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He was the ruler of France, but learned French as a second language, and spoke it with an accent. He praised the egalitarian ideals of the French Revolution, but always considered himself a little more equal than everyone else (much like a Marxist that way). And he was a military genius whose victories brought him glory and power, but who lost it all through the tragic flaw of always wanting more, and never knowing where to stop.
How Napoleon is perceived in America
The man was Napoleon Bonaparte, and his name is well known to young and old; but few in America know much about him, or care. It's not only that he lived far away from the world we live in - Americans have a never-ending interest in (and horror of) Adolf Hitler, even though he too was across the Atlantic - but Napoleon is perceived not to have had much effect on American history. Part of it may be that he was so long ago, but part of it also may be the perception that he was beneficial to our country - that his fighting our mutual enemy of that time (Great Britain) kept us from losing our War of 1812. There may be some truth in this; but regardless of one's feelings about this, he was a major foreign policy issue for the presidencies of John Adams, Thomas Jefferson, and James Madison; and was the central fact of domestic life for the vast majority of the continent of Europe. He hit very close to home for them, and inspired a never-ending fascination with his life that lives on in Europe today.
The man who would become emperor of France grew up on the Mediterranean island of Corsica, and spent much of his life hating France, considering it destructive of his homeland. He may have been right; but he and his family moved to France at a young age in search of economic opportunity, and his father got him a commission in the French army. He got an excellent military education at a French academy, but was ostracized somewhat because of his Corsican accent and provincial background, and spoke French only with great difficulty. It was the French Revolution that caused Napoleon to rise, allowing him to win early victories in France's campaigns in Italy, and showcasing both his military skill and extraordinary charisma - qualities that would serve him well throughout his life.
Battle of the Pyramids, Egypt 1798
He proposed an expedition to Egypt, to fight the British where the Royal Navy's influence was weakest, and won an important victory at the Battle of the Pyramids. But the Royal Navy cut off his supplies from home, and Napoleon's expedition ended in dismal failure, with Napoleon abandoning his troops and returning to France. The expedition was a strategic failure, but a propaganda success; owing to the many paintings Napoleon commissioned to sweeten the campaign's image. He arrived back in France just in time to take part in a coup d'état that put him into power, taking advantage of his war hero image to make himself emperor of France. He would crown himself Emperor soon, with the Pope attending the ceremony to legitimize his coronation.
Napoleon's coronation, 1804
Josephine de Beauharnais, Napoleon's wife
While Napoleon had been in Egypt, he had received news that his wife was cheating on him, and had begun some cheating of his own with the wife of one of his officers. He fully intended to divorce his wife; but she turned on all her charm to persuade him not to divorce her, and he gave in and kept his marriage; but was never again faithful to her. As dictator of France, he was a promiscuous man; something that is covered to a nauseating extent in the Napoleon miniseries by A&E. It is not covered for long in this wonderful documentary by PBS; a decision which allows them to focus on more important (and more interesting) things, like his military and political career. (I'd rather hear less about the bedroom, and more about the battles.)
Battle of Austerlitz, 1805
"Napoleon crossing the Alps," a famous propaganda painting
The Napoleonic Wars
The documentary covers just enough of the complicated geopolitics of this time to communicate background information, but not enough to get confusing and overly long. Too much coverage, and it would be "war on, war off," and "nation A joins the war, nation B sues for peace" - a pattern repeated so often in the Napoleonic Wars that it's hard to find much stability in the era. I won't go into it all here; but suffice it to say that Napoleon tried to enforce a Continental System, or a stopping of all trade with Britain by his conquered territories. This would later get him into trouble.
Marie-Louise of Austria, Napoleon's second wife
Divorce and second marriage
After briefly covering his divorce with Josephine after failed attempts to produce a male heir (she had grown old and barren), they mention his marriage to a beautiful young Austrian princess - a marriage with political significance, because of the alliance between Napoleon's France and her father's Austria. The king of Austria ordered his daughter to marry this "Corsican upstart" to prevent him from making war on Austria; and despite a hatred of Napoleon, she obeyed. Napoleon managed to charm her into liking him, though, and the marriage did produce a male heir - something Napoleon took great satisfaction in.
Napoleon's retreat from Russia, 1812
End of Napoleon's career
But Russia was now refusing to enforce the Continental System, with its embargo on British goods; and Napoleon retaliated with an invasion of Russia. Like Hitler some generations later, though, Napoleon was defeated by the harsh Russian winter; and lost nearly all of his army to the cold. The conquered nations of Europe sensed weakness, and all began to declare war on him - including, eventually, the very Austria whose princess he had married; all moving in for the kill. Napoleon was ousted from power, and allowed to rule only the tiny Mediterranean island of Elba. This did not suit the massive ego and ambition of Napoleon, and so he escaped from Elba to try to restore his empire; only to be defeated again by the Allies at Waterloo, this time for good.
Napoleon returning from Elba, 1815
Battle of Waterloo, 1815
Imprisonment through his death on St. Helena
This time, he was sent to the remote Atlantic island of St. Helena, and was not allowed to rule anything. Instead, he was a prisoner, and the only campaign left to him was the public relations campaign of writing his memoirs. I won't say much for Napoleon's character, but I think it was a service to history that he was forced to write his memoirs; for it put him on the record about the important events of his time. I won't vouch for all of his conclusions (I haven't even read it), but I'm told that it's an interesting read, and that he had a gift for self-expression.
Conclusion: A "rise and fall" story
So now, some comments about PBS's specific telling of the story: The movie covers all the events I've just talked about, and tells the epic story of Napoleon with the dramatic flair that the story deserves. The documentary is not always sympathetic, but nor is it always unflattering, as it has some moments of sympathy for the man; and the story is of great importance to world history. The story is told in Ken Burns style, using the many paintings from the time to tell the story, with added sound in the background, and occasional re-enactments to fill in the visual gaps. If you're after some epic re-enactments, you'd be better off looking elsewhere - to the A&E miniseries, for example, or to the Rod Steiger "Waterloo" movie. But if you're just after a good story with some detailed analysis of Napoleon's rise and fall, then this is an excellent documentary for you. It uses all the best paintings from the era to tell the story, and allows you to draw your own conclusions about what Napoleon's legacy was. Highly recommended to anyone interested in him, or the Napoleonic Wars period.
DVD at Amazon
If you liked this movie, you might also like:
Oliver Cromwell movie
French Revolution program
Napoleon & Latin America
American War of 1812 program
Available on YouTube | <urn:uuid:15e770b1-32f9-47e5-b364-ee1abf23215a> | CC-MAIN-2018-13 | http://sparkscommentary.blogspot.com/2014/08/napoleon-pbs-empires.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257649683.30/warc/CC-MAIN-20180324034649-20180324054649-00086.warc.gz | en | 0.985611 | 1,728 | 2.84375 | 3 |
How to Work Out the Hip Bone Muscles
Working out your hip muscles takes careful planning because 17 different muscles surround your hips. These muscles help your legs move and flex, and assist in some upper body movements as well. A good hip workout will improve the joint’s flexibility as well as your leg and core strength.
Place a resistance band around the leg of an exercise bench or a similar device. Sit on the far end of the bench and fasten the other end of the band around your right foot. Sit erect with your knees bent about 90 degrees, then extend your right foot sideways to the right, while keeping your knees together. Hold the position for two seconds, then return to the starting position.
Place a resistance band around the leg of an exercise bench or another stable object. Wrap the band around your right foot, then face away from the leg on which the band is fastened. While standing erect with your feet close together, extend your leg forward with your knee straight, then hold the position for two seconds. Return to the starting position to complete one repetition.
Place a resistance band around the leg of an exercise bench or a similar stable object. Attach the band to your right ankle, then point your left hip at the spot at which the band is anchored. Stand erect with the left foot set a bit back from the right. Extend your right leg sideways to your right, while keeping your knee straight. Hold the position, then return slowly to your starting point.
Position a chair or exercise bench next to a machine with a low pulley. Fasten a cable ankle cuff to your inside ankle -- the ankle nearest to the machine. Sit with your outside foot flat on the floor and slightly forward of your inside foot. Grip the lower thigh of your inside leg and move your leg close to the outside leg, but keep your inside foot off the floor. Stretch the cable so your inside foot moves under your outside thigh, while keeping your inside knee flexed at a right angle. Allow the inside foot to move slowly toward the machine until you feel your hip muscles stretch a bit. Perform three sets of eight to 12 repetitions with each foot, or work up to that level.
Set some lateral bars or a similar device in front of a machine with a low pulley. Attach the pulley’s ankle cuff to your right ankle and face away from the machine. Step forward with your left foot while grasping the bars for support. Stand erect with your weight on your left foot, while your right leg is stretched straight back and balanced on the toe. Raise your right knee in front of you so your right thigh moves a bit beyond the level where it’s parallel with the floor. Return your right leg slowly to the starting position.
Attach the cuff of a low pulley to your left ankle, then stand erect with your right hip facing the machine. Take a sideways step away from the machine and grasp one of the machine’s bars or handles with your right hand to maintain your balance. Allow your left foot to cross in front of your right to assume the starting position. Move the left leg sideways to your left, keeping your knee straight and your toe pointed to your left. If possible, extend your leg until it’s almost parallel with the floor. Return the leg slowly to the starting position.
- When you’re performing the exercises, exhale when you’re stretching the band or pulley and inhale as you return to the starting position. Perform three sets of 10 repetitions with each leg, or work up to that level, for the band exercises. Try to perform three sets of eight to 12 repetitions with each leg for the low pulley workout.
- Jupiterimages/Brand X Pictures/Getty Images | <urn:uuid:1d35dfc1-5c17-451d-8d9e-7a26a1745b83> | CC-MAIN-2018-30 | https://healthyliving.azcentral.com/work-out-hip-bone-muscles-7615.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591683.78/warc/CC-MAIN-20180720135213-20180720155213-00579.warc.gz | en | 0.899168 | 771 | 2.921875 | 3 |
"The researchers studied 483 men who had prostate cancer and received robot assisted surgery from 2001 to 2003."
Washington, July 17 - Robot-assisted surgery to remove cancerous prostate glands is effective in controlling the disease for as much as 10 years, says a study.
Using several standard measures of cancer-treatment success, researchers found that 98.8 percent of the patients survived cancer for 10 years after their surgery.
The results are comparable to the more invasive open surgery to remove the entire diseased prostate and surrounding tissue.
Until our analysis, there was little available information on the long-term oncologic outcomes for patients who undergo robot-assisted radical prostatectomy, or RARP, said Mireya Diaz, form Vattikuti Urology Institute, Henry Ford Health System in the US.
The researchers studied 483 men who had prostate cancer and received robot assisted surgery from 2001 to 2003.
The study was published in the journal European Urology. | <urn:uuid:31767bae-bd47-48e0-9496-705ff8315b55> | CC-MAIN-2016-44 | http://www.nerve.in/news:2535002388940 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719877.27/warc/CC-MAIN-20161020183839-00433-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.967855 | 197 | 2.71875 | 3 |
How To Read Guitar Sheet Music
Learning how to read standard guitar notation is very similar to learning how to read music for any instrument.
The basic features of a stave, notes and other notation markings are all found.
There are also similar features to piano notation such as fingering suggestions. It is more simple to follow than piano music as it is on only one stave.
However, increasingly guitar music is written in the form of tab. Tab should not be confused with stave notation. Each of the lines on tab corresponds to a string on the guitar and not to a specific pitch. The numbers underneath the notes on tab show which fret to play the string on. Have a look at this comparison between guitar sheet music and tab.
It’s also important to note that guitar sheet music sounds an octave lower than it is written. | <urn:uuid:da9332bc-0a2b-4216-9fc6-e76eed8519b7> | CC-MAIN-2023-40 | https://www.musictheoryacademy.com/how-to-read-sheet-music/how-to-read-guitar-sheet-music/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00292.warc.gz | en | 0.966913 | 174 | 3.25 | 3 |
- Concrete Curing Home
- What curing does to the concrete
- Curing Methods
- How do we cure: The three basic methods
- When do we cure: Timing it right
- Methods for Curing Colored Concrete
- Related Information:
- Properly curing concrete slabs
- Curing colored concrete
- Proper curing techniques for concrete driveways
- How to fix common curing problems: Expert advice from Chris Sullivan
- Product Newsletter: Sign up today to receive monthly updates
What is Curing and What Does it do to the Concrete?
ASTM C 1315, Type II cure & seal materials have a white pigment that helps to see what's been cured and can reflect some sunlight.Nox-Crete
When most people think of curing, they think only of maintaining moisture on the surface of the concrete. But curing is more than that—it is giving the concrete what it needs to gain strength properly. Concrete strength depends on the growth of crystals within the matrix of the concrete. These crystals grow from a reaction between Portland cement and water—a reaction known as hydration. If there isn't enough water, the crystals can't grow and the concrete doesn't develop the strength it should. If there is enough water, the crystals grow out like tiny rock-hard fingers wrapping around the sand and gravel in the mix and intertwining with one another. Almost sounds like a horror movie—our concrete baby has turned into a monster!
The other important aspect of curing is temperature—the concrete can't be too cold or too hot. As fresh concrete gets cooler, the hydration reaction slows down. The temperature of the concrete is what's important here, not necessarily the air temperature. Below about 50 F, hydration slows down a lot; below about 40 F, it virtually stops.
Hot concrete has the opposite problem: the reaction goes too fast, and since the reaction is exothermic (produces heat), it can quickly cause temperature differentials within the concrete that can lead to cracking. And cement that reacts too quickly doesn't have time for the crystals to grow properly so it doesn't develop as much strength as it should.
So in the soon-to-be famous movie, the Cement Monster That Enveloped the World, all the puny earthlings need to do to save civilization is get the concrete too cold, too hot, or too dry and he turns into a weakling. Our objective, though, is to help him envelope the earth and to make him as strong as possible! | <urn:uuid:4b3f7052-0a03-4a30-aa41-6f880511d29e> | CC-MAIN-2015-32 | http://www.concretenetwork.com/curing-concrete/what-is-curing.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042989507.42/warc/CC-MAIN-20150728002309-00336-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.947859 | 523 | 2.84375 | 3 |
AKA Stephanie Louise Kwolek
Birthplace: New Kensington, PA
Location of death: Wilmington, DE
Cause of death: unspecified
Race or Ethnicity: White
Nationality: United States
Executive summary: Invented Kevlar
Stephanie Kwolek was one of very few female chemists at DuPont when she was hired in 1946. She worked for several years on potential polymer fibers before being assigned a project other chemists had rejected, searching for a strong, lightweight fiber that could be used to make stronger tires. After countless failed efforts, in 1966 Kwolek produced a novel polymer solution that was fluid and cloudy, when she expected it to be clear. When the solution was spun, it formed tough fibers with startlingly strong properties. Afraid that she had made a mistake, she repeated the test several times before writing her report.
Her discovery, poly-paraphenylene terephtalamide, has been marketed as Kevlar. It is about five times as strong as steel, deriving its strength from its long carbon chains of alternating aromatic rings and amide groups, crosslinked by hydrogen bonding. Lightweight and very strong, Kevlar has been used to manufacture ropes, bridge cables, tapes, and bullet-proof vests, among many other applications. It is also used, as per her assignment from DuPont, to reinforce radial tires.
Father: John Kwolek (foundry worker, d. 1933)
Mother: Nellie Zajdel Kwolek
University: BS Chemistry, Carnegie Mellon University (1946)
DuPont Chemist (1946-86)
American Chemical Society
National Inventors Hall of Fame 1995
National Medal of Technology and Innovation 1996
National Women's Hall of Fame 2003
Do you know something we don't?
Submit a correction or make a comment about this profile
Copyright ©2014 Soylent Communications | <urn:uuid:edaa5a31-93ea-4cb7-9c6f-a6d5b5ea62e3> | CC-MAIN-2018-26 | http://www.nndb.com/people/847/000165352/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860776.63/warc/CC-MAIN-20180618183714-20180618203714-00541.warc.gz | en | 0.942124 | 394 | 2.8125 | 3 |
Community analyses of the macrobenthos living on the the Weddell Sea shelf revealed a distinct horizontal patchiness. Within some systematic groups a specific faunistic classification could clearly be defined, e.g. for asterozoans and holothurians. For fish, however, only a general zoogeographical pattern was discernible, in addition there were some recognisable relationships to different microhabitats. The extreme differences in the distribution of sponges observed seems to reflect their highly variable biological characteristics. Studies using underwater imaging methods for benthic research have provided strong evidence for the ecological significance of two factors. The first, iceberg scouring leads to a variety of simultaneous stages of recolonization, which result in an increase in beta-diversity. As a consequence, it is unlikely that regionally a stage approaching a theoretical climax will ever be attained. Secondly, the structural diversity of living substrata provides the basis for an additional variety of epibiotic species. Only weak or non-detectable correlations have been found between benthic assemblages and physical parameters, such as water depth, sediment type, bathymetric features and the abundance of deposited phytodetritus. This indicates a benthic system which is relatively uncoupled from processes in the water column. The combination of stable environmental conditions and disturbances taking place over long periods of time, which are partly a special feature of Antarctica?s glacial history, shaped the diversity and faunal composition of the macrobenthos. Consequently, neither Houston's "intermediate-disturbance-hypothesis" nor Sander's "stability-time-hypothesis" can be rejected for this part of the antarctic ecosystem. | <urn:uuid:18334ad6-3730-4021-a99d-3ca47625b256> | CC-MAIN-2013-48 | http://epic.awi.de/1127/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163054867/warc/CC-MAIN-20131204131734-00083-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.911781 | 355 | 3.3125 | 3 |
Click below to download the Cornerstone Connections leader’s guide and student lesson. This week’s resources also include two lesson plans and a discussion starter video which offer different ways of looking at the topic. Each lesson plan includes opening activities, scripture passages, discussion questions, and real-life applications.
