating family members and those who live or work around these young children, we better protect infants and young children.”
Reynolds explained that pertussis affects the airways and may be milder in adolescents and adults, especially those who have been vaccinated. However, pertussis can cause severe illness especially in young infants, and in rare cases can be fatal. Babies cannot begin the first of the three recommended pertussis infant vaccinations until they are at least 6 weeks old.
Since Sept. 1, the largest numbers of pertussis cases in Colorado have been reported from Jefferson and Arapahoe counties, followed by Pueblo, Boulder, Denver, Adams, Douglas, Weld and El Paso counties. For all these counties, the recent numbers of reported cases show a substantial increase over the past two years for the same calendar period. A number of smaller counties that usually report no pertussis cases for this time period have reported small numbers of cases since the beginning of September."
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If you believe that any of the comments on our site are inappropriate or offensive, please tell us by clicking “Report Abuse” and answering the questions that follow. We will review any reported comments promptly.powered by Disqus | <urn:uuid:4698fe27-47f8-4257-96b3-4d9589d88452> | CC-MAIN-2014-42 | http://www.kktv.com/news/elevenforhealth/headlines/Spike_In_Whooping_Cough_Prompts_New_Recommendations_109035839.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413558066290.7/warc/CC-MAIN-20141017150106-00211-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.941334 | 735 | 3.265625 | 3 |
The apostrophe symbol is used in math to denote the derivative function. Typically the symbol is used in an expression like: . In plain language, this represents the derivative of the function .
The " (double quote) symbol is used in computing to represent the start and end of a string of characters.
The backtick symbol is used in programming languages to express template strings.
The first derivative of a function is denoted by a apostrophe after the function name. Alternatively the partial symbol can be used to represent the derivative with respect to a variable. | <urn:uuid:cf0c27bf-569b-41b8-8750-946168a5885b> | CC-MAIN-2022-05 | https://wumbo.net/symbol/apostrophe/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303717.35/warc/CC-MAIN-20220121222643-20220122012643-00621.warc.gz | en | 0.83631 | 141 | 3.96875 | 4 |
Established by Charles Inglis, the founder of the university, the King's Library had accumulated a significant collection of books by 1802 covering classics, history, foreign languages, literature, natural sciences, and theology. The Library continued to add books throughout the 19th century, including several incunabula (books printed before 1500). It also acquired medieval manuscripts, natural history specimens, historical artifacts, and artworks.
The Library's award-winning building was erected in 1989 to commemorate the bicentennial of the university. Holdings of 70,000 volumes support the curriculum, with particular emphasis on materials relating to the Contemporary Studies, Early Modern Studies, History of Science and Technology, and Foundation Year programs and the School of Journalism.
The Library is also a museum with art, artefacts, and one of the oldest collections of ceramics in Canada. The Archives, which contains the university's inactive records of permanent value, is on the lower floor. It has honours theses, student publications, and extensive holdings of King's Students' Union records. The special ambiance in the Library's award-winning building creates an elegant, peace-filled study space.
King's students also have access to the Novanet consortium of libraries, including libraries at Dalhousie University.
The University of King's College is committed to the work of reconciliation, implementing changes based on the Calls to Action put forward by the Truth and Reconciliation Committee in 2015, with emphasis on the recommendations that specifically impact post-secondary institutions. The Library in particular is committed to carrying and providing resources that build upon student capacity for intercultural understanding, empathy, and mutual respect, as outlined in recommendation 63. iii. of the document (p. 7, Truth and Reconciliation Commission of Canada: Calls to Action).
For more information on what learning and dialogue is happening within King's College and the services being provided to ensure a respectful environment for Indigenous students, staff and faculty, visit the University's page on Reconciliation Resources. | <urn:uuid:3b76cb60-fd49-43a0-9360-48ad9f4ff4da> | CC-MAIN-2024-10 | https://libguides.ukings.ca/c.php?g=735145&p=5298384 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00777.warc.gz | en | 0.938351 | 411 | 2.625 | 3 |
Physiological aspects of acidity stress in plants (synonymous with H(+) rhizotoxicity or low-pH stress) have long been a focus of research, in particular with respect to acidic soils where aluminium and H(+) rhizotoxicities often co-occur. However, toxic H(+) and Al(3+) elicit different response mechanisms in plants, and it is important to consider their effects separately. The primary aim of this review was to provide the current state of knowledge regarding the genetics of the specific reactions to low-pH stress in growing plants. A comparison of the results gleaned from quantitative trait loci analysis and global transcriptome profiling of plants in response to high proton concentrations revealed a two-stage genetic response: (i) in the short-term, proton pump H(+)-ATPases present the first barrier in root cells, allocating an excess of H(+) into either the apoplast or vacuole; the ensuing defence signaling system involves auxin, salicylic acid, and methyl jasmonate, which subsequently initiate expression of STOP and DREB transcription factors as well as chaperone ROF; (2) the long-term response includes other genes, such as alternative oxidase and type II NAD(P)H dehydrogenase, which act to detoxify dangerous reactive oxygen species in mitochondria, and help plants better manage the stress. A range of transporter genes including those for nitrate (NTR1), malate (ALMT1), and heavy metals are often up-regulated by H(+) rhizotoxicity. Expansins, cell-wall-related genes, the γ-aminobutyric acid shunt and biochemical pH-stat genes also reflect changes in cell metabolism and biochemistry in acidic conditions. However, the genetics underlying the acidity stress response of plants is complicated and only fragmentally understood.
Keywords: Acidity stress; H+ rhizotoxicity; QTL analysis.; aluminium toxicity; gene expression; genetic analysis; low-pH stress; proton stress.
© The Author 2015. Published by Oxford University Press on behalf of the Society for Experimental Biology. All rights reserved. For permissions, please email: firstname.lastname@example.org. | <urn:uuid:9b97029a-8a01-42eb-a8a2-e23968b210c0> | CC-MAIN-2020-40 | https://pubmed.ncbi.nlm.nih.gov/26417020/?dopt=Abstract | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00676.warc.gz | en | 0.918883 | 468 | 2.609375 | 3 |
Catching CAPTCHA and Its Applications: Designed to Solve Internet Crime and Online Security Violation
CAPTCHA, whose primary function is to prevent automated programs from potentially abusing online services, is more of recognizing shapes, distorted characters, discerning objects or even solving puzzles.
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Indeed, the Internet is defined as the global interconnection of individual networks managed by government, industry, academia, and private parties. And most of the time, there are this black, twisted mind dreamed up the abomination called CAPTCHA.
CAPTCHA stands for Completely Automated Public Turing (tests to tell) Computers and Humans Apart, termed by the Carnegie Mellon researchers. They are commonly seen in the form of wavy, bold, and italic fonts. Usually ,they are in letters and sometimes mixed with numbers. CAPTCHAs are used as security measures on the internet that thwart automated programs from potentially abusing online services. They perform so by asking humans to do a task that computers cannot yet perform, such as deciphering distorted characters, recognizing shapes, discerning objects or animals in images, or solving puzzles.
Way back in 1997, the first use of anything similar to CAPTCHA was when search platform Alta-Vista sought a means of blocking automated URL submission to their engine. Chief scientist of Alta Vista, Andrei Broder believed that he brought up solution by developing algorithm that randomly generated a printed text image, which is the earliest instance of the CAPTCHA tech. Then, researchers at Carnegie Mellon in 2000 perfected the algorithm.
However, computers were unable to recognize it, but humans were still perfectly capable of reading the message and typing it in. The technology quickly caught on and in short order, spread across the internet. A patent was issued to Broder and his team in April 2001. It was then a lethal blow in the arms race between professional programmers and spam agents for the time being. This is the reason behind why every modern CAPTCHA so often illegible and nigh-impossible to read it. Many of them simply brute forced their way past weak security in order to get in, but many of them worked out even smarter.
CAPTCHA’s purpose is primarily to find a way to prove that the one in front of the screen is a human being and not a computer with abuse on its agenda. Nowadays, there are softwares available to bypass CAPTCHAs with a humble and helpful original goal. Some regular website maintenance includes regularly changing existing CAPTCHA because it does not take long for machines to figure out what sites use what form of CAPTCHA.
Other reasons why there is a need for CAPTCHA include preventing identity theft and fraud, computer viruses, spyware and hackers, phishing and bogus online transactions. Simply relying on passwords is not helpful for security because of password dictionaries and the overwhelming tendency to create easy, common problems.
The costs of internet crime and security violates run in the billions of US dollars, according to various sources such as the CSI, FBI, and the Computer Security Institute.
CAPTCHA confusion may be overlooked when analyzing web site or internet application performance. Sometimes, user often see a tick box nearby that might beep up a site owner, alarming that a user could not submit the form because of its CAPTCHA setup.
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This is a press release. Press release distribution and press release services by EmailWire.Com: http://www.emailwire.com/us-press-release-distribution.php. | <urn:uuid:109af36c-5aa3-4c80-8629-f230e7cc3008> | CC-MAIN-2014-49 | http://www.emailwire.com/release/159929-Catching-CAPTCHA-and-Its-Applications-Designed-to-Solve-Internet-Crime-and-Online-Security-Violation.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400380574.41/warc/CC-MAIN-20141119123300-00115-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.948009 | 878 | 2.953125 | 3 |
The enneagram, a powerful tool for therapy and creativity used by counselors and artists alike, identifies personality characteristics through a system of nine interconnected points called enneatypes (also referred to as “types” or “patterns”). Each point corresponds to a specific set of traits that flavor an individual’s behavior patterns and outlook on the world. Although the enneagram exists in several contexts, ranging from the strictly clinical to the mystical, its usefulness as a means of self-discovery becomes even clearer when it’s paired with yoga practice.
The enneagram (from the Greek ennea – nine, and gramma – written or drawn) is a circular diagram made up of nine points linked by lines that connect each number to several others. It is broken up into three sections: the gut points (8, 9 and 1) lie at the top, the heart points (2, 3 and 4) are on the right, and the head points (5, 6 and 7) are on the left.
Unlike other personality analysis systems like the Myers-Briggs Type Indicator, the enneagram places a lot of importance on energy and embodiment, seeing the physical, emotional and spiritual bodies as one and the same. We each have characteristics of every point on the enneagram, but one point will predominate. The labels “gut,” “heart” and “head” thus correspond to how we take in and understand our environments on the deepest and most unconscious level of our being. As with yoga, the enneagram brings us into a full body awareness—and hopefully, acceptance—that has far-reaching impacts for how we move through the world.
People who are typed as “gut points” initially process information through that part of the body, feeling things very deeply in their core, intuiting situations and people on an instinctual level. While their energy often feels very earthy and grounded, people with these types often have issues around anger, which they may be able to manage effectively or not at all.
“Heart points” process information initially through their emotional centers. They can feel very deeply, whether or not they are aware of it. They prioritize connection with others and spend time crafting and projecting a particular image to the outside world, but have trouble with shame.
“Head points” are cerebral, processing information through the mind. Quick and intelligent, they prize knowledge and experience and spend time creating and planning ahead, but their mental alacrity is also linked to feelings of fear.
Each type has a particular way of moving through the world, and getting a handle on your own pattern can help you identify the traits—both healthy and unhealthy—that make you who you are. This process of discovery can also help you grow your yoga practice. Connecting the enneagram with certain yogic traditions can deepen the understanding of both systems. For instance, like the chakras, which correspond to the movement of energy in the body, the points on the enneagram correspond to stages of necessary growth or enlightenment, moving from root (the gut points) to third eye and crown (the head points). Each number is a piece of a whole puzzle that exists within every human being, but, as with the chakras, we might have more to work to do around a particular point if we’re looking to make certain changes in our lives.
In daily practice, using the enneagram can help us deepen our asana practice and create more balance in our bodies. Some heart points, for example, can be disconnected from their gut, their center of intuition and core strength. People with these patterns could really benefit from poses that strengthen the abdominals. Gut points might be more cut off from their heads, so poses like headstand might be a goal of practice. Head points might need more heart-opening poses to connect more fully with their emotional centers. Stay tuned for Part Two of this series to learn more about the connection between the points on the enneagram and your yoga practice, where we’ll offer specific postures, pranayama and practices to help you work with these areas of the body.
For now, if you don’t already know your type, spend some time thinking about which part of your body you process information through first. Do you walk into a room and immediately feel energy on a deep, core level (the gut points)? Do you feel your emotions first (the heart points)? Or do you think through the situation and process things mentally (the head points)? While teachers and students of the enneagram believe that a person’s type is fixed from birth, the system is far from limiting. The goal is not to pigeonhole individuals into a set of generalizations, but rather to identity type as a means to self-acceptance and empathic expansion. The end result of working with the enneagram is a deep realization of universal oneness. Like yoga, the enneagram helps you become your best self.
If you’re still unsure of your “type,” use your yoga practice to explore. Begin by noticing your breath. Where does your breath naturally travel in your body before you begin a specific pranayama? I you breathe more shallowly, you may be a head point. If you tend to pull your breath in deeply, your pattern might be in the gut triad. Bring this exploration into your next yoga practice. Simply noticing which poses you love versus which you dread can be useful in identifying your pattern.
If you are familiar with the enneagram, I’d love to hear from you! Have you used it as a tool in your own yoga practice?
Disclosure: YogaBasics.com participates in several affiliate programs. As an Amazon Associate, we earn from qualifying purchases. When you click on external links, we may receive a small commission, which helps us keep the lights on. | <urn:uuid:ef52a9fb-92d8-46f8-b53a-2f649a750ef6> | CC-MAIN-2019-51 | https://www.yogabasics.com/connect/yoga-blog/the-enneagram-and-yoga/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540499389.15/warc/CC-MAIN-20191207105754-20191207133754-00307.warc.gz | en | 0.946817 | 1,235 | 2.59375 | 3 |
- Historic Sites
Captain Cook’s American
Connecticut-born John Ledyard became the first American to see Alaska and Hawaii. Years before Lewis and Clark, he planned to cross the North American continent—from west to east
December 1961 | Volume 13, Issue 1
Ledyard notes that the explorers were uncertain whether this part of the world was populated “but we had scarcely entered the inlet before we saw that hardy, that intriped [ sic ], that glorious creature man approaching us from the shore.” What he found very exciting was that the natives of Nootka seemed clearly to be “the same kind of people [ i.e., Indians] that inhabit the opposite side of the continent.” Despite his service with the British Navy, Ledyard had never lost the sense of being an American; and now his heart was stirred with a strong feeling of national identity. “Though more than two thousand miles distant from the nearest part of New-England,” he wrote, “I felt myself plainly affected. … It soothed a home-sick heart, and rendered me very tolerably happy.” Doubtless it was at this moment in the voyage that he had his first vision of an adventure which was to lure him on for the rest of his life. Why not, some day, come back here and then tramp across the whole of North America to the colonies? It would be a feat worthy of an American Cook, resulting in well-won fame for himself and inestimable opportunities for his country.
The spring and summer of 1778 were spent in painstaking exploration of the coast from Nootka Sound to Alaska and the Aleutians, with time off to repair the ships, trade with the natives, and send the men ashore for exercise and berry-picking. Near the end of May they entered a deep inlet on the south shore of Alaska and sailed northeast, again “not without hopes,” as Ledyard put it, “of the dear Passage, which was now the only theme.” It proved to be only a deep estuary (now called Cook Inlet), and they turned back, disappointed. While there, they landed near the future site of Anchorage, and “took possession” in the name of George III (a vain gesture, since the Russians already had a well-established claim to the area). They also viewed with appropriate awe the mountain one day to be named McKinley, after an American President—the highest point, though they did not know it, on the North American continent.
In all of these events young John Ledyard was a fascinated participant; and now he was about to have a moment of personal glory. As they moved southwest, in order to circumnavigate the Alaska Peninsula, they began to meet signs of Western civilization: natives with iron tips on their spears, scattered articles of European clothing, and, finally, an Aleut who produced a note written in Russian. Nobody from Cook on down could make out a word of it, but since it was dated 1778 they had no doubt that they were intruding into a fur-trading area which Catherine the Great’s entrepreneurs were currently working.** Cook was curious to see some Russians but felt impelled to push his exploration as far as possible before the end of summer. They therefore paused briefly at the island of Unalaska, and then made the final thrust up through Bering Strait into the Arctic Ocean. Here they soon encountered a formidable barrier of ice. No further progress being possible, they returned to Unalaska in early October, and now Cook decided to send someone in search of Russian traders. One man, he thought, could do better than a party. John Ledyard volunteered.
So it was that the young American was able to test his theory that he could make his way through uncharted wilderness alone and unarmed, depending for survival on his ability to get along with the natives of any country, especially if they were primitive. (“Like all uncivilized men,” he had noted when observing the Nootka Indians, “they are hospitable.”) He took with him no weapons, and only a little bread and a flask of rum by way of provisions. With a native who had claimed, by sign language, to know something of a white settlement, he made his way across the island, arriving by nightfall at a small Aleutian village where he was indeed hospitably received. Dinner—dried fish--was nothing to cheer about, but with the help of the rum Ledyard and the Aleuts managed to make a very sociable evening in the low, grass-thatched hut: “Ceremony was not invited to the feast, and nature presided over the entertainment until morning.”
The next day Ledyard found a cove where a Russian sloop lay at anchor; nearby was a well-established trading station. Although verbal communication between him and the handful of Russians posted there was hopeless, he demonstrated his usual facility at making strangers like him. They plied him with such delicacies as boiled whale, dressed him in Russian clothes, and in the morning insisted that he take a steam bath. Three of them then accompanied him back to the Resolution, where he got a taste of acclaim from the whole ship’s company for the successful completion of his mission.
It was now time to think of winter quarters, and Captain Cook headed back for the Sandwich Islands—with no premonition of the disaster that lay ahead. Coming in from the northeast, they discovered the island of Hawaii itself—Owhyhee, as Cook spelled it***—by far the largest of the group, and the most easterly. Although the men were desperate to get ashore, Cook cruised around the island for seven weeks while Master William Bligh made a careful survey. Finally, on January 17, 1779, they anchored in “Karakakooa” (Kealakekua) Bay, and Cook went in to the beach surrounded by a mass of canoes estimated by an officer, observing the scene from the rigging of the Resolution, at three thousand. Ledyard described the scene: | <urn:uuid:a465e7ba-262f-4a10-8922-5916157e93c6> | CC-MAIN-2015-48 | http://www.americanheritage.com/content/captain-cook%E2%80%99s-american?page=5&nid=51363 | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398467979.1/warc/CC-MAIN-20151124205427-00277-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.985686 | 1,290 | 3.140625 | 3 |
Recent news stories profiling a cancer patient whose last hope rests on treatment by injections of the virus that causes AIDS may have created some misconceptions regarding a new cancer immunotherapy.
Stephan Grupp MD, PhD
Recent news stories profiling a cancer patient whose last hope rests on treatment by injections of the virus that causes AIDS may have created some misconceptions regarding a new cancer immunotherapy. Essentially, HIV-derived lentivirus vectors used for gene modification represent just a small piece of this promising scientific breakthrough.1
Researchers from the Perelman School of Medicine at the University of Pennsylvania published the latest report on chimeric antigen receptor (CAR) T-cell therapy for patients with advanced leukemia inThe New England Journal of Medicinerecently, and demonstrated its effectiveness against the aggressive malignancy.2
The study’s senior author, Stephan Grupp MD, PhD, professor of pediatrics in the Perelman School of Medicine and director of translational research in the Center for Childhood Cancer Research at the Children's Hospital of Philadelphia, explained the true significance of CAR T-cell therapy. “The patients who participated in these trials had relapsed as many as 4 times, including 60% [of patients] whose cancers came back even after stem cell transplants. Their cancers were so aggressive they had no treatment options left. The durable responses we have observed with CTL019 [CAR T-cell] therapy are unprecedented.”
Out of 30 children and adults with relapsed acute lymphoblastic leukemia (ALL), complete remission was seen in 27 patients. At 6 months, the event-free survival rate was 67%, and overall survival was 78%. Compared with rates of remission for treatment using FDA-approved drugs for relapsed ALL (clofarabine, nelarabine, and liposomal-encapsulated vincristine), which are less than 25% and median duration of response 4 to 9 weeks, the results from CAR T-cell therapy are encouraging.
The CAR T-cell immunotherapy protocol calls for an infusion of autologous, genetically engineered T cells, transduced with chimeric antigen receptors using an HIV-derived lentivirus vector, which has become the source of erroneous reports regarding the procedure.
Carl June, MD
Carl June, MD, professor of immunotherapy and director of translational research in the Abramson Cancer Center at the University of Pennsylvania, and a lead researcher on the study, explains, “It's a disabled virus, but it retains the one essential feature of HIV, which is the ability to insert new genes into cells.” The vectors are commonly used for long-term, stable in vitro and in vivo gene transfer.
The chimeric receptors expressed in the T cells include an anti-CD19 single-chain Fv domain along with intracellular T-cell signaling domains, a combination that effectively redirects the cytotoxic T lymphocytes to cells expressing CD19, found on the surface of most B cells. Also included in the chimera are signaling domains to improve cytokine secretion, T-cell expansion, and persistence.
Once T cell expansion is under way, most patients develop delayed cytokine release and macrophage activation, known as cytokine release syndrome (CRS), with symptoms of high fever, hypotension, delirium, and aphasia. As part of the mechanism of elimination of cancer cells, cytokine release cannot be entirely prevented; but rather, it indicates the treatment is working. The toxicities can be managed using interventions such as interleukin-6 receptor blockade. Serum C-reactive protein may indicate the severity of the CRS to help manage the condition.
The modular construction of the chimeric receptors allows for flexibility in choosing the target for the engineered T cells. June’s research team is testing the therapy in pancreatic cancer patients by swapping out the anti-CD19 antibody domain and replacing it with an antibody specific for a molecule on the surface of pancreatic cancer cells.
Novartis, seeing the potential to change the cancer therapy landscape by reprogramming a patient’s immune system, committed $20 million to build a research center devoted to immunotherapy on the University of Pennsylvania campus. Novartis acquired exclusive rights to the CAR-T cell used in this trial, renaming it CTL019. It received the US Food and Drug Administration’s Breakthrough Therapy designation earlier this year, the first personalized cellular therapy for the treatment of cancer to receive this classification.3
June explains, “Virtually any tumor should be targetable with these CAR-T cells, but the targets have to be on the surface of a cancer cell, and an antibody needs to be made that can bind to that surface target. There’s a lot of energy in the field now trying to identify new targets so that virtually any cancer could be treated.” He hopes to increase the reach of the personalized therapy. “We are working to expand this therapy to patients across the world who desperately need new options to help them fight this disease.” | <urn:uuid:1ef52801-3ceb-49d0-baf0-89a3c9453c24> | CC-MAIN-2021-21 | https://www.targetedonc.com/view/hiv-has-role-in-car-t-therapy | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991428.43/warc/CC-MAIN-20210514152803-20210514182803-00544.warc.gz | en | 0.930254 | 1,040 | 2.828125 | 3 |
Inducible mechanism found by EMBL scientists links receptor degradation and replenishment
Research at EMBL suggests a new mechanism for managing the number of receptors at the cell’s plasma membrane. Receptors on a cell’s membrane detect cues in its environment, and often carry those cues into the cell, triggering chain reactions that enable the cell to respond. For the first time, EMBL scientists have shown an inducible link between the mechanism for degrading these receptors and the process of transporting newly synthesised receptors to the cell surface, to keep the right balance. It is the balance between how many of the receptors are being made, how many are being degraded and how many that are being recycled that determine the number on the cell surface.
A chance conversation got PhD student Sandra Scharaw thinking about the proteins involved in the receptor protein balance in a new way. After exposing the cells to epithelial growth factor (EGF) to induce EGF receptor signalling and as a consequence its partial degradation, Scharaw was surprised to also measure an increase in the production of EGF receptor proteins, as well as the specific machinery to transport it to the cell surface.
The EGF receptor has, in team leader Rainer Pepperkok’s words, been ‘studied to death’, making it an ideal model to study. After revealing a mechanism to maintain EGF receptor number on the cell surface, now the group wonder if there might be other linked feedback loops, especially as the number of receptors on the cell surface also has implications in cancer.
It’s almost a year since the coronavirus outbreak was declared a pandemic, affecting all our lives. While the virus continues its grip on the world, scientists are understanding it better and better, increasing our knowledge about it and opening up new ways to fight it. | <urn:uuid:aa3f139b-0a5a-49d1-b7a0-0e9446fbadaf> | CC-MAIN-2021-04 | https://www.embl.org/news/science/1612_new-insights-into-receptor-balancing/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703548716.53/warc/CC-MAIN-20210124111006-20210124141006-00589.warc.gz | en | 0.949597 | 375 | 3.171875 | 3 |
Single gene turns salmonella into an African mass killer
Pinpointing a single letter of DNA shows how deadly variant survives in the human bloodstream
A single genetic change in salmonella is playing a key role in an epidemic of bloodstream infections killing 400,000 people a year in sub-Saharan Africa.
Invasive non-typhoidal salmonellosis (iNTS) occurs when salmonella bacteria, which normally cause gastrointestinal illness, enter the bloodstream and spread through the body.
The African iNTS epidemic is caused by a salmonella variant that is resistant to antibiotics, and generally affects individuals with immune systems weakened by malaria or HIV.Scientists at the University of Liverpool in the UK have identified a specific genetic change, or single-nucleotide polymorphism (SNP), that helps the African salmonella to survive in the human bloodstream.In a new study published in Proceedings of the National Academy of Sciences, lead researcher Professor Jay Hinton said: “Pinpointing this single letter of DNA is an exciting breakthrough in our understanding of why African salmonella causes such a devastating disease, and helps to explain how this dangerous type of salmonella evolved.”
SNPs represent a change of just one letter in the DNA sequence, and until now it has been hard to link an individual SNP to the ability of bacteria to cause disease.
Using an analytic method called transcriptomics, the scientists identified SNPs that affected the level of expression of important salmonella genes.
After studying 1,000 SNPs they found a single nucleotide difference that is unique to the African strain and causes high expression of a virulence factor called PgtE that prevents salmonella being killed in the bloodstream.
The scientists then used an advanced genetic technique to switch the SNP found in the African strain to the version found in the type of salmonella that causes food poisoning and gastroenteritis globally.Finally, they used an animal infection model to show that the bacteria with the altered SNP had lost their ability to cause disease.
Hinton added: “We've developed a new investigative approach to understand bacterial infection, which is the culmination of six years of work. This combination of genomics and transcriptomics could bring new insights to other important pathogens, and prepare us for future epidemics.”
Professor Melita Gordon, a University of Liverpool clinician-scientist working in Malawi who was involved in the project, said: “The ability of iNTS salmonella strains to cause such serious disease leads to devastating and frequently fatal consequences for very young children, and for adults who may be the chief breadwinners in their homes and communities.
“We see iNTS disease placing an enormous burden on thinly stretched local health facilities and hospitals in Malawi, particularly because diagnosis is difficult, and treatment options are limited. It is now urgent that a vaccine is developed to combat this dangerous infection.” | <urn:uuid:a4cb1ee7-f033-4704-ab6f-3a3ee6d4f3d5> | CC-MAIN-2019-35 | https://select.timeslive.co.za/news/2018-03-01-single-gene-turns-salmonella-into-an-african-mass-killer/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027330968.54/warc/CC-MAIN-20190826042816-20190826064816-00142.warc.gz | en | 0.929087 | 601 | 3.09375 | 3 |
In this course we will learn the basics of linear algebra, integrating three different perspectives. We will study the geometry of vectors and higher-dimensional spaces, the algebra of real vectors and matrices, and the formal systems of vector spaces and linear transformations. We will see how the three perspectives interrelate, and how each can be used to better understand the other two.
Mathematics is a fundamentally linguistic activity. In this course we will learn to speak and write the language of mathematics; understanding, writing, and communicating proofs will be a substantial portion of the course.
Topics will include: geometry and manipulation of vectors, lines, and planes; systems of linear equations; vector spaces and linear transformations; matrix arithmetic, inverses, and determinants; bases, spanning sets, and linear independence; and eigenvectors and eigenvalues.
The course syllabus is available here.
- Notation Index
- Section 1: Systems of Linear Equations
- Section 2: Vector Spaces
- Section 3: Bases
- Section 4: Linear Transformations
- Section 5: Isomorphisms
- Section 6: Inner Products and Geometry
- Section 7: Eigenvectors and Eigenvalues
- Homework 1, due on Friday February 1 (Updated!)
- Homework 2, due on Friday February 8
- Homework 3, due on Friday February 15
- Homework 4, due on Friday March 1
- Homework 5, due on Friday March 8
- Homework 6, due on Friday March 22
- Homework 7, due on Friday March 29
- Homework 8, due on Friday April 12
- Homework 9, due on Friday April 19
- Homework 10, due on Friday April 26
Tentative midterm dates are February 22 and April 5.
The final exam will be in the usual classroom, on Thursday May 9 at 1:00 PM.
- Test 1 on February 22
- Test 2 on April 5
- Final Exam on Thursday May 9 from 1:00 to 4:00 PM
The official textbook for this course is Linear Algebra: A Modern Introduction, 4th edition, by David Poole. The ISBN is 978-1-285-46324-7.
I do not plan to rely heavily on this text during the course, since I plan to present the material from a different perspective. I will be posting my course notes on the course website as we go, and you can use those as a reference for the material.
You shouldn’t need to purchase the book to complete the course, but I will be using it as my primary reference as I put the course notes together.
If you would like more references or other perspectives, you may wish to check out:
- Linear Algebra: Ideas and Applications by Richard Penney, available online through the library
- Linear Algebra: Step by Step by Kuldeep Singh, available online through the library
- A First Course in Linear Algebra by Rob Beezer, available free online
- Linear Algebra by Jim Hefferon, available free online | <urn:uuid:1f94c053-9de2-43ef-95d2-2f7083a9b1c6> | CC-MAIN-2019-22 | https://jaydaigle.net/teaching/courses/2019-spring-214/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232258120.87/warc/CC-MAIN-20190525144906-20190525170906-00290.warc.gz | en | 0.929082 | 643 | 3.3125 | 3 |
Paris: The Statue of Liberty, Uganda's gorilla forest, Stonehenge and Venice – the United Nations on Thursday listed 31 protected sites threatened by sea level rise, drought and other climate change effects.
"Climate change is fast becoming one of the most significant risks for World Heritage sites," said a statement from the US-based Union of Concerned Scientists (UCS) thinktank and two UN bodies.
Researchers reviewed existing data and reports to measure the climate-specific threat to 31 sites in 29 countries, ranging from coral reefs and tropical forests to deserts and archaeological icons.
And they found that "every site in the report is already experiencing some impacts of climate change," according to lead author Adam Markham of the UCS.
Representatives of 195 nations agreed in Paris in December 2015 to limit average global warming to "well below" two degrees Celsius (3.6 degrees Fahrenheit) over pre-industrial levels, and 1.5 C if possible.
This must be achieved through deep cuts in fossil fuel use – coal, oil and gas which releases planet-warming greenhouse gases into the atmosphere when burnt.
But scientists say that even a two degree Celsius increase will mean a land-gobbling sea level rise, longer and more frequent droughts, dramatically-altered storm and rainfall patterns, and increasingly acute water shortages.
Beyond the two degree Celsius threshold, the projected impacts worsen exponentially.
"As the report's findings underscore, achieving the Paris Agreement's goal... is vitally important to protecting our world heritage for current and future generations, said Mechtild Rossler, director of the UN culture agency's World Heritage Center.
New York's Statue of Liberty is threatened by sea-level rise and superstorms, Uganda's Bwindi Impenetrable National Park by hotter temperatures and drought, and England's prehistoric Stonehenge monument by storms and flooding, the report found.
Along with the UCS thinktank, the report was compiled by the UN Environment Programme (UNEP) and the UN Educational, Scientific and Cultural Organization (UNESCO).
Venice will 'succumb'
"The archaeological site of Skara Brae in Scotland and some of the statues on Easter Island are in real danger of being lost to the sea as a result of coastal erosion (worsened by climate, storms and sea level rise) in the near future," Markham told AFP by email.
The Yellowstone National Park may be transformed in just a few decades by more frequent wildfires and ever-less snow due to warmer and shorter winters.
"Venice is likely to eventually succumb to rising water levels," said Markham.
"Coral reefs such as those in New Caledonia and Palau are already being damaged by stronger and more frequent El Ninos."
Most of the sites face multiple threats, from damage caused by tourists to mining, poaching and human encroachment, Markham explained.
"Climate change impacts are a new and additional stress that makes the combination of all the others worse and brings new direct threats."
In many cases, loss or damage to the sites would make a significant dent in tourism income and livelihoods.
UNESCO lists more than 1,000 heritage sites.
Of these, nearly half are threatened by industrial activities such as mining, oil exploration and illegal logging, according to a report released in April by conservation group WWF.
Climate bureaucrats tasked with drawing up a roadmap for executing the Paris agreement close a 10-day session in Bonn on Thursday – the first official negotiating round since the historic pact was concluded.
Updated Date: May 26, 2016 22:22 PM | <urn:uuid:74ebd6af-1140-45ca-9401-95f6ac59b960> | CC-MAIN-2018-26 | https://www.firstpost.com/world/stonehenge-statue-of-liberty-in-danger-from-climate-change-un-2800948.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863834.46/warc/CC-MAIN-20180620182802-20180620202802-00108.warc.gz | en | 0.935178 | 735 | 3.21875 | 3 |
It happens every year; the dreaded cold and snow forces you to stay inside while gray skies become the norm. Sunlight is critical for human health and the winter months provide quite a challenge. Exposure to the sun is vital, and during the cold, gray months, it can be quite challenging to meet your body’s demands.
One of the primary factors for sun exposure is the production of Vitamin D. A study by Platforma SINC found that 10 to 20 minutes of sun exposure was sufficient for daily needs in spring and summer months but that exposure time balloons to 2 hours needed in the winter months.1. That’s right, 2 hours in the cold to meet your daily requirements. I don’t know about you, but I can’t make it two minutes of exposure in the cold! 1.
Eating foods high in vitamin D and supplementation could help significantly. This will help your body maintain a decent level in the absence of sunlight. Always check with your doctor before taking a supplement.
Working out can help blast those winter blues away as well. Studies have proven that exercise can help reduce depression, anxiety, and aid with stress! The good news is the training does not have to be high intensity, and something as simple as a walk can carry significant benefits. It has also been an energy booster, which is really needed to fight back against those gloomy days. 2.
Another tool in the fight against winter is light therapy. These are bright lights you can put in your house to help mimic the sun. During the winter months, the lack of sunlight can throw off our circadian rhythm, making it harder to fall asleep or wake up. There are alarm clocks that mimic sunrise and help significantly during the winter months. There are also lights called sun lamps that can help considerably. These can be placed in any room and most effective during the morning. The great thing about sun lamps is they are readily available with no prescription. They don’t give off any harmful UV rays and are very safe.3.
Winter can causes a lot of disruptions to our body with lack of sunlight, difficulty exercising, and spending less time outdoors. This can pull our body out of balance and create a need to get back to homeostasis. Our body has an endocannabinoid system that helps regulate this process. CBD can be an aid to the endocannabinoid system. While the body naturally creates cannabinoids, CBD may help if there is a deficiency. 4.
These months may seem long, these tips will help you power through it and be even happier when the warm months come. Just remember winter is a short time of the year, and better weather is coming!
Source 4: https://www.ganjapreneur.com/does-cbd-help-promote-homeostasis/ | <urn:uuid:732ec954-59ff-4da0-b25a-5eaaff2903a9> | CC-MAIN-2021-10 | https://cbdlion.com/blog/how-to-stay-happy-and-healthy-in-low-sunlight-months/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178366959.54/warc/CC-MAIN-20210303104028-20210303134028-00230.warc.gz | en | 0.956149 | 577 | 2.859375 | 3 |
Caernarfon town walls
|Caernarfon town walls|
|Caernarfon, North Wales|
The north-east corner of the walls
Caernarfon's town walls are a medieval defensive structure around the town of Caernarfon in North Wales. The walls were constructed between 1283 and 1292 after the foundation of Caernarfon by Edward I, alongside the adjacent castle. The walls are 734 m (2,408 ft) long and include eight towers and two medieval gatehouses. The project was completed using large numbers of labourers brought in from England; the cost of building the walls came to around £3,500, a large sum for the period. The walls were significantly damaged during the rebellion of Madog ap Llywelyn in 1294, and had to be repaired at considerable expense. Political changes in the 16th century reduced the need to maintain such defences around the town. Today the walls form part of the UNESCO world heritage site administered by Cadw. Historians Oliver Creighton and Robert Higham describe the defences as "a remarkably intact walled circuit".
Before the English construction of the town of Caernarfon, the area had been occupied first by the Romans, who built the fort of Segontium, and later by both the Normans and the Welsh princes. As a result of this long history, depicted in the Welsh saga of Mabinogion, the site was both culturally and politically significant to the medieval Welsh. The English kings and Welsh princes had vied for control of North Wales since the 1070s and the conflict had been renewed during the 13th century, leading to Edward I intervening in North Wales for the second time during his reign in 1282. Edward invaded with a huge army, pushing north from Carmarthen and westwards from Montgomery and Chester. By summer 1283 Edward had secured Caernarfon and the surrounding area.
The king decided that the location would become the centre of a new county and the capital of the principality of North Wales, with a new castle and walled town forming the administrative centre. Edward's plan was a colonial enterprise and placing the new town and walls on the Caernarfon site was in part a symbolic act to demonstrate English power; the walls also symbolised the town's status as the capital of North Wales.
Traditionally Caernarfon's design and defences have been thought to have been inspired by the growth of the bastides. The bastides were new planned towns created in both France and English-held Gascony during the period, characterised by grids of straight streets, often defended by combinations of castles and town walls. More recent research, however, has shown that English town design played a more significant role in shaping Caernarfon and other Edwardian town plans. In the case of Caernarfon, the town plan and walls were adapted to fit around the site of the former Norman castle on the site, which lay just outside the new town and was used a market place.[nb 1]
The walls of Caernarfon were built at the same time as the castle, under the overall supervision of Master James of Saint George, Edward's chief architect in North Wales. Between 1283 to 1284, Richard the Engineer acted as James' deputy on the site; later, between 1295 and 1308, Walter of Hereford performed a similar role, and may have also been responsible for earlier work on the walls as well. Huge amounts of labourers were mobilised from across England for the task, massed at Chester and then brought into Wales for each summer building season. Work on the walls progressed quickly, albeit in uneven bursts: local houses were demolished to make way for the fortifications and the stone walls and gates were probably finished by 1292. The cost of building the town walls was around £3,500, a large sum for the period.[nb 2]
Otto de Grandson, a favourite of Edward I, was appointed as constable of Caernarfon and justiciar of North Wales, with responsibility for security in the region. In 1294, however, Madog ap Llywelyn revolted against English rule and undertook a wide campaign across North Wales, attacking the town of Caernarfon. Despite the walls, the town was overrun, the walls badly damaged, and the castle—still largely unfinished —was easily taken and set on fire. Edward responded with military force the next year: he retook Caernarfon and ordered the town walls to be fully repaired by November 1295, at a cost of around £1,195.[nb 3]
14th to 18th centuries
The new town of Caernarfon was populated by English settlers, particularly from nearby Cheshire and Lancashire, and the town walls were in part designed to encourage immigrants and royal officials to settle there in safety. The town of Caernarfon did not prove a successful settlement, however; by 1298 it had only 59 burgage tenements—properties paying rent to the king—making it far less prosperous than either neighbouring Conwy or Beaumaris, and the situation did not improve during the 14th century. In 1400 Welsh prince Owain Glyndŵr rose in rebellion against English rule, but despite attempts to take Caernarfon in 1403 and 1404, the town's defences held out. The ascension of the Tudor dynasty to the English throne resulted in a change in the way Wales was administered. The Tudors were Welsh in origin, and their rule lessened hostilities between the Welsh and English, reducing the need to maintain Caernarfon's castle and walls and easing the restrictions on Welsh access to the town—the Welsh were finally allowed to live inside Caernarfon in 1507.
Around 1800, Caernarfon's local corporation undertook a programme of modernisation work, inserting several new gateways in the town walls; other changes were also made to the walls during the period, with some towers being converted for use as administrative buildings and the gatehouses altered to accommodate more modern offices. During the 19th century the town of Caernarfon grew considerably, prompted by the slate trade and the construction of the Chester to Holyhead railway line. As a result of this population pressure, by the 20th century housing had encroached along the inside and outside of the town walls, so that in many places the walls had vanished from view. During the 20th century the walls were gradually acquired by the state and these houses demolished.
Today Caernarfon's walls are managed by the Welsh heritage organisation Cadw as a tourist attraction, although only a small part of the wall-walk is open to the public. The walls require ongoing maintenance; in the financial year between 2002 and 2003, for example, maintaining the historic fabric of the walls and the castle cost £4,500 (£5,710 in 2010 terms).[nb 4] The walls were declared part of a UNESCO world heritage site in 1986 and are classed as a grade 1 listed building and hold scheduled monument status. They are considered by historians Oliver Creighton and Robert Higham to be "a remarkably intact walled circuit".
The Caernarfon town walls today present an unbroken, 734 m (2,408 ft) long circuit around the town, enclosing 4.18 hectares (10.3 acres), and are unusually well preserved. They are mostly built from the same carboniferous limestone used at the castle. The eight towers along the wall are mostly "gap-backed", lacking walls on the inside of the towers, and originally included removable wooden bridges to allow sections of the walls to be sealed off from attackers.
The two original entrances to the town were through the West and East Gates. The West Gate faced onto the harbour, and was also known as the Golden Gate (Welsh: Porth-yr-Aur); in the medieval period, this name would have evoked images of imperial Roman and Arthurian power, as it was the name of the primary gateway in the city of Constantinople.[nb 5] It was originally defended by a portcullis, but was modified with additional Gothic features in the 19th century. The East Gate formed the landward entrance to the town, originally overlooking the river Cadnant—the river is now culverted over. The gatehouse contained offices for most of the period since its construction in the 13th century, first housing the royal exchequer, then Caernarfon's town hall and finally the guildhall. The offices were finally removed in the 1960s. Little of the original gatehouse remains, due to 18th and 19th century building work, although the base of the towers remains medieval. Newer entrances to the town, made by creating additional gateways in the walls, include Northgate, Greengate and the entrance to Market Street.
In the north-west corner of the walls is the 14th-century chapel of Saint Mary, built into the defences and using the only fully circular tower in the walls as a vestry. Further along the west side of the walls, several of the towers have been converted for various uses. One forms part of the County Offices, having been incorporated into the former County Gaol in the 19th century; another has been used by the Royal Welsh Yacht Club since the 19th century, and a third has been converted into a holiday home by the Landmark Trust.
- It was unusual for towns for the period to have such an extra-mural market place—most lay inside the walls.
- £3,500 was almost six times the annual income of a typical 14th century English nobleman such as Richard le Scrope.
- It is impossible to accurately compare medieval and modern prices or incomes. Historian Arnold Taylor notes that the cost—almost half the original cost of the walls—demonstrates that the Welsh damage must have been extensive.
- The maintenance figures vary from year to year.
- During the period, King Arthur was believed to have Roman connections. The adjacent Caernarfon Castle may also have been designed to also resemble Constantinople.
- Creighton and Higham, p. 274.
- Taylor, pp. 5–7.
- Taylor, pp. 5, 7.
- Ashbee, p. 5; Taylor pp. 6–7.
- Taylor, p. 7.
- Taylor, p. 38.
- Creighton and Higham, pp. 32, 101.
- Creighton and Higham, p. 99.
- Lilley, pp. 109–111.
- Creighton and Higham, pp. 4, 99–100.
- Creighton and Higham, p. 4.
- Taylor, pp. 8–9; Turner, p. 49; World Heritage Site Management Plan: Part 1, Cadw, p. 18.
- Brown, pp. 123–5; Taylor, p. 8.
- World Heritage Site Management Plan: Part 1, Cadw, p. 18; Creighton and Higham, p. 102.
- Taylor, p. 13; Creighton and Higham, p. 102.
- Given-Wilson, p. 157.
- Taylor, p. 39.
- Taylor, pp. 12–13.
- Taylor, p. 13.
- Longley, p. 23; Taylor, p. 38.
- Prestwich, pp. 5–6.
- Ashbee, p. 12; Taylor, p. 16
- Ashbee, p. 13; Taylor, p. 16.
- Taylor, p. 16; Creighton and Higham, p. 212; World Heritage Site Management Plan: Part 1, Cadw, p. 18; World Heritage Site Management Plan: Part 2, Cadw, pp. 53–4.
- Taylor, p. 42–3; The Bath Tower, The Landmark Trust, accessed 17 September 2011.
- Taylor, pp. 18–9.
- The Bath Tower, The Landmark Trust, accessed 17 September 2011.
- World Heritage Site Management Plan: Part 1, Cadw, p. 20.
- Creighton and Higham, p. 273; World Heritage Site Management Plan: Part 1, Cadw, p. 20.
- World Heritage Site Management Plan: Part 2, Cadw, p. 56; Five Ways to Compute the Relative Value of a UK Pound Amount, 1830 to Present, Measuring Worth, Lawrence H. Office, accessed 10 September 2011.
- World Heritage Site Management Plan: Part 2, Cadw, p. 56.
- Caernarfon Town Walls, Gatehouse website, accessed 17 September 2011.
- Creighton and Higham, p. 273.
- Creighton and Higham, p. 273; Taylor, p. 41; Lilley, p. 106.
- World Heritage Site Management Plan: Part 1, Cadw, p. 21.
- Thompson, p. 156; Wheatley, p. 137.
- Taylor, p. 43.
- Taylor, pp. 41–2.
- Taylor, p. 42; World Heritage Site Management Plan: Part 1, Cadw, p. 20.
- Taylor, p. 42; Creighton and Higham, p. 273.
- Taylor, pp. 42–3.
- Taylor, p. 42.
- Taylor, p. 43; World Heritage Site Management Plan: Part 1, Cadw, pp. 20–1.
- Ashbee, Jeremy A. (2007) Conwy Castle. Cardiff: Cadw. ISBN 978-1-85760-259-3.
- Brown, R. Allen. (1962) English Castles. London: Batsford. OCLC 1392314.
- Creighton, Oliver Hamilton and Robert Higham. (2005) Medieval Town Walls: an Archaeology and Social History of Urban Defence. Stroud, UK: Tempus. ISBN 978-0-7524-1445-4.
- Given-Wilson, Chris. (1996) The English Nobility in the Late Middle Ages. London: Routledge. ISBN 978-0-203-44126-8.
- Lilley, Keith D. (2010) "The Landscapes of Edward's New Towns: Their Planning and Design," in Williams and Kenyon (eds) (2010).
- Lott, Graham. (2010) "The Building Stones of the Edwardian Castles," in Williams and Kenyon (eds) (2010).
- Prestwich, Michael. (2010) "Edward I and Wales," in Williams and Kenyon (eds) (2010).
- Taylor, Arnold. (2008) Caernarfon Castle and Town Walls. Cardiff: Cadw. ISBN 978-1-85760-209-8.
- Thompson, M. W. (1991) The Rise of the Castle. Cambridge: Cambridge University Press. ISBN 978-0-521-08853-4.
- Wheatley, Abigail. (2010) "Caernarfon Castle and its Mythology," in Williams and Kenyon (eds) (2010).
- Williams, Diane M. and John R. Kenyon. (eds) (2010) The Impact of the Edwardian Castles in Wales. Oxford: Oxbow Books. ISBN 978-1-84217-380-0. | <urn:uuid:6b70a3bd-b2d2-4040-a2f9-fe1f308d451d> | CC-MAIN-2015-48 | https://en.wikipedia.org/wiki/Caernarfon_town_walls | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398448506.69/warc/CC-MAIN-20151124205408-00276-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.941151 | 3,205 | 3.140625 | 3 |
Virtual Reality and augmented reality have both been buzz words since the last few months of 2017. Both hold tremendous potential for growth in almost all fields. They’re powerful tools that can help us experience reality in a manner that can dramatically shift our perception of the world.
However, despite the hype, many people cannot differentiate between virtual reality and augmented reality. How are virtual reality and augmented reality different from each other? Let’s dive right into it.
What is Virtual Reality?
Virtual reality allows you to escape the real world by blocking out everything in your surroundings and creating a simulation of a new reality. By putting on the VR goggles, the user experiences the simulated reality first hand.
Virtual reality can be experienced by using Oculus Rift, Google Cardboard or Samsung Gear VR. By putting on your VR gear, you can instantly get transported into the era of dinosaurs or climb on top of mountains. Once you put your gear on, your immediate vision is blocked out. You will fully and completely get immersed into a new stimulated reality be it nature or fantasy.
A coding language known as Virtual Reality Modelling Language (VRML) is used to program images and graphics to allow the users to experience stimulated reality. VR technology stimulates the visual and auditory sensors of the users and it allows them to completely become absorbed in their new stimulating surroundings.
Different users have reported different experiences. Most people are completely blown by the experience. However, there are some, who have had problems such as nausea when they’ve tried to use Gear VR. This is mainly because our brains are quite smart and they may recognize discrepancies between our motions and the movement of the world around us. When that happens, our brain questions the reality of the world around us and causes us to feel nauseous. However, VR is still relatively new and it is continuously evolving. Undoubtedly, this problem won’t last for long as new technology emerges.
What is Augmented Reality?
Augmented reality enhances the current reality by adding computer-generated elements into it. It “augments” the reality and makes it more meaningful for the users by allowing real-time interaction. Augmented reality is often used on mobile phones via applications that have been programmed to process AR. These apps blend digital elements into the real world to provide more clarity. Many tech giants such as Facebook and Samsung have expressed interest in AR. We will surely be seeing lots of new developments in this field.
You can read more about Augmented reality here.
Difference between virtual reality and augmented reality.
Virtual reality and augmented reality differ in terms of the “presence” of the user. In virtual reality, the user is transposed into a virtual world and disconnects with the world around him. Whereas augmented reality just alters the current reality for the user. It helps them add elements into their existing reality without altering their presence in any way. Many people use VR and AR synonymously, but that couldn’t be further from the truth.
To understand this concept consider the analogy of a jungle. By using VR, you are a part of the jungle as you explore all its secrets and navigate across the maze. In contrast, in AR you’re like an outside viewer seeing what happens in the jungle. You can even wear AR glasses, and see all the wild animals come to life in your own backyard.
Applications of Virtual Reality
Virtual reality is a powerful tool. While many people are aware of the exhilarating experience VR provides in gaming, not many know the potential VR holds in other areas.
VR has the power to change lives, there is no doubt about that. Following are 5 applications of VR In various fields:
Military training is both expensive and tough. It involves a variety of different scenarios that employees must be trained in that are both labour intensive and dangerous. By using VR, Military training can be conducted for different scenarios without additional costs. War simulations can be stimulated so soldiers can understand what it is really like in the heat of action. VR training are highly flexible, and thus they can be tailored for all kinds of divisions.
VR can be used to produce engaging simulations that appeal to the students and therefore it enhances their learning. Moreover, VR can allow students to explore situations and places that would not be accessible to them otherwise. For instance, students studying geography can actually visit different landscapes in VR and see all that they are studying. Tech giants are already investing in VR to enable more applications for it in education. For instance, Google has launched “Expedition” to enable more uses for VR in the classrooms.
VR can be used in organizations to train employees in real-world scenarios. VR can be used to deliver safety training, conflict resolution, and more. Wallmart is using VR to train their employees in handling different in-store crises such as holiday rush or aisle mess.
Surgery Training for Medical Students
Medical students have to study for years before they’re ready for surgery, and even though they’re made to practice their cuts a lot before the actual surgery, practising on real patients is extremely risky. With VR medical students can practice many different types of surgeries without actually handling real patients. This helps boosts their confidence and gives them more insight into the surgical process.
VR is being used in Distraction therapy to distract the patients as they undergo physical therapy. A study In 2017 found that users undergoing VR distraction therapy during dental treatments reported lesser pain as compared to no VR.
This holds tremendous potential that can be explored in the medical industry.
Applications of Augmented Realty
Augmented Reality has been around long before virtual reality, and many of us have experienced it in one form or another. Following are applications of AR:
We’ve all heard about Pokemon GO, it had half the world going all over the place looking for Pokemons. Now that was possible due to AR. Pokemons that we had once only seen on our Gameboy devices were roaming all around us due to the power of AR.
‘Harry Potter: Wizards Unite’ is another popular AR games that is being launched just this year. AR has opened endless opportunities for gaming. What we previously saw only in science fiction is now coming to life with AR.
AR can be used to generate eye-catching and memorable marketing campaigns to increase their brand recall. A case in point is the marketing campaign by Pepsi back in 2014 when they placed an AR powered billboard on a bus stand. People on the bus stand could see all sorts of things happenings in their surrounding such as UFOs, wild tigers, octopuses grabbing people and more. This generated a lot of buzz for the company and generated more than 7.5 million views on their videos.
Similarly, to promote their new line of nail colours Maybelline ran AR print ads that allowed the users to virtually try the nail paints.
AR technology allows users to buy directly from magazines and catalogues. Argos tried this when they empowered their holiday catalogue with AR. Customers could use the Blippar’ app to blip the items that they like and shop directly from the catalogue. More than 21,000 users shared this campaign on social media.
AR is revolutionizing manufacturing. It is making it faster, easier and much more efficient. For instance, it would take the engineers of the fighter jet aircraft years of training to assemble an aircraft. Now thanks to AR technology and AR-enabled glasses engineers can see a rendering of nuts and bolts with instructions in real time. This makes their job significantly easier and increases their efficiency.
With AR, companies can also visually diagnose problems on their floor and reduce downtime.
With AR logistics become a whole lot easier. In traditional warehouses, products must be located, scanned, and loaded on the doc. Now AR technology is being tested to undertake this. DHL has already started testing how AR can help improve their logistics system.
To Sum it up, Both AR and VR are revolutionary technologies that have tremendous potential to change the world for the better. Their combined utility is even better. Investment is pouring into this area, and a lot of growth is expected in the future. The main difference between AR and VR lies in the perception of Presence of the individual. In VR, the user is blind to their surroundings and becomes completely immersed in the simulated reality. In contrast, AR exists within the real world. It is simulation layered over the real world. AR can be viewed by using AR glasses or mobile apps. For VR you need Oculus Rift or other gear that completely covers the vision of the users. Both AR and VR are powerful tools, and whether one is more powerful than the other depends upon the type of situation. Each comes with its own strengths and weaknesses. | <urn:uuid:3826ac80-a11f-4e19-80b2-de7407ddcfb8> | CC-MAIN-2018-47 | http://www.circuitstoday.com/virtual-reality-vs-augmented-reality | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743282.69/warc/CC-MAIN-20181117040838-20181117062838-00511.warc.gz | en | 0.95879 | 1,785 | 3.0625 | 3 |
Representatives, as their name suggests, are individuals who’re appointed or elected to speak or act on behalf of others. They’re entrusted with the responsibility of representing an individual or an organization in various settings, such as in government, business, or sports. A representative can be a delegate, a spokesperson, or an agent, depending on their particular role. Irrespective of their designation, representatives play a crucial role in facilitating communication and negotiations between different parties, and ensuring that their interests are adequately represented and safeguarded.
What Does It Mean When Someone Speaks for Someone Else?
The act of speaking for someone else can manifest in various forms- from simple clarifications to full-fledged advocacy. In essence, speaking for someone else involves conveying the messages or ideas of another individual to a particular audience in a manner that’s informative, persuasive, and articulate. Often, individuals require someone to speak on their behalf because they don’t feel comfortable doing it themselves, lack the ability to express themselves efficiently or lack the necessary experience.
In some cases, speaking for someone else may involve advocating for their rights and needs. This can be particularly important for individuals who’re vulnerable or marginalized and may lack the resources or skills to protect themselves. In such situations, advocates often work to provide much-needed support, ensure that their needs are met, and represent their interests in legal or administrative proceedings.
However, it’s important to note that speaking for someone else shouldn’t be done without their consent or in a way that undermines their autonomy. Effective advocacy requires collaboration and communication between the speaker and the person they’re representing to ensure that their needs and wants are accurately conveyed.
It requires empathy, communication skills, and a willingness to collaborate with others to achieve common goals. When done correctly, it can help individuals express themselves more effectively, advocate for their rights, and achieve the outcomes they desire.
Being a representative of a group requires a particular set of skills, such as strong communication and negotiation abilities. When it comes to speaking for a particular organization or community, having a designated individual as a spokesperson can help ensure that the message gets across clearly and effectively. In this article, we’ll delve deeper into the role of a spokesman, their key responsibilities, and why this position is crucial for organizations and groups.
What Is the Word for Someone Who Speaks for a Group?
When it comes to addressing a group of people, there’s often a need for someone to stand up and speak on behalf of that group. This individual is commonly referred to as a spokesman, or in more modern terms, a spokesperson.
One of the primary roles of a spokesman is to relay information to the public or the media. They act as a bridge between the group they represent and those who’re interested in learning more about them. This can involve making statements on behalf of the group, providing updates on their progress or activities, and answering questions that may arise.
To be an effective spokesman, it’s essential to have a good understanding of the groups mission, goals, and values. They must also be able to effectively communicate these things to others in a clear and concise manner. This requires excellent communication skills, as well as the ability to think on their feet, especially in situations where they may face challenging questions or criticism.
In these cases, their role is to advocate for the interests of their industry or political party, as well as keep the public informed about their activities and initiatives.
When we witness injustice or discrimination, it’s important to speak up for those who may not have a voice. This act of advocacy is crucial in promoting equality and ensuring that all members of society are treated fairly. There are many synonyms for “speaking up for others,” with “advocate” and “argue” being among the most relevant. Let’s explore these terms and their meanings in greater detail.
What Is the Word for Speaking Up for Others?
Advocacy is the act of speaking up for others or a cause, whether it be through words or actions. An advocate is someone who believes in a particular cause and is willing to speak up and lend their voice to support it. When we speak up for others, we’re essentially advocating for them and fighting for their rights. This can be done in a variety of contexts, such as in the workplace, in the local community, or on a broader national or international level.
Some synonyms for speaking up for others include championing, defending, supporting, promoting, and standing up for. Each of these words conveys a sense of active engagement and support, with the goal of bringing about positive change. When we argue on behalf of a particular cause or individual, we’re seeking to persuade others of the merits of our position and to gain support and momentum for our efforts.
One of the most relevant synonyms for speaking up for others is advocate, which is a term that’s often used in legal contexts. However, the term can also be more broadly applied to anyone who speaks up for a particular cause or group of people, whether or not they’ve a legal background.
From defending the vulnerable to championing the marginalized, our words and actions can make a real difference in the lives of others, and can help to build a more just, equitable, and inclusive society.
This role may take different forms, from a delegate who represents a group's interests to a business representative who handles transactions and negotiations for someone else. In essence, a representative is a crucial intermediary who bridges the gap between the principal and the outside world. Whether in politics, business, or other realms, this concept is integral to the functioning of society and requires individuals who can exercise good judgment, communication skills, and a deep sense of responsibility to perform effectively. Therefore, understanding the importance of the representative is critical to navigating an interconnected world where delegation and representation are constant features. | <urn:uuid:dca90e8c-593d-41a3-ae64-d4f8aeaf48ac> | CC-MAIN-2023-50 | https://talkafeels.com/en/what-do-you-call-someone-who-speaks-or-acts-for-others | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100523.4/warc/CC-MAIN-20231204020432-20231204050432-00401.warc.gz | en | 0.958999 | 1,228 | 4.03125 | 4 |
The death of Steve Jobs, founder and iconic leader of Apple, is a signal moment in the lives of the “Digital Generation,” which Jobs, along with a very few other creative geniuses, made possible. Few individuals of any historical epoch can claim to have changed the way so many people live their lives, do their work, and engage the products of the culture.
Jobs was one of the most influential cultural creatives of all time. If that seems like an exaggeration, it is only because the products that Jobs and Apple brought into being have become so familiar that they appear as the furnishings of contemporary lives. The personal computer was not invented by Steve Jobs, but he saw the possibility of integrated systems that would allow personal creativity to blossom. He saw products that customers did not even know they needed — and then released the products to the public, creating entire new markets and unleashing an explosion of worldwide technological creativity.
The Apple products that Jobs personally introduced, including the iPod, the iPhone, and the iPad, defined a new era. There is now no going back. We are in the digital age to stay. But, that world will now have to reckon with the absence of Steve Jobs.
Born to unwed parents in 1955, Jobs was adopted by a couple in Northern California — the region later to be known as Silicon Valley. In one sense, Jobs was first defined by Silicon Valley. Later, he would return the favor by defining the region on his own terms.
He, along with Stephen Wozniak, developed Apple as an idea and as a company. After dropping out of Reed College, Jobs joined Stephen Wozniak in attending the meetings of the Homebrew Computer Club, which met at the Stanford Linear Accelerator Center in Menlo Park, California. They began attending the meetings in 1975. In 1976, they began Apple with just over $1,000 of their own money. By 1981, the company was worth $600 million. In 1983, Apple joined the Fortune 500.
Jobs had his share of technological failures, or disappointments. Nevertheless, even in his years away from Apple (after losing control of the company), Jobs redefined entire industries. He developed Pixar into a digital movie powerhouse, among other things, returning to lead Apple in 1997 and later to become CEO again in 2000. The rest is history.
Christians considering the life and death of Steve Jobs will do well to remember once again the power of an individual life. God has invested massive creative abilities in his human creatures. These are often used for good, and sometimes deployed to evil ends. Steve Jobs devoted his life to a technological dream that he thought would empower humanity. He led creative teams that developed technological wonders, and then he made them seemingly necessary for life in the digital age.
Jobs’ massive creative genius was matched to an almost unerring intuition of taste. His design specifications and attention to aesthetic detail are legendary. He reportedly held product designs, such as the iPhone, in his hand, closing his eyes as he ran his fingers over each surface, mandating changes to make to the product that were, to his mind, aesthetically perfect. He once defined taste as “trying to expose yourself to the best things humans have done and then trying to bring those things into what you are doing.”
His sense of taste — almost an intuition to know in advance what would be considered tasteful — was remarkable. Nevertheless, taste is not a very substantial basis for a worldview, nor can technology save us.
Steve Jobs lived a life that, by secular standards, will be considered legendary. Generations to come will be directly influenced by forces and products that he and his company brought to reality. He died a legend and one of the world’s richest men.
His personal life was far more complicated than his cool and reserved public image suggested. And his worldview, seemingly and vaguely Eastern in orientation (there was speculation that Jobs was Buddhist), was very much a part of the hidden Steve Jobs. In his 2005 commencement address at Stanford University, Jobs said:
“Again, you can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.”
He told the graduating students to pursue their dreams and cited The Whole Earth Catalog, a work that symbolized the quirky culture of Jobs’ youth in northern California: “Stay Hungry. Stay Foolish.”
In diet, he was a pescetarian, eating fish as the only meat. In public, he was the essence of cool — redefining the role of the CEO as the narrator and public revealer of new technologies and products. In private, beginning in 2004, he was fighting against pancreatic cancer.
In his Stanford address, Jobs told of a saying he first heard as a 17-year-old: “If you live each day as if it was your last, someday you’ll most certainly be right.”
He stepped down as Apple CEO in August, telling his company’s employees, “I have always said that if there ever came a day when I could no longer meet my duties and expectations as Apple’s CEO, I would be the first to let you know. Unfortunately, that day has come.”
He exited the scene with grace, ensuring that the company he founded would endure when he was off the scene. There is much to learn from his life and his legacy.
At the same time, Christians cannot leave the matter where the secular world will settle on Steve Jobs’ legacy. The secular conversation will evade questions of eternal significance, but Christians cannot. As is the case with so many kings, rulers, inventors, leaders, and shapers of history, Christians can learn from Steve Jobs and even admire many of his gifts and contributions. Yet, we must also observe what is missing here.
I am writing this essay on an Apple laptop computer. I am listening to the strains of Bach playing from my iPad via an AirPort Express. My iPhone sits on my desk, downloading a new App from iTunes. Steve Jobs has invaded my life, my house, my office, my car, and my desktop — and I am thankful for all of these technologies.
But unerring taste, aesthetic achievement, and technological genius will not save the world. Christians know what the world does not — that the mother tending her child, the farmer planting his crops, the father protecting his family, the couple faithfully living out their marital vows, the factory worker laboring to support his family, and the preacher preparing to preach the Word of God are all doing far more important work.
We have to measure life by its eternal impact, even as we are thankful for every individual who makes this world a better place. But, don’t expect eternal impact to be the main concern of the business pages.
My son Christopher, age 19, is very much part of the digital generation — a “digital native” who never knew a time when the digital world was not. To him, and to his generation, Steve Jobs was the worker of wonders. Jobs, said Christoper, “made computing cool” and “brought in the iGeneration.” Texting me after the announcement of Steve Jobs’s death, Christopher wanted to make sure I knew “this is a big deal.” Got it, Christopher. Thanks.
Photo source: www.apple.com
I am always glad to hear from readers. Write me at firstname.lastname@example.org. Follow regular updates on Twitter at www.twitter.com/AlbertMohler | <urn:uuid:e492a4c8-2c06-4e91-84ea-e8f7955e551f> | CC-MAIN-2015-22 | http://www.albertmohler.com/2011/10/06/steve-jobs-1955-2011/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928864.73/warc/CC-MAIN-20150521113208-00119-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.976828 | 1,625 | 2.796875 | 3 |
Also know as Hominy Grits, the word grits refers to any coarsely ground grain such as corn, rice or oats. Grits are available in various grinds; coarse, medium and fine. They are cooked, usually boiled or baked, in water or milk. Grits are commonly eaten as cereal or as a side dish.|
Add almost anything to grits from country ham, shrimp, fried fish, eggs, cheese, gravy to fruit, butter and syrup, or simply eat plain.
Enriched corn grits (corn grits, niacin, reduced iron, thiamine mononitrate, riboflavin, folic acid)
White Hominy Grits
3 cups water
1/2 tsp. salt
1 cup grits
Bring water and salt to a boil. Add grits
and reduce heat. Cook slowly for about 5
minutes, stirring occasionally. Remove from
heat, cover and let stand for a couple
minutes. Makes 4 servings. | <urn:uuid:55cd39be-c994-414e-9ab9-f40d1a2475bf> | CC-MAIN-2019-04 | https://purcellmountainfarms.com/product_info.php?cPath=35&products_id=414 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583660020.5/warc/CC-MAIN-20190118090507-20190118112507-00109.warc.gz | en | 0.939121 | 213 | 2.734375 | 3 |
What will soon be the most powerful neutrino detector in the United States has begun recording its first images of particles.