If the teens in your Youth Sabbath School were to pass on any words of wisdom to a younger person about to start their teen years, what would they say? Start by putting a few one-liners on a screen or board in your Sabbath School room, then ask the participants to add their own. Give them a few minutes to think about it. After each person has added a phrase of their own to the list, allow them to modify it if they want or even add a second one. Let them know that halfway through Sabbath School, you’ll take a vote on which of these phrases sounds the wisest. (Make sure not to forget about it!)
Here are a few sample phrases to help get them started:
OPTION 2: I’VE NEVER…
Arrange some chairs in a circle and ask a volunteer to sit in the middle of them. If you have three or fewer participants in your class, have one person stand in front of the others in a half-circle. If you have 10+ people, divide them into more than one group/circle.
The person standing in the middle of the circle or in front of the others makes a statement starting with “I’ve never…” and then completes the sentence by filling in something they’ve never done before. Anyone else in the group who also hasn’t done it either must stand up and find different a place to sit than where they were sitting before. Whoever is left standing by the time everyone is done scrambling for a new chair goes and stands in the center of the circle or up front, and makes another statement starting with “I’ve never…” and the game begins again.
Here are some examples of statements your participants could use:
You can come up with many more if you want!
As we consider our lesson for today, keep in mind that it might be difficult for you to identify with Moses since none of us here is 120 years old! We’ve probably all had the opportunity to hear some words of wisdom from someone older than us, however. It’s not always easy to listen to wisdom when we hear it—the Israelites certainly struggled with it in Moses’ time. But perhaps we can be different today and learn from the wisdom and instructions God gave them through Moses prior to his death on the edge of the Promised Land.
This is a short video clip you can show your Youth Sabbath School to illustrate this week’s topic, plus a few follow-up questions to spark discussion afterwards.
Create a video that relates to Moses’ final days and actions on behalf of the Israelites he led through the desert for 40 years. Remember to create a list of follow-up questions based on the video as well.
This 3:35-minute video makes statements about life. You may want to pause it occasionally so participants can jot down notes or comment on it.
This is a 2:33-minute video about the stages of life.
Three Chapters of Life
BASED ON DEUTERONOMY 34:7, 10-12; ACTS 7:20-36
Developmental psychology divides a person’s life into several stages. These include childhood, adolescence, emerging adulthood, adulthood, and old age (also known as the “senior years”). Some adolescents seem to get stuck developmentally at that point even when they grow to reach 50 years old, and no one is guaranteed to live past retirement!
For the past few months we’ve been following the children of Israel through their experiences in the wilderness. More recently, we’ve focused on the book of Deuteronomy—the second giving of the law—in which Moses passed on God’s instructions to the second generation of Israelites before his eventual death and their entry into the Promised Land.
7 Moses was a hundred and twenty years old when he died, yet his eyes were not weak nor his strength gone.
10 Since then, no prophet has risen in Israel like Moses, whom the Lord knew face to face, 11 who did all those signs and wonders the Lord sent him to do in Egypt—to Pharaoh and to all his officials and to his whole land. 12 For no one has ever shown the mighty power or performed the awesome deeds that Moses did in the sight of all Israel.
Hundreds of years later, after Christ had come to earth, a character in the New Testament gave Moses’ entire life a quick overview. The character in question was Stephen—the first Christian martyr—and he gave this overview during a speech just before he was stoned to death. You can read the entire story in Acts 7, but today we’ll just focus on a few verses that deal with Moses’ story. Here’s Acts 7:23, 30, and 36, in which Stephen divides the life of Moses into three stages:
23 When Moses was forty years old, he decided to visit his own people, the Israelites. 24 He saw one of them being mistreated by an Egyptian, so he went to his defense and avenged him by killing the Egyptian. 25 Moses thought that his own people would realize that God was using him to rescue them, but they did not. 26 The next day Moses came upon two Israelites who were fighting. He tried to reconcile them by saying, “Men, you are brothers; why do you want to hurt each other?” 27 But the man who was mistreating the other pushed Moses aside and said, “Who made you ruler and judge over us? 28 Are you thinking of killing me as you killed the Egyptian yesterday?” 29 When Moses heard this, he fled to Midian, where he settled as a foreigner and had two sons.
30 After forty years had passed, an angel appeared to Moses in the flames of a burning bush in the desert near Mount Sinai. 31 When he saw this, he was amazed at the sight. As he went over to get a closer look, he heard the Lord say: 32 “I am the God of your fathers, the God of Abraham, Isaac and Jacob.” Moses trembled with fear and did not dare to look. 33 Then the Lord said to him, “Take off your sandals, for the place where you are standing is holy ground. 34 I have indeed seen the oppression of my people in Egypt. I have heard their groaning and have come down to set them free. Now come, I will send you back to Egypt.” 35 This is the same Moses they had rejected with the words, “Who made you ruler and judge?” He was sent to be their ruler and deliverer by God himself, through the angel who appeared to him in the bush.
36 He led them out of Egypt and performed wonders and signs in Egypt, at the Red Sea and for forty years in the wilderness.
Line up three empty glasses (or containers) and a pitcher of water (or a larger container) somewhere the participants can see. Pour an equal amount of water into each glass. Then add a different color of food coloring to each one, so all three are a different, distinct color.
Then have the Youth Sabbath School participants pour their own amount of water into three different glasses to represent three different stages in their lives—anywhere from birth to the present moment. Some might only be able to think of one stage, or maybe even two. Others might come up with 5-10 stages. Try to limit them to just three (or adapt the activity to your group, if you prefer). They may also choose to pour different amounts of water into each stage. For example, their first stage might have been just their first year of life, which would make up less than 10% of their live so far. Their second stage might last from ages 2-12, which would be the majority of their life so far. And the last stage might their teen years. When they’re done pouring the water, have them pick the colors of food coloring they want to use for each glass (or stage) of their life so far.
Just as it’s easy to see the many similarities between the different stages of life, it’s also easy to see the differences between each of us. God is certainly creative! And even though he is the sovereign ruler over everything, he still gives us the freedom of choice. No wonder there is both predictability and uncertainty in our lives!
Moses died at the age of 120. That would be quite rare today! We have much more detail about his last 40 years than his first 80 years, and we know very little about his middle 40 years. Abbreviating a person’s life into stages gives us a short and limited perspective on their life, but it does tell us some things about them. It does for Moses, and it does for us. The rest of our lives are still to be lived, so join God and choose to live for him!
Take a digital or physical copy of the book My Stages of Life and use it as a starting point to ask someone who has known you your entire life for input. Ask them to their divide your life so far into three stages. Then ask them to dream with you about what your entire life could look like in those same three stages. Pray together, thanking God for his love and involvement in each step of your life. Ask for his guidance as you live for him.
BASED ON DEUTERONOMY 32:1-43
Music has been important and impactful to people all throughout history. Not only has music always had an ability to resonate with our emotions, it can also make the lyrics in songs more memorable.
And yet, music itself is constantly changing. The book of Psalms even references the phrase “sing a new song” several times (for example, Psalm 33:3; 96:1; 144:9). Music artists are always releasing new songs or making covers of old ones. It’s as if new generations need to come up with their own story to tell through music and add it the collection that the generations before them left behind.
As Moses drew his final presentation of God’s laws to the second generation of Israelites to a close, he shared his own song with them. As is true with all songs in the Bible, we have the lyrics, but no record of the music that accompanied it.
You can read the Song of Moses in Deuteronomy 32:1-43 (it’s pretty long). But it’s not the only one recorded in Scripture. The first Song of Moses occurred when the first generation of Israelites left Egypt and crossed the Red Sea. You can find it in Exodus 14:1-18.
There’s another found in Revelation 15:3-4, which the redeemed sing after their victory of over the beast and its image. But unlike the other two, this one is called the Song of Moses and the Lamb. Because the book of Revelation begins with “The revelation of Jesus Christ…” (Revelation 1:1 NKJV), this song of victory hearkens back to the victory songs Moses sang in the Old Testament and the victory Jesus Christ—the Lamb of God—accomplished when he took away the sins of the world (John 1:29). This song in Revelation is actually a combination of multiple Old Testament passages, namely Psalm 111:2-3, Deuteronomy 32:4 (which is part of our passage today), Jeremiah 10:7, Psalm 86:9, and Psalm 98:2.
It’s time to name your song! Do you have a song that expresses any spiritual landmarks in your life? It might be a song you heard while you were on a retreat, or a song that epitomizes a spiritual highlight of that weekend for you. It could be a song that you often sing in Youth Sabbath School and has meaning for you. It could be the tune that you like about it, or the words, or even a combination of both.
Keep in mind, your goal is not to convince everyone else here to like your song. Instead, it’s to share a song that’s related to your spiritual life and journey as a form of testimony, just like Moses did with the Israelites. If you have a song like this, feel free to share it with the group now.
As leader, feel free to start by sharing a song of your own. Here are some examples of songs you could use: “The Revelation Song,” “Is He Worthy?” by Christ Tomlin , and “What a Beautiful Name” by Hillsong Worship . Keep in mind that you might not need to play the entire song for the group. Afterward, follow it up with a few words based on the Holy Spirit’s leading if you want, but try to keep it brief and encourage others to do as well. (If everyone takes a long time to introduce or follow up their song, this activity could take quite a while.)
A note from Steve Case: About eight years ago I rediscovered the book of Revelation in a new and living way. Instead of just seeing beasts and fear like I had before, I began to see a depiction of Jesus as our overwhelming master, king, sacrifice, and loving God I’d never noticed previously. About that same time a song simply called “The Revelation Song” was released. Kari Jobi was probably the best-known recording artist to sing it, but my favorite rendition of it is Meredith Andrews’ live performance at the Harvest Bible Chapel in Elgin, Illinois.
Because it’s a praise-style song and repeats a lot, the video is about six minutes long. For me, the lyrics are references to key phrases from Revelation and build to a worshipful response—a key theme of Revelation. My favorite part happens about 20 seconds around the 5-minute mark. The music builds to a crescendo and punctuates the lyrics that so perfectly reflect the feelings of my heart:
Holy, holy, holy
Is the Lord, God Almighty
Who was, and is, and is to come
With all creation I sing
Praise be to the King of kings
You are my everything
And I will adore You!
Music is potent. When Moses gave his final address about God’s instructions to his people, he included the Song of Moses. The first generation of Israelites had already heard a version when they crossed the Red Sea. The second generation heard a new version before they entered Canaan. And the last book of the Bible introduces the Song of Moses and the Lamb. What is your song of testimony—of your journey or some step along the way? Share it with someone else this week.
Today we shared songs that have special spiritual significance to us. Share your song with someone outside of Youth Sabbath School this week. It could be somebody your same age, someone older, and/or someone younger. Then ask them to share a song they would identify with their spiritual journey. If they haven’t thought of one yet, don’t make a big deal of it. Simply invite them to give it some thought and share it with you when they have identified one, whether that will be later that day, week, or even month.
BASED ON DEUTERONOMY 31:9-13
The book of Deuteronomy literally means “the second giving of the law.” In it, Moses shares God’s laws in summary form. Some may wonder why he repeated what he had already told the Israelites previously—like in Exodus, Leviticus, and Numbers. We already studied the Ten Commandments God gave at Mount Sinai (see Exodus 20), so why does Moses give them again in Deuteronomy 5?
One reason could be because the Israelites’ forgot it so quickly when they created and worshipped the golden calf just days after God gave them the Ten Commandments. Another reason could be that everyone who was 20 years old and older had died since Mount Sinai (except for Caleb, Joshua, and Moses). This was the presentation of the Ten Commandments for the younger generation.
One part of the instructions Moses left with the Israelites before he died and before they entered Canaan was to do a public reading of God’s laws every seven years. You can read about it in Deuteronomy 31:9-13 (TLB).
9 Then Moses wrote out the laws he had already delivered to the people and gave them to the priests, the sons of Levi, who carried the Ark containing the Ten Commandments of the Lord. Moses also gave copies of the laws to the elders of Israel. 10-11 The Lord commanded that these laws be read to all the people at the end of every seventh year—the Year of Release—at the Festival of Tabernacles, when all Israel would assemble before the Lord at the sanctuary.
12 “Call them all together,” the Lord instructed, “—men, women, children, and foreigners living among you—to hear the laws of God and to learn his will, so that you will reverence the Lord your God and obey his laws. 13 Do this so that your little children who have not known these laws will hear them and learn how to revere the Lord your God as long as you live in the Promised Land.”
Moses told the Israelites to read God’s entire law as a community at a national gathering known as the Feast of Tabernacles. That would mean reading at least the entire book of Deuteronomy. That would take some time! If you were to publicly read some of God’s laws, which law (or laws) would you choose, since we have so many more to choose from in the Scripture than Moses did when he wrote the first five books of the Bible?
Invite the participants to give their input on which law(s) they think should be read periodically at a special gathering of God’s people. Here are three short versions for them to choose from. Depending on the size of your group, have them do this individually, then discuss it in small groups. Once they have reached a conclusion, do a public reading of the laws they chose. Then make plans for them to do this in their families and/or with the entire church as well. You can download these three sets of laws below.
God has given his laws to his people multiple times. He instructed Moses to have the Israelites repeat a reading of those laws periodically as a community to strengthen their faith. This practice can be helpful for us today too, but often it can fall on deaf ears even when we do try it. When we hear a rerun of God’s laws, it’s important to keep our minds open to it and allow it to solidify our faith as a community.
Take the choice of the options provided for the “God’s Laws” handout and arrange to have a public reading of it. You could do this in your church, with your family, or both. Afterward, invite individuals to share their own paraphrases of different portions of God’s law, including how they have lived it in their own lives and how they want to continue living it. Conclude with prayers of commitment and request that God’s Spirit activate these laws in all our lives.
This is a bonus just for the youth leader—a quick tip and an illustration to enhance your youth leadership. You may already know this idea, have learned it through trial and error, or just need a quick reminder.
When someone says, “When I was your age…” it usually means they’re about to cherry-pick a memory from their past and hold it over a younger listener’s head. This is called selective memory, and people use it when they select things they want to remember happening in their lives (usually good things they did) and things they don’t (usually bad things they did). While it can be helpful to share one’s experience with young people, we should be careful never to do it in a way that exclusively makes us look good and them look bad. Neither view is completely accurate, and it separates generations rather than bringing them together.
If Sabbath School is just for us, we will spiritually die. We must share what we’ve been given, and we can do this both locally and globally. Listed below are several options you can put into practice over 3-4 weeks of reaching out.
Jesus told his disciples that they would “be witnesses” when they received power from the Holy Spirit (Acts 1:8). Their witnessing would happen right where they were, and would spread out like rings when you throw a pebble into a pond. Here’s how you can make that happen by taking the words of Jesus and relating them to your Youth Sabbath School outreach and mission.
When you receive power from the Holy Spirit, you will be Christ’s witnesses in:
Jesus’ Day Today
Jerusalem Your Youth Sabbath School
Judea The church where you attend
Samaria The community around your church
To the ends of the world The world beyond your community
Much like Jesus’ love can cover our sins, paint can give many things a finished or fresh look!
Consider how painting the Youth Sabbath School room could help to make it look fresh and clean, as well as give the youth a chance to add their own personal touch. If you share this space with others, you’ll need to work with them to come to an agreement on the color(s), etc. There will be some cost. Often those who pay for the paint have significant say/influence in things, so encourage the youth to step up and earn the money to pay for the paint. And make the painting process a “painting party.” Remind the young people that most of the time spent painting a room is spent in preparation, which includes cleaning, scraping, taping, and covering before you actually paint. And don’t forget the cleanup! You might even be able to include a mural on one wall, or something that can be added to overtime as part of your Youth Sabbath School.
Just as the participants in your Youth Sabbath School can paint their room, they can ask and see if there’s a part of your church that needs a fresh coat of paint as well. Maybe it’s the bathrooms; maybe it’s one of the children’s Sabbath School rooms. If you have a church fellowship hall that gets used a lot, it probably needs fresh paint more often than other areas. Make the offer to paint whatever area is needed. Invite others to join, either by showing up to clean and paint, or by donating, or both. Make this intergenerational if you can, but even if others don’t show up, the youth can still paint other parts of the church. It’s their church, too. But be sure you get permission from the church board, which means going and meeting with them and presenting your idea for their approval. Hint: Work with a church board member in advance and have them present it with you so you have an automatic “in” from the start. Another option is to paint something at a nearby Adventist school. It is usually better to get painting projects done before the school year begins. You have only a week or two until that happens. But even if you don’t get it done now, you still have vacation times in the future to schedule it.
Open your eyes to what spaces in your community need a fresh coat of paint. Check with parks that are run by either the city or the county. They will have specifications and may need to provide supervision. If they’ve had bad experiences with volunteers in the past, they may also be hesitant to have volunteers “help” again. Developing a positive relationship might be the most important part of this endeavor. Park bathrooms often need a fresh coat of paint (remember the need to clean and prep in advance of putting on fresh paint). So might various outside walls of buildings, or parking curbs or playgrounds. If you’re turned down at one place, go in search of another. When you finish at one spot, consider moving to another one next month (or make this freshly painted spot your spot to maintain upkeep).
All over the world there are buildings or simply rooms in buildings that need to be painted. It can be a matter of nobody choosing to paint them, people being too busy, or perhaps nobody having the money to pay for paint and paint supplies. You may know of somebody in another part of the world who needs a little boost to get a building painted or freshly painted. Maranatha Volunteers International (Maranatha.org) has construction projects for short-term mission trips. Some of these are actually devoted to painting newly constructed churches or schools. For example, after putting in a concrete foundation and laying block walls, frequently those walls are stuccoed and then need to be painted. Some groups don’t think this is physical enough to be a mission trip, but it certainly gives a beautiful finished looks to newly constructed buildings. Maybe you can’t actually go on a short-term mission trip, but you could contact Maranatha and offer to donate for the paint supplies for one of the projects. Call Maranatha at 916-774-7700. | <urn:uuid:f9cf5258-ca24-4a58-868d-11c1b12b43dd> | CC-MAIN-2022-40 | https://www.youthsabbathschoolideas.org/weekly-lessons/2019/august-3-2019 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337371.9/warc/CC-MAIN-20221003003804-20221003033804-00117.warc.gz | en | 0.97404 | 5,390 | 3.265625 | 3 |
Disappointing Diets for Children
Weight-Loss Diets Designed for Adults May Cause Children to Gain Weight
March 4, 2004 (San Francisco) -- While a low-carb diet may add up to quick weight loss in adults, preschool children who cut back on carbs are likely to end up as fat teens, according to new findings from researchers with the Framingham Children's Study, an offshoot of the ongoing Framingham Heart Study.
When children ages 3 to 5 are fed low-carb diets, the results show up during their teens, says Framingham researcher Lynn Moore, DSc, associate professor of medicine at Boston University.
And that's not all. Moore tells WebMD that both low- and high-fat diets during the formative years also add up to flabby teens.
She says that one way to protect against teenage obesity is to increase intake of dairy products among 3- to 5-year-olds. Children who averaged than more than two glasses of milk or more than two servings of cheese or yogurt a day were more than an inch slimmer as teenagers.
Moore says that the minerals calcium and magnesium are probably the major players in preventing normal-weight kids from turning into plump teens. Dairy, fruits, and vegetables all add up to leaner teenage years, she says.
Green leafy vegetables are rich in magnesium. Unrefined grains and nuts also have high magnesium content.
But kids who eat high-fat diets -- meaning that more than 35% of their calories come from fat-laden foods -- accumulate about "an inch more in body fat" by the time they reach their teens, she says. When little children are fed low-carb diets, they average about three-quarters of an inch in added girth by the teenage years.
Noting that children on low-fat diets, which were defined as diets in which less than 20% of calories came from fat, added about a third of an inch of fat to teenage bodies, Moore says, "The message of the study is moderation. Diets that have moderate amounts of fat and carbohydrates as well as dairy and fruits and vegetables are less likely to be associated with obesity during the teens."
The message for parents, says Moore, is that a diet that might lead to weight loss in adults is not useful as an obesity prevention strategy for children.
Moore, who presented her findings at the American Heart Association's annual Conference on Cardiovascular Disease Epidemiology and Prevention, analyzed the dietary habits of 106 families who had children aged 3 to 5. The children were followed for an average of 12 years with three-day food diaries collected four times each year. "We assessed fat by measuring skin folds from four sites on the body and calculating the mean sum of those fat folds," she says.
Stephen Daniels, MD, PhD, professor of pediatrics and environmental health at Cincinnati Children's Medical Center and the University of Cincinnati, tells WebMD that the study underlines the need to "encourage moderation in children's diets. Both high- and low-fat diets were associated with greater gains in body fat, while moderate fat intake -- in the range of 30% to 35% -- was associated with less body fat gain."
Daniels, who was not associated with the study, says the study also showed that the glycemic index, which is a concern for adult low-carb dieters, also "has no effect" on children.
"Again the message is that we need to be very careful about extrapolating from adults and attempting to apply that information to children," says Daniels. | <urn:uuid:51bf1555-adc3-4e0e-9d3e-ad20cad75e4a> | CC-MAIN-2014-10 | http://www.webmd.com/parenting/news/20040304/disappointing-diets-for-children | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678696502/warc/CC-MAIN-20140313024456-00041-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.971873 | 732 | 2.953125 | 3 |
While every cat is different, not many of our feline friends regularly jump into water ready to have a good time. In fact, with the exception of a short list of specific cat breeds, cats have a reputation for hating water.
They’re not like dogs that excitedly jump into lakes and rivers to splash around, and anything bigger than a puddle might set a cat on edge. This is normal cat behavior, but it’s also misleading information when considering whether or not cats can swim.
Some people assume cats avoid water because they can’t swim. But no matter how much your cat resists bath time, their feelings about water have nothing to do with their ability to swim. It might seem hard to believe after watching your cat desperately claw their way out of a tub, but swimming is a natural instinct for all felines. Your cat knows how to swim whether or not they’ve ever had the chance to practice.
Do Cats Know How to Swim?
Cats have been domesticated for at least 10,000 years, but before their days of plush pillows and hand-delivered meals, they were 100% responsible for their own survival. They knew how to hunt their own food, stay warm, avoid predators, and get themselves out of dangerous situations.
This included knowing how to swim. While researchers believe the oldest cats came from desert areas and didn’t need to swim often, cats still evolved to instinctively know how to paddle their feet and keep their heads above water. Many wild cats swam across rivers and lakes to track prey, avoid predators, or get to wherever they needed to go.
Even modern-day wild cats are proof that felines are capable of being strong and skilled swimmers. Tigers are known to swim up to 9 miles at a time. Other big cats, including jaguars and lions, sometimes swim in rivers to more easily hunt unsuspecting prey along the bank.
Contrary to popular belief, domestication did not erase swimming from the feline skillset. Domestic house cats, no matter how pampered, know how to swim when their lives depend on it. Even kittens know how to stay afloat until their little bodies run out of strength (which doesn’t take long).
It’s important to understand, however, that instinctively knowing how to swim isn’t the same as being a good swimmer. Every cat, regardless of breed or experience, knows enough to keep them above water for at least a short time.
Depending on the cat’s age, health, and experience, however, those swimming skills might not take them far. Swimming for a long distance or a long period of time requires tremendous amounts of physical strength, dexterity, and mental fortitude. For this reason, cats are still at risk of drowning.
Do Cats Enjoy Swimming?
Ancient cats and modern-day big cats use their swimming skills for both hunting and recreation. People have witnessed tigers frolicking in water like they’re little kids splashing at a public pool. Most house cats, however, swim only when they need to.
Whether or not a cat actually enjoys swimming depends on several factors. A lot of cats, but not all cats, have a strong aversion to water. This could be because they instinctively know large bodies of water come with a drowning risk, but it’s likely not the only reason.
Reasons some cats dislike water include:
- Being wet makes their fur heavy and limits their mobility
- Long, thick fur takes a long time to dry
- They don’t like being cold
- Swimming takes a lot of strength and energy
- They can’t forget a previous negative experience
Even one of these reasons is enough to convince a cat that water is best left in the bowl or dripping from the bathroom sink.
When Cats Love Water
Some breeds of cats, including the Bengal, Turkish Van, Abyssinian, and Maine Coon, are known for their love of water. A lot of these cats can’t wait for bath time and even enjoy outdoor adventures at swimming holes and on boats. It’s also possible to adopt a mixed breed cat that breaks the mold and delights in a cool dip.
Cats that enjoy water like to both splash and swim. Some of them are strong, graceful swimmers that can cover impressive distances in short amounts of time. In general, though, cats don’t swim for speed. They paddle enough to keep them moving, but they aren’t usually interested in moving fast. For this reason, it’s hard to say how fast an adult cat can swim.
If you happen to have one of these water-loving cats, it can be great fun to watch them romp around in a river, lake, or (preferably non-chlorinated) swimming pool, but it’s important to prioritize water safety. Take these water safety tips seriously if you ever take your cat out to swim.
- Cover your pool or pond when not in use or install alarms and ramps to prevent accidental drowning
- Store pool chemicals in a completely safe and enclosed area
- Don’t let your cat drink too much ocean or pool water
- Consider a pet life vest for long boat trips
- Do your best to dry your cat, especially their ears, after each swim
- Don’t overestimate their swimming abilities; even a strong cat that loves the water could get into trouble
Introducing Cats to Water
If you have dreams of family lake vacations that include the cat sitting calmly on your kayak, you should get your cat near water long before your scheduled trip. You have a better chance of convincing your cat to like water when you give them plenty of time and gentle practice. Don’t force them to join you in the kiddie pool or push them into the tub–this will only traumatize them. Instead, coax them toward the water using treats, praise, and toys. Let them move at their own pace. You’ll have a better chance of fostering a love for the water in a young cat.
Even knowing your cat can swim, it isn’t always a good idea to include a kitty in your water adventures. If they’re not completely comfortable, they could panic and get everyone into trouble. Make sure your cat is on board with your plans before setting sail.
There are actually several cat breeds that are known for their affinity to water. Learn all about cat breeds that actually like water here on All About Cats. | <urn:uuid:ea8e03d6-16d0-4253-af33-bb622767ff6d> | CC-MAIN-2022-33 | https://allaboutcats.com/can-cats-swim | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572033.91/warc/CC-MAIN-20220814113403-20220814143403-00440.warc.gz | en | 0.962999 | 1,434 | 2.96875 | 3 |
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Please join us on Friday, October 27 at 3pm for a talk by Professor Timothy J. Vance on rendaku.
The term rendaku 連濁 (sometimes translated as “sequential voicing”) denotes a phenomenon that is familiar to anyone who speaks Japanese. A typical example occurs in the compound word me-dama 目玉 (“eyeball”). The second element of this compound is pronounced tama as a word on its own, but the initial consonant is d rather than t in me-dama. There is no all-encompassing rule that predicts when rendaku occurs and when it does not, although there are various tendencies. On the other hand, rendaku cannot simply be a matter of memorizing which compound words have it and which do not, because it is productive, that is, it often applies to newly created compounds. It is precisely because of this complexity that linguists find rendaku intriguing.
During Dr. Vance’s seven years on the research staff at NINJAL, he headed a collaborative project with the stated goal of publishing an encyclopedia-like work on rendaku. Alas, the project fell short of its goal, but it did produce two wide-ranging collections of articles, one in English (published by John Benjamins in 2016) and one in Japanese (to be published by Kaitakusha later this year).
This presentation will use familiar examples from everyday life to introduce some of the mysteries of rendaku. It does not presuppose any background in linguistics, and it should appeal both to native speakers of Japanese and to non-native learners at all levels of proficiency. | <urn:uuid:a3f0e293-1378-4fe2-a31b-f2172b68f626> | CC-MAIN-2018-26 | https://www.hawaii.edu/eall/eall-talk-seriescjs-lecture-why-linguists-obsess-about-rendaku-by-timothy-j-vance/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863489.85/warc/CC-MAIN-20180620065936-20180620085936-00486.warc.gz | en | 0.953818 | 374 | 2.984375 | 3 |
Introduction|The Incident Commander|The HAZMAT Team|Communication|PPE|Work Practices & Training|Review
When you are faced with a chemical emergency scenario, you are faced with something that could quickly become far worse, threatening not only your facility but the surrounding community. While no one may know for certain when an emergency will occur, you can prepare for it by having a written emergency response plan. In fact, OSHA requires all employers who deal with hazardous chemicals to have such a plan. This Video On Demand training explains what this plan entails, proper communication procedures, as well as how to best prepare yourself for a future chemical emergency. With the use of the emergency response plan as well as the information presented here, you will be better prepared to act before, during, and after an emergency, thus ensuring the safety of all those involved. | <urn:uuid:53554fe2-bc01-4f46-9ded-b47b79ec82fb> | CC-MAIN-2024-10 | https://www.kdplatform.com/catalog/hazwoper-emergency-response-plan/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473360.9/warc/CC-MAIN-20240221002544-20240221032544-00144.warc.gz | en | 0.952658 | 172 | 2.59375 | 3 |
Camping is an outdoor activity involving overnight keep away from house in a shelter, such as a camping tent. Typically participants leave developed areas to hang out outdoors in more all-natural ones in search of tasks giving them pleasure. To be regarded as "camping" a minimum of one evening is invested outdoors, distinguishing it from day-tripping, picnicking, and other in a similar way temporary entertainment tasks. Camping could be appreciated via all 4 periods.
Deluxe may be an element, as in early 20th century African safaris, yet including lodgings in totally geared up set structures such as premium sporting camps under the banner of "camping" obscures the line.
Camping as an entertainment activity came to be popular amongst elites in the early 20th century. With time, it expanded more democratic, and varied. Modern campers frequent openly had natural resources such as nationwide and state parks, wilderness areas, and commercial campgrounds. Camping is an essential part of numerous young people organizations worldwide, such as Scouting, which use it to teach both self-direction and team effort.
Camping defines a variety of tasks and methods to outdoor holiday accommodation. Survivalist campers triggered with just possible to get by, whereas rv tourists get here geared up with their very own electricity, warm, and outdoor patio furniture. Camping may be incorporated with walking, as in backpacking, and is typically enjoyed along with other outdoor tasks such as canoeing, climbing, fishing, and searching.
There is no universally held meaning of exactly what is and exactly what is not camping. Fundamentally, it reflects a mix of intent and the nature of tasks entailed. A children's summer camp with eating hall dishes and bunkhouse lodgings may have "camp" in its name yet cannot show the spirit and form of "camping" as it is extensively understood. Similarly, a street person's lifestyle may entail numerous typical camping tasks, such as resting out and preparing dishes over a fire, yet cannot show the optional nature and search of spirit restoration that are indispensable element of camping. Furthermore, cultures with itinerant lifestyles or absence of permanent residences could not be said to be "camping", it is just their way of life.
The history of entertainment camping is typically traced back to Thomas Hiram Holding, a British taking a trip tailor, yet it was really first popularised in the UK on the river Thames. By the 1880s multitudes of site visitors participated in the activity, which was linked to the late Victorian craze for enjoyment boating. The early camping devices was really hefty, so it was convenient to transport it by boat or to utilize craft that converted into tents. Although Thomas Hiram Holding is typically seen as the papa of modern-day camping in the UK, he was in charge of popularising a different type of camping in the early the twentieth century. He experienced the activity in the wild from his young people, when he had actually invested much time with his moms and dads taking a trip across the American meadows. Later he embarked on a cycling and camping scenic tour with some buddies across Ireland. His publication on his Ireland experience, Cycle and Camp in Connemara caused the formation of the first camping team in 1901, the Organization of Cycle Campers, later to end up being the Camping and Caravanning Club. He created The Campers Handbook in 1908, to ensure that he might share his excitement for the outdoors with the globe.
Potentially the first commercial camping ground worldwide was Cunningham's camp, near Douglas, Isle of Man, which opened in 1894. In 1906 the Organization of Cycle Campers opened its first very own camping website, in Weybridge. By that time the organization had several hundred participants. In 1910 the Organization was merged right into the National Camping Club. Although WW1 was in charge of a particular hiatus in camping activity, the association got a brand-new lease of life after the war when Sir Robert Baden-Powell (owner of the Boy Scouts activity) became its head of state.