The NOvA detector is still under construction in Ash River, Minn. However, using its first completed section, scientists have begun collecting data from cosmic rays—particles produced by a constant rain of atomic nuclei falling on the Earth’s atmosphere from space. The detector takes three-dimensional images of the particles' tracks as they pass through it.
“It’s taken years of hard work and close collaboration among universities, national laboratories and private companies to get to this point,” says Pier Oddone, director of the Department of Energy’s Fermi National Accelerator Laboratory. Fermilab manages the project to construct the detector.
The active section of the detector is about 12 feet long, 15 feet wide and 20 feet tall. When complete, the full detector will measure more than 200 feet long, 50 feet wide and 50 feet tall.
Ultimately, the scientists' goal is to discover properties of mysterious fundamental particles called neutrinos. Neutrinos are as abundant as cosmic rays in the atmosphere, but they have barely any mass and interact much more rarely with other matter. Many of the neutrinos around today are thought to have originated in the big bang.
“The more we know about neutrinos, the more we know about the early universe and about how our world works at its most basic level,” says NOvA co-spokesperson Gary Feldman of Harvard University.
Later this year, Fermilab, outside of Chicago, will start sending a beam of neutrinos 500 miles through the earth to the NOvA detector near the Canadian border.
When a neutrino interacts in the NOvA detector, the particles it produces leave trails of light in their wake. The detector records these streams of light, enabling physicists to identify the original neutrino and measure the amount of energy it had.
When cosmic rays pass through the NOvA detector, they leave straight tracks and deposit well-known amounts of energy. They are great for calibration, says Mat Muether, a Fermilab post-doctoral researcher who has been working on the detector.
“Everybody loves cosmic rays for this reason,” Muether says. “They are simple and abundant and a perfect tool for tuning up a new detector.”
The detector at its current size catches more than 1000 cosmic rays per second. Naturally occurring neutrinos from cosmic rays, supernovae and the sun stream through the detector at the same time. But the flood of more visible cosmic-ray data makes it difficult to pick them out.
Once the Fermilab neutrino beam starts, the NOvA detector will take data every 1.3 seconds to synchronize with the Fermilab accelerator. Inside this short time window, the burst of neutrinos from Fermilab will be much easier to spot.
Fermilab released a version of this text as a press release. | <urn:uuid:ae0a7174-c54b-4ff9-836b-28d34838f2cf> | CC-MAIN-2017-13 | http://www.symmetrymagazine.org/article/march-2013/nova-neutrino-detector-sees-first-particles | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189462.47/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.922927 | 638 | 4 | 4 |
- At national or subnational levels, low-emission development strategies (LEDS) are a key approach for planning and action towards integration of climate change mitigation and adaptation with development.
- REDD+ activities over the past decade have generated much information, institutional learning and on-the-ground experience that can provide valuable lessons for LEDS.
- In this brief, we examine two questions: What can be learned from REDD+ for LEDS? How can REDD+ be part of LEDS?
- REDD+ can be an essential part of LEDS in countries where forest-based carbon emissions are large. It will also be important where forest-based emissions are secondary. If countries chose to follow a socio-economic path based on low-emission development, REDD+ can focus on providing incentives for reducing emissions from deforestation and forest degradation, creating motivation for behavior change in forest management, and the incipient REDD+ monitoring, reporting and verification (MRV) and safeguard systems can be expanded with relatively low effort beyond the forestry sector.
Topic: REDD+, emission
Series: CIFOR Infobrief no. 131
Publisher: Center for International Forestry Research (CIFOR), Bogor, Indonesia
Publication Year: 2015Creative Commons Attribution 4.0 International License. | <urn:uuid:9c40dcfe-4a4a-4d72-936e-10527ac5c7a9> | CC-MAIN-2018-17 | http://www.cifor.org/library/5881/low-emission-development-strategies-leds-how-can-redd-contribute/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948549.21/warc/CC-MAIN-20180426203132-20180426223132-00457.warc.gz | en | 0.876989 | 268 | 3.109375 | 3 |
Between 2004 and 2011, Israel reduced CO2 emissions in its electricity
production by more than 17 million metric tons. In terms of CO2 reduction, it’s
as if all the cars in Israel were taken off the road for an entire year. In
fact, not only has Israel reduced its CO2 emissions, it has reduced particulate
emissions, nitrogen oxide emissions and sulfur dioxide emissions.
reduction in greenhouse-gas emissions and improvement in air quality were not
achieved by reducing consumption of electricity (Israel actually produced 163
percent more electricity in 2007 than it did in 1990) but by the displacement of
more expensive and polluting fuels with natural gas, domestically produced and
supplied by Noble Energy and its partners.
In 1998, Noble Energy made the
somewhat unorthodox decision to explore off the coast of Israel; at that time,
Israel’s waters had no commercial hydrocarbon discoveries. In addition, by
coming to Israel, Noble was most likely forgoing more traditional opportunities
in the oil and gas industry.
Nevertheless, Noble took the risk and in
1999 made a small discovery, its first in the Eastern Mediterranean, the Noa
One year later, Noble discovered the Mari-B reservoir off the
coast of Ashkelon.
The discovery of Mari-B set the stage for the
emergence of the natural-gas market in Israel. Noble Energy, its Israeli
partners, the Energy and Water Ministry and Israel Electric Corporation shared a
goal of domestically produced natural gas for energy production and worked
together to achieve it. Noble Energy and its partners invested hundreds of
millions of dollars to develop the Mari-B Field and install the infrastructure
to bring the gas to shore, and they trusted that government approvals and
customer demand would justify the investment. The ministry and IEC worked
together to convert power plants that could burn natural gas and trusted that
Noble Energy would supply that gas in 2004, as promised.
work and mutual trust, these parties successfully created an energy market in
Israel and made the first steps toward cleaner and more affordable
Prior to 2004, Israel used a combination of coal, heavy fuel oil
and diesel (all imported) for its electricity production. By 2011, most of the
heavy fuel oil and diesel was displaced and 40% of electricity production was
from natural gas. In addition to the environmental benefits mentioned above, the
savings were immense. Between 2004 and 2011, IEC saved more than NIS 26 billion
from conversion to natural gas. The supply of natural gas continues to provide
savings today. Since the Noa field started to supply gas this past June, IEC
saves almost NIS 5 million every day by displacing heavy fuel oil.
2009 and 2010, Noble Energy made two of the largest offshore natural-gas
discoveries in the world over the past decade. The Tamar and Leviathan
discoveries provide an historic opportunity for the State of Israel.
Tamar discovery is capable of supplying the needs of Israel’s domestic market
for the next 20 years. In the coming years, a steady increase in domestic
natural-gas consumption is expected, driven by power generation, industry and
transportation. With one discovery, the State of Israel has discovered resources
that can provide security of supply to the domestic market that many countries
can only dream of.
If the Tamar discovery provides Israel with the
ability to supply its domestic market for the next several decades, the
Leviathan discovery has the opportunity to put Israel on the map as a world
supplier of natural gas.
Based on the US Geological Survey’s estimates,
the full potential of gas discoveries offshore Israel is more than three times
the current amount of gas discovered. Reaching that potential will require
exporting to markets beyond Israel’s domestic market.
Realizing the full
potential of the basin by becoming a global supplier of natural gas will
translate into substantial economic and diplomatic benefits for Israel. At the
same time, the additional exploration encouraged by expanding markets will
increase supply for the domestic market, thus enhancing Israel’s energy
security. Assuming domestic and exported sales of the full potential resources
over a 60-year time horizon, the net present value of expected government tax
and royalty income is more than NIS 400b. Moreover, taking into account the
direct and indirect economic multiplier effects that developing the resource
will have on ancillary industries, Israel has the opportunity to expand the
present value of its 2011-2070 cumulative GDP by more than NIS 1
The stakes are huge for everybody. The government of Israel and
industry must work together, as they did following the discovery of Mari-B, to
realize the potential these discoveries have for the benefit of our environment,
economy and security.
Binyamin A. Zomer is director of corporate affairs
for Noble Energy in Israel. | <urn:uuid:b991aba5-feec-43d3-aa7e-2c915c59d063> | CC-MAIN-2014-42 | http://www.jpost.com/Business/Commentary/Natural-gas-discoveries-bring-great-potential-for-Israel | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119646849.21/warc/CC-MAIN-20141024030046-00180-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.936789 | 1,030 | 3.140625 | 3 |
Pool & Spa
Ozone use for Swimming pools and Hot tubs
Ozone is used for treatment of water in swimming pools and hot tubs as an alternative to chemical biocides Ozone can reduce or eliminate harsh chemicals from pools to lower operating costs, and improve overall water quality.
Swimming pools from the very small, to very large can use ozone to keep water clear, clean, and algae free. Ozone used in pools will eliminate the odor from chlorine, and provide the best water quality available in a swimming pool setting.
Benifits of ozone use for pools
- Lower costs long term due to reduced chemical costs
- Healthier swimming water - no chlorine by products
- No chlorine or chemical smell
- Increased filtration efficiency
- Cleaner, clearer water
How is ozone used
Ozone use in swimming pools is rather simple. While there are differences based on the size of pool, and existing water treatment system the fundementals remain the same.
Pool filtration and water circulation remains unchanged. Ozone is added as a gas, dissolved into the water after filtration. This ozone will be added into the existing water circulation line with an ozone venturi. This will allow an ozone generator with vacuum driven air dryer to be used in many pool applications, keeping the ozone system simple, and very cost effective. | <urn:uuid:512cde5d-ef44-4869-b6b0-68a1a0d7027b> | CC-MAIN-2019-04 | https://www.oxidationtech.com/applications/ozone-pool.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583716358.66/warc/CC-MAIN-20190120123138-20190120145138-00187.warc.gz | en | 0.945971 | 279 | 2.625 | 3 |
Responding to Epidemic Threats Using Modern Bioinformatics Tools
Our goal for this project is to answer the urgent questions of how to deal with a “new” epidemic like SARS or Avian Flu: Are we equipped to rapidly identify and study new pathogens? Do we have the requisite analytical tools to classify the pathology of previously unknown biological agents? Do we have the detection technologies necessary to monitor our environments for biological threats and more importantly, how do we know if our tools are up to the task at hand?
Research groups in universities and governmental institutions have already developed many technologies for analyzing and classifying the behavior of pathogens. What is lacking, however, are the following:
- An efficient way to accumulate data for analysis and to integrate analytical tools rapidly under a unified framework (VALIS TOOLS).
- The statistical (informatics) methodology to evaluate the efficacy of existing tools, assays and sensor networks that are in the process of being developed (SIMPATHICA TOOLS)
- A database of experimental parameters, including genomic, proteomic and functional annotations that can be readily used for homeland security technology and research.
- A novel software tool called GOALIE (within SIMATHICA) to understand host-pathogen interactions
- A novel database system called CLARITY (also, within SIMATHICA) to understand the differences in host-pathogen interactions under varying strains of pathogens
- Interpretation of time-course gene-expression data to determine best manner of intervention against an invading pathogen
- A novel nano-cantilever based bio-sensor design
- An experimental set-up where the components of the sensors can be independently validated
- Collaboration with UCLA’s CNSI (California nano System Institute) to conduct the experiments
- Development of a mathematical model for probe hybridization and sensor bending dynamics of the cantilever
- Design of a simulator (first in Matlab and then in Simpathica) to validate the model and experiments.
- Design and implementation of an integrated “Sensor-Compiler”
- Design of a single molecule technology for rapid assay of pathogen genomes.
We have enhanced the capabilities of Simpathica to simulate nanotechnology-based simulation. We have published several journal and conference articles describing how the enhanced Simpathica-Valis toolset can accomplish rapid tool development and how they can be applied in practice.
We have completed a detailed analysis of host-pathogen interaction by analyzing the response of human kidney cells to staphylococcus enterotoxin B (SEB) with data collected by Walter-Reed Army Institute of Research. A paper summarizing this analysis is under preparation. We have recently designed a database schema to keep track of the results of these analyses for different strains of pathogen and use these data to understand the best responses to different strains.
The other main activities have been in designing a novel nano-biosensor and in setting up the experimental infrastructures to validate it. During the summer, with the help of a summer student, we plan to revise the code and the model completely in order to improve the accuracy of the prediction and revise our original design. In collaboration with the bench scientists at UCLA and NYU, we are conducting some simple tests and validation. We are also augmenting the proteomic assay with single molecule genomic assay in order to determine minute amount of pathogenic DNA. We have initiated several simple experiments involving viral materials (e.g., adeno and lambda) to determine if they can be detected in minute amounts using LNA and PNA probes.
- "Simpathica: A Computational Systems Biology Tool within the Valis Bioinformatics Environment," (M. Antoniotti, S. Paxia, N. Ugel, and B. Mishra), Computational Systems Biology, (Ed. E. Eiles and A. Kriete), Elsevier, 2005.
- "Reconstructing Formal Temporal Models of Cellular Events using the GO Process Ontology," (M. Antoniotti, N. Ramakrishnan, and B. Mishra), Proceedings of the Eighth Annual Bio-Ontologies Meeting, (ISMB'05 Satellite Workshop), Detroit, MI, June 23-24 2005.
- "GOALIE, A Common Lisp Application to Discover Kripke Models: Redescribing Biological Processes from Time-Course Data," (M. Antoniotti, N. Ramakrishnan, and B. mishra), International Lisp Conference, ILC 2005, Stanford University, June 19-22, 2005.
- "Multiple Biological Model Classification: From System Biology to Synthetic Biology," (M. Antoniotti et al.), BioConcur'04, 2nd Workshop on Concurrent Models in Molecular Biology, The Royal Society, London, Transactions on Computational Systems Biology, 2005.
- "Remembrance of Experiments Past: A Redescription Based Tool for Discovery in Complex Systems," (S. Kleinberg, M. Antoniotti, S. Tadepalli, N. Ramakrishnan, and B. Mishra), Interational Conference on Complex Systems, Quincy, Boston, MA, June 2006.
- "Single Molecule DNA Profiling," (J. Reed, B.Mishra and J.K. Gimzewski), 2006.
- "Methods, Systems and Software Arrangement for Reconstructing Formal Descriptive Models of Processes from Functional/Modal Data using Suitable Ontology (GOALIE)," Inventors: M. Antoniotti, N. Ramakrishnan and B. Mishra, 2005.
- "Methods, Systems and Software arrangements for Organization of Multiple sets of Data," Inventors: S. Kleinberg and B.Mishra, 2006. | <urn:uuid:bd4fc027-7d9e-4270-8286-a56b49687c6e> | CC-MAIN-2016-07 | http://www.nyu.edu/ccpr/projects/retumbt.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701158481.37/warc/CC-MAIN-20160205193918-00046-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.872358 | 1,203 | 2.59375 | 3 |
Nina Jablonski- Studied skin color/race.
Humans are 99.9% similar in every way.
Skin color is an evolutionary response to ultraviolet light. All of human kind started in East Africa, we know this because that is where we find the greatest diversity in the fossil record.
All humans are African.
The differences in skin color are a result of migration. Different areas of earth receive different levels of ultraviolet light.
As ppl migrated, their skin color was affected by the ultraviolet rays. Ppl who went to areas where there is more ultraviolet rays have darker skin. Ppl who went to places that had less have lighter skin.
This is simply the organism, humankind, adapting to changes in the environment. Vitamin D is necessary and it is not found in food. Our bodies produce it via exposure to ultraviolet rays. The problem is that too much ultraviolet rays can damage your body. Evolution works by making changes, slow gradual changes, that amount to better success in reproduction.
Obviously, ppl who livraceoser to the equator where there is a lot of exposure to ultraviolet rays are darker. Their dark skin allows them to absorb just the right amount of ultraviolet rays to produce the adequate amounts of Vitamin D to ensure survival. Same is true for light skinned ppl. They migrated to areas with less ultraviolet rays and their skin adapted, became lighter, so they could absorb more ultraviolet rays and hence, produce the right amount of Vitamin D for survival.
Evolution doesn’t care what you look like. Evolution only cares, and cares is the wrong word because it implies forethought and evolution doesn’t think-it just does, about survival of the species and the changes it imposes on an organism are done for that purpose alone.
There is no consciousness to it.
There is absolutely no difference between ppl. All humans are exactly the same but for .1% of their DNA. We are literally ALL RELATED!
Racism is false!
There is only one race of ppl, human. The differences in skin color are simply evolutionary and superficial. We are all the same.
Racism is a creation of man. We see with our eyes, the differences between us and make the erroneous assumption that the differences are greater than skin deep but they are not. There is nothing different about us below the surface.
Ignorance of this basic scientific fact is what keeps racist ideas alive. Humans, who choose ignorance over knowledge, have deeply ingrained ideas about race. They assume that ppl are different based on their appearances. They are wrong. The way we look is a result of evolution.
Case in point: In the animal kingdom, a dog is a different species of animal as a cat. A dog and a cat can not mate. This is what distinguishes species, their ability to mate and reproduce. If race were real, black ppl would only be able to mate with black ppl and white with white ppl and so on and so forth. This is obviously not true. Ppl of any skin color can mate and reproduce with ppl of any other skin color and the only thing that happens are babies of mixed skin tone, leaning towards either side of the spectrum, or smack dab in the middle. This fact alone proves we are all the same race/species. Taking into account the scientific development and understanding of DNA structures, scientists have proven beyond a shadow of a doubt, that we are identical in 99.9% of our genetic make up.
Racism is false.
We are all one race.
We are all one species.
Our differences beyond skin color are merely cultural.
I wish everyone could understand this. I wish that we could spread this message around the world and unite as one race/species. If we could stop all the infighting and work together, we could save ourselves, our planet and the amazingly biodiverse world in which we live. Until humankind understands this, things will continue on the course they have been for hundreds upon hundreds of years. | <urn:uuid:d9f89ff2-3531-4c1d-98f6-584c55cf9c13> | CC-MAIN-2018-30 | https://mytchiemitch.wordpress.com/2014/12/04/racism-is-false/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591455.76/warc/CC-MAIN-20180720002543-20180720022543-00111.warc.gz | en | 0.951215 | 832 | 3.28125 | 3 |
Effects Of Technology
The late-19th and early-20th centuries saw a revolution in transportation with the invention of the airplane and automobile. Other technological advances made during the Paleolithic period have been clothes and shelter; the adoption of each technologies can’t be dated precisely, but they have been a key to humanity’s progress. As the Paleolithic era progressed, dwellings turned more subtle and extra elaborate; as early as 380 ka, people had been setting up short-term wooden huts. Clothing, adapted from the fur and hides of hunted animals, helped humanity broaden into colder regions; humans began to migrateout of Africa by 200 ka and into other continents similar to Eurasia.
In Goethe’s Faust, Faust selling his soul to the devil in return for power over the physical world can be usually interpreted as a metaphor for the adoption of industrial technology. Optimistic assumptions are made by proponents of ideologies corresponding to transhumanism and singularitarianism, which view technological development as usually having useful effects for the society and the human condition. In these ideologies, technological growth is morally good.
In home, at work, for communication, transport, enterprise and so forth. you see technology everywhere. Moreover, any important field you can probably think of, technology certainly prevails there in a single kind or the opposite. Technology, the essence of the trendy day world is evolving at a a lot quicker pace. In our private as well as professional/enterprise life, technology is indispensable.
This article is about the use and information of strategies and processes for producing items and companies. There exist sensible difficulties of actually implementing technology transfers, nevertheless.
To some extent, some business applied sciences can make a small company appear to be an enormous firm, and this may help a small enterprise gain place in a competitive market. This complete router features ultra Fast AC technology allowing for Up to 2.6Gbps of wi-fi speed. | <urn:uuid:e8b38cd8-1aa3-4685-bb2f-e8434ca56865> | CC-MAIN-2021-04 | https://www.michaelkorsets.com/technology-noun.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703513144.48/warc/CC-MAIN-20210117174558-20210117204558-00603.warc.gz | en | 0.940162 | 394 | 2.71875 | 3 |
Introduction to William Baffin Climbing Roses:
One of the very first things you will find out about William Baffins is how hardy they are in a wide variety of climates. In fact many rose breeders and growers suggest that this may very well be one of the hardiest roses they've ever grown, strong enough to survive in many northern Canadian climates. It also has a very strong resistance to blackspot and powdery mildew.
The William Baffin climbing roses have a very subtle fragrance, which is a common trait among climbing roses that are bred in Canada. What it lacks in fragrance however this climbing rose more than makes up for in style with profuse clustered of flowers numbering upwards of 30 blooms. After its initial offering of deep pink, semi-double blooms, you can expect to get sporadic blooms the remainder of the season until frost. With proper training and support, you can grow this variety as high as 8 to 10 feet tall.
History of William Baffin Climbing Roses:
William Baffin climbing roses were named after the English explorer and navigator who died in 1622, as a way to honor his life and legacy. The rose was bred in 1974 in Canada through open pollination of a red dawn x Suzanne and a Rosa kordesii, by Felicitas Svejda. It wasn't introduced until much later in 1983 when it was given its honorary namesake.
The William Baffin is a modern day shrub rose that produces blooms anywhere from 1" to 6" in diameter, with each bloom averaging about 20 petals. The foliage of this rose is also quite attractive with varying shades of darker greens. While technically bred to be a shrub, the long canes can grow quite long and this variety is frequently grown as a climbing rose and trained up archways and trellises. Like many climbing roses, this variety can also tend to get a little bare around the base of the plant however you can easily cover this up by planting low growing companions around it.
Growing William Baffin Climbing Roses:
William Baffin climbing roses were bred to be winter hardy roses and they certainly do best in the colder climates. If you live in a southern region with hot summers, this just might not be the rose for you. This rose is hardy in zones 2 through 9 however the very first season is it recommended that you give it a good ample mulching to help it survive and get established. Like many roses you are going to want to prune it in late winter or early spring, before it begins to grow foliage. You should get rid of any diseased canes as well as any that have already died. It is also a good time to prune your rose for the desired shape as well.
The William Baffin tends to have a lot of thorns on its stems and it can survive in locations with partial sun, which is a great feature for gardens that don't have available prime real estate. It also is fairly tolerant of most soil conditions and it has even been known to do well in urban environments where air pollution tends to be higher. While it can survive soil that is more damp in the northern climates, it absolutely does not like growing in standing water, so make sure you have good drainage.
Buying William Baffin Climbing Roses:
If you are like a lot of gardeners these days, then you will more than likely order your William Baffin rose online and have it shipped to you. When you do it will probably come in the early Spring as a bareroot plant. If you have never received a bareroot plant before don't be alarmed when you open the box and all you see is a mass of trimmed canes and roots. Your plant is still perfectly alive and healthy, it is just dormant and waiting to be planted, which is the best way to ship roses and many other types of plants.
Bareroot plants are harvested over the fall season and then are usually put into some form of cold storage over the winter. This allows them to go into dormancy while still controlling the temperature. Once the weather warms for various regions, companies will start to ship bareroot plants at the times appropriate for planting in each region. Your supplier will already have done the legwork on this for you and you are unlikely to receive a bareroot plant earlier than is appropriate for planting in your area. Planting bareroot plants is a rather simple process and we will explain more in the next section.
Planting William Baffin Climbing Roses:
Assuming that your William Baffin climbing roses arrived as a bareroot, the first thing you are going to want to do is unpack it and soak the dormant plant in water that is room temperature for several hours up to 24 hours. Do not soak it longer! Overnight is usually a good practice and be ready to plant it the following morning. Prune the new plant so that all of the canes are about 10 or so inches long, to a bud that is facing outward to promote outward new growth.
Pick a site that gets a minimum of 6 hours a day of full sunlight, but 8 or more is better. Also make sure you don't crowd in your new plants too close to existing ones. No matter how good the soil is in your location, it can always be better with more organic material. I like to dig my new plant holes very large and then line the hole with compost before planting. Then when you back fill, mix in a little more compost with the existing soil and you should have a nice start for your plant to get established.
If you are interested in other roses, or other types of gardens, be sure to check out the rest of our site for more valuable information and tips.
Copyright © 2010-2013 1001-Landscaping-Ideas.com All Rights Reserved. | <urn:uuid:cec3415c-51be-4636-b574-847b1be223e7> | CC-MAIN-2017-34 | http://www.1001-landscaping-ideas.com/william-baffin-climbing-roses.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109670.98/warc/CC-MAIN-20170821211752-20170821231752-00320.warc.gz | en | 0.966509 | 1,205 | 2.546875 | 3 |
Both the case about capital punishment and “Vietnam’s Legacies” treat questions about taking human lives. For many soldiers who participated in the Vietnam War the experience of taking life in itself was something that triggered further personal conflicts while for others issues of justice in this war haunted their nightmares.Consider the film Fog of War: how did Robert McNamara come to see this war? Was the war itself justified? Was this loss of life on both sides acceptable given the reasons or were there other possible choices?
Then consider whether the discussion between father and son opened important moral questions about this war. Treat at least two of these questions. Then evaluate the positions of both the father and son. What did each say that needs further consideration in light of one’s position about participating in war.
teachers reply to my work ( my work is attached):
Your response cites some important points such as the lack of support which involved both the early French withdrawel and the failure of the US to achieve its objectives since there was a lack of knowledge of the country.
LeMay supported the war while McNamara came to see it as wrong. He realized that the loss of lives was not justified and the war itself was a mistake
You contradict yourself in the end on the.question of an earlier withdrawel. How would an earlier withdrawel been the worst choice if the outcome was the same? | <urn:uuid:c3d63d3a-0e46-4ab2-91b8-40dfa66a96c4> | CC-MAIN-2023-40 | https://eliteacademicresearch.com/vietnams-legacies/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506423.70/warc/CC-MAIN-20230922202444-20230922232444-00829.warc.gz | en | 0.973393 | 294 | 3.609375 | 4 |
In my last posting I talked about “designing a seed” and here I would like to add some first strand of DNA to that seed.
The seed I am talking about is the conceptual design of a learning model for adults that can take advantage of the new infrastructure of the Internet and help spread knowledge around the globe. It is a seed in the sense that it must contain the essentials that will let it grow into something much larger.
The definition of andragogy (more focused on adults) versus pedagogy (more focused on children) emphasizes that adults want to learn things that they can put to use in their life. Children are often learning things that will have potential future value, but may not immediately be put to use. Andragogy is also more about self-directed learning and learning that draws from sharing adult life experiences. So, the design of this seed will draw on the concepts of andragogy. You can find definitions here and here.
Most traditional educational institutions provide some type of certification in the form of a high school diploma or college degree or a professional certification. These certifications are part of the function of the institutions that provide the courses or training and they are part of the financial structure for those institutions. My sense is that to address global learning needs certification may be more a barrier than an enabler. For this reason, I suggest exploring the idea “demonstration, not certification” as part of the DNA of the seed.
By making demonstration a part of the process it reinforces the idea of learning that can be put to use. A demonstration can show how the learning is, or can be, used. With the increasing availability of video a demonstration of new knowledge can also be documented.
The idea that part of the process is sharing adult life experiences means there needs to be a group of adults as part of the effort. Since the learning is self directed, each adult in the group may be looking to learn something different versus the structure of a traditional course where everyone is looking to be taught the same thing. The group in this case acts as supporters, enablers and documenters.
The idea of individualized learning, not only in style but also in content, is a challenge that many people in education are considering today. Individualization is a major design criteria for this seed.
There is certainly a huge amount of content on the Internet and a growing amount of that content is intended to help people learn versus selling services or products. The challenge is finding the appropriate content, or putting it together in a way that can be most helpful for someone who is interested in using it for learning. Sometimes I think of this as someone putting together a playlist, like grouping a series of musical recordings around a theme. In this case linking instructional, or informational items, that someone can use as part of an individualized, group supported learning program. I have begun to think of the person who puts this playlist together as a “curator”, like someone who organizes an art exhibition for others to enjoy and learn from.
So, here are some of the design criteria that I think need to be part of this seed that might grow into a harvest of newly educated people:
1. Individualized learning for adults;
2. Self-directed learning that the individual finds of value and use;
3. Supported by a group of individuals similarly engaged in learning;
4. Curated playlists of Internet content as learning modules; and,
5. Demonstration, not certification, of the knowledge and skills that have been learned. | <urn:uuid:fd47e519-4cb0-4a9a-add6-679b80cac00a> | CC-MAIN-2020-45 | https://chairmaned.com/2012/04/02/demonstration-not-certification/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107876500.43/warc/CC-MAIN-20201021122208-20201021152208-00135.warc.gz | en | 0.960678 | 728 | 2.84375 | 3 |
Shining Big Sea Water: The Story of Lake Superior
A fascinating, fast-paced history of Lake Superior, from the time of the glaciers to the present, complemented by handy travelers’ tips for historic destinations.
In Shining Big Sea Water, historian Norman K. Risjord offers a grand tour of Lake Superior’s remarkable history, taking readers through the centuries and into the lives of those who have traveled the lake and inhabited its shores.
Through lively, informative chapters, Risjord begins with the lake’s cataclysmic geological birth, then explores the lives of native peoples along the shore before European contact and during the fur trade, showing how Superior functioned as an unusual “blue water highway” for Indians, early explorers, industries, and settlers. He outlines the development of such cities as Sault Ste. Marie, Michigan; Ashland, Wisconsin; and Two Harbors, Minnesota, and tells the fascinating histories of life-saving lighthouses and famous shipwrecks. In the final chapter, Risjord looks to the future, offering a clear-eyed account of the environmental and economic challenges faced by America’s largest freshwater lake.
Interspersed throughout the book are handy tips for travelers, highlighting historically significant sites that illustrate key pieces of Lake Superior’s natural and human history, including national lakeshores in the United States and provincial parks in Canada.
- By: Norman K. Risjord
- Format: paper, 224 pages, 6 x 9, 50 BW photos
- Publisher: MNHS Press; May 2008
- Product ##: 978-0873515900 | <urn:uuid:d44a9871-4bd5-4ac7-8e24-f27965a0b441> | CC-MAIN-2019-47 | https://shop.mnhs.org/products/shining-big-sea-water | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670643.58/warc/CC-MAIN-20191121000300-20191121024300-00289.warc.gz | en | 0.884718 | 343 | 3 | 3 |
Social Studies for the Twenty-First Century
Methods and Materials for Teaching in Middle and Secondary Schools, 3rd Edition
By Jack Zevin, Jack Zevin
Routledge – 2007 – 448 pages
Social Studies for the Twenty-First Century, Third Edition weaves theory, curriculum, methods, and assessment into a comprehensive model to guide middle and secondary teachers in setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. It offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Its reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate.
Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion.
New in the Third Edition:
* Summaries of recent research, particularly in history education, that have been published since the last edition;
* Increased attention to social studies standards, as well as those for civics, economics, and history;
* An enriched view of teaching history and social studies with a wide array of sources ranging from material objects through primary sources on to art, music, and literature;
* Tightening of the text to make it shorter and more pointed, including a few provocative new ideas;
* More and better-organized ideas for classroom group and individual activities and cooperative learning;* Expanded appendices on instructional resources include the rapidly growing use of websites;
* New visuals that are better integrated into the text and which teachers can use in their classrooms as lessons in visual literacy; and
* Continued efforts to inject a bit of humor and self-criticism into a field of education most students view as a sizeable trunk of dead and deadly facts.
Social Studies for the Twenty-First Century, Third Edition is a primary text for secondary and middle social studies methods courses.
Contents: Preface. Part I: Philosophy and History of Social Studies: What Is (Are) the Social Studies? The Social Studies: Definition, Organization, and Philosophy. The Fields of Social Studies: How They Relate. Part II: Teachers and Students: A Context for Social Studies Instruction. Teacher Roles and Student Audiences. Organizing for Instruction. Part III: Strategies for Social Studies Instruction. A General Overview of Chapters 5 and 6: Teaching Strategies for Lower- and Higher-Level Skills. Teaching Strategies for Lower-Level Skills. Teaching Strategies for Higher-Level Skills. Planning a Unit From Start to Finish. Evaluation in Social Studies. Addendum: Test Publishers and Distributors. Part IV: Teaching the Social Studies Curriculum. Teaching World/Global Studies. Teaching U.S. History or American Studies. Teaching U.S. Government and Civics. Old Concerns, New Directions. Part V: Textbooks and Media in the Social Studies. The Role of Textbooks in Social Studies Education. The 'New Age' of Multimedia—Part I: Reading Words and Images: Print Media and the Fine Arts. The 'New Age' of Multimedia—Part II: Interpreting Moving Images and Sounds. Part VI: Beyond the Social Studies Classroom: Professional Issues and Trends. The Complete Professional. The Future of Social Studies Education. Appendices. | <urn:uuid:c751bb79-4a69-4c68-a2da-d2e1dcb659d6> | CC-MAIN-2015-18 | http://www.psypress.com/books/details/9780805855586/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430448956277.35/warc/CC-MAIN-20150501025556-00026-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.905463 | 820 | 3.421875 | 3 |
A survey of Huntington's disease (HD) in Northern Ireland, with a population of 1.5 million, has shown a 1991 prevalence rate of 6.4/100,000. Virtually complete ascertainment was achieved, enabling prevalence rate estimates and age statistics to be calculated over the last 20 years. The prevalence rate is similar to the high prevalence rates of HD found in most European populations, suggesting the presence of either one extremely ancient or a number of separate mutational origins, resulting in a uniform European HD prevalence. The ages at diagnosis and duration of the disease are similar to previous studies, suggesting a consistent effect of the HD gene in all families. Estimates of heterozygote frequency (HF), direct and indirect mutation rate, fertility, and genetic fitness (W) were made. Reliable HF estimates gave values between 10 and 11 x 10(-5). The direct and indirect mutation rates were 0.32 x 10(-6) and 1.05 x 10(-6) respectively. W was increased in the affected HD population but decreased in the at risk population. Fertility in HD is not reduced, but it appears that at risk patients have actively limited their family size. Factors responsible include, among others, the fear of developing HD and genetic counselling of families. This is the first published epidemiological survey to include ascertainment data in a population both before and after isolation of the HD gene, and with the diagnosis in virtually all patients confirmed by DNA mutation testing.