In the US, camping may be traced to William Henry Harrison Murray 1869 magazine of Camp-Life in the Adirondacks resulting in a flooding of site visitors to the Adirondacks that summer.
The International Federation of Camping Clubs (Federation Internationale de Camping et de Caravanning) was established in 1932 with nationwide clubs from around the globe associating with it. By the 1960s camping had actually become an established household vacation criterion and today camp websites are ubiqitous across Europe and The United States And Canada.
Adventure camping is a form of camping by individuals that race (possibly journey auto racing or mountain cycling) during the day, and camp in a minimal way at night. They may utilize the standard items of camping devices such as a micro-camping oven, resting bag, and bivouac shelter.
Dry camping is camping at a website without a reliable preexisting water source; such areas are referred to as dry camps. Campers have to carry their very own water in and out of camp, which calls for far more preparation than would certainly otherwise be required. Dry camping is very common in deserts, and is typically chosen because of the threat of flash floods.
Backpacking pays for a maximum wilderness experience. Specialized gear permits fanatics to both delight in popular local entertainment spots and access the most remote areas.
Technological advance and consumer passion in camping have actually caused lighter and more varied backpacking gear. Improvements such as titanium cooking equipment, ultra-light wicking textiles, and heat-molded hip straps produce lighter loads and enhanced performance. As there is always the possibility of serious climate and injury in the backcountry, cell and satellite phones are often brought for emergency situations, with differing protection.
Backpacking may entail riding or being come with by pack pets such as equines, mules, and llama. These raise lugging ability at the expenditure of trail condition.
Ultralight backpacking fanatics bring just possible while camping, inherently producing a smaller sized impact and minimalized effect on a wild setting. The choice to camp with much less, or even the minimal required to survive, may be a matter of choice (where it may overlap with "survivalist" style camping) or show the activity being gone after. Camping while taking part in such back-country tasks as rock climbing and cross-country winter sports puts a premium on the amount of gear that could effectively be brought, therefore offering to a much less as opposed to more approach.
Canoe camping is similar to backpacking, and typically pays for far more weight and mass to be brought when prolonged portaging is not entailed. Electric electric motors or small gas ones may be affixed on some canoes, where permitted, for a much faster trip on the water. Water resistant bags and fishing gear prevail gear.
Bike camping integrates camping with biking, both in developed and all-natural areas. A form of bicycle camping that has actually become popular in some parts of the globe includes biking organisations providing organised multi-day flights and giving bikers with facilities and baggage transport. The Great Victorian Bike Ride in Australia is among the earliest and most successful examples of this, operating considering that 1984 and involving hundreds of bikers on a nine-day trip of around 550 kilometres (340 mi) yearly. Motorbike camping is more much like bicycle camping than auto camping because of minimal storage ability. Light-weight, compact backpacking devices is used.
Auto, Off-Road, and Motor Home
These types of camping entail utilizing a powered vehicle as a crucial element of the camping experience.
Glamping (glamorous camping) is an expanding worldwide phenomenon that integrates camping with the high-end and amenities of a home or hotel. Its roots are in the early 1900s European and American safaris in Africa. Rich tourists accustomed to comfort and high-end did not want to give up either, and their campgrounds and spoiled wilderness lifestyles showed it. | <urn:uuid:2a447eb4-bf2e-4f3e-b3ef-4c567423831f> | CC-MAIN-2018-22 | https://losporcos.com/camp-little-notch.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867041.69/warc/CC-MAIN-20180525043910-20180525063910-00628.warc.gz | en | 0.958266 | 1,644 | 2.65625 | 3 |
This content is sponsored by Nabholz.
Nabholz, along with client University of Arkansas and architects Modus Studio, Mackey Mitchell Architects, and Leers Weinzapfel Associates, is currently constructing the nation’s first large-scale mass timber residence hall project. The five-story Stadium Residence Halls will comprise of more than 200,000 square feet and 368 rooms and are expected to be completed before the start of the fall 2019 semester.
Nabholz’ research into cross-laminated timber (CLT) began long before construction started. This building material is new to the United States, so the project team traveled to visit some of the only CLT job sites the country. These sites included one in North Carolina on the Duke Campus, the other at the First Tech Corporate Headquarters in Portland, Oregon.
CLT panels consist of several layers of kiln-dried lumber boards stacked in alternating directions, bonded with structural adhesives, and pressed to form a solid, straight, rectangular panel. Think plywood on steroids.
CLT offers several safety advantages. While at the processing mill, CLT panels are cut to size, including openings for doors, windows openings, utility piping, and ductwork, with state-of-the art CNC (Computer Numerical Controlled) machines. With this many major cuts done offsite, this reduces the chance of accidents on site and speeds up the installation of systems. CLT panels are also exceptionally stiff, strong, and stable, handling load transfer on all sides.
For many, both inside and outside of the construction industry, timber construction equates to a higher fire risk. This is not necessarily true, however. Solid wood and cross-laminated timber performs much better than their stick frame cousins. According to Greenspec®, to understand how efficient CLT is in a fire, it is important to start with the understanding that fire resistance is the ability of a material to confine a fire or to continue to provide a structural function or both. The measure of fire resistance is the time elapsed from the start of the fire up until the point the material fails to function. Typically, resistance is expressed in minutes (e.g. FR 30, 45, 60 or 120). CLT’s fire resistance actually comes from charring.
For CLT, if the face of the timber panel is exposed to temperatures in excess of 752° Fahrenheit from fire, the surface of the timber ignites and burns at a steady rate. As the timber burns, it loses its strength and becomes a black layer of char. The char becomes an insulating layer preventing an excessive rise in temperature within the unburnt core of the panel. This unaffected core continues to function for the period of the fire resistance. To achieve the designed fire resistance period there must be sufficient virgin solid timber remaining behind the char layer to sustain the loads applied. Therefore, each CLT panel within the building must be designed for the fire resistance period and the specific loadings applied to that panel.
Though relatively new to the United States, this building material is frequently used in Europe and Canada. Builders and designers cite several advantages to using cross-laminated timber. First and foremost, the environmental impact of CLT is far less than traditional building materials such as concrete and steel. With responsible forestry management, timber is a sustainable and renewable resource. Cross-laminated timber’s carbon footprint pales in comparison to that of concrete and steel. Also, it is made to order from computer generated models, eliminating waste.
If CLT continues to grow in popularity, it could translate to big economic gains for the state. In Arkansas, timber is a large industry, meaning more CLT buildings could directly profit Arkansans. The University of Arkansas is laying the path for this building material to become more mainstream in the U.S. at potential gain for Arkansans. Just think of this – the 142,000 cubic feet of timber that will be utilized on a massive project like the UA Stadium Drive Residence Hall is grown in Arkansas forests in a matter of hours.
This product offers other benefits specifically to builders. First, it is a familiar material for many craftsmen. It is a “friendly” material, requiring less specialized tools. Second, it makes for a cleaner job. Less concrete means less overages, drips, and over pours. It also requires no welding and there is none of the rusting associated with steel. Third, it makes building faster. Nabholz recently constructed a similarly sized project using traditional materials and it took 18 to 20 weeks to erect the structure. With CLT, Nabholz erected the Stadium Drive Residence Hall’s structure in 12 to 15 weeks. Cross-laminated timber offers some relief for noise pollution, as well. It is quieter to install, and eliminates a lot of the clanging that comes with working with steel.
With obvious benefits to workers, the environment, project owners, and the state’s largest industries, Nabholz has made several investments to ready our team to handle the material. First, Rob Dodd, Nabholz Project Executive traveled to Vancouver, BC with the members of design team, UA housing, and UA School of Architecture to visit a CLT manufacturing facility to better understand how this product is made. This group also visited several projects constructed of CLT. The Nabholz project team traveled to Oregon to observe the largest CLT project in the U.S. during the installation phase (the Stadium Drive Residence Hall project will surpass this as the largest in the U.S. However, there are already other projects in the works that will surpass Stadium Drive).
Nabholz will self-perform the installation of the timber package on the UA Stadium Drive Residence Hall project, and with the experience gained on this project, will look to install timber packages on other projects in the future. Already, Nabholz is constructing another CLT project in Northwest Arkansas along with the Stadium Drive Residence Hall project, the 5th Street Office Renovation in Bentonville. | <urn:uuid:72d3f99d-ef4c-4246-87ee-aef8b199ca25> | CC-MAIN-2022-49 | https://www.armoneyandpolitics.com/nabholz-construction-clt-timber/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711001.28/warc/CC-MAIN-20221205000525-20221205030525-00639.warc.gz | en | 0.940832 | 1,250 | 2.53125 | 3 |
Why Addiction Prevention in the Teen years is SO Important!
by Rose Lockinger
Drug addiction and alcoholism in a sense do not respect age. They do not wait for someone to hit 21 before they strike and the onset of addiction can occur as early as a person begins to drink or use drugs. Often times these diseases become apparent in a person during their teen years and what starts out as innocent fun can, if the person has a predilection towards addiction, becomes a full blown problem before they are even aware there is an issue.
Many times a teen that is suffering from alcoholism or addiction will not truly be aware of the ramifications of their illness. They may think that it is just a normal sign of their age to smoke pot everyday or binge drink with their friends and because of this many fall deeper and deeper into their addiction all under the guise that they are just being teens, and because of this they suffer grave consequences later on in life. But it’s not just consequences later on in life, the reality is that "abusing alcohol takes a toll on your body but not just that there are short term consequences especially in terms of the adolescent brain and the impact that alcohol has on it.
Dealing with teenage addiction has, until recently, always seemed like a losing proposition. This is not because teenagers are not capable of finding recovery from addiction, but because the resources in order to intervene during these formative years were not really available. Many people held the belief that these teens were nothing more then prospective addicts and alcoholics and so there was nothing that could be done until they got worse and eventually hit bottom as adults.
Schools, with their already overtaxed staff and budget deficits were not capable of creating programs that actually worked to help prevent drug addiction, and even if they did have the funding and time there was a limit to how much they can interject themselves into student’s personal matters. Juvenile Treatment centers were based off of models that worked for adults, but did not take into account the specific needs of adolescents and so they were many times ineffective. And by the time many of these teens got to the legal system, a system designed around the idea of punishment rather than rehabilitation, their addiction had progressed to a point where intervention was exceedingly difficult.
Similar to other aspects of addiction and alcoholism, our understanding of teenage addiction has grown over the past 20 years and because of this we have found that prevention among teens is incredibly important. We have also found ways in which prevention can occur and the belief that we just had to wait it out until they become adults has changed into a more proactive approach.
The first line of defense in teenage prevention really rests with the family. This can be problematic at times because alcoholism and addiction affect the family the most and many times it can be hidden in plain sight for all to see, but due to the nature of these diseases they go undetected. A parent dealing with the daily stressors of life and the difficulty of raising a teen can sometimes be totally unaware that their child has started to follow a bad path, but if they know the warning signs to look out for they have a better chance at being able to intercede.
Some of the warning signs that your teen may be abusing drugs or alcohol are:
· A decrease in personal hygiene
· They lock their bedroom door more often
· Trouble in school
· Trouble with the law
· They smell of smoke or other substances
· They begin to associate with different crowds
· They begin to associate with drug music and the drug culture
· Mood changes, above that of a normal teen
· Unusually tired
· Money, or other valuables are missing
Parental involvement, in either the treatment process or in the prevention of abuse, has been proven highly effective in helping teens deal with their addictions. That being said it is still rests on the addict or alcoholic to actually get sober, but having familial support can and does encourage sobriety.
While the actual cause of addiction and alcoholism are still a mystery to us, one of the main exacerbating forces in these diseases is some form of childhood trauma, which causes the addict to use in order to soothe themselves or try to forget. Since this is the case getting teenagers into therapy, so that they can begin to process these issues, is an important part of prevention.
While therapy alone many times does not cause someone to get sober, giving teenagers the ability to learn different coping mechanism for how they handle trauma can result in a shift that leads to recovery. This is because the underlying reasons for continuous abuse are being dealt with and so a teen that has been able to process past traumas does not have to contend with their addiction within a scope of self-medicating. They can begin to do the work necessary to move towards recovery and not have their past drawing them back to a drink or a drug.
One of the most important aspects of recovery for adults is the sense of community that they get from 12 Step programs and treatment. For many teens this same sense of community does not exist and the 12 Step programs they attend are filled with people twice their age. The place where they can obtain a sense of community, their schools, are often times breading grounds for substance abuse and so being without a recovery community it only makes sense that they find it difficult to get sober.
Luckily, those involved in the prevention of teenage drug and alcohol abuse have begun to realize this and they have started to create Recovery High Schools, where kids can be surrounded by other recovered teens, and support groups that are specifically for juveniles. These two things have proven incredibly effective in helping teens dealing with drug addiction and with the release of films like Generation Found there will hopefully be a greater proliferation of programs that create community for teens.
While prevention among teens is not a perfect science, it is incredible important that we attempt to intervene and cut off the cycle of addiction as early as possible. The earlier that a teen is introduced to the ideas behind recovery, the better chance they have at getting sober, and in turn save themselves from years of misery and pain.
Author Rose Lockinger is a passionate member of the recovery community. A rebel who found her cause, she uses blogging and social media to raise the awareness about the disease of addiction. She has visited all over North and South America. Single mom to two beautiful children she has learned parenting is without a doubt the most rewarding job in the world. Currently the Outreach Director at Stodzy Internet Marketing.
You can find me on LinkedIn, Facebook, & Instagram | <urn:uuid:f1e439e9-6021-4dbf-b95b-9551e16197b1> | CC-MAIN-2018-09 | http://www.drug-addiction-support.org/why-addiction-prevention-in-the-teen-years-is-so-important.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812788.42/warc/CC-MAIN-20180219191343-20180219211343-00344.warc.gz | en | 0.975534 | 1,334 | 2.65625 | 3 |
Greenwood Village, CO -- (SBWIRE) -- 04/22/2013 -- LED school lights have become increasingly popular in recent months with many schools starting to see the advantages of installing such products for the purpose of offering children a safer, more eco-friendly school environment. Awareness is being raised at an increasing rate regarding the risks of continuing to use old lighting systems based on hazardous substances such as mercury, which can potentially cause numerous health problems and environmental dangers.
Representatives from ILLUMINEX, one of Denver’s most well-known environmental friendly energy companies, have given long recognized and talked about the dangers of mercury based lighting systems that are present in public school lights.
Accidentally broken bulbs often cause a significant amount of harm with some existing linear fluorescent tubes and CFLs in Public Schools today easily containing up to 20 mg of mercury each. Those who touch the broken items or inhale the mercury vapors released into the air can suffer from health problems that can affect the nervous system. Mercury poisoning is a cause for abnormal brain development in the case of children. It is no wonder then that so many schools have started searching for alternative school lighting sources that can help avoid these types of dangers while also reducing the negative effects of mercury in the environment.
Safe disposal is another one of the main issues that come with fluorescent and CFL lights. Even some of the newest and most advanced CFL lights, as well as the new T8 and T5 fluorescent bulbs contain significant amounts of Mercury. Unavoidable or unintentional release of 20% to 80% of the mercury in discarded bulbs has been suggested by a study for Oak Ridge National Laboratory or recycled bulbs. Also, a study conducted by a waste disposal and recycling center has shown that millions of these types of bulbs end up in landfills, and only about 20% have been recycled.
According to ILLUMINEX, “the safest way to dispose of hazardous waste is not to purchase or use it in the first place.”
As ILLUMINEX representatives clearly state, some of the safest and most efficient alternatives to mercury based school lights are lighting products based on LED technology. LEDs are free of mercury, as well as other toxic chemicals. Another benefit of these lights is their remarkable durability which makes them extremely difficult to break and resistant to vibrations, shocks and various other external impacts.
Promoting safety and eco-friendly technology, ILLUMINEX has expressed their confidence in the fact that LED and induction lights are an excellent choice not only for their long term energy-saving benefits, but that they can be used as quality school lights, being the best option when it comes to protecting students from the dangerous effects of mercury.
One of the country’s leading providers of environmental school lights , ILLUMINEX is seen by many as a top authority when it comes to solutions regarding the use of safe, technologically advanced LED and induction lighting systems.