Statistics from Altmetric.com
If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways. | <urn:uuid:21b7153c-c210-47d1-867d-4c94f90fdcbb> | CC-MAIN-2017-47 | http://jmg.bmj.com/content/32/7/524 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806455.2/warc/CC-MAIN-20171122031440-20171122051440-00637.warc.gz | en | 0.934466 | 357 | 2.734375 | 3 |
Challenging the Myths about Our Public Schools
In 50 Myths & Lies That Threaten America’s Public Schools: The Real Crisis in Education, the authors challenge many of the assumptions about the quality of our educational system being espoused by the leaders our nation’s education reform movement: “We cannot count the number of even our close acquaintances who recite warped opinions about our nation’s public schools … Many citizens’ conception of K–12 public education in the United States is more myth than reality. It is essential that the truth replace the fiction (Berliner and Glass 2014, 3).” One of these myths is that international test scores show that the United States has a second-rate education system. The facts are that international test scores are poor indicators to use in ranking the quality of national education systems and are even worse in predicting future national prosperity. Historically, the United States has never fared well on international test comparisons of student achievement in math or science. In 1964, we took eleventh place among twelve countries participating in the first major international study of student achievement in math. One of the major reasons why we rank so low on international test scores is that our child poverty rate exceeds 20 percent—which is considerably higher than comparable countries. In Finland, for example, the child poverty rate is less than 5 percent. If we looked only at the students in the United States who attend schools where child poverty rates are under 10 percent, we would rank as the number one country in the world on international tests (Berliner and Glass 2014, 12–17). | <urn:uuid:b5508649-4d87-4487-8213-cd6968f559f4> | CC-MAIN-2019-04 | http://corkyocallaghan.com/challenging-the-myths-about-our-public-schools/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583661083.46/warc/CC-MAIN-20190119014031-20190119040031-00089.warc.gz | en | 0.933807 | 321 | 2.9375 | 3 |
In Senegal, the Council is a leader in conducting reproductive health research. It provides strategic and technical advice to research partners in developing, implementing, and evaluating research and using the evidence generated to improve health policies and programs. The Council addresses sensitive issues that affect the health and rights of women, men, and children, including unintended pregnancy, postabortion care, emergency contraception, respectful care of women, and adolescent sexual and reproductive health.
The Population Council established an office in Dakar in 1989 to support activities in Senegal and other francophone countries in West Africa. The Council worked with Senegal’s Ministry of Health to develop norms and standards for reproductive health services and created a model for community-based distribution of family planning that is used by the ministry and partners.
Council research influenced Senegal’s national AIDS program to address most-at-risk populations, including men who have sex with men. Council research has also informed policies and programs throughout the region to prevent FGM/C and address the reproductive health needs of adolescents. The Council helped establish the Dakar-based Regional Center for Training and Research in Reproductive Health (CEFOREP), an institution that provides clinical training to health professionals and conducts reproductive health research throughout West Africa. | <urn:uuid:372ca638-6f67-45c7-910e-37ba6dc86bed> | CC-MAIN-2014-35 | http://www.popcouncil.org/research/senegal | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535921872.11/warc/CC-MAIN-20140909035351-00258-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.942851 | 248 | 2.859375 | 3 |
The following lesson was adapted to meet the needs of a small group of students ranging from age 5-11. Students discover how the Bible helps people to know God and how to live a life that pleases Him.
Bible Story: Josiah helps Judah return to God’s Word
Scripture: 2 Chronicles 34-35
Target Age Group: Age 5 – 11 (U.S. K – 5th Grade)
Learning Context: Sunday School
Target Time Frame: 60 minutes
Supply List: Bibles, small scrolls with memory verse printed on it for memory verse activity printed on them, pens, pencils
Learning Goal: Students will learn that the Bible helps people to know who God is and how they should live a life that pleases Him.
Learning Activity #1: Activity pages
Test: Review Questions
Memory Verse: Zephaniah 3:17 “The LORD your God is in your midst, a mighty one who will save; He will rejoice over you with gladness; He will quiet you by His love; He will exult over you with loud singing.”
Memory Verse Activity: In advance make small scrolls (enough for each student) with the memory verse printed inside and tie with ribbon or yarn. Before students arrive hide the scrolls in the class room. When it is time to start the Bible lesson have the students search for the scrolls. Recite the memory verse together.
Bible Lesson: Josiah helps Judah return to God’s Word
(Begin with prayer)
Direct the students to hunt for the hidden scrolls and return to their seats. Open the scrolls together and recite the memory verse. Have the students put the scrolls away until after the lesson and begin the Bible lesson.
Have you ever lost something that was very special to you? How did you feel when you realized that you had lost it? Did you ever find it? How did you feel when you found it?
If you or I lost our Bible (and we only owned one) how would we feel? Would we search and search for it until we found it or would we just forget about it if we could not find it?
God’s Word is a very special gift that He has given to us. The Bible helps us learn who God is what He has done and how we should live our lives to please Him.
We live in a time where if we lost our only Bible we could use our computers and read God’s Word on it. We can turn on our radios and listen to Bible teachers tell us what the Bible says. We can come to church and listen to our pastors teach us from God’s Word.
What if you or I only had the one Bible that we lost and couldn’t find and decided no longer to worry about having lost it? In Psalm 119:11 (NIV) it says: “I have hidden Your word in my heart that I might not sin against You.” If your Bible is hidden under your bed and not hidden in your heart what do you think your attitudes and actions at home and school will be like?
God’s Word helps us to know what pleases God and what doesn’t. Let’s open our Bibles to 2 Chronicles 34 and begin our lesson for today.
Let’s read verse 1. How old was Josiah when he became king? (8)
God’s people had been given His laws and promises and were told that if they obeyed His laws they would be blessed. If they disobeyed His laws they would be punished.
God’s people the Israelites were divided into 2 kingdoms. The northern kingdom was called Israel and the southern kingdom was called Judah. None of the kings in the northern kingdom pleased God. They were wicked and led the people in their kingdom to sin against God. God must punish sin. After many years of sending prophets to warn the people in the northern kingdom to turn from their sin and be rescued from punishment the people still chose to sin against God. He kept His promise to punish disobedience and the northern kingdom was attacked by the country Assyria and the people that survived were taken as prisoners to Assyria.
The southern kingdom had many good kings and some wicked kings. When the good kings were ruling God’s people they helped them to do what pleased God. When the wicked kings were leading the people they led the people to do sinful things against God. The wicked kings created idols for the people to worship and turned away from obeying God’s laws.
When Josiah became king at 8 years old the southern kingdom was in a very bad situation. The kings before him were wicked and God’s people were not worshiping the True God according to His laws. They were worshiping false gods. God blesses obedience to His Word. What does God do when people disobey? He must punish them.
Josiah did what was right in the sight of the LORD. The Bible says that he walked in the ways of his father David. This doesn’t mean that David was his father, (Amon was his father) but it means he is from his family (great 14x grandfather, show a list of Judah’s kings). David was a good king who was a man after God’s own heart. (Acts 13:22)
When Josiah was 16 he began to seek the Lord. (1 Chronicles 16:11 Seek the Lord and his strength; seek his presence continually! Jeremiah 29:13 You will seek me and find me, when you seek me with all your heart.) When Josiah began to seek the Lord he could see that Judah and God’s city Jerusalem were not in a condition that pleases God. When Josiah was 20 he began to clean up the wickedness that was everywhere. He had all the carved statues that God’s people were worshiping crushed into powder and scattered it over the graves of those who had worshiped the statues. Not only did Josiah clean up Jerusalem he traveled to other cities where God’s people were worshiping false gods and destroyed the altars and carved statues.
When Josiah was 26 he sent men to repair the temple. While the men were cleaning up the temple and repairing it Hilkiah the high priest found the Book of the Law. He gave it to a man named Shaphan who took the Book to King Josiah.
Shaphan began to read the Book of the Law to Josiah. When he heard the words he tore his clothes. He knew that God’s people had not obeyed His laws and would face great punishment for their sin.
Josiah knew that God was very angry with the wickedness of His people. Josiah sent Hilkiah and others to a prophetess named Huldah to find out what God was going to do.
(If time permits and you have students who can, read what Huldah said in 2 Chr. 34:23-28.)
Huldah the prophetess said that God was going to bring disaster upon the people and the land because they turned away from Him and became very wicked. God was not going to punish Josiah because his heart was tender and he humbled himself before God and wept when he realized how wicked he and God’s people had been. God said that Josiah would die in peace and would not see the disaster God was going to send on the land and the people.
Josiah wanted to help God’s people turn away from sin and live lives that please Him. He gathered the people and read God’s law to them. Josiah made a promise (covenant) before the Lord to walk after Him and keep His commandments with all his heart and with all his soul. He made all the people gathered before him join him and keep the promise to obey God’s law. While Josiah was king, God’s people obeyed God’s law.
Because God’s people had turned away from Him they were not obeying His laws and had not celebrated Passover like God told them to. Josiah helped God’s people obey His laws by celebrating Passover exactly as God had commanded in the Book of the Law (Exodus 13).
God’s people were told to celebrate Passover so they would never forget that they were slaves in Egypt. When it was time for God to rescue His people He told them to put blood from a lamb on the outside of their door frames. When the LORD passed through the land, whoever didn’t have blood on the outside door frame the firstborn son would die. All who had the blood on their doorposts were safe. On that night God rescued His people and led them out of Egypt.
God wanted His people to celebrate Passover every year so they would remember how once they were slaves in Egypt and God rescued them. They may not have understood but each time they celebrated how God rescued His people many years ago, He was preparing them for His promised Savior. We know that Jesus is God’s promised Savior who is the Lamb of God who takes away the sin of the world. Jesus shed His blood so all who believe in Him are rescued from the punishment of sin.
Josiah was king for 31 years and then he died. Josiah was the southern kingdom’s last good king. He did what pleased God. He helped God’s people to turn away from wickedness and obey His laws.
As we learned from Josiah’s life in God’s word we can follow his example. First, we need to read His Word. Thankfully we all have access to a Bible. It’s not hidden or lost. As we read God’s word we need to obey His Word. Second, as we obey His Word we too can help others know what God’s word says. We can share the Good News that Jesus died on the cross for sins, was buried and rose again.
God used Josiah to make a difference in the lives of His people. God can use us to help others and make a difference in the world that He has placed us in.
Let’s pray. Father, thank you that you have given us Your Word so we can know You and how to live a life that pleases You. Help us to read and study the Bible so we can love you more and obey you. Give us the strength to help others by sharing the Good News and helping others know what your Bible says. In Jesus Name, Amen.
- How old was Josiah when he became king? (8)
- What was the condition of God’s city and His people? (The land was filled with carved statues and altars that worshiped false gods)
- How did Josiah clean up the land? (The carved statues and altars were destroyed and the dust was scattered over the graves of those who worshiped them)
- What did Hilkiah find when the temple was being repaired? (The Book of the Law)
- When Josiah heard the Book of the Law read what did he do? (He tore his clothes, sent Hilkiah to Huldah to seek God’s instructions)
- How did Josiah help God’s people? (Answers will vary-He helped the people obey God’s law)
- (Personal not to be answered out loud) Where is God’s word hidden for you? Are you hiding it in your heart by reading it and studying it? Or is it hidden under your bed? | <urn:uuid:d36b29b3-f823-4b28-9f2a-db0e5059b166> | CC-MAIN-2020-50 | https://ministry-to-children.com/bible-lesson-josiah-helps-judah-return-to-gods-word/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00660.warc.gz | en | 0.984982 | 2,418 | 3.25 | 3 |
A study on abstinence and std prevention
How abstinence-only sex ed is driving up std rates the study showed that teens who received comprehensive what do you think abstinence-only sex. Abstinence and teenagers: prevention counseling practices in a study on family planning and std prevention study use abstinence. Which included two videos on hiv/ std prevention and one on abstinence prevention abstinence program for authentic abstinence: a study of. Start studying std prevention learn vocabulary, terms, and more with flashcards, games, and other study tools. Advocates for youth champions efforts that help young people make informed and responsible decisions about their reproductive and sexual health advocates believes it.
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Abstinence, sex, and std/hiv education programs for teens: their impact on sexual behavior, pregnancy, and sexually transmitted disease.
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Researchers say that programs advocating abstinence until marriage fail to get pregnancy and std prevention and in a statement to npr. A study on abstinence and std prevention 350, dec the centers for disease control and prevention recently published revised guidelines for the prevention and. The university of texas prevention research evaluation of abstinence-only and abstinence-plus programs to prevent hiv, std the study design was a. Sex education study suggests std, pregnancy prevention classes stalling in other std, and pregnancy prevention topics to help reduce risk behaviors. Sex education in the united states is hiv or std prevention and pregnancy the journal of adolescent health conducted a study entitled “abstinence. | <urn:uuid:841e23da-1a57-42a5-a502-61adac32d41a> | CC-MAIN-2018-30 | http://urassignmentattx.alexandru.me/a-study-on-abstinence-and-std-prevention.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591497.58/warc/CC-MAIN-20180720041611-20180720061611-00131.warc.gz | en | 0.86106 | 785 | 2.875 | 3 |
A Long Road to Women’s Suffrage in Saudi Arabia
JEDDAH-When voter registration opened in August, few of Rana’s friends noticed, and the 25-year-old recent college graduate drew curious looks when she brought it up. None of them were planning to participate in Saudi Arabia’s Dec. 12 municipal elections – the first vote in which women will be allowed to stand as voters and candidates.
“My friends know about the election, but they are not excited about it,” she recalled on an October afternoon from her office in a Jeddah PR company. “They didn’t register [to vote].”
Rana had felt differently. Sure, it was a small step, and maybe little would come of it. But she was insistent. “We need women to get into this process,” she told her friends and family – and herself. “Women can do things for society.”
But in Rana’s case, those things don’t include registering to vote. Rana ticked off the many obstacles she encountered. The window for registration was too brief, the documentation required too onerous, and her legal guardian – which all Saudi women require for even the most basic bureaucratic chores – wasn’t around to arrange her paperwork. And her family, inclined to think of politics as a man’s domain, discouraged her efforts.
Across Saudi Arabia, Rana’s experience was shared by countless peers. The election commission says that women make up about 22 percent of new voters for December’s municipal polls, or just over 100,000 people. Added to previously registered Saudis, that will make women about 6 percent of the 1.7 million person electorate.
Saudi policymakers and female activists alike touted the monarchy’s introduction of universal suffrage in municipal elections as a landmark in relaxing the country’s notoriously strict constraints on women. (Females in Saudi Arabia are treated as legal dependents from birth to death and can take few decisions – from travel to schooling – without a man’s consent.) But the disappointing registration numbers seem to tell another story. Some naysayers are already arguing that it proves women aren’t capable or interested in being involved in politics.
Yet low registration numbers are less a reflection of female interest than an indication of just how many barriers still stand in the way of Saudi women hoping to participate in public life. A registration process meant to empower women ended up being a reminder of the many ways female citizens are still held back.
It’s not how many imagined universal suffrage unfolding back in 2011, when the late King Abdullah announced that women would be allowed to vote for the local councils that were first formed in 2005, and wield influence over whether projects like new roads and sewer systems are approved and how much they should cost. Authorities promised they would be ready for women to participate by 2015.
The opening for women is tied to a series of other reforms to the municipal councils. In previous elections, voters chose half of the municipal councils’ members, while the other 50 percent were appointed by the government. That number will now rise to two-thirds elected. The new councils also have expanded powers to review local projects and spending. And crucially, each council will have its own budget, separate from that of the mayor’s office it is meant to advise. Meanwhile, the minimum voting age has dropped from 21 years old to 18.
But in dozens of interviews, women recounted a series of obstacles that stood in the way of their efforts to register. Timing was the most common complaint: Voter registration booths opened Aug. 22 and closed Sept. 14 – the kingdom’s most popular travel period, when, like Washington, D.C., much of Saudi Arabia closes up shop. That window included the height of the August heat, and fell just before the annual Hajj pilgrimage. Rana, for example, was visiting family in Riyadh during that time, an obligation that prevented her from registering in Jeddah.
“They should have kept [registration] open much after Hajj,” says Khaled AlMaeena, former editor in chief of the local daily Arab News. “That’s the time when we’re all out for vacation. If women didn’t register, it’s because of the logistical issues.”
Documentation proved equally daunting. Voters were required to bring their national ID cards and a proof of residency, a complicated request in a country where most women rely on a guardian to own property, pay utility bills, and sign rental agreements. If female voters couldn’t secure any proof of residency in their own names, the municipality asked for a stamped certification from the local government. But some women said they were told at office after office that this was not a service anyone was equipped to provide.
“It was a big mess; it was really a hassle,” recounts one longtime female activist in Jeddah, describing her experience. First the phone company declined to put an address on a bill with her name. So the voting registration center directed her to the mayor’s office to notarize a home rental certificate. There, she was told, it was the Jeddah Chamber of Commerce that provided such paperwork – but they too declined. In the end, it took a favor from a friendly bureaucrat to get something stamped.
Social pressures were equally prohibitive. Rana’s family hadn’t encouraged her to vote, and some families disallowed their wives and daughters from registering altogether. “Some of them have this opinion of women that they are not able to do anything,” she says.
Meanwhile, Saudi Arabia’s social conservatives launched a vitriolic social media campaign warning of moral decay if women were elected. “I say: it is forbidden for Muslim women to participate,” one cleric with 161,000 Twitter followers, Abdulrahman Bin Nasser Al-Barrak, wrote in a fatwa, warning of “consequences in the afterlife” for those who took part.
A combination of logistical and social obstacles prevented even some of Saudi Arabia’s most vocal women’s rights advocates from joining the voter rolls. One was Muna AbuSulayman, a former secretary general of the Alwaleed Bin Talal Foundation and one of the kingdom’s most prominent female television personalities. Between her own travels and those of her guardian, her father, she was unable to gather the necessary paperwork to prove her residency.
“One part of me is extremely upset because I wasn’t able to register,” she says. “I understand the need to prove where one lives, but they made it a little too difficult, with too short of timing.”
While committed rights activists struggled to file their papers, women from more conservative backgrounds never made it that far. Legally, female voters could register without the approval of a guardian – but in practice, this was rarely the case. Women here infamously cannot drive, and many families insist they leave home with a male family member. “The first obstacle would be mobility – their husbands didn’t let them go to register,” says AlMaeena.
Even if women were able to overcome these constraints, many still struggled to shake an overriding sense that the municipal elections won’t achieve much. It’s an understandable feeling, as years of promised reforms have only chipped away at the margins of their daily concerns.
“A lot of people say, why should we register? And this is the sad thing,” recounts the Jeddah activist, a retired university professor. “A lot of my friends, they’re all educated, but they say what’s the use? Why should I go through that?”
Hopeful candidates agree that voter motivation is their starkest challenge. “It’s not clear for many people how important their involvement is,” argues Randa Baraja, a manager in a health company, who has applied to be a candidate in the December polls.
Plenty of government posters and signs advertised the how and when of the elections: where registration sites were located, and what hours they were open. What was lacking, she argued, was the “so what” – a message explaining why voters should register at all.
Despite the initial hiccups, the opportunity to vote may do more for women than it appears, advocates say. The municipal councils aren’t glamorous, but they work on the quotidian issues – from fixing potholes to cleaning up trash – that most closely affect Saudis’ quality of life. Assuming women manage to get elected, they will have an opportunity to demonstrate to the public that they can get important things done.
Visibility alone could also have an impact, as it has in the national advisory parliament, the Shura Council. Women were appointed to the 150-member body for the first time in 2013, amid a similar mix of wariness and skepticism. “A lot of people now say [women have impacted] the Shura’s functionality,” said Basma Al Omair, CEO of the Jeddah Chamber of Commerce’s AlSayedah Khadija Bint Khawilid Center, an internal research and advocacy shop for women. “Although their authority hasn’t changed, the dynamic has, due to the women.”
For many, that opportunity was worth the hassle. It took the retired Jeddah activist two weeks to register. But she did it, and pushed her friends and family members to register too. “You won’t get anything out of it; your kids will get something out of it,” she told them.
“It’s the first step, pushing a door ajar. Why not push it open?”
This is the first in a series of articles reporting on the state of women’s rights in Saudi Arabia. Reporting for this story was made possible through a grant from the International Women’s Media Foundation.
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About 50,000 years ago, ancient humans in what is now West Africa apparently procreated with another group of ancient humans that scientists didn’t know existed.
There aren’t any bones or ancient DNA to prove that theory, but researchers say the evidence is in the genes of modern West Africans. They analyzed genetic material from hundreds of people from Nigeria and Sierra Leone and found signals of what they call “ghost” DNA from an unknown ancestor.
Our own species — Homo sapiens — lived alongside other groups that split off from the same genetic family tree at different times. And there’s plenty of evidence from other parts of the world that early humans had sex with other hominins, like Neanderthals.
That’s why Neanderthal genes are present in humans today, in people of European and Asian descent. Homo sapiens also mated with another group, the Denisovans, and those genes are found in people from Oceania.
The findings on ghost DNA, published in the journal Science Advances, further complicate the picture of how Homo sapiens — or modern humans — evolved away from other human relatives. “It’s almost certainly the case that the story is incredibly complex and complicated and we have kind of these initial hints about the complexity,” says Sriram Sankararaman, a computational biologist at UCLA.
The scientists analyzed the genomes of 405 West Africans. Sankararaman says they used a statistical model to flag parts of the DNA. The technique “goes along a person’s genome and pulls out chunks of DNA which we think are likely to have come from a population that is not modern human.” | <urn:uuid:001ea434-598d-4a62-833a-e976b5b3b507> | CC-MAIN-2023-14 | https://specimennews.wordpress.com/2020/02/13/ghost-dna-in-west-africans-complicates-story-of-human-origins/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943471.24/warc/CC-MAIN-20230320083513-20230320113513-00404.warc.gz | en | 0.935338 | 356 | 3.75 | 4 |
Harmful Ingredient to Skin that can Cause Serious Disease
Have you ever examined the ingredients listed on the labels of your cosmetics or other skin care products? Do you know what those ingredients are?
What you may not realize is that many of the skin care products and cosmetics you are buying contain ingredients that are not only harmful to your skin, but also to your long term health. If you want to know more about cancer-causing ingredient then you can browse https://www.talcumpowdercancerlawsuit.com/who-can-file-a-talcum-powder-cancer-lawsuit.aspx
Many of these ingredients are known carcinogens (cancer-causing substances) and are used by the cosmetic industry simply because they are cheap!
Image Source: Google
Hazardous Ingredients Commonly Found in Skin Care Products and Cosmetics:
Listed below are only some of the artificial substances which were identified by scientific research to be bad for our health.
Sodium Lauryl Sulfate (SLS) and Ammonium Lauryl Sulfate (ALS)
Often called being"derived from coconut" to disguise their poisonous nature, these compounds are widely utilized in toothpaste, shampoos, foaming body and facial cleansers and bubble bath.
SLS and ALS can lead to severe skin irritation, and can easily be absorbed into your system, building up from the mind, heart, liver, and lungs, resulting in possible long-term health issues. SLS and ALS may also lead to cataracts, and stop children's eyes from developing properly.
Talc is a gentle mineral used in talcum powders and cosmetic powders. Scientific studies show that routine application of talcum powder into the genital region is related to a three-to-fourfold gain in the progression of prostate cancer. Inhaling cosmetic powders containing talc might also be detrimental to long term wellbeing. | <urn:uuid:71eaa679-d7d0-4f67-b3cd-7d0e4a2bc17e> | CC-MAIN-2019-26 | http://aideabroad.org/category/legal/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998369.29/warc/CC-MAIN-20190617022938-20190617044938-00521.warc.gz | en | 0.936202 | 399 | 2.5625 | 3 |
Directors often tell their students to practice, giving them a laundry list of items that they must improve. An area that is often overlooked is a critical component of student preparation: how should students practice? This article will focus on the concept of having the “Tools for Success.”
Have you ever had students come into class or a lesson and not be appreciably better than the last time you saw them? This can certainly be due to a lack of effort on their part. There are times, however, when students are putting in the time but are not getting better. This means that there is something wrong with the way they are practicing. The following are two critical tools that can help every student practice effectively when used correctly.
Rhythms, at their core, are sound expressed in mathematical ratios in time. In order to understand how rhythms relate, a student must first have a method for determining accurate time. Do you have students who can consistently land on the downbeats but the rhythm isn’t even? Make sure they are using subdivisions. This is another critical function of a metronome: teaching students how different rhythms relate to one another in time.
A recording device with immediate playback has consistently made the biggest difference in student achievement for those I work with, especially at younger ages. Listening accurately whilst playing, reading music, and thinking about things to improve is extremely difficult. By using a smart phone or tablet to record themselves, they can focus exclusively on their performance of the given section of music, then come back moments later to evaluate. As an added bonus, many metronome apps will also play while recording, allowing the student to hear the metronome during playback.
The recording device can also be used as a mirror. For example, a student playing a simple exercise can use the device to work on having their sticks come up to the same height consistently. By identifying something behind the sticks, such as a line or graphic on their shirt, they can evaluate this facet of their playing without the need for a mirror.
By equipping your students with these tools, and teaching them how to utilize them properly, you can ensure that your students feel a sense of accomplishment after every practice session.
Dan McGuire serves as Director of Percussion and Assistant Director of Bands at Science Hill High School in Johnson City, Tenn. The Percussion Ensemble is a two-time winner of the PAS International Percussion Ensemble Competition, performing at PASIC 2013 and 2016, and performing at the Midwest International Band and Orchestra Clinic in 2018. McGuire’s students have won the Tennessee Statewide Solo Percussion Competition, as well as participating in DCI Top-12 Drum Corps, Tennessee Governor’s School for the Arts, regional honor bands, and the Tennessee All-State Band. McGuire was on the Board of the Tennessee PAS Chapter, serving as Vice-President from 2017–19 and President from 2019–22. | <urn:uuid:462f3aa9-1236-4391-b1b4-9ef0063a71e2> | CC-MAIN-2022-40 | https://www.pas.org/rhythm!-scene-blog/-in-category/categories/rhythm!-scene-general/tuesday-tips | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00587.warc.gz | en | 0.972086 | 614 | 3.25 | 3 |
A guide to all aspects of cycling and vacations in Britain during the 1920s, including "learning to ride", "traps for the unwary" and "laws and customs of the road". The second section takes a tour of the roads and lodging houses of Britain and Northern France - including hints on the most scenic routes, how to avoid the "busy and rather baffling" town of Bristol, and understanding the local customs of the French.
Table of Contents
Part One Choosing a Bicycle Heavy Riders and Light Ones Frame Height and Crank Length Position Traffic Riding The Woman's Bicycle Variable Gears Traps for the Unwary Learning to Ride Toe-Clips Care of Bearings, Saddle, Chain Tyres Wet Weather Riding Touring from a Centre A Hundred in a Day Laws and Customs of the Road Cycling for the Unsound "Spare Spokes"
Part Two "Potted Tours" in Great Britain, Ireland, and France
Part Three Resthouse Directory with over 3,000 Addresses Forewards List for Great Britain List Ireland List for France
The Modern Cyclist, 1923 by William Fitzwater Wray | <urn:uuid:7f94c023-6b6c-4854-9a75-cceeb929a172> | CC-MAIN-2015-11 | https://www.randomhouse.com/book/226613/the-modern-cyclist-1923-by-william-fitzwater-wray | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936461216.38/warc/CC-MAIN-20150226074101-00253-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.894108 | 229 | 2.578125 | 3 |
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Consider the following dilemma: You turn up for an exam, having no prior knowledge of the subject. You are handed one of two opportunities: You can get your answers either from an expert, but in a completely different language from yours or, alternatively, from someone who has only passable knowledge, but shares your language. Which would you choose?
Bacteria were put to a similar test in the lab of Prof. Yitzhak Pilpel of the Weizmann Institute of Science’s Molecular Genetics Department. He, Dr. Orna Dahan and other members of his lab team asked: When bacteria take on foreign genes, how does this affect their chances of survival, and do the bacteria prefer to take these genes from species that “speak" their language?
Bacteria reproduce asexually; mixing their genes with others – as happens in sexual reproduction – is a relatively new notion. In fact, as scientists discovered several decades ago, bacteria have evolved a method of “mixing and matching” genes in a process called horizontal gene transfer. Unlike the sexual, or vertical, gene transfer, in which genes are reshuffled and passed down from parents to offspring, in horizontal gene transfer, DNA gets mixed between unrelated individuals, including those of different species. “This is somewhat analogous to how languages evolve by occasionally acquiring foreign words, in the way that related Arabic and unrelated English terms have crept into the Hebrew vernacular,” says Pilpel.
Studying horizontal gene transfer in action is challenging, though. Scientists might first try to identify genes that do not look native to an organism’s genetic makeup – a bit like trying to spot a foreign-derived word among tens of thousands of entries in a dictionary. Some stand out, but others do not, and their “etymology” – the source of the foreign gene – is not always evident. Classical research methods could only provide scientists with a “snapshot” of the situation. To understand such transfers in an evolutionary context, scientists needed something more dynamic.
In Pilpel’s group, lab evolution is a research method, involving growing organisms in a test tube in a controlled environment and providing a sort of “movie” of the changes they undergo. “We took this research method one step further and introduced a unique element – foreign DNA from other species – allowing us, for the first time, to study horizontal gene transfer and its effects in real time,” says Dr. Orna Dahan, who led the study together with MSc students Shai Slomka De Oliveira and Itamar Françoise.
The scientists took a common bacterial species, Bacillus subtilis, and challenged them with a test: to survive in an uncomfortably salty solution. To help the bacteria pass the test, the researchers introduced foreign DNA from various microbial sources. Two such samples of DNA were taken from archaea in the Dead Sea, others from bacteria that live in the Mediterranean Sea. These species are completely unrelated to B. subtilis, but they are experts at thriving in high salinity. Yet another source of DNA was a close relative of B. subtilis; these were “novices” at living in a high-salt environment, having only recently “learned” how to do so through lab evolution.
By sequencing the genomes of the evolving populations over more than 500 generations, the scientists were able to identify when and how gene transfer took place. In one particularly surprising case, a large chunk – up to 2 percent – of the bacteria’s genome was replaced. This DNA was incorporated from the closely related organisms rather than from the unrelated, high-salinity experts, whose genome was apparently too “foreign and illegible” for the bacteria. Even so, the evolved generations “passed” the challenge: They were better able to better cope with high salt concentrations than their control counterparts.
If scientists can better understand how bacteria decide to adopt foreign genes, they might be able to slow or stop the process in the detrimental ones
Is gene transfer preferable to the tried-and-true process of mutation and adaptation in confronting new evolutionary challenges? Says Pilpel: “Horizontal gene transfer is a very costly process for an organism, especially as it involves the risk of incorporating genes that could be deleterious. So the fact that some of the foreign insertions ‘survived’ independently in several repetitions of the same experiment implies that they do indeed confer an adaptive advantage. Since mutations happen sequentially while, as we noted, more than one gene can be added through horizontal transfer, it might, in some cases, provide a shortcut to evolution.”
The findings of this study shed new light on gene sharing in organisms like bacteria that reproduce asexually. It may also illuminate the process of antibiotic resistance, which mainly evolves and spreads by gene transfer. If scientists can better understand how bacteria decide to adopt foreign genes, they might be able to slow or stop the process in the detrimental ones. The biotechnology industry could also use the gene transfer principle demonstrated in the experiments to evolve new strains of bacteria for various applications, including the degradation of plastics or other such environmental technologies.
Prof. Yitzhak Pilpel's research is supported by the Helen and Martin Kimmel Award for Innovative Investigation. He is Head of the Braginsky Center for the Interface between Science and the Humanities; Head of the Azrieli Institute for Systems Biology; Head of the Leo and Julia Forchheimer Center for Molecular Genetics; and Head of the Kahn Family Research Center for Systems Biology of the Human Cell. His research is also supported by the Sharon Zuckerman Laboratory for Research in Systems Biology; the estate of Emile Mimran; and the European Research Council. Prof. Pilpel is the incumbent of the Ben May Professorial Chair. | <urn:uuid:e4576242-28af-4eb8-a6c7-d3c1692c28f9> | CC-MAIN-2022-21 | https://wis-wander.weizmann.ac.il/life-sciences/copying-foreign-genes-helps-bacteria-withstand-test-time | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662538646.33/warc/CC-MAIN-20220521045616-20220521075616-00731.warc.gz | en | 0.952955 | 1,229 | 3.09375 | 3 |
To truly understand the power of index funds we must first understand how the stock market works. Any discussion of investing must first start with the fundamentals that modern economics applies to the stock market. There are two competing theories about how the stock market works or does not work, depending on your perception. Despite their differing views, both of the economists who developed them ended up winning a Nobel prize for their respective work in the same year. After looking at these views more closely, you may find that they easily co-exist rather than compete.
Efficient Market Theory
The first theory is the efficient market hypothesis. This theory came to prominence in the 1970s by the economist Eugene Fama. This theory portends that the prices of the stock market are efficient, i.e. all known and relevant information is reflected in the price of a stock. The reason, this theory states, is if the market was not efficient then an opportunity for risk free money would exist that would quickly be snatched up. As such it should not be possible to “beat the market”.
Behavioral economics as explained by economist Robert Shiller states that not all man’s actions are rational. Interpreted in some ways this invalidates the possibility of the market being efficient. A common example is a dropped hundred dollar bill on the ground. Under similar arguments to the efficient market, one would never pick up the money on the ground. Why? There would be no chance it would be real because someone would have already picked it up. Behavioral economics became more popular in recent years in light of the dot com bubble.
A Random Walk and Short Term
As stated previously, one can interpret the 2 theories as competing. However, I personally believe that is not necessarily the case, and there is evidence to support this view. Efficient market theory contains another theory entitled random walk. This theory states that stock prices evolve randomly, meaning that beating the market and market timing are not possible. I personally believe this theory is true in the short term. The outcome on any given day of a stock price is completely random. Many studies have observed and found this to be true. Studies that have raised concerns about these theories tend to be based on a longer period of time. For example, some studies at 10 years have shown trends in stocks that appear to invalidate the theory.
Long Versus Short Term
I view this relative inconsistency as largely in line with my views on economics as a whole. The economy and stock market are largely predictable over the long term barring a war or collapse of government, but over the short term the predictability is about on par with flipping a coin.
Implications for Index Funds
What this means is if you define the medium term you can market time and beat the market. So why do almost all studies show that active managers do not “beat the market”? Simply because like other areas of economics the definition of short term and long term cannot be known. You see this in common sense truism around the market: “The market can stay irrational longer then you can stand solvent” (John Maynard Keynes). Even in a world of the Dotcom bubble you could have missed making a lot of money for years before the bubble burst had you pulled out due to overprice. Predicting when the bubble would burst was impossible. The famous “Irrational Exuberance” speech by Allen Greenspan was long before the bubble implosion, had you pulled out at the time of that speech you would have missed out on 2 -3 more years of ups.
Best bet to Invest in Index funds
In general, the ramifications of the above is that Index funds are a superior investment option for most investors. If you can’t predict what happens next with any success then why try or expend extra fees on a manager who will try? At best there might be an argument in there that you focus on a specific area of the economy as a long term holding in hopes of hitting that long term. But, remember the long term could be a lifetime.
We are left with one more anecdote. At present, Warren Buffet has a running bet against 5 hedge fund managers that index funds will beat hedge funds over a 10 year period. Warren is winning that bet handily with the index funds up 60 some percent to just below 30 percent for the hedge funds. Perhaps, you should consider his actions as advice. When combined with avoidable investment expense fees, the hedge funds and active investments look even worse. The choice is yours.
How do you invest? | <urn:uuid:482b7a15-2c5a-4541-b6d4-8c0249e649fc> | CC-MAIN-2019-39 | https://www.fulltimefinance.com/investing-for-the-long-run-index-funds/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514578201.99/warc/CC-MAIN-20190923193125-20190923215125-00138.warc.gz | en | 0.95968 | 926 | 2.640625 | 3 |
Illustrated by Pop Sutthiya Lertyongphati
Check out the new……..
Key words are those vital elements of any subject that determine whether or not students…..
- get the best grades in exams
- understand the content properly
- articulate the content effectively
- master a language they are learning
Key words are essential components of subject knowledge that both native speakers and E.A.L. learners find challenging to master.
In my 13 years of teaching I have found that there are many effective ways to teach key words to students, with the techniques falling into 5 main categories:
- Interactive: Games and spatial learning
- Proactive: Writing frames, scaffolds and models
- Teacher-driven: Vigilance in pointing out key-words and encouraging action during teacher-led instruction
- Automated: through software
- Documented: Through exam-paper mark schemes and model answers, and command-terms exposure and training
In today’s blog post I’ll describe (there’s a ‘command term’ to begin with!) the most effective interactive and proactive ways I have found to reinforce key vocabulary. You may have more to add to this list – please contribute to the new forum or add a comment below this post!
So, let’s begin our journey with….
There are a number of vocabulary games you can play with kids of any age. My favorites are ‘splat’, ‘mystery word’ and ‘who am I?’
This quick game is so easy: all you need is a whiteboard, whiteboard markers and class of kids. It’s a great game for consolidating key vocabulary, and is perfect for E.A.L. learners.
Here’s a short video showing a quick clip of me playing ‘Splat’ with my students (I will include some more lengthy clips soon, but this is a good start):
Another easy game. This time, students randomly pick out written words from a hat (or cup, beaker, container, etc.), and then they have to explain their word to the class (without saying the word). The students who are listening have to guess what the word is.
Who am I?
A very simple game. All you need are post-it notes and a class full of energized students! Great fun. Perfect for reinforcing key vocabulary and concepts. Students sit in a circle, you stick notes on their heads with key words on them, and the students explain to each other what the key words are without saying the key words.
Spatial learning can also be a great interactive method to teach key words.
There are many definitions and interpretations of spatial learning on the web and in various books. Some of this pedagogical mumbo-jumbo can be really confusing, but I believe I’ve nailed it down to one sentence:
Spatial Learning is when students use bodily movements to express themselves, solve problems and model situations.
Spatial Learning has both general and specific applications. I’ll now go through some great examples that illustrate the power of this excellent teaching tool for emphasizing key words.
Here’s a quick video I made about Spatial Learning:
Do you want to know the opinions of your students on a subject matter? Maybe you’re taking a survey (e.g. which day is the best for canteen food?). Maybe you have a list of multiple choice questions and you want a fun way to get the kids through them.
A human graph might be the right tool for you?
And with ‘true or false’ questions – instead of getting students to put their hands-up for ‘true’, or their hands-up for ‘false’: get them to walk and move. Choose one classroom wall to be the ‘true’ wall, and one to be the ‘false’ wall, and get them to walk.
In an attempt to show you just how pliable spatial learning is, I’ve designed a task for a subject area I don’t specialise in: ICT
Concept: A typical home network may be wired, wireless or a combination of both. Hardware components process and convey the data message from from part of the network to another.
Spatial learning task: For this task you need moving and stationary students. The stationary students stand at predetermined positions in the classroom (you can put signs on desks or on walls to help). These students represent the hardware. The rest of the students are the ‘data message’, and they move from one component to another. I hope the illustration below helps you to see just how easy this is to implement and how much fun it can be. Students should shout out the name of the hardware component they reach at each stage as they walk around the room.
Take the following body of text from my book, for example. How would you differentiate this so that all of the students in your class could understand and use it?:
I had a great professional development session with a group of colleagues this week. We came up with some great ways to differentiate texts, which I’ve included below. Study the images carefully: I’ve linked them to the text above.
Technique #1: The Funnel
Basically this is a filtering system where the students take all of the key words in a text and filter them down into, first, a few sentences; and then, just one sentence:
Technique #2: True or False Questions
Nice and simple and can be done in a number of ways:
- Write the true or false questions yourself, and get the kids to answer them
- Get the kids to write true or false questions and give them to each other (recommended for high-ability students, as this one is a little more difficult to mark/assess and takes more time and effort to complete).
Technique #3: Flow chart
Kids create a flow chart that either describes the process involved, or the reasoning behind the text. Questions can be used as connectives:
Technique #4: Fill in the blanks
This is a simple one and can be used to reinforce technical vocabulary, elements of speech (such as interjections and conjunctions) or anything else that’s important.
Technique #5: Cartoon Strip
The kids will need to be quite creative with this one, as they may need to illustrate the concepts using an actual example. Great fun, and can get quite entertaining!
There are lots of creative ways in which students can be assigned to decipher and breakdown texts. Consider these suggestions:
- Stop-motion animations (takes a lot of time but acts as a great mini-project)
- Drama and role-play
- Website creation
- Infographic creation (much better than ‘make a poster’)
- Make an instructional video
We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates. | <urn:uuid:7e3cc088-6197-45c0-a7fd-777fc35ebb6b> | CC-MAIN-2019-18 | https://richardjamesrogers.com/2018/12/02/teaching-key-words-part-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578643556.86/warc/CC-MAIN-20190424134457-20190424160457-00252.warc.gz | en | 0.925116 | 1,466 | 3.984375 | 4 |
Medical researchers are exploring several ideas regarding the cause of exercise-induced bronchoconstriction. There may be more than one biological process that can lead to the condition. Researchers do know that in people who experience exercise-induced bronchoconstriction, strenuous exercise sets in motion molecular events that result in inflammation and the production of mucus in the airways.
Factors that may increase the risk of the condition or act as triggers include:
Oct. 25, 2014
- Cold air
- Dry air
- Air pollution
- High pollen counts
- Chlorine in swimming pools
- Chemicals used with ice rink resurfacing equipment
- Respiratory infections or other lung disease
- Activities with extended periods of deep breathing, such as long-distance running, swimming or soccer
- Parsons JP. Exercise-induced bronchoconstriction. Otolaryngologic Clinics of North America. 2014;47:119.
- Parsons JP, et al. An official American Thoracic Society clinical practice guideline: Exercise-induced bronchoconstriction. American Journal of Respiratory and Critical Care Medicine. 2013;187:1016.
- Weiler JM, et al. Pathogenesis, prevalence, diagnosis and management of exercise-induced bronchoconstriction: A practice parameter. Annals of Allergy, Asthma & Immunology. 2010;105:S1.
- Krafczyk MA, et al. Exercise-induced bronchoconstriction: Diagnosis and management. American Family Physician. 2011;84:427.
- Randolph C. Pediatric exercise-induced bronchoconstriction: Contemporary developments in epidemiology, pathogenesis, presentation, diagnosis and therapy. Current Allergy and Asthma Reports. 2013;13:662.
- Anderson SD, et al. Assessment and prevention of exercise-induced bronchoconstriction. British Journal of Sports Medicine. 2012;46:391.
- Irvin CG. Broncoprovocation testing. http://www.uptodate.com/home. Accessed Sept. 12, 2014.
- Updated information on leukotriene inhibitors: Montelukast (marketed as Singulair), zafirlukast (marketed as Accolate), and zileuton (marketed as Zyflo and Zyflo CR). http://www.fda.gov/Drugs/DrugSafety/PostmarketDrugSafetyInformationforPatientsandProviders/DrugSafetyInformationforHeathcareProfessionals/ucm165489.htm. Accessed Oct. 1, 2014.
- Stickland MK, et al. Effect of warm-up exercise on exercise-induced bronchoconstriction. Medicine and Science in Sports and Exercise. 2012;44:383.
- Asthma action plans: Help patients take control. National Heart, Lung, and Blood Institute. http://www.nhlbi.nih.gov/health-pro/resources/lung/naci/discover/action-plans.htm. Accessed Sept. 12, 2014.
- Mickleborough TD, et al. Exercise-induced asthma: Nutritional management. Current Sports Medicine Reports. 2011;10:197.
- Li JTC (expert opinion). Mayo Clinic, Rochester, Minn. Sept. 22, 2014. | <urn:uuid:004ccdfc-7337-4fd4-bf4a-ae8c717fad33> | CC-MAIN-2015-32 | http://www.mayoclinic.org/diseases-conditions/exercise-induced-asthma/basics/causes/con-20033156 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042981753.21/warc/CC-MAIN-20150728002301-00084-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.820641 | 691 | 2.671875 | 3 |
About thirty species of Duranta
are native to the American tropics. This species is native to the Caribbean,
Central America and South America. The golden
dewdrop is the only species commonly cultivated in the U.S. It is evergreen in the
tropics. Flowers in white, blue or purple appear throughout the summer and fall
until frost. It flowers on new growth so pruning may remove flower buds. Fruits
are small, fleshy, and yellow when mature. Chemicals called saponins make the
fruit potentially toxic for people but edible for birds.
Plants can be seen at the entrance to parking lot 7.
This plant has the potential to reach about ten feet tall. Where it dies to the ground each winter, it is more likely to reach five or six feet tall. It may be trimmed down at the end of each winter to maintain the lower height.
Light: full sun to part shade
Water: average water requirements, drought tolerant
Soil: very adaptable
In north Florida,
a cold winter may kill it to the ground and it will recover the following
spring. It is an easy plant for gardens in this area. It flowers seem
particularly attractive to the bright yellow sulfur butterflies.
Copyright © 2017 University of North Florida1 UNF Drive | Jacksonville, FL 32224 | Phone: (904) 620-1000
RegulationsConsumer Information | Disability Accommodations | <urn:uuid:6436bc0a-63c8-46a1-b04b-0f472dd8c353> | CC-MAIN-2017-34 | http://www.unf.edu/physicalfacilities/landscape/plants/Duranta_erecta_-_Golden_dewdrop.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886112533.84/warc/CC-MAIN-20170822162608-20170822182608-00274.warc.gz | en | 0.879371 | 296 | 3.53125 | 4 |
We all know that National Geographic works with some of the most talented photographers in the world to capture the amazing images that have been a hallmark of the organization for more than a century. But sometimes it takes more than a keen eye and a great sense of composition to get the right shot. In this video, we see how the photographers and engineers at Nat Geo work together to hack cameras for use in wildlife shots. Everything from strapping a device to a manta ray to strapping a camera to a lion, none of which is easy. Check it out below.
- Last Surviving Member of 1953 Everest Expedition Passes Away - November 24, 2020
- Make a Virtual Kilimanjaro Climb to Support Tanzanian Porters - November 17, 2020
- Nepal’s ‘Road to Everest’ Isn’t What You Think - November 12, 2020 | <urn:uuid:670b4621-da8f-45ec-8865-4bce4d7755e0> | CC-MAIN-2020-50 | https://adventureblog.net/2018/07/video-how-nat-geo-photographers-hack.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141718314.68/warc/CC-MAIN-20201203031111-20201203061111-00610.warc.gz | en | 0.911339 | 179 | 2.640625 | 3 |
September 23, 1999
Among workers who were displaced in 1995 and 1996 and then found a new job, the median amount of time without work was 7.6 weeks.
Median weeks without work for reemployed displaced workers varied by age. Workers between the ages of 25 and 34 had the shortest median—4.0 weeks. Those in the 45-54 age group had the longest median, at 11.6 weeks.
For the oldest group, age 55 and over, median weeks without work for the reemployed were lower than for 35-to-44-year-olds and 45-to-54-year-olds. However, workers age 55 and over were much less likely to be reemployed than other workers—the reemployment rate was 60 percent for workers age 55 and above, compared to 89 percent for workers age 25 to 54 years.
Figures cited here are for "long-tenured workers"—those who had been in their jobs for 3 years or longer. Displaced workers lose their jobs because their plants or companies close down or move, their positions or shifts are abolished, or their employers do not have enough work for them to do.
These data are from a February 1998 supplement to the Current Population Survey. Note that the reemployment rate is the proportion of displaced workers employed at the time of the survey. Find more information on displacement in "Worker displacement in the mid-1990s," by Steven Hipple, Monthly Labor Review, July 1999.
Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily, How long does it take a displaced worker to find a new job? at https://www.bls.gov/opub/ted/1999/sept/wk4/art04.htm (visited January 18, 2022). | <urn:uuid:bdeac8df-5b9d-481a-ac7b-88a2ffc9bfa8> | CC-MAIN-2022-05 | https://www.bls.gov/opub/ted/1999/sept/wk4/art04.htm | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300805.79/warc/CC-MAIN-20220118062411-20220118092411-00105.warc.gz | en | 0.980247 | 377 | 2.953125 | 3 |
Crudely developed during the later stages of World War II, the SBO was a series of mass attacks from the air on both military and civilian targets. The idea was to destroy your enemy’s capacity to make war on you, and to shatter civilian morale.
Before the Second War started there was widespread belief that aircraft would always get through defences and destroy towns and their population. German air attacks on places like Guernica in Republican Spain appeared to confirm this belief, though the propaganda value of Guernica to the Republican government of Spain was priceless, especially when internationally renowned artists like Picasso painted their view of the attack. Sadly, Coventry, Bristol and Desden had no Picassos available to repeat the process when their moment came.
Yet, though this appears strange, neither Britain, Germany, France nor the Soviet Union possessed many heavy bombers in 1939, when the War began. Britain started building the 4-engined Lancaster immediately, but orders were not delivered until 1941.
SBO was first ordered by Hitler against Britain in 1940. In August’s daytime attacks the Luftwaffe lost so many aircraft that they quickly changed to night attacks on London and other large cities in what the English called the Blitz. This went on until May 1941, when Hitler started preparing his air forces for Operation Barbarossa (q.v.) against his erstwhile ally – Soviet Russia. By then around three million homes had been destroyed and more than 60,000 civilians killed in Britain, but Hitler had not planned for the British failure to lower their morale (it actually went up) or halt war production.
Now comes a really bizarre moment: the British air chiefs told the United States that despite the failure of the Bliz they planned to win the War by bombing alone! As the Americans were doubtful at this time whether they would enter the War anyway, this came as a surprise. As we know, Pearl Harbor in December 1941 was enough to make up their mind.
Meanwhile, British bombers were operating at night, as their enemy had done in 1940. The specific targets were arms factories, bridges over rivers, dams in the industrial Ruhr, and massed concentrations of enemy soldiers. But night-flying skills and instruments were inadequate and most of the bombing was atrociously inaccurate, as aerial photography showed.
Then Air Marshal Harris, known as ‘Bomber’, became chief of Bomber Command in 1942, and he promptly went for bigger targets – such as whole cities. He approved of ‘area bombing’ – what the German civilian population knew as ‘terror bombing’. Using the enormous four-engined Avro Lancaster, with a great range and a payload of up to six tons of bombs, he ordered a thousand-bomber raid on Cologne (Köln) in May, 1942, quickly followed by other similar raids on the industrial Ruhr. On 27 July 1943 special incendiary bombs started a fire-storm in Hamburg which is estimated to have killed approximately 50,000 people. Should Britain have lost the War, the first military leader accused of war crimes would have been ‘Bomber’ Harris, a mild man personally. But, the Americans said they disapproved of SBO (though they used it without compunction later); they preferred precision daylight bombing of specific (military) targets, but on 14th October 1943 two-thirds of their aircraft were shot down over Schweinfurt and they suspended bombing until enough fighter escorts could arrive.
The fighter escort they awaited turned out to be the Mustang (operating from December 1943) a fighter superior to anything the Germans could produce. The Mustang ate up the enemy fighter force and made it possible for American daylight bombing to resume in February 1944. The results were so spectacular that when France was invaded on D-Day (6 June, 1944) the Germans could hardly muster a single Messerschmidt to attempt defence.
Meanwhile the Royal Air Force had cut German steel production by 80% in the Ruhr, halving Germany’s overall production. The States continued attacking synthetic oil production plants, but there was a danger of aviation fuel (in Britain, the main base) running out and the bombing fell from 316,000 tons (!) to 17,000 tons in September.
The human loss due to ‘carpet’ bombing was huge, and was later firmly questioned. Between three-quarters of a million and one million German civilians (a conservative estimate surely) were killed in Allied bombing raids. When questioned on this, senior air-force personnel were not very apologetic and asked who had started the War. They frequently added that up till then around 100,000 aircraft crew had also been killed from British and American air bases.
When the US captured Japanese islands in the Pacific they were enabled to begin SBO on the mainland of Japan, reaching a terrible peak in 1945. The idea was to spread terror and this the Americans certainly did in Tokyo on 9 March of this year, when fully a quarter of the city’s mostly wooden buildings went up in flames, taking occupants with them. Between June 1945 and the end of the war fifty-five Japanese cities were attacked, each attack destroying half the built-up area in each town. Finally, when two atomic bombs were dropped on Hiroshima and Nagasaki the strategic bombing offensive ended. | <urn:uuid:440bb369-1dc5-4455-9547-fdd0ff543abb> | CC-MAIN-2018-51 | http://general-history.com/category/church-history/page/3/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00526.warc.gz | en | 0.983993 | 1,095 | 3.234375 | 3 |
TNR stands for Trap, Neuter, Replace
Street or feral cats are caught in traps.
They are neutered or spayed, and parasites and any injuries are treated by a vet.
While under anaesthetic a “V” is clipped out of an ear to indicate that they have been spay/neutered.
They are then returned to their original environment where they are maintained by local people.
Where possible, kittens and stray (hence socialised) animals are rehomed.
CATNIP has an ongoing TNR programme.
How TNR helps
It vastly reduces the number of kittens born on the streets.
It improves the lives of female cats as they are not continually pregnant.
It improves the lives of male cats as they are less aggressive after spaying.
Cats spray less, fight less and do not engage in noisy mating sessions. This reduces their impact on the community.
Critically, by replacing the cat, the territory is not left vacant for un-neutered cats to move in.
Citizens are not surrounded by sick, injured and dying cats.
Because neutered/spayed cats are ear-tipped, they are easy to identify.
Over time, the street cat population decreases.
Cities in Japan often have large numbers of street, feral and stray cats. (Street/feral cats are usually born on the streets and are not socialised, stray cats have been socialised at some point, but may have been abandoned when the owner moved apartment.)
Every year they produce kittens. Most kittens do not survive. They are often killed in traffic or by crows, or succumb to cold or disease.
The life of a female street cat is one of continual pregnancy. Pregnancy is exhausting for her and makes it harder for her to resist disease and cold. Most females will die young.
Males often spray and fight for territory. This can be noisy and smelly and a public nuisance. Males often have injuries.
There is sometimes tension in communities between those who feed the animals and those who complain about the nuisance.
In our experience most people do not object to cats per-se, rather they object to the number of cats/kittens and the public nuisance of spraying males.
Cats are domestic animals. Their lives and situations are a consequence of our actions.
This is not a cat-problem, it is a people-problem. It can be fixed.
Attitudes of local government.
In Fukuoka the city government is has some web-pages explaining the virtues of TNR. (In Japan street cats are referred to as “chiiki-neko” or “area cats”.)
It includes downloadable resources which can be printed and handed out.
However it does not have an active TNR programme of its own.
As far as possible CATNIP engages in “Trap, Neuter, Release, Maintain, Educate”.
“Maintain” means the animals are fed after they are returned, and someone will be looking out for their welfare. Ideally the animals are fed at a designated place and time and a toilet area is maintained, with someone picking up cat faeces.
Education is vital- if local people are antagonistic to the cats, they may not want cats to be returned. It is important to show that TNR helps the wider community, in addition to the cats.
With the above in mind, CATNIP typically deals with someone from the community the cat is in.
This might be an individual or a small cat feeding group. They know the area. They know the cats. They can identify which cats are street cats - wild looking cats on the streets without collars may in fact be owned - and which need TNR. They can help explain locally what the benefits are.
We usually require that person sign a “Request for TNR” form. This authorises is to neuter/spay the cat and makes clear that that we will return it after neutering, with its ear trimmed.
We do not transfer cats to a different area.
We do not remove cats from an area unless it is for rehoming.
We photograph and video all animals we TNR and put them on our website.
How you can help
The best way to help is to donate money. We have an ongoing TNR programme.
If you wish to discuss TNR with us please read our FAQ before contacting us. | <urn:uuid:bc99c5cd-20e9-4a32-8163-72670e14e74e> | CC-MAIN-2019-43 | https://catnip.or.jp/en/tnr/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986653216.3/warc/CC-MAIN-20191014101303-20191014124303-00448.warc.gz | en | 0.950374 | 936 | 2.65625 | 3 |
Neutron scientists have discovered for the first time how 'antifreeze' in arctic fish blood kicks in to keep them alive in subzero conditions. The results could provide benefits for areas as diverse as cryosurgery, food processing and agriculture.
Biological antifreeze proteins (AFPs) are unusual proteins in several ways. They safeguard organisms from freezing to death by binding to ice crystal nuclei as soon as they start to form in bodily fluids, and prevent them from growing into ice crystals. However, AFPs must not attach to liquid water otherwise the organism would dehydrate and die. New research using neutrons provides the first experimental data showing how type-III AFPs, found in arctic fish blood, recognise the ice crystal nuclei. It found that unusual hydrophobic regions on the protein surface fit into holes in the ice crystal nuclei structure.
AFPs are unusual proteins with a difficult job. We wanted to understand how they can work in an aqueous environment like blood but only interact with H2O molecules when they start to freeze. Neutron scattering provided essential information about how this happens. We found that the key is how the AFPs structure differs from typical proteins, and how the structure of ice compares with liquid water, says Matthew Blakeley, an instrument scientist at ILL.
Biological proteins usually have hydrophobic amino acids in the core (away from water molecules in the solvent) and hydrophilic amino acids on the surface. Unusually, AFPs have many hydrophobic amino acids on their surface. These form part of the special binding surface that only sticks to ice nuclei, ie to solid but not liquid H2O. There have been a number of theories about how this works, but up till now no experimental observation of the molecular mechanism because hydrogen is almost invisible to most imaging techniques.
Neutrons see hydrogen very well, so neutron scattering was the only way that we were able to locate the positions of H2O molecules at the proteins binding surface. We identified an 'ice-type' tetrahedral cluster of waters at the binding surface. These mimic the arrangement of water molecules in ice, so we used these positions as the starting point to build up the rest of the ice crystal and model the ice-AFP interaction, says Alberto Podjarny, from IGBMC in Strasbourg, who led the neutron research.
The ice model has six rings of four H2O molecules, which leaves a gap, or hole, in the middle. The hydrophobic regions of the type-III AFPs fit into these holes and bind with the ices surface. These holes are what distinguish the structure of ice crystal nuclei from water, and explain how AFPs can be present in a solvent without attaching to the water molecules until they start to freeze, says Eduardo Howard from the Instituto de Física de Líquidos y Sistemas Biológicos (IFLYSIB) in Argentina. This understanding has exciting implications for biomedical applications such as cryosurgery and tissue preservation.
There are varied commercial applications for antifreeze proteins. These include:
Medicine improving cryosurgery; enhancing preservation of tissues for transplant or transfusion
Food processing/production lengthening the shelf life of frozen foods
Unilever are using AFPs to improve the consistency and storage properties of ice cream
Agri/Aquaculture increasing freeze tolerance of crop plants; improving farm fish production; extending the harvest season in cooler climates
Now the mechanism of recognition is understood, the next step is to investigate how AFP prevents the ice crystal nuclei growing into ice crystals.
Explore further: Edible 'antifreeze' prevents unwanted ice crystals in ice cream and frozen foods
Journal of Molecular Recognition, 7 April 2011. | <urn:uuid:068081df-e7ca-4451-9ec7-e497a235f2ec> | CC-MAIN-2016-07 | http://phys.org/news/2011-04-neutron-science-mystery-arctic-fish.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701158811.82/warc/CC-MAIN-20160205193918-00202-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.931078 | 787 | 3.390625 | 3 |
Recently I received a call from a friend who wanted information about high lead levels in the blood. I’m a nurse. I’ve worked for the Aging and Disability Services for more than 22 years and I have lots of connections with health care providers, but I didn’t know the answer to his question because I had never been asked about lead before.
My friend’s child—a toddler—had high levels of lead in his blood. Their pediatrician reported it to the Public Health Department, but this concerned father wondered if there was anyone I could contact on his behalf.
I was able to navigate the Public Health website to find the right division. Soon after leaving a message, I received a call back from Sharon, an environmental health investigator. She verified receiving the pediatrician’s report and was in contact with the child’s mother and father. Sharon set up a home visit, which she conducted along with her colleague Matt.
My friend contacted me a while later to report that the cause of high lead levels in his child’s blood were toys—little animal figurines purchased by the family in India many years ago. His son favored these toys, and he chewed on them—as toddlers do. They were removed immediately.
It was a relief to this family to have professional guidance and support from the Public Health Department. We are thankful to Sharon and Matt for their timely inspection.
I decided I wanted more information to share with AgeWise King County readers. It may help you or someone you know and love. Their excellent customer service shows care and concern for King County residents.
What are common sources of lead?
Lead-based paint and lead-contaminated dust are the most common sources of lead poisoning. These can be found in:
- Older homes—those built before 1978 may have lead-based paint.
- Deteriorating lead-based paint around buildings and old playground equipment.
- Soil and sediment polluted by car exhaust or chipping house paint.
- Toys made and painted outside of the United States.
- Lead-glazed ceramic ware, pottery, stained glass, and leaded crystal.
- Imported candy and spices.
- Workplace and hobby hazards such as lead batteries, scrap metal recycling, gun parts, firing ranges, leaded fishing weights, ammunition, and furniture refinishing.
- Lead pipes, which can contaminate drinking water.
- Traditional home remedies and cosmetics such as Surma (a ceremonial dye) and kohl or kajal eyeliners.
Adults can be exposed to lead from their jobs and hobbies. Children are mostly exposed to lead through ingestion. It is normal behavior for young children to put fingers, toys, and other objects in their mouths.
What are potential signs/symptoms of lead poisoning in children?
The effects of lead exposure are usually hard to see. In most individuals, the harmful effects of lead are subclinical and generally too small to be easily noticed in a routine medical examination. If there are noticeable signs, they may include permanent damage to the brain and nervous system, leading to behavior and learning problems, lower IQ, hearing problems, slowed growth, irritability, loss of appetite, weight loss, sluggishness, fatigue, abdominal pain, delayed puberty and/or anemia.
How can lead poisoning be prevented?
Steps you can take to lower the chances of exposure to lead include:
- Keep your home clean and dust-free.
- Inspect and maintain all painted surfaces. When old paint cracks and peels, it makes dangerous dust.
- Clean painted areas where friction can generate dust, such as doors, windows, and drawers with a wet sponge or rag.
- Remodel, repair, and paint old homes safely. Sanding or scraping paint can create lead dust. Make sure your contractor is lead-safe certified by the Environmental Protection Agency (EPA).
- Wash children’s hands, bottles, pacifiers, and toys often.
- Eat well-balanced meals with calcium, iron, and vitamin C. Children with healthy diets absorb less lead.
- Remove shoes and wash hands after working or playing outdoors to avoid bringing in soil that may contain lead.
- If you’re exposed to lead at work, don’t bring it home. Use separate work clothes and shoes. Shower before coming home or as soon as you get home. Put dirty work clothes in a plastic bag and wash them separately from other clothes.
- If you have a hobby that exposes you to lead, don’t contaminate your home. Keep children and pregnant women out of the area.
- Look at toy and jewelry product recalls due to lead.
- Avoid using home remedies and cosmetics that contain lead.
- Avoid using imported pottery, dishware, and ceramics for food and drinks if unsure of its lead content.
Chemicals, molds, and other common airborne hazards
Childhood and adult asthma is common. Many people take asthma medications, including inhalers, but if the home environment isn’t clean and safe, symptoms may not be controlled. Mold allergy symptoms include wheezing, rash, watery eyes, runny nose, itchy eyes, coughing, and redness of the eyes.
How do you know if the air in your home is healthy? If you live in Seattle, the American Lung Association of Washington’s Master Home Environmentalist program can conduct a free healthy Home Check-up to let you know if you have mold, mildew, dust mites and/or ventilation problems. They’ll also help you resolve the problems. If you live outside of Seattle, you can conduct your own Do-it-Yourself Healthy Home Check-up. For more information, call the Lung Association at 206-512-3280 or e-mail email@example.com.
Whether you are a parent, grandparent, loved one, friend, or consumer, living a safe and healthy life is important.
Contributor Mary Pat O’Leary, RN is a planner at Aging and Disability Services—the Area Agency on Aging for Seattle-King County. She thanks Sharon Cohen and Matt Wilson of Public Health—Seattle & King County for the assistance they provided. For more information about the ways that Public Health promotes safe and healthy environmental conditions throughout King County, click here. | <urn:uuid:547a1653-d1b7-492c-b983-01dbf41de75e> | CC-MAIN-2023-40 | https://www.agewisekingcounty.org/publications/agewisekingcounty/july-2018/your-home-environment-what-you-cant-see-can-harm-you/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510697.51/warc/CC-MAIN-20230930145921-20230930175921-00098.warc.gz | en | 0.954036 | 1,320 | 2.953125 | 3 |
Tone identifies a speaker’s attitude toward a subject or another person. You may pick up a person’s tone of voice fairly easily in conversation. A friend who tells you about her weekend may speak excitedly about a fun skiing trip. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. Or, a coworker who needs to let off some steam after a long meeting may crack a sarcastic joke.