8400 East Prentice Ave, Suite 1500
Greenwood Village, CO 80111 | <urn:uuid:73b9bddf-6f01-4b50-b8b4-60bcdf25012e> | CC-MAIN-2018-17 | http://www.sbwire.com/press-releases/hazardous-mercury-based-lighting-cause-schools-to-search-for-eco-friendly-school-lights-239641.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125944677.39/warc/CC-MAIN-20180420174802-20180420194802-00000.warc.gz | en | 0.950563 | 615 | 2.546875 | 3 |
Abonmarche was contacted through the Berrien County Road Commission to design and construct this single span structure. The original structure was an earth filled arch requiring special SHPO approvals before it could be removed. The environmental review uncovered an endangered species habitat at the bridge location. Abonmarche worked closely with the MDEQ to ensure the habitat of the endangered bat was not affected by the construction and that the construction phasing did not impact breeding patterns. In the end, the bridge was constructed on a super elevated roadway using prestressed concrete I-beams on concrete abutments. The location of the bridge near a residential area on very poor soils required that auger cast piling be utilized to eliminate potential vibration damage to nearby homes. | <urn:uuid:68f679fd-afbc-4e12-8d7e-f342a502a63b> | CC-MAIN-2014-41 | http://www.abonmarche.com/Project.aspx?id=9 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663467.44/warc/CC-MAIN-20140930004103-00056-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.949994 | 148 | 2.71875 | 3 |
Thinking about starting your own business? What
legal form of business will you choose? An individual can form a business in one of several ways. The four major forms of business ownership are (1) sole proprietorships, (2) partnerships, (3) corporations and (4) limited liability companies. There are numerous issues to evaluate when determining the appropriate legal entity for business operations. While some of the ownership options seem to offer more incentives and fewer drawbacks than others, the company's business plan and overall objectives of the business owner will ultimately be the driving force in the selection process.
For this paper it is my intent to analyze the four primary forms of business ownership. I will examine the advantages and disadvantages associated with sole proprietorships, partnerships, corporations and limited liability companies to include the areas of initial start-up, limitations, risks, and tax concerns.
The sole proprietorship is an organization that is owned, and usually managed, by one person.
Sole proprietorships are currently the most popular business form in the United States today. According to 1997 figures posted by the IRS, sole proprietorships represented 75 percent of the approximate 24 million businesses operating in the United States(Hawkins). Some reasons why an individual might start up a sole proprietorship include the opportunity to be their own boss and set their own hours and the prospect of retaining company profits.
The popularity of sole proprietorships can largely be attributed to their ease of starting and ending the business venture, coupled with the fact that they are generally inexpensive to start. A business license is sometimes required by the state or city prior to initiating a sole proprietorship, other than that there are no special documents needed. If a sole proprietor wishes to terminate their business they need only to pay off their debts and... | <urn:uuid:86815137-d86e-4406-96c5-07a768240fad> | CC-MAIN-2017-13 | http://www.writework.com/essay/selecting-optimal-business-structure-analysis-four-major-f | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188924.7/warc/CC-MAIN-20170322212948-00534-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.961481 | 363 | 2.6875 | 3 |
Pisa isn’t the only Italian city famous for its tower, Bologna is home to some 22 historic and striking towers which characterize its skyline. During the 12th and 13th centuries Bologna had over 180 towers throughout the city, making for an urban skyline that almost resembled modern-day Manhattan.
The towers were built by some of the city’s richest families, both as a symbol of wealth and prestige, and to be used as a defence towers. Today, the remaining towers have become unofficial emblems of the city, and offer tourists a connection to Bologna of the middle ages, when it was known as “la turrita”, meaning “the city with many towers”.
Some of the towers on this list allow visitors to climb up to reveal some of the best panoramic views of Bologna!
The Asinelli Tower was built by the Asinelli family between 1109 – 1119. This tower along with the Garisenda Tower, make up Bologna’s “Two Towers” one of the city’s most iconic landmarks. With a height of 97.2 meters the Asinelli Tower is the tallest tower in Bologna. For €5, visitors willing to climb the 498 steps to the top of the Asinelli Tower will get a fantastic view over the whole city. Students should be careful however, as local superstition suggests that those who climb the tower to the top will never finish their studies!
The Garisenda Tower, which was built directly next to the Asinelli Tower , makes up the second half of Bologna’s iconic “Two Towers”. This second tower was built around the same time as the Asinelli tower, however it is much much smaller (47 metres) and is nicknamed the “leaning tower of Bologna” because of its steep incline. Due to its incline, it is no longer possible to climb the Garisenda tower.
The Prendiparte Tower, also known as Coronata Tower, was built in the 12th century by the Prendiparte family for defense purposes. The towers stands at 60 meters, making it Bologna’s second tallest tower. Thanks to recent restoration works, the 12 floors of the structure are now totally accessible to the public and the tower is one of Bologna’s best preserved historical buildings.
The tower’s most impressive feature however is the large terrace located on the top floor which allows visitors to see one of Bologna’s best views. The tower is now used as a B&B and can be rented out to host events.
The Tower Observatory (La Specola)
Located within the tower of the Palazzo Poggi is one of Bologna’s most interesting museums, the Specola museum. The museum is dedicated to the discoveries of some of Italy’s most famous astronomers, many of whom studied and taught at Bologna University. The observation deck located at the top of the museum offers one of the best panoramic views of the city. | <urn:uuid:72e88f9b-e4c4-4ea8-b0a1-a5cf938283a2> | CC-MAIN-2022-33 | https://wineandtravelitaly.com/how-to-find-the-best-views-of-bologna-climbing-bolognas-towers/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573630.12/warc/CC-MAIN-20220819070211-20220819100211-00484.warc.gz | en | 0.971436 | 667 | 2.84375 | 3 |
Week commencing 28th September
The children have really impressed me this week with their hard work and their attitude to learning. We have done a lot of writing across the curriculum this week, and the vocabulary being used and the types of sentences that the children have been writing has really impressed me. In History, the children wrote an application for the job of priest in the Maya times. They included all of the qualities that somebody would have needed for this role and gave reasons why they thought they should get the job. It would have been very hard for me to decide who should have got the job because the quality was so high! We also did a 'Big Write' in English where the children were given a picture stimulus to write about. Again, this work was of a very high standard and I am loving reading the children's writing at the moment.
In Science, we have been focusing on 'working scientifically' skills with the children as part of our 'Forces' topic. The children have been planning and carrying out their own investigations and we have been trying to promote independence in this. I have been very impressed by the children's understanding and also their resilience to keep trying even when they are finding it tricky. We used Newton meters to measure the amount of gravity acting upon an object and also made our own parachutes to investigate air resistance. The children worked hard and also had fun!
Next week our class assembly will go live on the school website on Friday so make sure that you check that out! | <urn:uuid:6cd90d84-13cc-4a19-aa9c-af4087ad876b> | CC-MAIN-2021-04 | https://www.shenleyprimary.co.uk/week-commencing-28th-september-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703515235.25/warc/CC-MAIN-20210118185230-20210118215230-00335.warc.gz | en | 0.991212 | 304 | 3.0625 | 3 |
There is growing interest among medical scientists in the gene-regulating properties of cannabidiol (CBD), the non-psychoactive plant cannabinoid. CBD reduces brain cancer and breast cancer cell proliferation and metastasis by inhibiting the expression of the ID-1 gene.
Despite the growing investigation on cannabis medicine for a wide variety of conditions, the actual healing power of the plant has barely been tapped. Learn more about the potential implications of cannabinoids for Alzheimer’s disease, neurodegeneration, and more.
The Massachusetts-based company Medicinal Genomics has sequenced the entire genome of Cannabis sativa L. The announcement received much attention. But how will it impact research and public health?
Mounting evidence shows cannabinoids in marijuana slow cancer growth, inhibit formation of new blood cells that feed a tumor, and help manage pain, fatigue, nausea, and other side effects. Cannabinoids “represent a new class of anticancer drugs.”
The misnamed Smart Approaches to Marijuana (SAM) recently produced a “fact sheet” entitled, Everything You Need to Know About CBD, that seeks to justify the continued prohibition of cannabis by misinforming the public about cannabidiol and THC. | <urn:uuid:0d436861-3616-4a92-9e72-aa2a80526e15> | CC-MAIN-2020-24 | https://www.projectcbd.org/tags/cancer?page=4 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347388427.15/warc/CC-MAIN-20200525095005-20200525125005-00245.warc.gz | en | 0.907309 | 251 | 3.03125 | 3 |
In the month of July in 1969, a gigantic rocket was launched into space. It sailed through the darkness away from the Earth, and it carried three people to the moon, a quarter of a million miles away. Two people got out of the spaceship and walked on the moon.
It was amazing. Through the ages, people have looked up at the moon and wondered what it would be like to go there. And finally, we had. People had walked on the moon. It wasn't easy. We had to come up with new ideas, figure out new ways of doing, invent new techniques and build new machines. Thousands of people had to work together to make the trip to the moon happen. And we did. We made it happen.
There was another group of people working together to build a ship, and that was another amazing thing that happened in the month of July in 1969. It wasn't as famous, so perhaps you haven't heard of it.
After all, this ship wasn't a space ship, full of new inventions. It was a sailing ship, built like the sailing ships of old, the kind called a sloop. It had wooden beams, strong ropes, and a towering mast more than 100 feet high.
It didn't go to the moon, a quarter of a million miles away. It sailed the Hudson River, 142 miles from the state capital at Albany down to the great port of New York City , and then back again.
It didn't have thundering rockets or powerful thrusters; it had great white sails—like the wings of gull—that caught the breeze and carried it forward on a whisper of the wind.
The name of this ship was the Clearwater, and she still sails the Hudson River today.
Thousands of people worked together to help build the Clearwater, but she started from the idea of just one man. His name was Pete, and he and his family had lived next to the Hudson River for years and years. When they first moved there, after World War II, trees grew all along the banks. Otters slid down the muddy slopes into the water. Fish swam in the river. Birds nested in those trees. The Hudson was a living river.
But as the years went by, people cut down some of the trees and put up oil tanks. They dumped old cars and made a junk heap right across the river from Pete's house. People built factories up and down the river and dumped chemicals into it. People built homes near the river and dumped their dirty water and their garbage in it. Every year, people kept cutting down more trees and dumping in more filth.
After a while, the water got so dirty that the fish couldn't live there anymore. With the fish gone, the otters didn't have anything to eat. With the trees gone, the birds didn't have anyplace to nest. The Hudson River wasn't a living place anymore. It was barely even alive.
Pete knew this was wrong. He knew the fish and the otters and the birds needed a place to live. He knew the trees shouldn't all be cut down. He knew the river should live. He knew the water should run clear again.
So, he decided to make that happen. He decided to build a ship, like the great sailing ships that had traveled the river 100 years ago, back when it was clean and clear. The ship would show people what had been, and what could be again.
That ship would be the Clearwater.
Pete knew he couldn't build a ship all by himself. It takes a lot of work to build a ship, and it takes more than a dozen people just to sail it. He would need help.
He knew he couldn't clean up the river all by himself, either. The Hudson is a long river; a lot of people live near it. All of them would have to help.
So, Pete went to get help. He asked people. He wrote letters to people. He talked to people. But mostly what Pete did was sing to people.
You see, his full name was Pete Seeger, and he'd been a singer and a songwriter all his life. He sang at concerts, at campouts, at meetings, and at temples and chapels and churches—including at least one Unitarian Universalist one. His mother had been a Unitarian, and Pete joined a Unitarian Universalist congregation in New York City and sang there.
He sang in many places, and his songs were for everyone. Maybe you know some of them?
He wrote: If I had a hammer, I'd hammer in the morning...
And he wrote: Where have all the flowers gone, long time passing...
And a lot more. Maybe you've even sung a few of his songs.
Pete knew that music could bring people together. He knew that the words in the songs could help people see a better world. So Pete wrote songs about the river, about the water and the trees, and about what we would have to do to make the water clear again. He traveled all over, singing these songs.
People came from all over to hear him sing, and in his music, they saw a better world. So they gave money to help build the ship Clearwater; $60,000 was collected from those concerts. Plus, thousands of people sent in membership money for the Hudson River Sloop Restoration group. In July of 1969 (four years after Pete got the idea, and the same month that people walked on the moon), the ship Clearwater was launched into the Hudson River. She slipped into the water, and her sails caught the breeze, flying like a gull on a whisper of wind.
Less than a year later, in April of 1970, the Clearwater sailed down the Hudson River and out into the Atlantic Ocean, down past New Jersey and Delaware and Virginia, and into the Chesapeake Bay and up the Potomac River, right to the capital of the United States: Washington, DC. Clearwater went to Washington for the very first Earth Day, 40 years ago, to help teach people about how to help keep our land clean and our water clear.
Because Clearwater is more than a special ship. She's a special school. More than10,000 people go on board every year—all kinds of people—old people, young people, big kids, little kids—and they learn about fish and crabs and water and bubbles and grass and all the things a living river needs. Some of the teenagers get to help sail the Clearwater to different places. They hoist the sails and tie the ropes and scrub the decks, just like real sailors do. They even spend the night on the ship.
And they often sing songs, just like sailors do, just like Pete Seeger. People are still singing his songs, and the Clearwater is still sailing, up and down the Hudson River, 142 miles from the state capital at Albany down to the great port of New York City, and then back again.
She's done a good job. People have done a good job. The Hudson River's cleaner now than it was, all those years ago when Pete first got the idea to build Clearwater. The sky is cleaner, and the land is cleaner, too. Other rivers are cleaner too. But they're not as clean as they used to be, hundreds of years ago. They're not as clean as they could be. They're not as clean as they ought to be.
That's our job—to make that happen—to make the land clean and the air fresh and the water clear. It may not be easy. We'll have to come up with new ideas, figure out new ways of doing things, invent new techniques, and build new machines. And we'll probably write some new songs. Millions of people will have to work together to make it happen.
And we can do it. After all, we've worked together before to make things happen. We went to the moon! And that was an amazing thing, no doubt about it.
But you know... no one stayed on the moon. They all came home. No one lives on the moon. It has only dry dust and dead rocks. The moon has no air. The moon has no water. The moon has no earth.
We need Earth.
We need Earth to be a living place—our living place—with clean land and fresh air and clear water. Because fish and otters and birds aren't the only ones who live here. We do, too.
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For more information contact email@example.com. | <urn:uuid:3866ce28-f50e-43d5-802d-642c86046cbb> | CC-MAIN-2015-27 | http://www.uua.org/re/tapestry/multigenerational/gather/workshop8/149703.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375098071.98/warc/CC-MAIN-20150627031818-00248-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.985464 | 1,780 | 3.1875 | 3 |
It is your reaction to the speech as it came across to you: what you saw, heard, and felt in the message.
If different individuals give evaluation feedback to the same speaker, will that be different? The answer is yes: each person has a different perspective, state of mind, temperament, and background to feel and perceive the speech.
- It is an opportunity for the speaker to see how a fellow toastie received their speech.
- It is a helpful peer-to-peer support system to improve and learn.
The speaker should appreciate feedback from the evaluator. The evaluator, a fellow toastie, listens to the speech presentation carefully, thinks critically about the project objectives, writes notes, prepares detailed feedback, and sincerely attempts to deliver it constructively.
At a Toastmasters meeting, the speaker avoids interrupting, countering, talking back, or arguing with an evaluator in the middle of the evaluation.
A Toastie genuinely cares for fellow toasties in the group.
At Toastmasters, we encourage every teenager to get on their cutting edge, stretch their comfort zone, and try new ideas. So, an evaluator shares their reaction in a very positive and constructive way. The evaluation could be an opportunity to make friends with a new speaker or sometimes take the speaker in your wings. An evaluator always roots for the success of a fellow toastie making a speech attempt.
Think about it from the speaker’s perspective. Examples:
- Suppose it is an Ice Breaker speech where the speaker stands up for a prepared presentation for the first time. In that case, it is essential not to overwhelm them with too many areas to improve: accentuate the positives a little bit more, maybe to encourage them.
- Suppose you give feedback to an experienced speaker preparing for a competition or a critical school presentation. In that case, the speaker might find detailed insights for improvement more helpful.
Q: What if you disagree with a viewpoint a speaker shares in their speech?
A: Focus on the speaker’s project objectives and how well you think they achieved them. It is an absolute NO-NO to counter the speaker or argue against their take in your evaluation.
Q: Do you have to agree with the speaker’s viewpoint even if you don’t believe in it?
A: As an evaluator, you don’t have to agree or disagree with the speaker’s opinion or message. Look at it from the speaker’s perspective: think of what they did well and where they could improve to achieve their goals.
For example, what if you see a lot of value in social media and the speaker’s message was social media is the worst thing that happened to teenagers? Try to understand what they tried to convey and how well you think they succeeded in developing the statement. Probably okay to mention that your opinion on it was different, but the focus of an evaluation should be on what the speaker did well and where they could improve to develop their intended message.
Q: Do you share what a speaker could have done differently for a more substantial impact/impression on you?
A: Yes. Evaluations are the heart and soul of toastmasters and an incredibly empowering tool for teenagers to grow and develop. Seeing a genuine perspective from a fellow teenager toastie regarding how their message was received and perceived is priceless. Speakers can use it to understand how to improve.
The critical success factor with the role of an evaluator is to ensure the message doesn’t come across as a judgment or a piece of advice. Use the techniques from our one-pager on delivering the message (it is PDF and opens in a new tab when you click here.)
Q: Do you share what came across effectively from the speech?
A: Yes. An evaluation isn’t just a fault-finding mission; it should also include positives from the speech.
- Review the project objectives before the speech.
- Write down notes while listening to the speech.
- Focus on the project objectives while putting your thoughts together. Each project targets a specific area, for example, organizing your message, using descriptive language, vocal variety, body language, visual aids, persuading your audience, etc.
- Smile and address the speaker using their name.
- Make your feedback specific – pull in particular instances and details from the speech and use that when you give an evaluation. The speaker can understand and relate to your feedback when you do that.
Read and take the printed copy of our PDF note on evaluations to the meeting. Click here to download. It opens in a new tab. | <urn:uuid:1ea1f648-019d-4869-9b5c-eaaf9edc2de5> | CC-MAIN-2023-23 | https://www.toastmasters-lightning.org/credible-constructive-feedback-art-of-evaluations/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648850.88/warc/CC-MAIN-20230602172755-20230602202755-00614.warc.gz | en | 0.94689 | 957 | 2.828125 | 3 |
What is lumbosacral radiculopathy?
Some people have pain, numbness and tingling that may travel into the buttock, leg and into the foot. This can occur when one or more nerves that go from the spine to the leg get pinched or damaged. People sometimes refer to this as having a “sciatica”. Rather than being an actual problem with the sciatic nerve, it is a compression of a nerve in your back (spine).
What are the symptoms?
- Aching or shooting pain travelling into the leg and foot.
- Pins, needles, tingling or numbness in parts of the leg and foot.
- Weakness with certain activities.
- Symptoms can be worsened with coughing, sneezing, or straining.
What causes radiculopathy?
Disc herniation: Rubbery discs sit in between each of the vertebrae (spine bones) to add cushion and allow movement. The discs have a tough outer shell and jelly-like center. The discs can break open and bulge out, causing them to press on or irritate nearby nerves. (A disc that breaks open and bulges is called a “herniated disc.”)
Lumbar spondylosis: Wear and tear changes in the spine can form bumps called bone spurs, which press on nearby nerves. (Often called “spinal stenosis” where the space for the nerve is narrowed)
Sometimes these come on suddenly after heavy lifting. Jobs or activities with repetitive spine flexion predispose to disc herniation. Sometimes there is no specific event that can be identified as causing this.
What tests will I need?
Imaging tests – like an MRI, or CT scans, create pictures of the inside of the body. These imaging tests can show problems with the spine like those described above. These tests are ordered when your doctor thinks you may benefit from injections or surgery.
Electromyography (also called “EMG”) – is a test that checks how the nerves are working. It is used to find nerve damage from lumbosacral radiculopathy as well as other nerve problems that can affect the leg.
How is radiculopathy treated?
In 60% of cases, the radiculopathy goes away as the nerves heal. For most people this lasts anywhere from 3 – 6 months. When people do get treatment, it can include:
Pain medicines that you can get without a prescription like ibuprofen or acetominophen (If these do not work, stronger prescription pain medicines are available like opiate or nerve pain medicines.)
Powerful anti-inflammation drugs called corticosteroids are occasionally presribed for short periods of time to reduce nerve inflammation and give pain relief.
Physical therapy can be helpful to review spine biomechanics (movement patterns), spinal extension exercises, nerve gliding exercises, and occasionally traction.
Sometimes surgery is needed to relieve the pain and prevent further neurological damage. Surgery can be indicated for very severe pain where a person can’t function. Progressive neurological damage with weakness can indicate that surgery is necessary. Bowel/Bladder nerve involvement is a relative emergency and usually necessitates surgery.
How quickly will I recover?
The symptoms usually improve in a few weeks but pain may last up to 3 – 6 months. In some cases numbness and weakness may take longer and sometimes never fully recover.
How serious is this to my health?
Radiculopathy is not a life threatening condition and can improve over time. Cauda Equina Syndrome however, is a serious condition that happens when the nerve roots to the bowel, bladder, genitalia are compressed.
When this happens a doctor can usually detect it by examining you. A person with cauda equina can have difficulty voiding (peeing), bladder incontinence (accidents), severe constipation, or numbness/tingling/burning around the anus, penis, vagina (the “saddle region”), and erectile dysfunction in men.
If the following symptoms occur please see your GP/ emergency urgently: Progressive weakness, very severe pain, “saddle symptoms”, or bowel/bladder changes.
What will surgery do?
Surgery will cut out part of the disc or bone so it is not pushing on the nerve. This is done to relieve pain in the leg, or relieve pressure from the cauda equina if it is being pinched (cauda equina syndrome). Even after successful surgery you may still be left with weakness or numbness if the nerve is already damaged.
What should I do while I’m waiting for my lumbosacral radiculopathy to get better?
- Avoid spine flexion activities (click here for instructions)
- Spine extension exercises (hyperlink)
- Nerve flossing (hyperlink)
- Epidural steroids (hyperlink)
- Pain medications
Avoid heavy lifting. We also recommend that you avoid chiropractic manipulation while a nerve is being pinched in your back causing pain. Try to avoid activities that cause pain to travel down the leg. When the pain is gone you can slowly go back to normal activities and exercise | <urn:uuid:72a52a66-9c60-43fa-a42a-66f7f53efc3b> | CC-MAIN-2021-39 | https://davydhooper.com/nerve-and-muscle-diseases/lumbosacral-radiculopathy-also-known-as-sciatica/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056572.96/warc/CC-MAIN-20210918184640-20210918214640-00427.warc.gz | en | 0.919751 | 1,096 | 2.6875 | 3 |
Minseitō, English Democratic Party, or Progressive Party, prominent pre-World War II Japanese political party that first came to power in 1929 and then vied with the more conservative Rikken Seiyūkai (q.v.; “Friends of Constitutional Government”) for Cabinet control during the next 11 years.
Formed in 1927 by the merger of the former Kenseikai (“Constitutional Association”) and a minor party, the Minseitō attempted to improve Japan’s relations with the West and to lessen military control over the government. A centrist party, the Minseitō was controlled by politicians willing to deal with government bureaucrats for patronage and with business interests to gain funds.
In 1940 the government forced the Minseitō and the Rikken Seiyūkai to merge with the government-controlled Taisei Yokusankai (“Imperial Rule Assistance Association”). After 1945 a new Democratic Party was formed, which included many former Minseitō members. | <urn:uuid:ebca5fb2-304b-4531-bbf6-83f33d11f995> | CC-MAIN-2018-43 | https://www.britannica.com/topic/Minseito | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583515539.93/warc/CC-MAIN-20181022201445-20181022222945-00356.warc.gz | en | 0.92961 | 212 | 3.375 | 3 |
the effect of environmental degradation on property values in Ikom Urban
Background to the Study
Generally, speaking problems with environmental degradation are often linked with process of development and therefore have effects on local, regional, as well as global levels. These effects which are the result of human activities have devastating consequences on the environment and so are harmful on human beings, animals and plants and can be passed on to future generations. (Acho, 1998; Danish International Development Agency, 2000; Kjellstrom and Mercado, 2008). In the face of global economic recession environmental degradation poses a great challenge to sustainable development. There are many problems, challenges and opportunities associated with living in the environment today. The earth and its treasure base, is experiencing a siege from all aspects of human endeavours ranging from misuse, abuse and degradation of the environment that have become so easily spotted and there are disruptions every day and almost everywhere. Cultures, economic activities, cultural behaviours and livelihood practices are changing and changing fast as a consequence of the realization that when people have power to extract resources around them for a more fulfilling life, they sometimes unleashed such power with a sense of desperation to solve the increasing and mounting problems of survival and progressive improvement and this leads to environmental degradation. Thus, the desperate quest for self, family or organisational improvement is no longer a future threat but real threat for the future. To look up to the future with optimism, depends to some reasonable extent on how we are able to set the stage for tackling environmental degradation problems of today. This requires an intelligent and well co-ordinated balance has to be maintained between integrated socio-economic development on the one hand, and lifelong preservation of human life and natural resources of mother earth on the other. Human beings are an end in themselves while every other thing is seconded to it without compromising the integrity and sanctity of the human species on earth. It is worth mentioning here that whenever there is an exhibited mismatch between human production systems and practices, and specific attributes of the resource base of the environment, a reversal of such inhibiting mismatch becomes imperative for the restoration of ecological balance. Over the years colonial, military, as well as civilian administrations in Nigeria have not given the required attention needed to environmental issues. As a result of the afore-mentioned environmental resources and their harmonious relations with nature have suffered dire consequences for decades and this remains one of the most intricate problems in Nigeria. Examples of these environmental hazards which have suffered neglect include the gully erosion in the east, the seemingly devastating effect of solid mineral mining on the plateau and the encroaching of desertification in the north to mention a few. The effect of this neglect can be further seen in the Niger delta geopolitical zone of Nigeria where gas flaring and oil spillage in the Niger Delta has wrecked tremendous damage on eco system, health and livelihood of the people. Thus, exploitation of finite and renewable resources of the environment which was meant for sustained economic growth and development has turned out to be a curse. At inception intense exploration, exploitation and consumption of these resources were effectively contained within the carrying capacity of the environment and its renewable potential. However, with passage of time, teeming population, sophisticated technical progress and their overall impact and pressure on the environment, a rethink began to emerge. The challenge in the contemporary situation remained that of a clear need for regulated control of the living environment based on principles of sustainability. It has become evident that the paradigm shift from sustained development to sustainable development in the light of global environmental concerns becomes an imperative. The pressure of demands made on living and finite resources has risen to a height where the former development styles, processes and their products are now inappropriate and incapable of coping with long-term human demands. Essentially therefore, sustainable development has become the enigma for our common future. Pressure placed on the carrying capacity of the earth and its resources is reaching an alarming proportion and now at the front burner of development and environmental issues. In Nigeria for instance, there is both cultural diversity and ecological diversity. With about 250 distinct ethnic nationalities, the ecosystems range from the southern mangrove swamps, rainforests to savannah woodlands, and semi-arid Sahel regions in the north. The country is characterized by varied landscape, climate, soil, vegetation and regional dichotomies. Indeed the country can be studied as a paradigm of the paradox of development in Africa. There is rapid depletion of and degradation of the ozone layer, soil resources, as well as air and water pollution, amongst others in the world. Pollution and deforestation, soil erosion, oil spills, toxic dung and uncontrolled human activities make the environmental situation a grave one. These environmental problems are products of development activities.
This means that the ecology and economy are co-present challenges of our time. This can be seen in the drastic fall in food output as a result of soil infertility, gully erosion which is rampant in present times. The aforementioned problems threaten human existence, and life expectancy rate in Nigeria on a daily basis. This paper therefore aimed at examining the nexus between environmental degradation and sustainable economic development of Nigeria. The paper examined the impact of environmental degradation on economic development of Nigeria. To achieve this purpose, the paper has been structured into six sections with the introduction as section one. Section two dealt with conceptual issues on environmental degradation and economic development. Section three briefly looked at the situation in Nigeria. The section four discussed the impact of environmental degradation on the Nigerian economy. The section five dealt with policy recommendations and section six is the summary and conclusion.
The aim of this study is to evaluate the effect of environmental degradation on property values in Ikom Urban
In order to comprehend the issues relating to environmental degradation on property values, this research laid three questions as follows.
Does environmental degradation has any effect on property values in Nigeria>
Table of Contents | <urn:uuid:646bfe26-2599-460d-aae0-3991032ec149> | CC-MAIN-2020-50 | https://schoolprojecttopics.com.ng/the-effect-of-environmental-degradation-on-property-values/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141195656.78/warc/CC-MAIN-20201128125557-20201128155557-00531.warc.gz | en | 0.949404 | 1,173 | 2.765625 | 3 |
Saʿd od-Dīn Maḥmūd Shabestarī, (born c. 1250, Shabestar, near Tabrīz, Iran—died c. 1320, Tabrīz), Persian mystic whose poetic work Golshan-e rāz (The Mystic Rose Garden) became a classic document of Ṣūfism (Islāmic mysticism).
The details of Shabestarī’s life are obscure; apparently he spent most of it in Tabrīz. He grew up in an age of spiritual confusion, following the Mongol invasion of Iran, the sack of Baghdad, and the final fall of the ʿAbbāsid caliphate (1258) to the Mongols. Tabrīz was a capital of the new Mongol empire, and Shabestarī’s life was clearly influenced by fierce doctrinal disputes and by a struggle between Christianity and Islām for the allegiance of the Mongol rulers. His work shows a clear acquaintance with Christian doctrines, probably as a result of these disputes. In order to come to terms with the distressed status of a Muslim under heathen rule, he, like many of his contemporaries, withdrew from the outer world and sought refuge in spirituality and mysticism.
Shabestarī’s Golshan-e rāz, written in 1311 or possibly 1317, is a poetical expression of his retreat from the temporal world. It consists of questions and answers about mystical doctrines. The work was introduced into Europe in about 1700; it soon became popular and was translated into German in 1821. European readers often regarded it as the major work of Ṣūfism, and it enjoyed a vogue among Christian followers of mystical theology who shunned ritualism and sought transcendental union with the Divine Being. | <urn:uuid:f73b42ce-7245-4ca1-b6cd-724a68e9017e> | CC-MAIN-2019-09 | https://www.britannica.com/biography/Sad-od-Din-Mahmud-Shabestari | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247494449.56/warc/CC-MAIN-20190220044622-20190220070622-00120.warc.gz | en | 0.967841 | 389 | 3.078125 | 3 |
[erlang-questions] The way of accessing record's attributes.
Richard A. O'Keefe
Wed Nov 9 02:13:59 CET 2016
> On Tue, Nov 08, 2016 at 04:21:59PM +0100, Alex Feng wrote:
>> Thank you all for the detailed explanation, I guess I was trying to use
>> "C/C++" way of thinking to understand <record>.
For what it's worth, you may have noticed that a lot of structs
in the UNIX api have prefixes on their fields, e.g.,
tm_sec, tm_min, tm_hour, or st_dev, st_ino, st_mode, ...
The reason is simple: there was a time before C got typed
pointers (indeed, when it just barely had types at all),
so the prefixes were necessary for disambiguation in the very
The "C way of thinking" hasn't always been the same.
More information about the erlang-questions | <urn:uuid:e36ce620-671f-43cc-aa21-46ac981f67b1> | CC-MAIN-2020-34 | https://erlang.org/pipermail/erlang-questions/2016-November/090799.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739177.25/warc/CC-MAIN-20200814040920-20200814070920-00444.warc.gz | en | 0.940899 | 221 | 2.75 | 3 |
Food and Farming
No economic sector is more socially and environmentally destructive than the current global food system, which relies on corporate monopolies and industrial agriculture. But famers are reclaiming the role of food as a powerful way to bring people together.
Farmers and food justice advocates are transforming the status quo with sustainable food systems and regenerative farming practices. These incredibly dynamic solutions are changing how we eat — serving as community-oriented, healthy and delicious ways to manage food production from seed to shelf.
“We’re facing the sixth major extinction on the planet, so we feel a very strong imperative to engage as many of our fellow members of our species to do what they can on whatever little patch of paradise that they manage, to learn to work with nature, to not use toxins, to build up the ecology, to build up the whole community of natural enemies – the predators, parasites, pathogens, and antagonists – and grow stuff, sequester carbon into the soil, pull the carbon dioxide out of the air where it’s a pollutant and fix it into the life forms in the soil. That’s what sustains us on the planet.”
Check out these great partner organizations:
Center for Food Safety works to protect our food, our farms, and our environment.
The Marin Carbon Project seeks to enhance carbon sequestration in rangeland, agricultural, and forest soils through applied research, demonstration and implementation in Marin County. | <urn:uuid:56e84aeb-8f26-4822-8094-8b26a65cb981> | CC-MAIN-2021-04 | https://bioneers.org/category/food-and-farming/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00089.warc.gz | en | 0.9153 | 297 | 2.96875 | 3 |
Uber has signed a partnership with Nasa to collaborate in the development of its UAV taxi service. The company hopes to test it by 2020. The U. S. Space Agency will work on a system to regulate the traffic of these autonomous spacecraft.
Uber hopes to conquer the airways as he did on earth with his VTC service. To do this, the company is working on a project of vertical take-off and landing drones that will be able to transport passengers on short urban routes. At this week’s Web Summit in Lisbon, Portugal, the company announced that it has signed an agreement with NASA to move the project forward.
According to the American channel CNBC, which relayed the information, Uber signed a Space Act Agreement with the space agency for the development of a low-level autonomous aircraft traffic management system. According to the document published by Nasa, which we consulted, the agreement for an amount of $376,000 (approximately’ 323,000 at the current rate) was signed in January 2017 and will expire in January 2022.