Just as speakers transmit emotion through voice, writers can transmit through writing a range of attitudes, from excited and humorous to somber and critical. These emotions create connections among the audience, the author, and the subject, ultimately building a relationship between the audience and the text. To stimulate these connections, writers intimate their attitudes and feelings with useful devices, such as sentence structure, word choice, punctuation, and formal or informal language. Keep in mind that the writer’s attitude should always appropriately match the audience and the purpose. | <urn:uuid:c964c76d-2d96-44df-8b49-6860b0acaf90> | CC-MAIN-2019-39 | https://human.libretexts.org/Bookshelves/Composition/Book%3A_Rhetoric_and_Composition_(Bay_College)/03%3A_Purpose%2C_Audience%2C_Tone%2C_and_Content/3.4%3A_Selecting_an_Appropriate_Tone | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514571506.61/warc/CC-MAIN-20190915134729-20190915160729-00276.warc.gz | en | 0.9475 | 199 | 3.609375 | 4 |
About Web Design with HTML and CSS Digital Classroom
To Buy This Book From Amazon Click Here!
Creating effective websites requires an understanding of design principles, as well as the
underlying technology that is used to deliver and display content to your audience. The Web
Design with HTML and CSS Digital Classroom provides the information you need to design,
develop, publish, and maintain websites.
Whether you are just starting out in the field of web design, or are experienced with design tools like Dreamweaver or Expression Web, you’ll find this book helpful at explaining the underlying concepts for organizing, creating, and delivering web content effectively using best practices.
The Web Design with HTML and CSS Digital Classroom helps you to get up-and-running
quickly. Although you can work through the lessons in this book in any sequence, we
recommend that you start in at the first lesson and progress through the book in the
sequence in which they are presented. Each lesson includes detailed, step-by-step instructions,
background information, companion video tutorials, and lesson files.
The Web Design with HTML and CSS Digital Classroom is like having your own expert
instructor guiding you through each lesson while you work at your own pace. This book
includes 12 self-paced lessons that let you discover essential skills, explore web design, and
learn HTML, CSS and image editing techniques that will save you time and allow you to
more easily create effective websites. You’ll become productive right away with real-world
exercises and simple explanations.
Each lesson includes step-by-step instructions and lesson files available on the Digital Classroom website at www.digitalclassroombooks.com/webdesign. The Web Design with HTML and CSS Digital Classroom lessons are developed by the same team of instructors and experts who have created many of the official training titles for companies such as Adobe Systems and Microsoft. Now you can benefit from the expert instructors and clear, detailed instructions provided by the American Graphics Institute team.
Before you start the Web Design with HTML and CSS Digital Classroom lessons, you should
have a working knowledge of your computer and its operating system. You should know how
to use the directory system of your computer so that you can navigate through folders. You
also need to understand how to locate, save, and open files, and you should also know how
to use your mouse to access menus and commands. If you are just starting out with using a
computer, you should become familiar with its operation first, using resources such as the
Windows 7 Digital Classroom or Mac OS X Digital Classroom.
We recommend that you install a text editor to use when working with the HTML and CSS
code. The specific editor is not important, but you should choose and install a text editor so
that you can easily open and work with the lesson files presented in this book. If you aren’t
sure which to use, you can wait until you get to Lesson Three where we discuss working
with code and using text editors. However, if you’re comfortable installing a text editor.
Before starting the lessons in the Web Design with HTML and CSS Digital Classroom, make
sure that your computer is equipped for creating and managing websites. Because you will
be using a variety of software tools, there is no formal minimum requirement for your
Understanding menus and commands
Menus and commands within the software tools discussed in this book are identifi ed by using
the greater-than symbol (>). For example, the command to print a document might appear
as File > Print, representing that you click the File menu, then choose the Print command.
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4.8 ★ • 154Self-improvement | <urn:uuid:e7970f95-7bf3-422f-a59b-c3d7613f67fc> | CC-MAIN-2021-25 | https://pdfmaze.com/web-design-with-html-and-css/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00440.warc.gz | en | 0.901007 | 882 | 2.921875 | 3 |
Aches and pains with no obvious cause? Constantly tired despite getting plenty of rest? If you answer yes to either question, you may have fibromyalgia or chronic fatigue syndrome. Or possibly both. Here is something on Chronic Fatigue Syndrome vs Fibromyalgia.
Fibromyalgia and chronic fatigue syndrome are two conditions characterized by their difficulties: difficult to diagnose, treat, deal with and, for some patients, even to prove they exist.
Fibromyalgia causes chronic widespread pain and multiple tender areas known as trigger points. Patients also often experience insomnia, fatigue, headaches, memory difficulties, depression and other symptoms.
Chronic fatigue syndrome (CFS) is marked by profound, long-lasting fatigue. Patients rest but cannot shake the overwhelming feelings of tiredness. There also other symptoms, such as impaired memory, sore throat, tender lymph nodes and muscle or joint pain. These patients usually wake up feeling tired and fatigued in the morning.
Both syndromes are more common in women than in men. And in each condition, the cause is unknown.
Also Read: Best Vitamins for Rheumatoid Arthritis
Differences and similarities (Chronic Fatigue Syndrome vs Fibromyalgia)
So what are the differences between fibromyalgia and chronic fatigue syndrome? It depends on whom you ask.
Some experts think they might be two names for the same condition. Between 50 and 70 percent of people diagnosed with one condition could just as easily be diagnosed with the other, according to the Arthritis Foundation.
In fact, a physician’s familiarity with each disorder may influence the eventual diagnosis. For example, a doctor with a long history of treating fibromyalgia is more likely to diagnose this condition than CFS.
The National Institutes of Health says that CFS should not be diagnosed if a patient has a similar condition such as fibromyalgia, unless that condition has been adequately treated and would no longer be causing fatigue and other symptoms. However, some doctors may choose to make a dual diagnosis of CFS and fibromyalgia.
Though the two conditions share many symptoms (such as sleep problems and cognitive disturbances) some small but crucial distinctions can be made. Those distinctions may be summarized as fatigue or pain. Most patients have one symptom more than the other. For example:
- Pain is a more prominent feature of fibromyalgia than CFS. Injuries and trauma (physical or emotional) may trigger fibromyalgia. Chemicals that help the body transmit and interpret pain signals may not be present at normal levels in fibromyalgia patients.
- Fatigue is a more prominent feature of CFS. A flu-like illness often precedes CFS symptoms, and patients with this condition are less likely than patients with fibromyalgia to have individual tender areas on their bodies.
Of the two conditions, fibromyalgia is more readily acknowledged as a legitimate condition by the medical community. The nature of CFS remains controversial, with disagreement over its definition, diagnosis and treatment. Some doctors may still not even recognize CFS as a legitimate disorder, but recent research shows it has a biological basis.
Tag: Chronic Fatigue Syndrome vs Fibromyalgia | <urn:uuid:5904a938-22cd-47a3-bb7f-5e8a3a204274> | CC-MAIN-2018-47 | https://www.healthpam.com/chronic-fatigue-syndrome-vs-fibromyalgia/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039746171.27/warc/CC-MAIN-20181119233342-20181120015342-00287.warc.gz | en | 0.945931 | 647 | 2.796875 | 3 |
Presentación del tema: "Jessica Coria. Demonstrative Pronouns The four demonstrative pronouns are this, that, these, those. A demonstrative pronoun identifies and specifies a."— Transcripción de la presentación:
Demonstrative Pronouns The four demonstrative pronouns are this, that, these, those. A demonstrative pronoun identifies and specifies a noun or pronoun. This and these refer to nouns that are nearby in time or space. That or those refer to nouns that are further away in time or space. This and that refer to singular nouns; these and those refer to plural nouns.
A demonstrative pronoun replaces a noun completely este (this one) estos (these ones) esta (this one) estas (these ones) ese (that one) esos (those ones) esa (that one) esas (those ones) aquel (that one over there) aquellos (those ones over there) aquella (that one over there) aquellas (those ones over there)
examples A demonstrative pronoun is used to replace a noun if the noun is understood. In English, it is common to say this one, or these ones. Technically, the word this or these should be used alone to replace a noun and the word one(s) is unnecessary and incorrect. In Spanish, the appropriate demonstrative pronoun is used alone to replace a noun. Mi carro es mejor que aquél. Estos perros son mejores que aquéllos My car is better than that one. These dogs are better than those
examples Larry brought those to the party This sounds like a great idea! Larry tria esos a la fiesta Esto se escucha como una buena idea
Quiz I want this drink. I don't want that one. I like those horses. I don't like those over there. This is good. This teacher is taller than that one These teachers are prettier than these ones These are bigger than those This is my book This is my father You're going to wear these? This house is beautiful
Answers Quiero esta bebida. No quiero ésa. Me gustan ésos caballos. No me gustan aquéllos Ésto es bueno Esta maestra es màs alta que aquélla Estas mujeres son más bonitas que éstas Estas son mas grande que esos Este es mi libro Este es mi padre Te vas a poner estas? Esta casa esta bonita | <urn:uuid:81d6dcc1-0471-40c9-9955-2726e1d2b2ec> | CC-MAIN-2017-47 | http://slideplayer.es/slide/1410692/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806660.82/warc/CC-MAIN-20171122194844-20171122214844-00468.warc.gz | en | 0.737639 | 561 | 3.34375 | 3 |
The Shrub Looks Old or Has Small Flowers - Needs Pruning
Butterfly bush branches that survive winters become stiff and woody after their first season. They produce smaller flowers. Keep these shrubs healthy by pruning back the stems each fall to about 4 inches. In the spring the shrub will send out new, vigorous stems that will produce normal-sized flowers. Cut off, or deadhead, the faded blooms as the summer progresses to encourage repeat blooming all season.
Leaves Are Chewed, Even Skeletonized by Japanese Beetles
Japanese beetles are 1/2 inch long with shiny, metallic green and copper-brown wing covers. Their larvae (white grubs) are grayish white worms with dark brown heads. Beetles emerge from the soil or lawn at the end of June or early July and proceed to eat butterfly bush leaves and/or flowers. They make holes on the edges and in the middle of the leaves, leaving only the veins in some cases. If you catch them early, handpicking them and dropping them into a jar of soapy water will control their numbers. Avoid using Japanese beetle traps because they draw more beetles into the yard, some of which do not fall into the trap and reproduce on your property.
For more information see file on Controlling Japanese Beetles.
Holes Chewed In Leaves May Mean Caterpillars
While butterfly bushes are valued for their ability to attract butterflies into the yard, there is one butterfly that, in its caterpillar form, is a pest of this shrub. The caterpillar of the checker spot butterfly is bluish black with small orange marks. It also feeds on leaves of asters, chrysanthemums and veronica. Try to handpick as many as possible to reduce the damage immediately, especially if the infestation is just beginning. For longer term control of major infestations spray foliage with a product containing Bacillus thuringiensis (Bt) as directed on the label. This is a bacteria that kills only leaf-eating caterpillars. Spray or dust all parts of the leaves, especially the undersides, while the caterpillars are feeding. They will ingest the bacteria, sicken and die in a matter of days. Respray if it rains. Don’t worry about killing other butterfly caterpillars with Bt because they don’t lay their eggs on the butterfly bush; only the checker spot butterfly uses that shrub to lay eggs.
For more information see the file Controlling Caterpillars
Dark Patches Coating Leaves Are Sooty Mold
On occasion various fungi create dark blotches that coat the foliage of butterfly bush. The fungi are attracted and supported by the presence of honeydew on plant leaves, which is exuded by aphids, mealybugs and soft scale insects that occasionally infest it. Both honeydew and sooty mold spores can be spread by splashing rain, they sometimes appear on plants that are not directly infested with pest insects. This mold is best controlled by dealing with any pest insect on nearby plants that deposit the honeydew. Spray aphids, mealybugs and scale with neem soap according to label instructions. Spray superior or light horticultural oil on dormant neighboring plants in late winter or early spring to smother overwintering scale. Removing the mulch under affected butterfly bushes and replacing it with fresh mulch will eliminate mold spores that may splash up and reinfect the shrub.
For more information see files on Controlling Fungal Disease, Controlling Aphids, Controlling Scale, and Controlling Mealybugs. | <urn:uuid:a0f3be75-ac95-4c28-bb3d-dd446446118e> | CC-MAIN-2017-34 | http://gardening.yardener.com/Problems-Of-Butterfly-Bush | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106465.71/warc/CC-MAIN-20170820112115-20170820132115-00201.warc.gz | en | 0.939498 | 746 | 3.078125 | 3 |
Information on, for example, events in a company from news texts; who is leaving which post, why, to which company and position the person is moving etc. In his thesis Fredrik Olsson deals with a new method of facilitating the marking up of occurrences of names in data-based textual documents.
Information extraction entails analysing texts with the aim of identifying and picking out information about predefined types of entities, events in which the entities are engaged and relationships between entities and events. In other words it is about gaining access to structured information from an apparently unstructured source of information.
One of the reasons that information extraction is not available for everyone is that it requires a lot of work and time to adapt a system to function for new data in a new text domain. A system that could handle the scenario used as an example above would probably not function at all if the data were changed to identifying interactions between proteins described in biomedical text.
An established way of approaching the problem of domain adaptation of systems for information extraction is to realise its components using machine learning, i.e. computer programs that can learn. In many respects machine learning is based on there being examples from which to learn. A component in an extraction system needs to see examples of the phenomenon it is going to learn to identify, e.g. entities and the relationships between them. The basis of this type of machine learning is thus access to large quantities of examples. However, there are major challenges in producing good examples: it is laborious, takes time and requires a person who knows the domain well to mark up examples in texts.
Recognising names of, for example individuals, companies and locations is fundamental for information extraction. By recognising names we can also start to look for, for example, relationships, expressed in the text, between the bearers of the names.
In his thesis Fredrik Olsson describes the work of developing and evaluating a method, called BootMark, of marking up the occurrence of names in textual documents. BootMark contributes to reducing the quantity of documents that a human annotator needs to mark up in order to train a name recognizer with a performance that is equally good or better than a name recognizer who is trained in a random selection of documents from the same corpus.
Eva Lundgren | idw
New Technologies for A/V Analysis and Search
13.04.2017 | Fraunhofer-Institut für Digitale Medientechnologie IDMT
On patrol in social networks
25.01.2017 | Fraunhofer-Institut für Arbeitswirtschaft und Organisation IAO
21.07.2017 | Event News
19.07.2017 | Event News
12.07.2017 | Event News
25.07.2017 | Physics and Astronomy
25.07.2017 | Earth Sciences
25.07.2017 | Life Sciences | <urn:uuid:f73692c6-9b63-4124-bbe1-bdb82f252e67> | CC-MAIN-2017-30 | http://www.innovations-report.com/html/reports/communication-media/method-facilitate-extraction-124646.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425352.73/warc/CC-MAIN-20170725182354-20170725202354-00200.warc.gz | en | 0.912466 | 596 | 2.578125 | 3 |
We do not know for certain whether any of the Gospels were written in Aramaic. An early Christian writer named Papias wrote (c. A.D. 120) that Matthew wrote the oracles of Christ “in the Hebrew tongue.” This is ambiguous because “the Hebrew tongue” could refer to the language known as Hebrew or to Aramaic, which was the tongue commonly spoken by Jews at that time.
Throughout Church history the accepted opinion has been that Matthew wrote his Gospel in Hebrew, but since the last century the view has become common that he wrote in Greek instead. Recently there has been a number of scholars returning to the earlier opinion that he wrote in Hebrew or Aramaic. Some have suggested that Mark and Luke were also written in Hebrew or Aramaic.
Two books by scholars advocating a non-Greek origin for some of the Gospels are The Birth of the Synoptics by Jean Carmignac and The Hebrew Christ by Claude Tresmontant.
In Jesus’ day Hebrew was not spoken by only the priests in the Temple. It was also used in the synagogue liturgy, and it was the language in which Scripture was read. Many Jews had at least some understanding of Hebrew, even though it was not their primary language.
This fact has apologetic implications for Catholics. The next time someone attacks the Church for having used the “dead language” of Latin in Church services and older editions of Scripture, point out that Jesus worshipped in synagogues where the “dead language” of Hebrew was used.
We do not know whether Pilate used a translator in his conversations with Christ. As a Roman governor, Pilate would have known Latin (his native language) and Greek (the international language). He might also have known some Aramaic, since he was governor of an Aramaic-speaking territory. Even if he did not know Aramaic, many Jews would have no problem conversing with him; Greek was the language of commerce, and many Jews knew it from their business dealings. Thus Jesus’ conversations with Pilate might have been conducted in Greek. | <urn:uuid:775b9985-0c18-4a94-af2e-fd8c45092ba0> | CC-MAIN-2020-24 | https://www.catholic.com/qa/were-any-of-the-gospels-written-in-christs-own-language | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347405558.19/warc/CC-MAIN-20200529152159-20200529182159-00058.warc.gz | en | 0.990835 | 432 | 3.5625 | 4 |
Implantable BioFuel Cells
With the progress of biomedical devices, physicians and healthcare specialists have been trying to use more and more implantable devices to treat certain conditions of their patients ranging from birth defects to organ failures. To this regard, battery‐powered implantable devices have been in use for fifty years, following implantation of the first successful cardiac pacemaker in 1960. The development of lithium batteries in the late 1960s led to better, smaller devices that showed multiyear longevity and high reliability. Still, the lithium batteries present many drawbacks in terms of safety, reliability, longevity. This why there are numerous efforts to develop alternative power‐supply systems, safer, more reliable, and capable of operating independently over prolonged periods of time without the need of external recharging or refueling.
The aim of the IBFC project is to optimize the power output of Implantable BioFuel Cells (IBFC).
Potential Applications of IBFC
Better IBFC could open new applications ranging from neuro-stimulators and drugs pumps, to insuline pumps and bone growth stimulators. | <urn:uuid:f163bf07-61ec-4752-b05f-72c9a7ec593d> | CC-MAIN-2017-09 | http://www.ibfc.fr/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501172017.60/warc/CC-MAIN-20170219104612-00495-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.919631 | 219 | 2.984375 | 3 |
Above: Little planet projection of a 23 photo panorama of Bristol, VT. October 30, 2015.
Between 1830 and 1930, when aerial views were hard to come by, American artists imagined what their landscape looked like from above, and figured out how to make money from their invented aerial scenes. It seems that oblique aerial views were of great interest to the public even before actual aerial views were possible. Before the fad waned, four dozen artists created hand drawn depictions of 2400 different towns or cities across the country (a few of these guys were prolific). Most of these were lithographs which could be produced in quantity and sold to the public. Not all of these were aerial views, but after the Civil War as the popularity of “bird’s eye maps” soared, most of them were. Any sleepy town that had several dozen people who would buy a copy or pay to have their business promoted on the map might end up with a travelling artist making sketches and taking orders. Many of the tiny Vermont villages near me had aerial views produced, and it’s not hard to find copies of them online.
The video below describes the problem of creating a modern version of George Norris’s 126 year old view of Bristol. The problem is that George’s customers did not know what the Bristol landscape should look like from above, so George was able to take some liberties in his depiction. No one could check his work then, and maybe no one ever has, until now.
If you are interested in how the GPS data was collected and used in the above video, there is a new article at the KAPtery with lots of details.
Below is the full resolution half-spherical panorama from the Bristol flight. That panorama is made from the same 23 photos used to make the little planet image above. The Canon S100 camera was riding on a Saturn V Rig with SkyShield autoKAP controller and taking a photo every three seconds as the rig pointed the camera in different directions.
There is a scholarly book on the early lithographs of American towns by John William Reps called Views and Viewmakers of Urban America.
- Model: PowerShot S100
- ISO: 80
- Shutter speed: 1/800 second (Tv)
- Focus: manual on infinity
- Focal length: 24mm (eq.)
- White balance: Sunny
- GPS: on
- Remote enabled: one push, quick
- The S100 has a shutter priority mode so CHDK is not needed for that
- Version: 2.4 (3-switch DIP)
- Sketch: version 2.08sfm (beta)
- Mode: Mode 0 (for 24 mm lens, 25 photos/cycle)
- Power: 6 eneloop AAA
- Customization: The nadir tilt angle was changed from 20 to 11 so the camera was pointed straight down.
- Kite: Fled
- Wind: From N, 8 to 12 mph
- Duration: 63 minutes
- Photos taken: 1203
- Software: Microsoft ICE
- Post processing: ICE's "auto complete" feature was used to create extra sky to fill in missing areas in the Photosynth panorama. Some stitching errors in the little planet panorama were hidden in Photoshop. Panoramas at Photosynth cannot be passed through Photoshop so what you see there is what Microsoft ICE produced. | <urn:uuid:3ef2c15c-eeb3-40df-ab5f-51e411baa5f1> | CC-MAIN-2023-40 | https://unstable.publiclab.org/notes/cfastie/11-02-2015/kite-gps-explicate | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511002.91/warc/CC-MAIN-20231002164819-20231002194819-00002.warc.gz | en | 0.965624 | 730 | 3.09375 | 3 |
A multimeter is one of the most useful tools for troubleshooting or installing a car audio system. Most meters have a rotary selector switch but a few have pushbuttons to select the desired mode (resistance, AC voltage, DC voltage...). If there are buttons and a rotary selector switch, the buttons are likely to select options for the various modes. The meter below has a rotary selector switch. You should also notice that it has four terminals (banana type jacks below the selector switch) in which you place the leads. The jacks are marked to tell you when they will be used.
Many meters have an auto-off function but you should switch the meter off manually if you won't need it for a while. When it's switched off via the auto-off feature, the meter will still draw a bit of current. If you don't manually switch it off and don't use it for weeks or longer, the battery is likely to be dead when you need it again.
Most hand held amp meters have 2 ranges. The high range is generally limited to 10 amps. The low range is usually limited to less than one amp. Both ranges usually require moving at least one of the meter's leads. When measuring current, the meter is inserted in the circuit path. When the meter leads are in place to measure current, you must be careful NOT to connect the meter leads ACROSS any source of power. Most meters have internal fuses in the current measuring circuits for protection but you should still be careful.
The demo below explains how you measure the impedance/resistance of a speaker with a DMM. Actually, you're measuring the DC resistance of the voice coil. Since the DC resistance is very close to the speaker's rated impedance, you can determine the speaker's rated impedance.
The meter used as an example in this section is more than most people will ever need. Many of the features are not needed for most work related to car audio installations or even amplifier repair. This is a Fluke model 87V. The V indicates that it's the 5th in the series of model 87 meters. This meter is expensive but for someone who needs a meter that they can really rely on in dangerous/critical situations, this is a popular meter. Below, you'll find a few of the features for this meter. You can click on the image to open a larger version.
This is obviously for measuring AC voltage like you'll find in your home or workplace. This meter can measure AC voltage for AC voltage sources operating at high frequencies. Many meters are optimized for measuring common AC mains frequencies (nothing greater than 500Hz). This one is accurate to well over 100KHz. Since this meter has such a great frequency response, sometimes high frequency noise can interfere with it. To allow it to display a stable, reliable reading, it has a feature that allows it to filter the high frequencies. The 'LO' symbol essentially inserts a low-pass filter (like on a crossover) in series with the input (although it's likely done digitally, not with an analog filter).
This is straightforward. In this mode, the meter measure DC voltage.
For added accuracy, this meter has a millivolt range. It can read millivolts in the standard DC mode but it can provide higher resolution for very low voltages in this mode. You can also see that it has a thermometer for this position on the dial. This is the range you set it to when you are using the meter to measure temperature. It requires a special probe to measure temperature.
In this mode, the meter applies a low voltage to the meter leads. When touched across the resistor (or whatever is being tested), the voltage is pulled down. The meter determines the resistance of the device by the amount that the voltage is pulled down. Most meters apply about 3.5v. Other meters, like the 87v, apply more voltage (I think it's about 7v for this meter). The voltage is applied in resistance and diode-check modes.
In diode-check mode, the meter again applies a voltage to the device being tested but instead of converting the reading to resistance, it displays the voltage across the device. For diodes, the voltage is pulled down to about 0.6v. If you read the diode in resistance mode, the meter will give a resistance reading but it will largely be meaningless unless the diode is leaking or shorted.
In this mode, the meter is inserted into the circuit and all of the current that flows through the circuit flows through the meter. This allows the meter to measure the current flowing in the circuit. In this mode, you have to be careful not to exceed the current capacity of the meter. There are two different sockets for the high and low amperage ranges. You must use the one that's rated higher than the current flowing in the circuit. The circuits are fused but the fuses aren't cheap. The fuse for the 10 amp range is generally about $11 and you must use the correct fuse to ensure that the meter is properly protected. This isn't a significant issue for car audio work but it's extremely important for those who use their meters with high voltage. On this meter, you use the yellow button to select AC or DC amps.
The Min/Max function allows the meter to record the highest and lowest values so that you don't have to constantly watch the display.
This is an auto-ranging meter but sometimes, it's better to keep the meter on one range. This button allows you to switch from auto to manual range selection. The °C/°F means that you can change between Celcius and Fahrenheit temperature readings when using the temperature probe.
This causes the meter to lock onto the last stable reading. A lot of meters have a 'hold' function but they require that you press a button to lock the display.
This button allows you to see the difference between two readings. If you have a point that generally has a constant voltage and you want to see how much it fluctuates from that voltage, you can connect the meter to the circuit and press the rel button. The meter's display will go to all zeros. If the voltage goes to 1v above the original voltage, the meter will display 1v. If it drops 3v from the original voltage, it will display -3v . This can be used in other modes also. It's useful to zero out the meter leads. When measuring low value resistors, the resistance of the leads will skew the results. If you touch the probes together and the meter reads 0.1 ohms and you push the rel button, the meter will go to 0.0 ohms. Then, when you measure the value of a low value resistor (common when measuring the value of emitter resistors in amplifiers), you will get a more accurate reading.
Other Multimeter Information
There are some things that you should be aware of when using a multimeter.
Reading DC Biased AC Voltage:
Many times, you'll need to read AC voltage that's biased (riding on top of) DC voltage. Many meters don't actually read AC voltage. They simply use filters to get an approximate reading. This will cause huge errors when reading DC biased AC voltages. Even though most meters (even relatively good ones) aren't 'true RMS' meters, they use a more sophisticated circuit (one that ignores the DC bias) to measure the AC voltage.
True RMS Meters:
As was stated above, many meters don't actually read AC voltage. A true RMS meter samples the instantaneous voltage (many times for each cycle of the AC waveform) and then calculate the true RMS value of the AC waveform. Normal meters can only read accurately for sinusoidal waveforms (like those used for household mains). For any other type of waveform, you need a true RMS meter. This is covered in more detail on the 'Quantifying AC Voltage' page of the site.
Voltage Applied by Meter:
Previously, it was stated that multimeters applied voltage across the meter leads in resistance and diode check modes. The 3.5v applied by most meters is enough to check most semiconductors. Standard diodes and most LEDs can be forward biased by the 3.5v. Some of the newer, higher power LEDs require more voltage to forward bias them. This is one instance where the extra voltage is required.
Above, it was stated that you must use the correct socket/range when measuring current with a multimeter to prevent blowing fuses (or the meter, for meters that are not internally fused). A better way to measure current is to use an external current shunt. When measuring current directly with a multimeter, the meter passes the current through a precision resistor. It measures the voltage across that shunt and calculates the current flowing through the shunt. Using an external shunt, you can do the same thing. The great benefit is that you cannot damage the meter or blow the fuse. The shunt must be selected to easily withstand the greatest current that's expected to flow through the circuit. If there is a miscalculation and significantly more current than expected flows through the circuit, only the shunt will be damaged. Generally, the shunt can handle short term overloads and will survive if you quickly disconnect power from the circuit when you see too much voltage across the shunt. To measure the current draw by amplifiers at idle, I use twenty 3 watt. 0.2 ohm, 1% tolerance resistors connected in parallel. This is a 0.1 ohm shunt and I can read the current draw by reading the voltage across the shunt. 0.05v across the shunt is 5 amps.
4-Wire Ohm Meters:
It was previously stated that the meter leads can induce errors into resistance readings. Some meters can cancel out the error by 'zeroing' the meter (like the Fluke 87 with the rel button). The error is caused by the current flowing through the leads that are measuring the voltage drop across the device being tested. To eliminate this problem, some meters use 4 wires to measure resistance. The meter sends a very precise current through two of the leads. This is generally 1mA. They then use the other two leads to measure the voltage drop across the device being tested. Since there is essentially no current flowing through the leads that are used to read the voltage across the device, there is no induced error.
This site was started for pages/information that didn't fit well on my other sites. It includes topics from backing up computer files to small engine repair to 3D graphics software to basic information on diabetes.
This site introduces you to macro photography. Macro photography is nothing more than the photography of small objects. It can take quite a while to understand the limitations associated with this type of photography. Without help, people will struggle to get good images. Understanding what's possible and what's not possible makes the task much easier. If you need to photograph relatively small objects (6" in height/width down to a few thousandths of an inch), this site will help.
If you're interested in air rifles, this site will introduce you to the types of rifles available and many of the things you'll need to know to shoot accurately. It also touches on field target competition. There are links to some of the better sites and forums as well as a collection of interactive demos.
This site helps anyone new to computers and anyone with a basic understanding of computers with a desire to learn more about the internal components of a computer. If you have a computer that you'd like to upgrade but don't know where to start, this is a good site for you. | <urn:uuid:f35efc12-3a1b-4f07-ac56-1fca1ef33afe> | CC-MAIN-2019-13 | http://www.bcae1.com/vomillia.htm | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202188.9/warc/CC-MAIN-20190320004046-20190320030046-00232.warc.gz | en | 0.940717 | 2,421 | 2.515625 | 3 |
While researching our family history, many of us have discovered unusual or odd names in our family or sometimes when browsing in the church book records we have encountered one.
In the parish of Nederkalix in Norrbotten county, a child born on March 6, 1880 was named George Washington. The image of his birth record is shown below.Nederkalix CI:8 (1877-1894) Image 61 / page 58 (AID: v138293.b61.s58, NAD: SE/HLA/1010131) Link.
George Washington’s parents were inspector, Axel Brattberg, and his wife, Maria Kant. All his siblings had ordinary names. As to why he was named George Washington after the first President of the United States, one can only speculate. You can see the household examination record showing the family group at the following reference.
Nederkalix AI:10c (1879-1890) Image 196 / page 638 (AID: v138260.b196.s638, NAD: SE/HLA/1010131) Link.
Have you discovered any of your Swedish ancestors named after a historical figure? | <urn:uuid:32d0925a-a933-4f7a-b7b7-c6e8d34e2288> | CC-MAIN-2018-13 | http://blog.arkivdigital.net/george-washington-born-in-nederkalix/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647681.81/warc/CC-MAIN-20180321180325-20180321200325-00637.warc.gz | en | 0.951147 | 252 | 2.578125 | 3 |
500+ Words Essay on Discipline. School discipline is the system of rules, punishments and behavioral strategies appropriate to the regulation of children and the maintenance of order in schools .
Long and Short Essay on Discipline in English
School discipline essay. Essay on Discipline– Discipline is something that keeps each person in control.It motivates a person to progress in life and achieve success.Everyone follow discipline in his/her life in a different form. Parents should make a point of understanding the discipline used at their child’s school so they know what to expect and teach their child what to expect. School Dicipline With a closer look into our educational system, it is clear that students are causing more trouble in schools today because of the lack of discipline.
154 Words Short Essay on Value of […] If there is no discipline in schools, it is not possible to imp education effectively. Discipline in High School and Elementary Education Essay 1209 Words | 5 Pages Discipline in High School and Elementary Education Grand Canyon University:
School Discipline Essay School discipline From Wikipedia, the free encyclopedia A Harper's Weekly cover from 1898 shows a caricature of school discipline . Discipline is very important in a civilized life. Here you can find some
Students in the school are generally assigned to write discipline essay. Discipline is one of the basic requirement of a civilized life. School Discipline Essays (Examples) Filter results by:.
Essay on discipline in life Here we are providing essays for children going to school in some numbers. This essay will explore the law and its applications to my school by examining key points and relevant issues related to these interactions.
Discipline is very important for everyone and won a successful life. It must begin at home and continued in school. In school education, discipline is a set of rules & regulations that remind us of the proper code of behavior.
Many people do not like to be told what to do and they most definitely do not like to be told what to read. (Introductioiscipline in nature, Importance, How to learn, Licence and freedom, Conclusion) Discipline Essay & Paragraph – We act according to certain rules and principles at all educational institutions, at home, in public life and everywhere. Essays and Paragraphs On July 4, 2017 By Khushboo.
The aim of classroom management and discipline is controlling students’ actions, habits, attitude and behavior in. So, you can help your kids using these essays. Everything in this world is governed by a definite set of laws.
Discipline in school…Discipline in school Namasthe principal mam, Head mistress mam and beloved teachers and my dear friends, today I am going to speak about the topic discipline in school. For example, if a school implements a tardy policy that all teachers and administrators follow, tardies will likely. If there is no discipline, there is confusion everywhere.
Without learning and the following discipline in school life can cost students later in their career. School Discipline Introduction The word discipline is a strong word for most of us. Paragraph on Discipline in School.
Discipline in schools can evoke the image of administrators stopping fights before they begin or dealing with hostile students in a classroom setting.However, effective discipline begins with the implementation of schoolwide housekeeping policies that all teachers must follow. Discipline is the training of the mind and character. Discipline is very necessary to all to live a successful and happy life.
Generally, in schools, students are asked to write an essay on discipline. A body cannot be survive without its spirit, a school. Here we have provided number of essay on discipline for your school going kids and children.