Uber wants flying taxis for the 2028 Los Angeles Olympics
No specific details are given as to the work that NASA will do and how Uber will use it for its service called UberAir (formerly Uber Elevate). But we know that the U. S. Space Agency has been working on this technology and testing it with UAVs since last year. The main idea of the concept is to create geo-recorded air corridors to distribute the different types of drones: leisure, delivery, taxis…
The stated objective is to make the UberAir service operational before the 2028 Olympic Games in Los Angeles. The company is targeting an initial fare for a race that is only slightly higher than a UberX car ride. The first trials are scheduled to start in 2020 in several major cities: Los Angeles and Dallas in the United States and Dubai in the United Arab Emirates.
Uber’s working on a drone taxi concept.
The Uber driver-assisted transport vehicle service revealed that he was working on a vertical take-off and landing UAV project that could carry passengers on short urban routes. Surprisingly, the idea is not new.
Ten years from now, when you draw your smartphone to order a Uber, it may not arrive by road, but by air! The service of transport vehicle with driver (VTC) has just revealed that he was working on the idea of an autonomous UAV with vertical take-off and landing. | <urn:uuid:1d746088-8e58-4c0e-ad2b-9227bcc3c35d> | CC-MAIN-2022-49 | http://www.fibrecity.eu/uber-allies-with-nasa-for-taxi-drones/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710662.60/warc/CC-MAIN-20221128203656-20221128233656-00056.warc.gz | en | 0.971316 | 501 | 2.5625 | 3 |
20¢ Knoxville World’s Fair
Issue Date: April 29, 1982
City: Knoxville, TN
Printed By: Bureau of Engraving and Printing
Printing Method: Photogravure
This series of four commemorates the 1982 fair and its theme, "Energy." Each one of the stamps represents an important energy source: solar, synthetic fuel, nuclear breeder reactor and fossil fuel.
Knoxville World’s Fair
The 1982 World’s Fair was held in Knoxville, Tennessee. More than 11 million visitors passed through its gates, which made it one of the most popular world’s fairs in U.S. history.
The theme of the fair was “Energy Turns the World.” In his presidential proclamation, President Jimmy Carter invited the nations of the world to “think anew of man’s relationship with the pervasive force of energy which fundamentally shapes the choices people have as to the endurance and enjoyment of life itself.” Exhibitors were urged to explore new technologies to conserve energy, to harness long-lasting and renewable sources, and to carry on the search for new sources of energy. | <urn:uuid:103f1fea-3a82-4d27-a495-654c6b35cd46> | CC-MAIN-2019-26 | https://www.mysticstamp.com/Products/United-States/2006-09/USA/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998943.53/warc/CC-MAIN-20190619083757-20190619105757-00208.warc.gz | en | 0.941015 | 242 | 2.9375 | 3 |
Food labels: what they mean
Food labels: What they mean
We're always encouraged to read food labels carefully to make sure we know what we're buying or consuming, but it's not always easy to understand exactly what all the information on those labels actually means…
What the labels say and what they mean
Many foods have Reference Intake or RI tables (formerly known as GDA or NRV) on the front of their packaging to make it easier for you to find the information you need to know about your foods.
The RI information is in a prominent position on the top of food packaging and includes the percentage value of each product in relation to an adult's daily guideline amounts of calories, sugar, fat, sugar, saturates and salt.
To help next time you're studying the labels, we've included a brief guide to some of the terms and symbols you might find on food packaging.
Allergies and "may contain..." labels
If a pre-packed item contains any of the 14 allergy-causing foods (including nuts, dairy items and even celery), food items from all EU countries must draw attention to this on the label.
You may also see labels saying 'may contain nuts' or 'may contain seeds'. This means that although nuts or seeds aren't intentionally included in the food, there's a chance that small amounts may appear during processing and therefore should be avoided if you have a nut or seed allergy.
Wheat and some other cereals contain a protein called gluten, which some people have an intolerance to (this is also known as coeliac disease). Legally, manufacturers don't have to state on the label how much gluten is in the food, but there are controls on the type of phrases used to show whether they are suitable for people with gluten intolerance.
Foods made from substitute ingredients such as rice or maize which naturally don't contain gluten, or free from wheat that has nearly all the gluten removed, will be labelled as "gluten free" or "very low gluten", depending on the gluten level in the food.
"Light" (or "lite")
If a product is described as "light" or "lite", it must be at least 30% lower than standard products in a minimum of one typical value (e.g. 30 per cent less calories or 30 per cent less fat).
Sometimes the "light" or "lite" version of one brand may contain the same amount of fat or calories as the standard version of another brand. Make sure you're in the know simply by checking the values tables on the packaging. For example, Benecol® Light Yogurt Drink has 30 per cent less calories than Benecol® Original Yogurt Drink.
No added sugar or unsweetened
"No added sugar" means that a food hasn't had sugar added to it as an ingredient. "Unsweetened" usually means that no sugar or sweetener has been added to make a food taste sweet.
It's worth knowing that some foods such as milk and fruit may not have added sugar or sweeteners, but they still taste sweet because of the naturally occurring sugars. These natural sugars are healthy – it's foods containing added refined sugars that the Food Standards Agency recommend we reduce.
Polyunsaturates and monounsaturates?
It's widely agreed that using polyunsaturates or monounsaturates instead of saturated fat is good for us, not least because they've been proven to help lower cholesterol levels and help reduce the risk of heart disease. Monounsaturates can be found in olive oil, flaxseed oil and rapeseed oil. Polyunsaturates occur in sunflower oil, corn oil and soya oil.
Oils that are labelled as vegetable oil or blended vegetable oils are also fairly low in saturated fat. Don't forget that even if the oil isn't saturated it's still important to keep an eye on how much fat you eat.
Lactose is a natural sugar found in milk that some people can't digest. There are varying degrees of lactose intolerance and some people will be more affected than others.
Reduced-lactose and lactose-free dairy products are stocked in many supermarkets and health food shops. The majority of soya, rice and oat drinks are labelled 'lactose free' because these don't contain any lactose naturally. | <urn:uuid:0af8eda8-be71-4155-baf9-2253de8c0313> | CC-MAIN-2017-47 | https://www.benecol.co.uk/tips-n-tools/healthy-body/food-labels-what-they-mean | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00379.warc.gz | en | 0.961859 | 897 | 3.328125 | 3 |
Now that Christmas is over, it’s that time of year again when we start to think of the year ahead. Maybe there are changes we could make to improve our lives and the lives of those around us? Here are a few tips on resolutions that will certainly improve your life and the environment you live in, unlike giving up chocolate for good, they are realistic enough to be able to stick to!
Join NI Water’s ‘Refillution’ campaign
In June 2019, NI Water launched its Refillution campaign, making a firm commitment to tackling the problems caused by plastic bottles which block up our rivers and drains, and pollute our seas.
Angela Halpenny, Northern Ireland Water Head of Environmental Regulation says,
“The water industry has a strong focus on the environment and we are committed to tackling the problems caused by plastic bottles which block up our rivers and drains, and pollute our seas. By switching to a reusable bottle, people can help turn the tide in helping to reduce plastic waste.”
Northern Ireland uses 145 million single use plastic bottles every year. Across the UK, 7.7 billion plastic water bottles are used each year, with the average person now using 150 plastic water bottles every year – that’s more than 3 a week. Many are discarded, and end up polluting our rivers and seas. Staggeringly if just 1 in 10 refilled just once a week, we would save around 340 million plastic bottles a year.
Drink More Water
Drinking a little more water every day really can have positive results. Water helps to increase concentration and improve memory. It also reduces the risk of cramps and tiredness, helps with healthy skin, bones, hair and nails as well as providing extra energy. Water is a basic nutrient of the body and is essential for survival. It is essential to keep your body well hydrated, flush toxins from your system whilst retaining vital vitamins and minerals. Water forms a major part of our blood (approximately 82%), lubricates joints, eyes, aids digestion and helps you look better by keeping skin smooth.
Dymphna Gallagher, Northern Ireland Water Head of Drinking Water Regulations says, “We take thousands of samples of water for testing every week, to ensure our tap water is clean and safe. Our drinking water is fresh and pure and we want everyone to benefit from it. Tap water is sugar and fat free and contains no calories. The advice from the Public Health Agency (PHA) is that we should drink 6-8 glasses a day to stay healthy and hydrated.”
Protect the Environment
Figures from a Marine Litter report (2018), conducted by Keep Northern Ireland Beautiful, have revealed that 78% of litter collected on Northern Ireland’s beaches was plastic. Plastic is one of the few materials which never degrades completely in the natural environment; instead it breaks down into smaller pieces over a very long period of time.
So how can you help to reduce single use plastic bottles, keep yourself healthy by drinking more water and protect the environment?
Take the Pledge and Join NI Water’s ‘Refillution’ campaign
· Always refill from the tap
· Always use a reusable bottle
· Remember to carry a reusable bottle with you
· Tell your friends about #Refillution
· Share your involvement on social media using the hashtags #Jointherefillution #Refillution @JoinRefillution @niwnews
With our world class drinking water, staying hydrated and reducing plastic waste is a win-win for everyone.
For more information about the campaign visit https://www.niwater.com/refillution/ | <urn:uuid:d997a697-e6d4-431a-a029-42a2e133207e> | CC-MAIN-2022-33 | https://irishbusinessfocus.ie/environment/new-years-resolutions-for-2020-join-ni-waters-refillution/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570767.11/warc/CC-MAIN-20220808061828-20220808091828-00335.warc.gz | en | 0.943523 | 756 | 2.671875 | 3 |
I recently had cause to visit Barcelona and took the opportunity to survey its new bicycle infrastructure, which it has been creating at a fast rate in recent years and is not yet on OpenStreetMap.
I was amazed at what it appears to have achieved in a short space of time, at relatively little cost.
Light segregation achieved quickly
Barcelona has created a significant cycle network, along main roads that are otherwise heavy with traffic, by introducing light segregation, quickly.
Light segregation is where a path is created by dedicating a section of a road for cycling, but not by using cheap white paint or by extensive asphalt kerbing that need a lot more money, but instead by using blocks, poles or ‘Armadillos’. These can be added cheaply and quickly. By providing this protection from traffic, more people are given the choice to cycle very quickly and, in time, this segregation can be turned into more physical barriers that give additional protection from traffic. The degree of light segregation is a clear indication of a cycling culture emerging: it was very encouraging to see Bakfiets-style bikes in Barcelona.
Cycleways through the city
Key streets – long stretches, not isolated sections – had been altered to give a lane over to a cycle track, usually one-way tracks.
Two key cycleways (shown on the map in blue) run for two miles through the dense blocks running past the University area. They have transformed cycling conditions here, with light segregation and crossings at every junction.
At the junction points, the lane was marked all the way through, sometimes in red. Many of the junctions had an orange light just before the crossing, allowing cyclists to proceed if the pedestrian crossing and subsequent intersection were clear, which made a big difference to journey times and ease of cycling.
One or two junctions had a ‘protected intersection’-style layout, very common in the Netherlands and also being tried in various US cities. The concept is that the actual crossing point over a wide junction is minimised, and people cycling cross at right-angles to traffic.
On busier roads, two-way tracks have been used. For instance, Parallel, which has several lanes of busy traffic, has a 3m-wide cycle track in the middle, running its entire length of a mile and a half.
This seems to have been created by making a much smaller central reservation and making the car lanes slightly narrower. Despite this proximity to traffic, it did seem to work, and all the crossing points enabled you to get to it relatively easily.
I wouldn’t call this international best practice, and I wouldn’t like to see it on Cambridge’s nearest equivalent road, Newmarket Road (where proper Dutch infrastructure is entirely achievable), but it does show what can be done, quickly and cheaply, to achieve segregated infrastructure.
I even found what the Dutch would call a ‘bicycle street’ – a street where motor vehicles are permitted but are guests, with the main users being people cycling and walking.
Bicing public bicycle rental
Barcelona was one of the first cities to introduce a modern-day public bicycle hire system, called Bicing, in 2007. Like London, the first half hour is free, and beyond two hours users are heavily penalised. The bikes don’t have the same very solid and hefty appearance of the London cycle hire scheme’s bikes, but seem sufficiently robust.
So I was keen to give this a try. Unfortunately, as I discovered, the Bicing system is not available to tourists (apparently owing to lobbying from local cycle hire shops) – Bicing member cards are only posted to Catalonian addresses. So I found a hire shop instead.
The widespread presence of people cycling with the bikes seemed to add to the sense of a cycling culture emerging around the city. I saw a lot of people using the bikes, which are plentiful, with over 6,000 bikes available at 420 stations. There are also a small number of electric bike stations as part of the scheme.
Go to www.opencyclemap.org and search for Barcelona, to get a sense of the continuity of cycleways in Barcelona.
You can see hundreds of photos on the CycleStreets Photomap www.cyclestreets.net/photomap/tags/barcelona/
My experience of cycle paths in the middle of the road is here cycle.st/p81704.
2014 photo review of Barcelona’s cycle infrastructure for Cycling UK www.cyclinguk.org/blog/robinlovelace/barcelona-bike-campaigners-guide | <urn:uuid:d27246d2-97b5-489e-8a5a-a97aff026adb> | CC-MAIN-2021-10 | https://www.camcycle.org.uk/magazine/newsletter127/article15/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178376206.84/warc/CC-MAIN-20210307074942-20210307104942-00035.warc.gz | en | 0.962181 | 956 | 2.671875 | 3 |
Dogs have also been shown to have numerical abilities, another skill previously thought to exist only in humans.
Any dog owner will tell you how smart they think their dog is. What we usually think of as smartness in dogs is measured or observed in their external behaviour. Being able to respond to commands, for example, or remember the location of a hidden toy.
Scientists have long wondered whether what underlies “smart” behaviour in animals is cognitive processes – in other words, thinking, an expression of some kind of intelligence. Researchers started by studying non-human primates and have since demonstrated remarkable cognitive abilities in other mammals, including dogs. They have shown that dogs have significant capacity to remember associations between commands, situations and behaviour. Recent research even showed that dogs can actually remember specific events, just like humans and other primates can.
In the early 2000s, a series of studies began to show unequivocally that dogs have sophisticated abstract abilities. For example, they can follow pointing gestures, something that was previously thought to be a uniquely human capacity. A later study showed that dogs could do this even though chimpanzees, often thought of as one of the smartest animals, can’t.
Dogs have also been shown to have numerical abilities, another skill previously thought to exist only in humans. A 2002 study investigated the ability of 11 pet dogs to count by performing simple calculations in front of them using treats. The researcher would place a number of treats behind a screen one by one and then reveal how many there were in total. But sometimes the experimenter would manipulate the outcome so that the total of treats revealed at the end wasn’t the same number the dog had seen placed there. For example 1+1=3 instead of 1+1=2.
The dogs spent significantly longer looking at the outcome of the manipulated calculations, as if the answer was not what they had been expecting. This suggested that not only did the dogs anticipate the results of the calculations, but also that they held representations of numbers in their memory.
In November 2016, a new study showed dogs’ memory may be even more sophisticated than this. Researchers from Hungary demonstrated that dogs have a type of memory known in psychological jargon as “episodic memory”. This is the ability to remember specific events from the past rather than just the relationship between two things (associative memory). This has been previously only be shown to exist in humans and other primates.
Evidence that non-human animals have some form of episodic memory is difficult to obtain because you can’t ask animals what they remember. So in the recent study, a group of dogs were trained to repeat an action demonstrated by a human trainer. For example, if the model jumped in the air and gave the dog the command “Do it!”, the dog was supposed to reproduce the same action as observed. And they did.
More than association
Further experiments showed that the dogs remembered the actions even when they were not expecting to be rewarded for the “imitation”. The animals were not simply learning to memorise associations between an action performed by an actor and their behavioural response because they wanted to be rewarded. This was the first time, as far as we can tell, that animals other than primates have been shown to remember events.
Exactly how long dogs can remember things for, however, is not clear. We don’t have evidence that dogs can remember events months or even days after they have happened, like humans can. One recent study that compared the memory capabilities of 25 different animals even suggested that dogs’ short-term memory for information was limited to just a couple of minutes.
Still, this was much better than the average time for all the animals in the study, which was just 27 seconds. Chimpanzees had a short-term memory of just 20 seconds. Compared to most animals, dogs do seem to have a particular knack for remembering things. So perhaps dog owners are right to swear by their pets’ intelligence. | <urn:uuid:1d29970f-da10-4493-a2d3-58a982072d5c> | CC-MAIN-2018-47 | https://gosouth.co.za/dog-better-memory-chimpanzee/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039747369.90/warc/CC-MAIN-20181121072501-20181121094501-00410.warc.gz | en | 0.980546 | 819 | 3.359375 | 3 |
Date: 23 November 2020
Time: 8 a.m. to 9:30 a.m. EST
The world has come to recognize that investing in early childhood development (ECD) is paramount for individual, national and global prosperity. In 2015, early childhood development was included in the Sustainable Development Goals under Goal 4 (Target 4.2), reaffirming its centrality in the global development agenda.