The purpose of this essay is to explore the relationship with both state and federal laws and School 1. Discipline in the 80's Classroom – Growing up as child of the 80's and early 90's, if I went to school and received a paddling or spanking for doing something wrong, I was quite aware of, or at least had the knowledge of the bad behavior that was disregarded and the consequences of my inappropriate action. Therefore, you can use the essays given in a contest.
Many Americans believe that zero tolerance and possibly corporal punishment are ridiculous and even to an extent, a form of abuse. Essay on Discipline in School Meaning, Definition & Concept. Discipline can be defined as control over one’s desires and obedient’ to codes of behavior.
We can’t be well educated without discipline. School discipline is only truly effective if parents are willing to back up the decisions made by the school and help their child learn the proper way to behave at school. It must be instilled in us from very young age.
Discipline in school life is very important for students. School discipline means a system consisting code of conduct, punishment and behavioral strategies to regulate students and keep school and classroom in order. Discipline is of great importance in school and at home.
Discipline Essay For School and College Students. Discipline is the habit of action according to some rules an regulations. In every school there is some fundamental discipline that the students ought to abide by.
Every society has to set certain norms for people to follow. Most experienced school administrators in charge of school discipline would say that students who continually disrupt classes make up less than 5% of students enrolled, but that 5% of enrolled students can take 90% of their time. | <urn:uuid:46e3422e-ca80-409f-939e-da80f5102fd4> | CC-MAIN-2020-45 | http://roundsaturnseye.com/school-discipline-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107880519.12/warc/CC-MAIN-20201023014545-20201023044545-00044.warc.gz | en | 0.95587 | 1,106 | 2.8125 | 3 |
- Kingdom: Animalia
- Phylum: Arthropoda
- Class: Arachnida
- Order: Araneae
- Suborder: Araneomorphae
- Family: Salticidae
- Genus: Bagheera
Peckham & Peckham, 1896
There have been 1 confirmed sightings of Bagheera, with the most recent sighting submitted on March 18, 2018 by Spider ID member vwilde. The detailed statistics below may not utilize the complete dataset of 1 sightings because of certain Bagheera sightings reporting incomplete data.
- Web: 0% of the time, Bagheera spiders are sighted in a spider web (Sample size: 1)
- Sex: 0 female and 0 male.
- Environment: Bagheera has been sighted 1 times outdoors, and 0 times indoors.
- Outdoors: Man-made structure (1).
Location and Range
Bagheera has been sighted in the following countries: United States.
Bagheera has also been sighted in the following states: Texas.
Bagheera has been primarily sighted during the month of March.
- March: 1 | <urn:uuid:7852e165-7cba-407b-afbe-a5e5767f10ee> | CC-MAIN-2019-09 | https://spiderid.com/spider/salticidae/bagheera/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247493803.26/warc/CC-MAIN-20190219223509-20190220005509-00574.warc.gz | en | 0.902952 | 244 | 3.078125 | 3 |
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Mad with inspiration and raging to write, 21 year-old George Byron fled his native England in 1809 to swallow the world whole. And devour it he did, so that the story of young Lord Byron’s adventures became the stuff of legend. In fact, his furious life became the model for the idealistic adventurer that we imagine today. He collected talented friends, argued the heated politics of his times, spilled his imagination on thousands of pages, defended religious freedom, wooed women his stories of adventure (including swimming the Hellespont), and joining revolutions. His premature death of an infection at age 36 as he fought with a band of Greek revolutionaries was a sad end to a life of remarkable adventure.
Born to English nobility, Byron had always been a lively child with an especially vivid imagination. From the very beginning he did not suppress his urge to write poetry and plays in which he acted with friends. His curiosity for life was enormous. By his 21st year, he had dreamed his way around the world numerous times and he decided it was time to leave for real. In 1809 (barely two months after taking his family’s seat in the House of Lords), he took a friend and left his homeland for the first time to sail south for a long tour of the Mediterranean. His first stop: Portugal.
Unable to keep his mind quiet or his hand still he kept a furious diary and constantly wrote letters. But he chose to write his journal in the voice of Childe Harold, an imaginary young poet who was essentially Byron himself. Thus began his world tour as well as his famous adventures and vivid career, all of which started in the two glorious weeks he spent in Sintra, every day a rapture for him with its natural beauty and fantastical history.
On his voyage to Lisbon, Byron suffered rough seas in the Bay of Biscayne which left him sleepless through four tumbling nights. Finally, his ship spotted land - the magical Serra da Sintra (1) - as it passed the churning white water around the dramatic Cabo da Roca (2).
Rounding the bend into Lisbon (3), they sailed into the Tagus River with pilots guiding them to the harbor (after paying a “tribute” of gold coins to the harbor pilot). The hour was early enough that the passengers standing on deck could admire Lisbon – bathed in the magic of the morning sunlight! The beauty of the harbor before them exceeded that of Naples! Its panorama rivaled Constantinople! And surrounding the bay was an amphitheater of ridges where shepherds already stirred on the hillsides (4) tending their flocks. Young Byron likewise was enthralled by the sight.
Spotting a foreign land for the first time in his life – and after four days on the barren ocean – Byron was joyous! His vigorous imagination started at once to take flight, and everything he saw became is a “delicious” feast for his ravenous curiosity. The warm climate, the colorful orchards, the new and rich smells of the land mixed with the salt of the ocean (certainly in those days the air was cleaner). Even from the middle of the river, Bryon imagines that he sees the oranges and pears “blushing” in their bloom on the trees, painting the trees themselves with the warm colors of their fruit. But just as Byron’s lively mood rises with the beauty of the new sights, he just as easily swings to anger – by the end of the verse he’s clenching his teeth in fury, angry at Napoleon who had led France to invade much of Europe, bringing war and upheaval to the countries where his armies passed, and especially to small and vulnerable Portugal. Defending the integrity of the Portuguese who hadn’t provoked the French onslaught, he calls the French invaders unchristian and invokes God’s revenge.
It was during these first few days after landing in Lisbon that Byron – always adventurous – jumped into the river and swam from Almada (5) to Belem (6) a dangerous two hour feat, fighting winds and currents that could have swept him out to sea. This certainly was inspiration for the similar stunt he made a few years later at the Hellespont.
Disembarking in Lisbon harbor, Byron goes on musing on the beauty of the city glimmering in the morning light, but then again reverts to anger at the political situation and how the Portuguese ought to have been more grateful for the help they received from the English Navy (those “thousand keels”) against the French invaders. But in using this phrase Byron also tips his hat at the Portuguese sailors and their thousands of ships that departed Belém on their voyages of discovery and trade (7), as chronicled in the great Portuguese national epic of the Lusiadas (8).
Indeed, the story of the English involvement in Portugal is a long and fascinating one. Many spots in Lisbon reflect the influence of the longtime English colony there, which included their own fascinating cemetery (9). In those days of the early 1800’s, Lisbon must have been a muddy, filthy place. Although from the banks of the Tagus the colorful tiles and painted walls enchanted Byron, his mind soon changed as he wandered its hilly streets (10) and couldn’t help but notice the grime on all buildings and the locals’ clothes. In those days, Portugal was no longer the glorious empire that it had once been. By the 1700’s, its golden age of discoveries had passed, and Lisbon’s central role for European trade had been replaced by London and Amsterdam as those countries established their own network of colonies. But above all, the sorry and dirty state in which he saw the Portuguese was thanks to the roughing up they suffered during the French invasion which had only ended just the year before. Portugal indeed suffered greatly (11) as a pawn in the clash of the great English and French armies on its territory.
~ ~ ~
Fed up with Lisbon’s grime, Byron escaped to Sintra. His disappointment at the filth underneath the glimmering city of Lisbon and his rage at the politics of the Napoleonic wars disappear when he enters the magical world surrounding the mountain of Sintra. Here his wild imagin-ation again took full flight. A glorious Garden of Eden! Unmatched beauty of forest and meadow! Marriage of mountain and sea! He’s once again awestruck, this time by the hillside forests and gardens (12). To him it’s a scene of living poetry: "It is, perhaps in every respect, the most delightful in Europe,” he wrote. “Palaces and gardens rising in the midst of rocks, cataracts and precipices, convents on stupendous heights, a distant view (13) of the sea and the Tagus." Sintra is where he would spend the remainder of his time in Portugal, staying at Lawrence's Hotel (14) in the center of the village. Near here is the town fountain (15), where Byron certainly stared and admired the Portuguese people, reflected in the simple and honest folk who came by at every hour filling their earthen-ware jugs with water. “The village of Cintra in Estramadura is the most beautiful, perhaps in the world. I am very happy here,” he said.
Gazing to the top of the mountain, Byron first spots the mysterious ruins of the Moorish Castle (16) which was built in the 8th century by the Moors shortly after they had conquered the majority of the Iberian Peninsula from barbarian tribes. After nearly 700 years of occupation, the Moors left a tremendous influence on Spain and Portugal, including in the very languages and art of the natives. Though they had fostered centuries of harmonious co-habitation between Christians, Moslems and Jews, the native tribes pushed for hundreds of years to regain their ancient lands from the Moorish foreigners and they ultimately succeed and established the kingdom of Portugal.
Reflecting on this colorful and dramatic history, Byron decides to climb to the top of the mountain and on the way loses himself in the dense and moist foliage on the path and in the shady glens of crooked cork trees (17) which hang with moss as though weeping in the shade. The rich colors everywhere flood his sight as the trees’ deep green is tinged with the sunlight’s orange. In clearings he looks out over the lush greenery to the splendor of the smooth ocean on a sunny day, hearing the sounds of a nearby waterfall (17). Truly the beauty of Sintra that Byron paints with his inspired language is a “mighty scene.” Up the narrow paths of Sintra’s mountain, Byron works his way to the top where during his time there was a poor monastery. The monks there belonged to an order that lived like hermits and rejected all worldly comforts, or even any recognition of beauty in the world – their only concern was the afterlife of Heaven for which they completely renounced the world around them. As a young man passionate about the world’s mortal beauty, Byron mocks these monks calling their miserable life a “hell on earth” for rejecting the natural beauty surrounding them. What irony then that the same pitiful monastery would in 30 years become what is today the extravagant and spectacular Pena Palace (18) built by the Portuguese king in the high Romantic style deeply inspired by the lofty language of Byron’s poetry!
Today, the mountain of Sintra is a national park teeming with trails and vista points. Hidden in its dense forests are many sights including a notable convent (2) as well as a mysterious pagan moon temple (2) on the far western end. There are also many enchanting villages nestled around the base of the mountain in addition to the town of Sintra itself. From the town’s setting on the steep side of a lush green mountain above a dry plain and overlooking the wild and endless ocean, there is a magical quality to the geography of the place. Add to that the mad mix of styles – gothic palaces, Moorish ruins, extravagant baroque palaces (19), and romantic forests, mysterious grottos (20) all jumbled together, and you can understand that Byron could not have chosen a more evocative place to ignite his vivid imagination.
As he winds his way through the mountain trails, Byron carries on his fantastic allusions, poetically referring to castles as “domes.” Gazing on the Moorish ruins, he imagines the ancient Moslem kings (including Vathek, a fictional Muslim caliph who was made popular in a novel of the time). Byron’s fantasy is deeply inspired by the ruins which speak to him powerfully. Looking at the pile of stones, Byron conjures the grand empire that it represents, philosophizing that whatever great opulence and wealth exists, all of man’s creation and vanity will inevitably fall into oblivion. As he strolls through the town lost in his musings and admiring the wonder, he probably hardly noticed the old firehouse (21) that he no doubt passed. But nearly two centuries later it would be dedicated to an impressive collection of toys, certainly a museum that he would have relished!
Now Byron turns his eye toward the strange pair of cones in the center of town that are impossible to miss. They are in fact the chimneys of the national palace’s (22). This was the palace where the Portuguese king and his court would spend their summers in Sintra’s cooler climate, served banquets prepared in the enormous kitchens. But to Byron, they remind him of schoolboys’ dunce caps which recall for him the peace treaty signed by the English and French “chiefs” in a nearby palace (23) which ended the Napoleon’s occupation of Portugal. Once again Byron flies into a rage against the warlike French who he accuses of falsely agreeing to peace.
Byron’s musings on the beauty of Sintra are constantly overtaken by his indignation at the political intrigues of the time. As soon as he comments on the beauty of the place, he quickly jumps to comment on the tumultuous political situation. Perhaps he needed more distraction to escape his grief over the politics of his age, for which he certainly would have enjoyed a traditional Portuguese bullfight (24), which at the time was a very popular sport. Now, walking the trails of Sintra’s mountain, he realizes that perhaps was the very beauty of the place that prompted his constant “moralizing” on politics. He suddenly decides that it’s time to move on.
However before he leaves Portugal for Spain, he stops briefly by the Convent and Palace of Mafra (25), and reflects on the excess that it represents – especially considering how the current political situation disgusts him with the authoritarian pomp and the disingenuousness of the officials whose meddling had only created misery for the simple, noble Portuguese.
Thus end the handful of verses where Byron describes his short stay in Portugal. What an astounding glimpse into his fertile and feverish young mind with its rare talent for seeing beauty and appreciating for life. Moreover, his observations are very honest, since he wrote those verses without intending to publish them. It was only when a friend read them that he persuaded Byron to share this account of his trip to Portugal and beyond, when it became a huge success and the foundation of his career as a poet.
Ultimately, Portugal – and especially the magical setting of Sintra – was the perfect place for Byron because it inspired his brilliant mind. Those ten short days that he stayed there wandering the hills and writing his thoughts inspired the tone that was to echo throughout the Childe Harold poem and the rest of his grand voyage through the Mediterranean. We’ll conclude with Byron’s own beautiful words, a gorgeous verse from further along the Childe Harold story that truly embodies Byron’s unique and immortal sensibilities as a poet.
1) Cabo da Roca, Cascais – This is the most western point on the European continent (although Ireland has a point further west yet). Even though it has the air of a barren and lonely place, it mournfully embodies Portugal’s situation on the extreme end of Europe, with its melancholy contemplation of an eternity of ocean.
2) Serra da Sintra – Mount Sintra is an unusual formation on the Portuguese coast with a height of 530 meters high and width of 16 km stretching from the town of Sintra on its eastern slopes to Cabo da Roca on the west end. Known as the Mountain of the Moon to the Romans, they dedicated it to the goddess Cynthia of hunting, from which the word Sintra (or Cintra, as Byron spells it) is derived. Among the many curiosities in its western expanse is the most mysterious temple of the moon as well as the celebrated Capucine Convent (Convento dos Capuchos).
3) The bend into Lisbon – Most notable about this stretch of the coast north of the Tagus and Lisbon harbor are the many forts that were built to protect Lisbon from warships that would approach the capital city from the same direction as Byron did.
4) Hillsides surrounding the river, south of Lisbon – For an unusual view of Lisbon, consider a trip to the town of Seixal (perhaps combined with an excursion to points south of Lisbon, such as the beach at Caparica).
5) Almada, south of Lisbon – The opposite coast of Lisbon is the county of Almada in which the town of Cacilhas is directly opposite Lisbon. Though of no particular interest itself (besides a quaint church and very local flavor), Cacilhas is a short ferry ride from Lisbon which offers wonderful views of the Lisbon waterfront.
6) Belém – Once a small village to the west of Lisbon, it is now part of the metropolis and the home of significant sights including the Tower of Belém. Finished in 1521 as a defensive position for the Lisbon harbor, it was designed with the glory of Vasco da Gama’s recent opening of India in mind, which accounts for its elaborate decoration. Only a few hundred meters away is the famous Monastery of Jerónimos. Begun in 1502, the monastery is a masterpiece of Portugal’s iconic Manueline style (with its extravagantly ornate marine imagery). Here you’ll also find the Tomb of Vasco da Gama, international hero of the Portuguese discoveries. When he died in 1524, Portugal was nearing the peak of its glory having opened up much of the world to trade. Across the way is the Monument to Afonso de Albuquerque, the great Portuguese viceroy of India who followed in da Gama’s footsteps in opening India before he died in 1515.
8) Lusíadas, Lisbon – A copy of the Portuguese national epic written by Luís de Camões on all of the heroism of the great age of Portuguese discoveries can be seen at the national archives called the Torre do Tombo in an elegant and amusing neighborhood of Lisbon. You will also find there an engaging museum of important Portuguese documents.
11) Lisbon City Museum – An account of as well as vestiges of the French occupation of Portugal are on display at this worthwhile historical stop.
12) Sintra’s Gardens – The Palace of Monserrate has phenomenal gardens that take the best advantage of Sintra’s moist and temperate climate. The Quinta da Regaleira is also an astonishing mansion with vibrant and very unique gardens.
16) Moorish Castle, Sintra – The stunning ruins that inspired Byron are just as full of wonder today. Constructed probably in the 800’s and 900’s by the Moors who occupied the Iberian Peninsula at the time, it was controlled by a series of kings and invaders over the centuries. Its conquest in 1147 by Portugal’s founding king Afonso Henriques was a major victory in the reconquest of Portugal. Beginning in the 1600’s it fell out of use and into ruins, although it was restored in mid-nineteenth century.
17) Cork Trees & Waterfalls – The singular Cork tree is the country’s national tree (and an important part of the economy) and can be seen in all of their crooked splendour throughout the hillside and plains surrounding Sintra. You will also stumble on many waterfalls throughout Sintra’s trails.
18) Pena Palace – During Byron’s time this extravagant castle didn’t exist. Rather, it was the humble and run-down monastery of Nossa Senhora das Dores in which a few dozen monks lived. Then in 1830, it was acquired by the Queen’s German husband who promptly hired the same architect who designed the fantastical palaces (especially Neuschwanstein) for his German uncle mad King Ludwig II of Bavaria.
19) Seteais Palace – Built in 1789 as the personal residence of the then Dutch ambassador, it is one of the grandest palacettes in the area. Its unique neoclassical arch was erected in honour of Prince John VI and Princess Carlota Joaquina, who visited the palace in 1802 (the royal couple can be prominently seen in its carvings). Today, Seteais is a hotel and restaurant.
22) Royal Palace – Also known as the Palace of the Vila or the Paço Real, it was begun in the 14th century. It has served as a summer house for Portuguese Kings since then, its design becoming more haphazard as portions were added over the centuries. The exterior style is a mixture of Gothic and the Manueline with a good deal of Moorish influence. The resulting interiors are also remarkable, including some of the oldest and the most valuable tiles in Portugal. Within, note especially the gallery above the Palace chapel where prince Afonso VI was confined for six years by his brother Pedro II and where he eventually died. The myth is that the worn floor is a result of his constant pacing up and down. Also be sure not to miss the Sala das Armas, where the ceiling is emblazoned with the arms of 72 noble families of Portugal.
23) Palace of Queluz, Oeiras – This was actually the hall in which the treaty between the English and the French over Portugal was signed. It is remarkable for its extravagantly Rococo style, but not necessarily worth a detour.
24) Museu Taurino – Some 5km north of Sintra (the town of Terrugem), this museum dedicated to Portuguese bullfighting includes some 8000 artifacts and is a significant Portuguese collection.
25) Palace at Mafra – This enormous palace and convent 20km north of Sintra was built in 1729 by King John V as a tribute of thanks that his wife bore him a first child. It was a vast undertaking funded principally with gold from the prosperous Portuguese colony of Brazil.
The strait connects the Mediterranean Sea with the Black Sea and splits Istanbul in half. It’s only 1km wide, however the currents between the two seas are strong. Most importantly, it symbolizes the narrow divide between Europe and Asia.
In fact, the meaning of “childe” has little to do with children. It is actually an old word referring to one who was being proven for knighthood – thus relatively speaking, a kind of child indeed!
These were the famous Peninsula Wars, part of Napoleon’s rampage of Europe, during which he overran Spain and Portugal. It was only with the intervention of Portugal’s old ally, the English, that Napoleon’s forces were finally defeated by Nelson at Trafalgar. In fact, Portugal didn’t really have a king at the time – just the year before he fled the country by ship to Brazil only hours before the French armies would have captured him in Lisbon. Portugal was truly a country in a poor state at the time Byron visited.
Sintra was long prized by the Portuguese nobility as a lovely refuge from the heat of the city and lowlands.
It may not look exactly as the Moors built it since it was partially restored in the 1800’s to make it look more authentic.
Mafra was built by a Portuguese king in 1730 who in gratitude at his first child’s birth fulfilled his vow to built a glorious convent on the site of the poorest friary in Portugal – Mafra is where he found 12 monks living in a most miserable hut. | <urn:uuid:234b3c1f-e471-4eb1-adfd-8eb59504ac91> | CC-MAIN-2014-23 | http://kidstoursportugal.com/tours/html/lord_byron_in_sintra.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997893859.88/warc/CC-MAIN-20140722025813-00156-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.973596 | 4,770 | 3.375 | 3 |
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The incidence of child labour in Nepal is relatively high compared with other countries in South Asia. According to data from the MICS and other national surveys, Nepal has 34% of its children between the age of 5 and 14 who are involved in child labour, compared with 12% in the South Asia region as a whole. There are more female than male child labourers, and the situation is worse in rural than urban areas. According to the Nepal Labour Force Survey (NLFS), 88.7% of the working children are being employed in the agricultural sector.
Given the seriousness of the issue of child labour in Nepal, there are several Non-governmental Organizations that are based in Nepal to tackle the problem of child labour through improving educational standards.
Trekking around Pokhara, Nepal, Asia
Nikon D200, Nikkor 70-300 mm at 180 mm, 1/1000 sec at f/ 4.5, ISO 200
© Konstantinos Arvanitopoulos Photography. All Rights Reserved.
Featured in 4 groups:
“The Silky Touch”
“Nepal ~ Urban and Rural”
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504 pp., 9 x 12, 24 color and 96 b&w illus., notes, bibl., index
First published in 1958, The Southeast in Early Maps is William Cumming's classic study of the mapping of the Southeast before the American Revolution. By analyzing printed and manuscript maps of the area in the light of other contemporary primary documents, the book traces the expansion of geographical knowledge about the Southeast over the course of its discovery and colonization.
With 124 illustrations--including a new gallery of 24 color reproductions of maps selected from the Cumming Collection in the E. H. Little Library at Davidson College--this stunning edition will be a valuable reference for scholars, collectors, cartographers, geographers, historians, archaeologists, archivists, librarians, genealogists, and surveyors. It features an introductory essay on the early historical cartography of the region, an extensive annotated checklist of printed and manuscript local maps from the colonial period, an updated bibliography, and a new section on the role of Native Americans in the mapping of the Southeast.
"Thoroughly revised and brought up to date by Cumming . . . and Louis DeVorsey Jr., this magnificent volume deserves a place in the library of every student of the region’s history. . . . An essential work."
--Journal of Southern History
"All those interested in the history, development, and cartography of the colonial Southeast can be grateful that a tried-and-true reference work is once again readily available, and in an updated, attractive, and enhanced form."
--North Carolina Historical Review
"The definitive reference work on the cartography of the Southeast during the colonial period. . . . A must purchase for researchers, collectors, and anyone else interested in the historical cartography of the Southeast."
"Elegantly designed, clearly printed, and beautifully bound. . . . Historians as well as cartographers will value this book."
"No historian, geographer, librarian, genealogist, book collector, archaeologist, or any other scholar can do without this book. It is the bible of Dixie’s geographic past."
--Roy Parker Jr., Fayetteville Observer-Times
"The Southeast in Early Maps is an attractively designed and produced volume containing a wealth of cartographic and historical material."
--AB Bookman's Weekly
© 2015 The University of North Carolina Press
116 South Boundary Street, Chapel Hill, NC 27514-3808
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Excel 2007: Highlight Duplicates
Using conditional formatting, you can easily highlight duplicate values in your spreadsheet. This will make it easier to identify the duplicates so that you can remove them. To do this…
1. Select the column that is to be checked for duplicate values.
2. Go to the Ribbon and select the Home tab.
3. In the Styles section, click Conditional Formatting.
4. Select Highlight Cells Rules and click Duplicate Values.
5. In the Duplicate Values dialog box, choose the formatting you wish to use from the dropdown. The default is a light red fill with dark red text.
6. Click OK.
The background color of all values that appear more than once in the selected column will show the selected formatting.
Follow the reactions below and share your own thoughts. | <urn:uuid:9751341c-5b4f-48b8-9111-452b83ee0c14> | CC-MAIN-2016-26 | http://www.tech-recipes.com/rx/1996/excel_2007_highlight_duplicates/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396538.42/warc/CC-MAIN-20160624154956-00025-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.720332 | 174 | 2.9375 | 3 |
Being productive means producing desired experiences or results.
- David Allen, Getting Things Done (GTD) system
There isn’t one secret to becoming more productive. there are hundreds.
But first, the most important productivity tip: We are more likely to achieve our goals when we realize that there may be more setbacks along out way, and that 'it will take more than just hard work to be successful'. People fail all the time, but they get up and move on. Our life story is not a very 'plotty' movie story. We make do with what we have. Ultimately, everyone is 'winging it', they say. So, take it easy, will you?
1. The Three Most Effective Tips: Eating well (less sugar, less carbohydrates, more fish and Omega-3 fatty acids , more vegetables and fruits etc) - Getting enough sleep - Exercising (A New Zealand study found that a daily 20-minute run helped lab rats complete problem-solving tasks more quickly and efficiently than the rats who didn't move around much. Exercising reduces anxiety, elevates your mood, and improves your overall cognitive functioning).
2. Productivity starts with prioritizing. One of the best ways to accomplish more is to identify and then work on the highest-leverage tasks in each area of your life, because these are the activities that give you the greatest return for your time, energy, and attention. Focus on accomplishing stuff, not just doing one thing after another. Productivity is not about putting in long hours. For what?
3. When we are doing meaningful work, we aren't always exhausted. Mason Currey wrote about work routines of artists and authors in his 2013 book Daily Rituals, and found that almost nobody reported spending more than four or five hours a day on their primary creative tasks. Indeed, meaningful work doesn’t always lead to exhaustion at all
4. Everyone has her/his own set of productivity techniques that work. Some like Kanban, others use Pomodoro, or some of us just create a simple to-do list with only a few items and try and get through it one by one. Productivity techniques aren't universal (except eating well, getting enough sleep and exercising) Some get more done when they wake up early, others have different working hours that suit best to them.
5. If you will have good habits, you will be productive automatically - '40-45% of our daily activities are automatic habits.' (Charles Duhigg, 'The Power of Habit') - building habits need willpower and time.
6. Working too hard or too much destroys your productivity. You burn out easily and it becomes harder and harder to get back to track. The willpower takes a hit. You lose precious time and energy trying to get back in tune. Find a way to switch off - movies, meditation, moonlight walking or whatever that works for you
7. When you always know why you’re doing something, you’re going to be a lot more motivated and productive.
8. To be productive, you need to manage three things successfully: How to better manage your time - How to better manage your energy (and your mood) - How to better manage your attention.
9. You don't need to get up early to get stuff done. A study in 2011 found that the key to being productive and creative (which the study breaks into two different types of activity) is to work the hours that are best for you
10. When you face a creative or productive block, which you can't just push away, becoming more tired as you try to solve it, leave it, do something else. Take a break. Get away from the problem and get some perspective.
11. To deal with information overload/internet (which some say is making us lazy, forgetful etc), the solution is not to disconnect but to try to get the context on the situation. One thing that works for this writer is to get all sorts of data on a topic from the internet, often repetitive stuff, and then look at all of it and get an idea of similarities, differences, patterns etc., and also rethink why one did the search. You have to be 'meta' with your internet activity – i.e., being able to stay back at will.
12. A Stanford university study of Chinese employees found that working from or from coffee houses with just the right amount of hum is more productive than being made to work in arbitrarily set up noisy, discordant open plan offices.
13. Don't mind the inbox too much. You don't need to read all items in your inbox (aiming for Inbox 0). You don't need to come in every morning and go through each email. Just a glance will do. Just once or twice a day, and then when you need a contextual message, just search. Lifehacker suggests we just reduce our email volume by unsubscribing from crap, automate and filter everything possible, manually organize little things that need a personal touch, and archive/delete everything else. Leave the rest to search.'
14. Track everything. Someone said that 'Tracking is motivation made observable'. Taking in too much sugar? Track every time you drink or eat something sweet. Over time, you will be very aware of the all the lazy calories going in and making you less able to move freely, for example.
15. List your 'success reasons'. When you finish a tough task or a project, don't relax just yet. Create a list of things that worked for you, and things you did right (and some things that could have been better, and so on).
16. How to focus: Research suggests the more time we spend focusing, the better at it we will get. Other suggestions backed by research include clearing our head (writing down what bothers at any given time), finding a distraction-free place to work, turning off things that disrupt (e.g. phone calls), and that old reliable, sleep more.
17. Boredom can be good. Some believe boredom gives us a blank slate to work with, inspiring our creativity and start to plan to get some things done.
18. Distraction can also be good. If taken positively, distraction brings us a 'wider scope', making us look at more alternatives and arrive at different conclusions for a problem. This is the subconscious mind at work.
19. Procrastination can also be good, sometimes. Especially in moments requiring us to make decisions. Frank Partnoy, author of 'Wait: The Art and Science of Delay' says 'don’t just do something, stand there', meaning we know we are taking time to think the thing through. This is Active procrastination, aka good procrastination. Good or strategic procrastination also means that ' to focus on urgent or meaningful activities, let some other things slide.' Passive procrastination, the act of just lying and doing nothing, is the one that troubles people.
20. Stop minimizing open windows on your computer, it only creates more clutter. Just close them all and get to work. Do not have more than 2 windows open at time - one for writing etc (any office application), and one window for searching (sometimes, even this window is not need. Trust me, this writer knows it works). On the same note, work on just one monitor. No study has proven that multiple monitors make you productive - except studies sponsored by monitor sellers themselves.
21. Be succinct: Come to the point quickly. Explain the benefits, but quickly. Start with writing no more than 5-sentence emails on an average.
22. 'Eliminate, automate, delegate': Eliminate the unnecessary stuff. Automate the regular tasks (macros, etc). Delegate smaller stuff that others can do it as effectively.
23. Have keyboard shortcuts for everything: Just Google search for 'Word keyword shortcuts', 'text editor keyboard shortcut', or 'application x keyboard shortcuts'.
24. Use meditative 'Pause Training' to find out why you are resisting doing the hard stuff. Leo Babauta says to 'pause' and breathe, turning your attention to the resistance towards a hard task, and recognizing the feeling - fear, uncertainty, self-doubt, tiredness etc - now that you know the feeling, what do you feel about it? is it really that repulsive?
25. Being busy is not the same as being productive: Productive people prioritize. On the other hand, 'busy people' try to multitask, have long to-do lists of all sorts of things, and they just can't say 'no' to news tasks or distractions. As a result they leave many important tasks underdone or undone.
26. How to delegate tasks successfully, the quick list: Stop paying attention to tasks that aren't important at all. When you delegate, be very clear with instructions – detail what you expect, what a successful task completion looks like, and only give out work if the person can actually handle it.
27. How to be punctual: Follow the daily calendar, or the alarm, whatever works for you. Make some buffer time for delays etc, so start early than early. And do that task which is causing you to stall, after you have made the appointment.
28. How to save time successfully: Do similar tasks at one go. Some time is wasted when you try from a task requiring one mindset to another task requiring another. For example, do all the emailing in one slot. use keyboard shortcuts to speed up tasks. Chunk up big tasks into bite-size mini-tasks, easier to finish one after another.
29. How to have a product 40-hour workweek (so that you have a balance of hard work and lean time): The key is have a perspective. Take some time at end of every work day to reflect how it went, what went right that day and what no so much and how things could have been better, and so on. On an average, a professional spends 50% of the working time doing actual work for which one is hired. 20% time in a week should ideally be taken up for skill building, networking etc (building for the future). The remaining time is for general availability, being ready to take on anything that comes a way.
30. Time management isn't only about scheduling/To-Do lists. You should also pay attention to the ebb and flow of your mental energy. Some tasks drain us mentally more than others.
31. Smaller meals consumed more often, a regular intake of water, and no more than your normal dose of caffeine can help you operate at your best.
32. How to sleep better: Not getting enough sleep hampers our concentration, may cause anxiety, irritability, and affect our ability to remember. People who go to sleep the right time, get ample sleep (at least 7-8 hours every day), and they don't need an alarm clock to help them wake up. They try to maintain the circadian flow of their body by going to sleep at the same time every day. They don't take alcohol or coffee before going to bed. They also sleep comfortably (clean bed, quiet, space, whatever works for you) and they get medical help for sleep-related problems such as sleep apnea (a kind of snoring). if they are lucky enough (and the company permissive enough), they put their heads on table and take a quick nap during the workday. It refreshes the brain.
33. How to use daily rituals to be more productive: Morning/Start-of-day rituals such as having coffee/tea alone, reading the papers and meditating helps us feel grounded, ready to handle whatever comes that day. The closing/end-of-day ritual of using 10 minutes to reflect on the working that passed, things that went well, things that could have and so on. Then there are rituals before important events - 'power pose' practice before an interview, 5 minutes deep breathing in your room before a presentation, jumping etc to get the blood flowing before a face-to-face, etc.
34. Use 'Speed Elimination': Set a timer for 15-20, and quickly eliminate what you don't need (personal stuff, stuff lying around in your work area) quickly. Clear your space, clear your mind, quickly - that is the big idea here.
35. Set Effective Deadlines: Learn from past experience (if this is your first time doing this sort of work/project, ask around) and know the average time frames for each task, sub-task and so on. Basically, act like the project manager of you, inc.
36. To-do lists are evil, instead schedule everything: Plan your day backwards, and make a schedule of tasks to finish before your estimated end of day (EOD). You will do only a few tasks, but you will do these every well. That is the whole idea behind effective scheduling. Work at it backwards. This is what Cal Newport (author of 'So Good They Can't Ignore You') suggests.
37. How to continue working through the night (All-Nighter): Take a nap first (so you will be fresh in evening). Take proteins (e.g. eggs) instead of dulling/lazy carbohydrates (unless it sis a banana). Intake coffee with care (have some water instead). Stretch out, run and jump a little, and get the blood pumping better again. And, please don't do these all-nighters all too often.
38. How people are motivated at work: Don't think about the rewards (promotion, awards, praise) beforehand. It demotivates people in the long run. Be busy with the work itself (the work is its own reward). Work that allows people to have a say in how it is done (autonomy), motivates people to do it. Work that will teach people new skills motivates them to do it (mastery). Work that convinces people they are doing something meaningful, makes people do the work well. People will also continue working as long as they feel/know they are making progress. They will also be motivated to work when they work at getting small wins, doing one small task successfully at a time.
39. Use checklists, workflows, processes or playbooks for everything: These are useful when you are doing some tasks repeatedly in same manner, every time. A pilot has a checklist, for example. Uber rolled out in 70 cities across the world using a carefully developed Playbook.
40. Have Plan Bs: Be prepared for common workplace disasters. For example, to deal with cases of a system crash, have a system of daily backups, and make it mandatory for everyone. Basically have a backup resource for most of the important tasks in the business.
41. Organize files in your computer systematically: Name folders after project names. Some use date information for folders (E.g. Jan2016 work). Most importantly, always have relevant names for the file you are working on.
42. Dealing with your boss (who wants you to get the job done, no matter what): You have to learn to say 'no' with tact. Say something like, 'I would be happy to do that as well. However to do that I will have to de-prioritize the other tasks you gave me. Which task should I focus on?'. Or (this is a bit risky), 'I am sorry I won't able to take this opportunity, as I will not be able to give my best to the task you already assigned to me.' The idea is to keep focus on your trying to be of value for the business, and getting respect for that.
43. How to stop procrastinating: First build better habits ('40% of the things you do every day are habitual.' - Charles Duhigg). Build a habit that you don't dread every day (e.g. waking at 5) but a habit that becomes your 'personal starting ritual', such as reading newspapers and a bath. Net, build one/two 'keystone habits' (words of Charles Duhigg) , which change how you see yourself, such as exercising. ('look I am slimmer now!'). Reward yourself whenever you build a good habit, and try to have good, supporting people for company along your journey of changing yourself.
44. How to deal with mental fatigue at work: When work becomes an unending series of tasks, leaving no room to take a break and get some air (and perspective). Experts say to avoid mental fatigue, we do the most important thing first, bunch tasks according to their type (e.g. writing), dealing with email just once during workday (you can always search for something relevant anytime in the folders etc), and at the end of day, take some time out finally to reflect on the day as well as to plan for the next day.
45. The key to prioritization: 'Focus on what’s Important, not urgent.' Start with TMT (Three Most Important) things each day. Things which are most important are the ones with most ROI (Return on investment) for your goals.
46. How to wake up early: People who have done it say that we should start small. For example, getting up just one minute earlier each day (setting the alarm thus), and over a period of time, we may find ourselves waking at a desired time. Another trick people have used is to have the alarm clock out of reach everyday, so when it rings... Some force themselves to be morning persons by taking a responsibility that must be done early in the morning (readying kid for school, dropping kid at school early office meeting, etc.). Or, you can have something excited planned for every morning, something you love (we are not talking about watching Game of thrones) doing.
Thank you for reading.
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In Freudian psychology, psychosexual development is a central element of the psychoanalytic sexual drive theory, that human beings, from birth, possess an instinctual libido (sexual energy) that develops in five stages. Each stage – the oral, the anal, the phallic, the latent, and the genital – is characterized by the erogenous zone that is the source of the libidinal drive. Sigmund Freud proposed that if the child experienced sexual frustration in relation to any psychosexual developmental stage, he or she would experience anxiety that would persist into adulthood as a neurosis, a functional mental disorder.
Sigmund Freud (1856–1939) observed that during the predictable stages of early childhood development, the child's behavior is oriented towards certain parts of his or her body, e.g. the mouth during breast-feeding, the anus during toilet-training. He argued that adult neurosis (functional mental disorder) often is rooted in childhood sexuality, and consequently suggested that neurotic adult behaviors are manifestations of childhood sexual fantasy and desire. That is because human beings are born "polymorphous perverse", infants can derive sexual pleasure from any part of their bodies, and that socialization directs the instinctual libidinal drives into adult heterosexuality. Given the predictable timeline of childhood behavior, he proposed "libido development" as a model of normal childhood sexual development, wherein the child progresses through five psychosexual stages – the oral; the anal; the phallic; the latent; and the genital – in which the source pleasure is in a different erogenous zone.
Freudian psychosexual development
Sexual infantilism: in pursuing and satisfying his or her libido (sexual drive), the child might experience failure (parental and societal disapproval) and thus might associate anxiety with the given erogenous zone. To avoid anxiety, the child becomes fixated, preoccupied with the psychologic themes related to the erogenous zone in question, which persist into adulthood, and underlie the personality and psychopathology of the man or woman, as neurosis, hysteria, personality disorders, et cetera.
|Stage||Age Range||Erogenous zone||Consequences of psychologic fixation|
|Oral||Birth–1 year||Mouth||Orally aggressive: chewing gum and the ends of pencils, etc.
Orally Passive: smoking, eating, kissing, oral sexual practices
Oral stage fixation might result in a passive, gullible, immature, manipulative personality.
|Anal||1–3 years||Bowel and bladder elimination||Anal retentive: Obsessively organized, or excessively neat
Anal expulsive: reckless, careless, defiant, disorganized, coprophiliac
|Phallic||3–6 years||Genitalia||Oedipus complex (in boys and girls); according to Sigmund Freud.|
|Latency||6–puberty||Dormant sexual feelings||Sexual unfulfillment if fixation occurs in this stage.|
|Genital||Puberty–death||Sexual interests mature||Frigidity, impotence, unsatisfactory relationships|
The first stage of psychosexual development is the oral stage, spanning from birth until the age of one year, wherein the infant's mouth is the focus of libidinal gratification derived from the pleasure of feeding at the mother's breast, and from the oral exploration of his or her environment, i.e. the tendency to place objects in the mouth. The id dominates, because neither the ego nor the super ego is yet fully developed, and, since the infant has no personality (identity), every action is based upon the pleasure principle. Nonetheless, the infantile ego is forming during the oral stage; two factors contribute to its formation: (i) in developing a body image, he or she is discrete from the external world, e.g. the child understands pain when it is applied to his or her body, thus identifying the physical boundaries between body and environment; (ii) experiencing delayed gratification leads to understanding that specific behaviors satisfy some needs, e.g. crying gratifies certain needs.
Weaning is the key experience in the infant's oral stage of psychosexual development, his or her first feeling of loss consequent to losing the physical intimacy of feeding at mother's breast. Yet, weaning increases the infant's self-awareness that he or she does not control the environment, and thus learns of delayed gratification, which leads to the formation of the capacities for independence (awareness of the limits of the self) and trust (behaviors leading to gratification). Yet, thwarting of the oral-stage — too much or too little gratification of desire — might lead to an oral-stage fixation, characterised by passivity, gullibility, immaturity, unrealistic optimism, which is manifested in a manipulative personality consequent to ego malformation. In the case of too much gratification, the child does not learn that he or she does not control the environment, and that gratification is not always immediate, thereby forming an immature personality. In the case of too little gratification, the infant might become passive upon learning that gratification is not forthcoming, despite having produced the gratifying behavior.
The second stage of psychosexual development is the anal stage, spanning from the age of eighteen months to three years, wherein the infant's erogenous zone changes from the mouth (the upper digestive tract) to the anus (the lower digestive tract), while the ego formation continues. Toilet training is the child's key anal-stage experience, occurring at about the age of two years, and results in conflict between the Id (demanding immediate gratification) and the Ego (demanding delayed gratification) in eliminating bodily wastes, and handling related activities (e.g. manipulating excrement, coping with parental demands). The style of parenting influences the resolution of the Id–Ego conflict, which can be either gradual and psychologically uneventful, or which can be sudden and psychologically traumatic. The ideal resolution of the Id–Ego conflict is in the child's adjusting to moderate parental demands that teach the value and importance of physical cleanliness and environmental order, thus producing a self-controlled adult. Yet, if the parents make immoderate demands of the child, by over-emphasizing toilet training, it might lead to the development of a compulsive personality, a person too concerned with neatness and order. If the child obeys the Id, and the parents yield, he or she might develop a self-indulgent personality characterized by personal slovenliness and environmental disorder. If the parents respond to that, the child must comply, but might develop a weak sense of Self, because it was the parents' will, and not the child's ego, who controlled the toilet training.
The third stage of psychosexual development is the phallic stage, spanning the ages of three to six years, wherein the child's genitalia are his or her primary erogenous zone. It is in this third infantile development stage that children become aware of their bodies, the bodies of other children, and the bodies of their parents; they gratify physical curiosity by undressing and exploring each other and their genitals, and so learn the physical (sexual) differences between "male" and "female" and the gender differences between "boy" and "girl". In the phallic stage, a boy's decisive psychosexual experience is the Oedipus complex, his son–father competition for possession of mother. This psychological complex derives from the 5th-century BC Greek mythologic character Oedipus, who unwittingly killed his father, Laius, and sexually possessed his mother, Jocasta. Analogously, in the phallic stage, a girl's decisive psychosexual experience is the Electra complex, her daughter–mother competition for psychosexual possession of father. This psychological complex derives from the 5th-century BC Greek mythologic character Electra, who plotted matricidal revenge with Orestes, her brother, against Clytemnestra, their mother, and Aegisthus, their stepfather, for their murder of Agamemnon, their father, (cf. Electra, by Sophocles).
Initially, Freud equally applied the Oedipus complex to the psychosexual development of boys and girls, but later developed the female aspects of the theory as the feminine Oedipus attitude and the negative Oedipus complex; yet, it was his student–collaborator, Carl Jung, who coined the term Electra complex in 1913. Nonetheless, Freud rejected Jung's term as psychoanalytically inaccurate: "that what we have said about the Oedipus complex applies with complete strictness to the male child only, and that we are right in rejecting the term 'Electra complex', which seeks to emphasize the analogy between the attitude of the two sexes".
Oedipus : Despite mother being the parent who primarily gratifies the child's desires, the child begins forming a discrete sexual identity — "boy", "girl" — that alters the dynamics of the parent and child relationship; the parents become the focus of infantile libidinal energy. The boy focuses his libido (sexual desire) upon his mother, and focuses jealousy and emotional rivalry against his father — because it is he who sleeps with mother. To facilitate uniting him with his mother, the boy's id wants to kill father (as did Oedipus), but the ego, pragmatically based upon the reality principle, knows that the father is the stronger of the two males competing to possess the one female. Nevertheless, the boy remains ambivalent about his father's place in the family, which is manifested as fear of castration by the physically greater father; the fear is an irrational, subconscious manifestation of the infantile Id.
Electra : Whereas boys develop castration anxiety, girls develop penis envy that is rooted in anatomic fact: without a penis, she cannot sexually possess mother, as the infantile id demands. As a result, the girl redirects her desire for sexual union upon father; thus, she progresses towards heterosexual femininity that culminates in bearing a child who replaces the absent penis. Moreover, after the phallic stage, the girl's psychosexual development includes transferring her primary erogenous zone from the infantile clitoris to the adult vagina. Freud thus considered a girl's Oedipal conflict to be more emotionally intense than that of a boy, resulting, potentially, in a submissive woman of insecure personality.
Psychologic defense : In both sexes, defense mechanisms provide transitory resolutions of the conflict between the drives of the Id and the drives of the Ego. The first defense mechanism is repression, the blocking of memories, emotional impulses, and ideas from the conscious mind; yet it does not resolve the Id–Ego conflict. The second defense mechanism is Identification, by which the child incorporates, to his or her ego, the personality characteristics of the same-sex parent; in so adapting, the boy diminishes his castration anxiety, because his likeness to father protects him from father's wrath as a rival for mother; by so adapting, the girl facilitates identifying with mother, who understands that, in being females, neither of them possesses a penis, and thus they are not antagonists.
Dénouement : Unresolved psychosexual competition for the opposite-sex parent might produce a phallic-stage fixation leading a girl to become a woman who continually strives to dominate men (viz. penis envy), either as an unusually seductive woman (high self-esteem) or as an unusually submissive woman (low self-esteem). In a boy, a phallic-stage fixation might lead him to become an aggressive, over-ambitious, vain man. Therefore, the satisfactory parental handling and resolution of the Oedipus complex and of the Electra complex are most important in developing the infantile super-ego, because, by identifying with a parent, the child internalizes morality, thereby, choosing to comply with societal rules, rather than having to reflexively comply in fear of punishment.
The fourth stage of psychosexual development is the latency stage that spans from the age of six years until puberty, wherein the child consolidates the character habits he or she developed in the three, earlier stages of psychologic and sexual development. Whether or not the child has successfully resolved the Oedipal conflict, the instinctual drives of the id are inaccessible to the Ego, because his or her defense mechanisms repressed them during the phallic stage. Hence, because said drives are latent (hidden) and gratification is delayed — unlike during the preceding oral, anal, and phallic stages — the child must derive the pleasure of gratification from secondary process-thinking that directs the libidinal drives towards external activities, such as schooling, friendships, hobbies, etc. Any neuroses established during the fourth, latent stage, of psychosexual development might derive from the inadequate resolution either of the Oedipus conflict or of the Ego's failure to direct his or her energies towards socially acceptable activities.
The fifth stage of psychosexual development is the genital stage that spans puberty through adult life, and thus represents most of a person's life; its purpose is the psychological detachment and independence from the parents. The genital stage affords the person the ability to confront and resolve his or her remaining psychosexual childhood conflicts. As in the phallic stage, the genital stage is centered upon the genitalia, but the sexuality is consensual and adult, rather than solitary and infantile. The psychological difference between the phallic and genital stages is that the ego is established in the latter; the person's concern shifts from primary-drive gratification (instinct) to applying secondary process-thinking to gratify desire symbolically and intellectually by means of friendships, a love relationship, family and adult responsibilities.
A usual criticism of the scientific (experimental) validity of the Freudian psychology theory of human psychosexual development is that Sigmund Freud (1856–1939) was personally fixated upon human sexuality, therefore, he favored defining human development with a normative theory of psychologic and sexual development. Hence, the phallic stage proved controversial, for being based upon clinical observations of the Oedipus complex.
In Analysis of a Phobia in a Five-year-old Boy (1909), the case study of the boy "Little Hans" (Herbert Graf, 1903–73) who was afflicted with equinophobia, the relation between Hans's fears - of horses and of father - derived from external factors such as the birth of his sister, and internal factors like the desire of the infantile id to replace father as companion to mother, as well as guilt for enjoying the masturbation normal to a boy of his age. Moreover, his admitting to wanting to procreate with mother was considered proof of the boy's sexual attraction to the opposite-sex parent; he was a heterosexual male. Yet, the boy Hans was unable to relate fearing horses to fearing his father. The psychoanalyst Freud noted that "Hans had to be told many things that he could not say himself" and that "he had to be presented with thoughts, which he had, so far, shown no signs of possessing".
Many Freud critics believe the memories and fantasies of childhood seduction Freud reported, were not real memories, but were constructs that Freud created and forced upon his patients. According to Frederick Crews, the seduction theory that Freud abandoned in the late 1890s acted as a precedent to the wave of false allegations of childhood sexual abuse in the 1980s and 1990s.
Contemporaneously, Sigmund Freud's psychosexual development theory is criticized as sexist, because it was informed with his introspection (self-analysis). To integrate the female libido (sexual desire) to psychosexual development, he proposed that girls develop "penis envy". In response, the German Neo-Freudian psychoanalyst Karen Horney, counter-proposed that girls instead develop "Power envy", rather than penis envy. She further proposed the concept of "womb and vagina envy", the male's envy of the female ability to bear children; yet, contemporary formulations further develop said envy from the biologic (child-bearing) to the psychologic (nurturance), envy of women's perceived right to be the kind parent.
Contemporary criticism also questions the universality of the Freudian theory of personality (Id, Ego, Super-ego) discussed in the essay On Narcissism (1914), wherein he said that "it is impossible to suppose that a unity, comparable to the ego can exist in the individual from the very start". Contemporary cultural considerations have questioned the normative presumptions of the Freudian psychodynamic perspective that posits the son–father conflict of the Oedipal complex as universal and essential to human psychologic development.
The anthropologist Bronisław Malinowski's studies of the Trobriand islanders challenged the Freudian proposal that psychosexual development (e.g. the Oedipus complex) was universal. He reported that in the insular matriarchal society of the Trobriand, boys are disciplined by their maternal uncles, not their fathers; impartial, avuncular discipline. In Sex and Repression in Savage Society (1927), Malinowski reported that boys dreamed of feared uncles, not of beloved fathers, thus, Power — not sexual jealousy — is the source of Oedipal conflict in such non–Western societies. In Human Behavior in Global Perspective: an Introduction to Cross-Cultural Psychology (1999), Marshall H. Segall et al. propose that Freud based the theory of psychosexual development upon a misinterpretation. Furthermore, contemporary research confirms that although personality traits corresponding to the oral stage, the anal stage, the phallic stage, the latent stage, and the genital stage are observable, they remain undetermined as fixed stages of childhood, and as adult personality traits derived from childhood.
Medical sexological model
Modern scientific ideas about psychosexual development were reflected in the Medical Sexological Model, which was formulated by the Ukrainian scientist Vyacheslav Kholodny in 2014. Postulates of this Model:
- Psychosexual development includes constituents: sexual consciousness, stereotype of gender role and psychosexual orientations (orientation of a libido and ways of its realization).
- The libido contains conceptual, Platonic, erotic and sexual components.
- Constituents and Components are formed through a phase of position formation and a realization phase.
- There are content (semantic, scenario) and body elements in the Model.
|Wikinews has related news: Dr. Joseph Merlino on sexuality, insanity, Freud, fetishes and apathy|
|Library resources about
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- Холодный В. А. Медико-сексологическая модель психосексуального развития // Вестник неврологии, психиатрии и нейрохирургии. 2014. № 10. ISSN 2074-6822. P. 3—10. | <urn:uuid:916521f1-26d4-47ea-9d77-d79937d6e825> | CC-MAIN-2018-39 | https://infogalactic.com/info/Psychosexual_development | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160842.79/warc/CC-MAIN-20180924224739-20180925005139-00487.warc.gz | en | 0.910205 | 4,791 | 2.53125 | 3 |
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→ Will it be expensive to design a database-driven website?
What is a database-driven website?
A database-driven website uses a database to gather, display, or manipulate information. This is in contrast to a static site, which stores text entirely in HTML and graphics such as photos in folders on the Web server. With dynamic sites, Web pages are created on the fly through the use of programming languages or scripts, which store or retrieve data in the database. Site owners, however, don't have to worry about learning a programming language. They interact with the site through an easy-to-use content management system, or CMS. All content management systems can be designed and tailored to your specific requirements.
Here's how a dynamic site works: A visitor clicks on a link to a dynamic page. The request is sent to the server, which queries the database and builds the site based on the request. The server knows how to build the page based on the CMS and other instructions developed by the programmer.
What are dynamic Web pages and how do they differ from static Web pages?
Static Web pages always look the same and the content rarely changes. To make a change, you must create the page yourself or request a Web designer to do it for you. The newly created page and any images must then be uploaded to the Web servers.
Dynamic pages are the opposite. They can change every time they are loaded (without anyone having to make those changes), and they can even change their content based on what your website visitors do. The dynamic page can be created to respond to information entered by your site's visitor.
Dynamic pages are created using information from a database. The Web pages are instantly created when the software "interrogates" your database, and the necessary information and images are returned.
What is a database?
A database is a tool for storing information in a structured way. The information is stored in tables, and the tables are accessed by using database information access commands. Some common database systems are PostgreSQL, MySQL, Oracle and Microsoft Access.
What type of information is suitable for a database?
In some ways, any information can be ported to a database, but some things are better suited than others. For example, address and phone lists, product inventories, lists of information and price are ideal for databases. If you don't have a lot of information, a static Web page may be the easiest way to display it. But if you have large amounts, or you want to display the same content in multiple places, a database makes the job much easier.
Do I need a database for my website?
A database is required if your site is updated frequently, contains large amounts of data or needs to be interactive. For example, only a database-driven site enables visitors to search for products and have specific and related products returned. A database-driven site also allows you, the site owner, to update prices and other data very quickly and easily.
What are the advantages of a database-driven site?
Time: Maintaining a static website is time-consuming and costly, particularly if you have a large number of products or services on your website. Think of how much time it would take to design a new page and then upload it each time you added a new product or changed a price.
Now, imagine if you had other related products to be displayed on the same Web page. With a static page, any update or resorting will be painfully time consuming. Think of thousands of products, each with their own page requiring constant updating and uploading to the server.
With a database-driven site, each of the products exists in a single database record. Once you've changed the price or other details in the record, the information gets updated across any page that references that record. All you have to do is keep the database up to date to keep your entire website current.
Skill: With a database-driven site, no HTML or website design knowledge is required. If you can complete simple forms, you can update your website easily with a database. Even large, complex websites can be maintained by users with very little computer experience. If you can fill out a form, you can run a database-driven website.
Ability to easily implement features: With a few clicks in your content management system, you can arrange your products and services in whichever way you desire, whether it's in ascending or descending order by name, date or popularity.
Unique functionality: With a few clicks, you can instantly add advance features to your site. Your database can power website search, for example, so your visitors can find products and other information quickly and easily. Databases also can help calculate what your visitors need and present them with new information with every click. This is a much nicer experience for your visitors than having them trawl through each of your products to figure out what they're looking for. Cost: Using a database-driven website solution is cost effective. Content management tools give you the freedom to create dynamic web page content yourself, rather than being dependent on an outside Web designer. You can easily add products or product categories, change prices and update graphics easily. As a result, you don't have to hire someone else to do the job for you.
Interactivity: Your website visitors are presented with information that relates specifically to their individual needs. A database-driven website can provide interactive elements to ensure that users have reasons to return your site on an ongoing basis.
Add as many web pages as you wish: Your database-driven site has the ability to evolve without extra costs. Your website can be as large as you choose to make it. New pages will be created automatically as you add more records to your database. You can even add more categories and subcategories
Do search engines index dynamic Web pages?
Yes, and there's a major benefit to a database-driven site. Because such sites generate many pages than static sites, there's a lot more material for search engines to crawl and index. That means there's a greater chance your visitors will find you through Google and other search engines when entering keywords. Once the information is changed in the database and uploaded to the Web server, all pages that make up your site are updated immediately and available to both search engines and your visitors.
Can You Host Database Driven Websites?
Yes! In addition to database design, Alpha Media provides professional business Web hosting facilities on high-performance Web servers with full support 24 hours a day, seven days a week.
Will it be expensive to design a database-driven website?
No. In fact, it is recommended that even small websites be designed with database functionality. This architecture allows you to upgrade the content easily. More importantly, you can grow your site without incurring major expenses. Several databases, such as MySQL, are available at no cost. | <urn:uuid:05fa245e-df02-4a0a-8a86-b3a9d0f70d9a> | CC-MAIN-2017-43 | http://alphamedia.in/databases.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00576.warc.gz | en | 0.927451 | 1,545 | 2.8125 | 3 |
The simple, conventional dark matter halo mass definitions commonly used in cosmological simulations ('virial' mass, FoF mass, M50, 100, 200, …) only capture part of the collapsed material and are therefore inconsistent with the halo mass concept used in analytical treatments of structure formation. Simulations have demonstrated that typical dark matter particle orbits extend out to about 90 per cent of their turnaround radius, which results in apocentre passages outside of the current 'virial' radius on the first and also on the second orbit. Here we describe how the formation history of haloes can be used to identify those particles which took part in the halo collapse, but are missed by conventional group finders because of their remote present location. These particles are added to the part of the halo already identified by FoF. The corrected masses of dark haloes are significantly higher (the median mass increase is 25 per cent) and there is a considerable shift of the halo mass function towards the Press and Schechter form. We conclude that meaningful quantitative comparisons between (semi-)analytic predictions of halo properties (e.g. mass functions, mass accretion rates, merger rates, spatial clustering, etc.) and simulation results will require using the same halo definition in both approaches. | <urn:uuid:9226a8ce-adff-4e43-8fb4-59624aede9ed> | CC-MAIN-2019-47 | https://www.zora.uzh.ch/id/eprint/48255/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496664469.42/warc/CC-MAIN-20191112001515-20191112025515-00064.warc.gz | en | 0.911618 | 263 | 2.6875 | 3 |
The International Space Station (ISS) might be the perfect laboratory for developing antidotes to gases used in chemical warfare. Nerve agents such as sarin and VX are incredibly toxic, and yet, one way to combat them could come from crystals grown in microgravity.
According to NIH, the AChE enzyme — or enzyme acetylcholinesteras — helps muscles to relax after they have been "stimulated by the nervous system". Nerve agents, however, come from a group of chemicals called Organophosphates (OPs), which block AChE activity. This leads to paralysis and death — sarin, for example, can kill within a couple of minutes.
In June, a project from the National Institutes of Health (NIH) called Countermeasures Against Chemical Threats (CounterACT) flew samples of human AChE enzyme aboard a SpaceX Dragon-11 capsule to the International Space Station. On Earth, it's very difficult to "grow" this enzyme to a large enough size, but in microgravity, astronauts are currently trying to do just that — they're literally growing crystals of the stuff for future analysis back on Earth.
"By taking advantage of the microgravity conditions of the International Space Station, we hope to grow better, more uniform crystals that we are unable to grow on Earth," Dr Andrey Kovalevsky, a CounterACT scientist on the study, said in a statement.
Once the crystals are large enough, they will be ferried back to Earth for testing. The CounterACT teams hopes to produce an antidote that would break the OP-AChE bond quickly and essentially reverse the effects of a nerve agent. Ideally, this could be administered orally to the person affected by a nerve agent.
"Developing better countermeasures against these sorts of nerve agents is a major thrust of our overall program," Dr David A. Jett, director of the CounterACT program, said in a statement. "This project is the kind of cutting-edge science we envisioned when we established the CounterACT program."
Here's hoping knowledge from the final frontier helps us counteract some of our mistakes here on Earth. | <urn:uuid:9805a346-2b78-4f5a-9b3e-73331eead912> | CC-MAIN-2019-47 | https://www.gizmodo.com.au/2017/07/space-grown-crystals-could-help-us-counteract-deadly-nerve-agents/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670268.0/warc/CC-MAIN-20191119222644-20191120010644-00094.warc.gz | en | 0.943112 | 438 | 3.78125 | 4 |
For the Classroom
All Shapes and Sizes
To get a complete picture of a region, scientists analyze it as a whole in addition to analyzing its component parts on a more detailed level. In the Columbia River Basin, scientists may study a particular watershed or various vegetation types such as forests and rangelands at different elevations. Social and economic aspects of the basin are also considered.
This activity will help students describe the differences in a landscape or environment seen at various distances and give reasons to look at a landscape or environment in several different ways and with several different objectives in mind.
Materials: Select a foldout (such as the one included with this article) with a scene that has considerable detail. The foldout should be new to the students. It is best if the subject or theme of the foldout is not readily apparent until the students get closer. You will also need a measuring tape and masking tape.
Procedure: Hang the foldout at one end of a large room. Measure 15 m from the foldout and mark the floor with tape. Then measure and mark the floor at 3 m intervals coming toward the foldout. Repeat the markings three or four times to form an arc.
Small streams from the Sawtooth Mountains (background) drain into Stanley Lake in Idaho.
Don Smurthwaite, BLM
Align the students single-file along the outermost edge of the arc (15 m). Give the students about 30 seconds to 1 minute to observe the foldout and write a description of what they see from this distance. Ask students not to share this information. Next, advance the students together to the next arc (12 m) and repeat for each successive distance.
When the students arrive at the closest mark, allow small groups (five or six students) to advance slowly until they can get their nose on the foldout and record their observations at this point. After all students have completed the activity, ask the following questions: What did the students see at the farthest point? Did the images look different as they got closer to the foldout? What did they learn at different distances? How much of the foldout could they see when their nose was on it? How is this picture different from the one they saw at a distance? At what point did they learn the most about the subject of the poster? How was their perspective enhanced or limited by each stop? How does this apply to the land use planning efforts being undertaken in the Interior Columbia Basin or in other areas? (Managers plan on a site-specific level but also are looking at the bigger picture through regional, ecosystem-based planning.)
Watersheds All Around
Generally, watersheds are described as the land that drains water from an area into its waterways such as streams and rivers. Watersheds are important physical features of the Interior Columbia Basin. The Scientific Analysis identified 2,500 watersheds in the basin. Watersheds can be large or small, draining a single valley or the entire basin. In this activity, students explore what a watershed is and how it works.
Materials: For this activity, you will need various sizes of rocks, a shallow plastic wash basin or tub (about 30x45 cm and 25 cm deep), heavy paper or a plastic tarp, a permanent marker, and a sprinkling can or spray bottle (to simulate rain).
Procedure: Place some rocks in the wash basin to build mountains and valleys. Cover with heavy paper or a plastic tarp. Ask the students to guess the route "rainwater" (from the sprinkling can or spray bottle) will take and where it will pool and be stored. Mark the predicted route with a permanent marker. Then test the students' predictions by spraying or sprinkling the area and observing the path of the water.
Watersheds are divided by areas of high elevation. When rain lands on the ground, it travels downhill to be drained. If water hit a mountaintop or ridgetop in the model and traveled in more than one direction, it is likely that there was more than one watershed. Most aquatic species, such as fish, do not cross watershed divides. How many watersheds did the students find in the model?
A healthy watershed not only stores but also filters water for a river or stream. When water hits the Earth and percolates through the soil into the water table, soil, rocks, and sand filter out many of the impurities carried by the water. To see how this might work, try the following activity.
Materials: You will need a flower pot with a drainage hole; a few cotton balls; some sand, soil, and gravel; and some muddy water.
Procedure: Plug the hole in the flower pot with cotton balls to represent subsoil, and fill the pot with a mixture of the sand, soil, and gravel. Slowly pour some muddy water into the pot and observe. The water running out of the drainage hole will be relatively clean.
Watershed Scavenger Hunt
After discussing watersheds in the classroom, take students outdoors to see if they can spot signs of watersheds on the school grounds or in a nearby park. Begin by asking students where they think water will drain on the school grounds. Ask what clues they think they will find to help them identify a watershed.
Divide the class into groups of three, and send them outside to find the following items: a damp spot that might collect water; a stream of water and its tributaries; a gully created by water; a sign of erosion; a structure that would block or change the flow of water; and a place where water might be filtered. Back in the classroom, compare results and draw a map of the watersheds the students observed.
Renewable and Nonrenewable Energy
Hydropower is a renewable form of energy-electricity produced from the energy of falling water. The supply comes from a natural event that will never run out-in this case, the hydrologic cycle. Other forms of renewable energy are wind farms (see "The High Plains: Land of Extremes," Science and Children, September 1996), and solar power. Nonrenewable energy, such as coal, oil, and gas, is available in only a finite supply.Write the two headings Renewable and Nonrenewable on the blackboard. Have students list energy types (hydropower, solar, wind, natural gas, oil, coal, nuclear, geothermal, and so on) under each heading. Discuss the costs and benefits of each type. Costs should include environmental costs as well such as declining salmon populations due to hydropower.Introduce the concept of energy conservation. Why is it important to conserve nonrenewable energy? (Because it will run out eventually.) Are there reasons to conserve renewable energy? (All energy generation has environmental impacts. Conserving hydropower, for example, could benefit salmon species if less water is used.)
The Power of Water
Most of the electricity in the Northwest is produced by hydropower. You can use a pinwheel to illustrate that falling water contains energy. Have students hold a pinwheel under running water. What happens? (The pinwheel spins.) What happens when the water pressure is increased? (The pinwheel spins faster.) Decreased? (It spins slower.) What conclusions can the students reach about water pressure and energy production? As an extension, discuss wind as an energy source and have students demonstrate this with their pinwheels as well.
Create a Habitat
Discuss the meaning of the term habitat. (It means home.) Ask students to describe their homes. Then explain that wildlife habitat must include elements that animals need to survive. What do animals need to survive? (Shelter, food, water, a place to rear their young and gather food.) Have students choose a wildlife species and design a home for it that contains these requirements. As an extension, ask students to consider which other animals might benefit from the same habitat elements. (For example, if students design a home suitable for a duck, fish and frogs would also benefit from that wetland area.)
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Back to the Rivers Run Through It homepage | <urn:uuid:1c2b0bf6-ab3c-4efc-b69c-42b525b48201> | CC-MAIN-2015-22 | http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Teachers/science_and_children/columbia_river_basin/index/classroom.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207932182.89/warc/CC-MAIN-20150521113212-00282-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.951429 | 1,685 | 3.78125 | 4 |
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