This UNICEF and the Nurturing Care for Early Childhood Development Metrics Joint Technical Working Group of the Countdown to 2030 virtual event launched the 2020 Countdown Country Profiles for ECD, as well as a new measure of young children’s developmental outcomes for SDG monitoring, the Early Childhood Development Index 2030 (ECDI2030).
The event convened a panel of experts and country representatives to discuss the current state of knowledge on ECD and rally partners around investing in strengthening the availability, quality and strategic use of data on ECD to support country and cross-country action and monitoring.
Moderator: Mark Hereward, Associate Director, Data and Analytics Section, UNICEF
- Omar Abdi, Deputy Executive Director, UNICEF
- Linda Richter, Distinguished Professor, University of the Witwatersrand, South Africa
- Cesar Victora, Emeritus Professor, Federal University of Pelotas, Brazil
- Ghassan Issa, General Coordinator, Arab Network for ECD, Arab Resource Collective
- Claudia Cappa, Senior Adviser Statistics and Monitoring, Data and Analytics Section, UNICEF
- Tonatiuh Barrientos, Director of the Center for Population Health Research, National Institute of Public Health, Mexico
- Felix Phiri, Director of the National Nutrition Body, Malawi
- Anshu Banerjee, Director, Department of Maternal, Newborn, Child and Adolescent Health and Ageing, World Health Organization
The Countdown Country Profiles give a clear picture of the situation of ECD by country and as such, are an important step toward establishing a global monitoring and accountability system on this topic. The profiles draw attention to progress as well as gaps, especially in data pertaining to the youngest children and in measuring services and practices to improve nurturing care. An initial set of 91 country profiles was released in 2018 and then expanded to 138 countries in 2019. This year, the existing profiles cover 197 countries, including new profiles for high-income countries.
As custodian agency of SDG indicator 4.2.1, UNICEF was tasked with leading the development of a new measure to track progress against the related target. In response, in 2015 UNICEF initiated a process of methodological development that involved extensive consultations with experts, partner agencies and national statistical authorities. This led to the development of the ECDI2030.
A recording of the webinar is available here (passcode: 3G@$W0WS). | <urn:uuid:e0a28d0a-ec5a-4df7-a56b-6b37becdc4cc> | CC-MAIN-2021-39 | https://nurturing-care.org/events/launch-of-2020-country-profiles-on-ecd/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056548.77/warc/CC-MAIN-20210918154248-20210918184248-00209.warc.gz | en | 0.897401 | 589 | 2.5625 | 3 |
Did you know that your child could see 20/20
yet still have poor vision?
Just because your child can see clearly 20 feet away does not mean he/she can visually process information 14 inches away. Many kids are diagnosed as problem learners, attention-deficit, or hyperactive, when actually the culprit is vision-related.
Undetected, underlying vision disorders can cause difficulty for children with reading, learning, sports, and attention span.
HOW EASILY CAN YOU READ THE FOLLOWING PASSAGE?
Do you find that reading this is difficult? Frustrating? Did you want to quit? Statistics show that four children in every classroom in every city in America may see printed words this way. These children can’t control their eye movements at reading distance, and as a result they see blurred or double print. Is it any surprise that these children are not doing well in school?
For children who struggle to read or find it difficult to remain on task, the cause may be an undetected vision problem, even if their eyesight is 20/20 and they’ve passed the school’s vision screening. In fact, many of these children are often suspected of having learning disabilities, dyslexia, or attention deficits when the real culprit is their vision. Each year, thousands of children suffer needlessly and struggle unnecessarily from undetected vision problems that can make school and life difficult. In addition, children with crossed eyes and lazy eyes face especially demanding challenges. Children with poor visual skills may struggle to read, have short attention spans, perform poorly in sports, develop low self-esteem, and have doors closed to many career opportunities as adults because of poor visual skills.
WHAT IS VISION THERAPY?
Vision therapy is a highly effective, non-surgical treatment for many common visual problems such as lazy eye, crossed eyes, double vision, convergence insufficiency, tracking problems, and some reading and learning disabilities. A successful vision therapy program can change how a patient processes or interprets visual information and can also help a patient develop or improve fundamental visual skills and abilities.
WHAT IS INVOLVED IN A VISION THERAPY PROGRAM?
The first step in any vision therapy program is a comprehensive pediatric eye exam. Following a thorough evaluation, the patient is then advised as to whether a developmental vision exam should be administered in order to determine if vision therapy would be appropriate treatment. The developmental vision exam is an extensive battery of tests which assess a broad range of visual skills other than acuity or refractive status. These skills include oculo-motor function, visual/perceptual skills, visuo-motor skills, focusing ability, binocular status, etc. Once testing is completed to evaluate and determine specific visual barriers the patient may be experiencing, the doctor can then prescribe a specific vision therapy program based on their individual needs and deficiencies.
Vision therapy is a progressive program of vision “exercises” or procedures performed under doctor supervision and has been individualized to fit the visual needs of each patient. Therapy sessions are conducted in-office, typically once a week for one hour with a vision therapist. In-office therapy sessions are supplemented with procedures done at home between office visits (“homework”) and computer software. Progress is monitored by the doctor and vision therapist at in-office therapy sessions, and the patient’s individualized treatment program is adjusted based on improvements made and any continuing deficiencies which require further development.
HOW DO I KNOW IF VISION THERAPY CAN HELP MY CHILD?
Good vision is more than “20/20.” There are numerous other important visual skills that children need to in order to be successful in school, such as:
Acuity: The ability to clearly and comfortably see both near and far as in reading a book or the chalkboard.
Sustained Focus: The ability to maintain a steady focus for a long time at a close distance, as in reading or writing.
Eye Tracking: The ability to move eyes smoothly and accurately, such as moving from word-to-word or following a thrown ball.
Eye-Teaming: The ability of the eyes to work together to see one image as in following a line of reading without fatigue, double vision, or headaches.
Eye-Hand Coordination: The ability to move the hand to what the eyes see, such as handwriting or playing a musical instrument.
Visual Perception: The process that allows us to understand what we see such as the shape, size, color, or directions of an object, letter, or word.
In other words, an eye chart can’t determine how well a child can team or coordinate their eyes at the close distances required for reading, or how well they can track a line of print without losing their place; nor how well they can adapt to focus changes from near to far distances, or how well they can understand and make sense of what they see. Children can have good visual acuity (20/20) and still have serious problems in these other areas. Below are signs for parents to look for:
* Frequent headaches
* Squinting one or both eyes/covering one eye
* Short attention span or daydreaming
* Placing head close to book or desk when reading or writing
* Complains of nausea or dizziness when reading or writing
* Difficulty copying from the chalkboard
* Reads below grade level
* Using their finger to follow a line of print when reading
* Red or watery eyes when reading
* Needs a lot of breaks during homework
* Complains of blurred, double, or moving print
* Reverses letters and numbers past the first grade
* Homework takes a long time
* Seems frustrated with school
* Has difficulty catching or hitting a ball
* Avoiding reading or close-up tasks
* Skipping, turning around, or confusing words when reading
* Losing their place when reading
* Poor eye-hand coordination skills
* Writing up or downhill/ poor handwriting
* Sees worse at the end of the day
* Trouble comprehending what they’re reading
* Tires quickly when they read
* Easily distracted, finding it difficult to remain on task
* Difficulty with taking tests
* Suffers from eye strain
* Fails to complete assignments on time
* Appears to be unmotivated or lazy at school
* Shows symptoms of attention deficit disorder
If your otherwise bright child exhibits one or more of the symptoms listed above, is struggling in school or sports, or experiencing difficulty with reading and/or comprehension, a comprehensive pediatric vision exam is the first step to determine if further developmental vision testing and vision therapy is the next step. Call our office today to schedule an appointment and find out if vision therapy can help your child.
GOOD VISION IS MORE THAN JUST 20/20
VISION THERAPY LINKS OF INTEREST TO PARENTS
For more information about vision therapy, check out the following links:
- www.covd.org The home page for the College of Optometrists in Vision Development
- www.oepf.org The home page for the Optometric Extension Program Foundation; vision therapy educational information for parents and teachers
- www.optometrists.org Excellent site about vision and vision therapy and success stories
- www.childrensvision.com A great site about visual conditions, vision therapy, and success stories
- www.children-special-needs.org A very informative site about children’s vision disorders and vision therapy
- www.pavevision.org Parents Active for Vision Education (PAVE), a national nonprofit organization dedicated to informing the public, parents, and teachers about children’s vision problems
- www.vision3D.com A great interactive site with information on binocular vision and vision therapy
- www.visiontherapy.com Lots of good information on vision therapy and success stories | <urn:uuid:170bc1d8-24d5-47ee-af7c-965cf9b2485e> | CC-MAIN-2020-40 | https://drdaxxdunn.com/index.php/services/vision-therapy/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400283990.75/warc/CC-MAIN-20200927152349-20200927182349-00125.warc.gz | en | 0.921009 | 1,652 | 3.234375 | 3 |
To read the first article in this series, click here.
To read the previous article in this series, click here.
To watch my accompanying YouTube video to this blog post, click here.
The final two agonists of nAChR’s that are of note both preferentially target α7 receptors, which are a class that particularly interest researchers of schizophrenia. Ribbon worms (Nemertines, formally) and Aphaenogaster ants produce an alkaloid toxin named anabaseine. Though it causes paralysis in crustaceans and insects, vertebrates (thankfully) don’t succumb to the poison. Structurally similar to nicotine, it binds to most nAChRs, causing a release of dopamine and norepinephrine. The University of Florida at Gainesville and Taiho Pharmaeuticals developed an analogue from it called GTS-21 which has a greater affinity for α7 receptors than α4β2 receptors. It is being studied for its neuroprotective effects with hopes of applications for AD and ADHD-stricken individuals.
A CHINESE SNAKE
The Chinese many-banded krait snake’s bungarotoxin venom also targets α7 receptors and has inspired an analogue called SEN12333. It has great affinity for the α7 receptors, has shown neuroprotective effects, and is being studied for the treatment of AD and schizophrenia. Though this review has focused on agonists of the nAChRs, it is worthwhile to note the effects of the selective agonist and antagonist lobeline, a pyridine alkaloid found in a variety of plants, including the Lobelia inflata, better known as Indian tobacco.
A mild agonist of the α3β2 and an allosteric modulator of the α4β2 receptor, lobeline also stimulates the release of dopamine and norepinephrine and potently inhibits dopamine’s reuptake, though, peculiarly, it does not show habituation in animal studies. Despite its lack of habituation, it is tolerance forming. Lobeline has been shown to reduce depressive symptoms and voluntary ethanol consumption in mice, reduce ADHD activity derived from nicotine and amphetamine use, improve working memory in humans with ADHD, and have neuroprotective effects from the damage occurred from seizures.
To return to an overview of the blog series on the cholinergic system, click here.
Kem, W. R. (2000). The brain α7 nicotinic receptor may be an important therapeutic target for the treatment of Alzheimer's disease: studies with DMXBA (GTS-21). Behavioural brain research, 113(1-2), 169-181. Pohanka, M. (2012). Alpha7 nicotinic acetylcholine receptor is a target in pharmacology and toxicology. International journal of molecular sciences, 13(2), 2219-2238. Roncarati, R., Scali, C., Comery, T. A., Grauer, S. M., Aschmi, S., Bothmann, H., ... & Zanelli, U. (2009). Procognitive and neuroprotective activity of a novel α7 nicotinic acetylcholine receptor agonist for treatment of neurodegenerative and cognitive disorders. Journal of Pharmacology and Experimental Therapeutics, 329(2), 459-468. Dwoskin, L. P., & Crooks, P. A. (2002). A novel mechanism of action and potential use for lobeline as a treatment for psychostimulant abuse. Biochemical pharmacology, 63(2), 89-98. Damaj, M. I., Patrick, G. S., Creasy, K. R., & Martin, B. R. (1997). Pharmacology of lobeline, a nicotinic receptor ligand. Journal of Pharmacology and Experimental Therapeutics, 282(1), 410-419. Roni, M. A., & Rahman, S. (2017). Lobeline attenuates ethanol abstinence-induced depression-like behavior in mice. Alcohol, 61, 63-70. Sajja, R. K., & Rahman, S. (2011). Lobeline and cytisine reduce voluntary ethanol drinking behavior in male C57BL/6J mice. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 35(1), 257-264. Martin, C. A., Nuzzo, P. A., Ranseen, J. D., Kleven, M. S., Guenthner, G., Williams, Y., ... & Dwoskin, L. P. (2018). Lobeline effects on cognitive performance in adult ADHD. Journal of attention disorders, 22(14), 1361-1366. e Silva, L. D. D. C., Pereira, P., Regner, G. G., Boaretto, F. B. M., Hoffmann, C., Pflüger, P., ... & Picada, J. N. (2018). DNA damage and oxidative stress induced by seizures are decreased by anticonvulsant and neuroprotective effects of lobeline, a candidate to treat alcoholism. Metabolic brain disease, 33(1), 53-61. | <urn:uuid:a3c06d76-03e9-48e9-8da2-d76756412052> | CC-MAIN-2022-33 | https://www.leoandlongevity.com/post/toxic-ants-chinese-snakes-and-indian-tobacco-15 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572161.46/warc/CC-MAIN-20220815054743-20220815084743-00673.warc.gz | en | 0.825173 | 1,145 | 2.6875 | 3 |
The rate of suicide has increased dramatically across most segments of our population in recent years. According to the National Institute of Mental Health, there were more than twice as many suicides in the USA in 2017 as there were homicides.
The Military Veteran Project is actively engaged in improving brain health and mental health by providing research and treatment not available or accessible by the VA or DOD to veterans around the world. We are committed to spreading awareness of this distressing issue. Suicides affect many segments of the population, and various factors contribute to this epidemic. Chronic illnesses, both mental and physical, increase suicidal ideation in those who have suffered for years, Military veterans are more likely than the civilian population to develop mental health problems, such as post-traumatic stress disorder, depression, and traumatic brain injury.
Veterans are also at high risk for developing associated substance-use disorders – all factors associated with suicide. Everyone can play a role in suicide prevention. Major mental illnesses rarely originate “out of the blue,” and oftentimes family, friends, teachers and/or the individuals themselves can learn to recognize small changes before the point of no return. Symptoms listed here, including withdrawal, apathy, social isolation, unusual behaviors, and mood changes, are early warning signs that can be brought to a mental health professional’s attention. Suicides are preventable, and the stigma surrounding mental health problems can and should be addressed in our society.
Military traumatic brain injury and its consequences are at a crisis level. There are medical facilities, non-profit organizations and people across the county and around the world that are prepared to unite to fight for the freedoms our veterans deserve when they return home from war, even a simple freedom of proper diagnosis.
Since 2012, the Military Veteran Project's small grassroots movement has made huge momentum from Washington DC to Los Angeles to Texas up to Minnesota and even over seas in Europe and the middle east and we know we must continue our efforts. In September each year, our fellow medical facilities and supporters across the country will place 22 white crosses to represent the number of estimated veteran suicides that happen each day. We do not want to forget the sacrifice made by our veterans or their families that left behind. Please join us by simply creating your own "memorial" and alert your local media of the nationwide event. If you are a veteran looking for answers to your questions and need help, please contact us.
Click below to join us to help create change
Suicide is a significant public health concern, especially for U.S. military personnel and veterans and has been identified as one of the leading causes of death in the U.S. military (Armed Forces Health Surveillance Center, 2014). Moreover, the suicide rate among U.S. veterans reportedly increased between 2001 and 2014 and risk for suicide in veterans was 21% higher than in the US civilian adults, after considering the differences in age and gender (Office of Suicide Prevention, 2016). Rates of veterans who die by suicide have increased public attention to suicide and underscored the need for research to identify risk factors and to increase suicide prevention efforts in veterans and military personnel (Ramchand et al., 2011; Department of Veterans Affairs, 2013). To date, various interventions ranging from individual to community level approaches are being scrutinized and employed for the prevention and treatment of suicide. However, a limited number of approaches in screening, prevention and treatment have been supported by empirical evidence in part due to the complexity in the psychopathology of suicide in the context of various psychiatric disorders including major depressive disorder (MDD), bipolar disorder, anxiety disorders, and substance-related disorders (Klonsky et al., 2016).
A stress-diathesis model of suicide behavior proposed by Mann and his colleagues included stressors in the lifetime and vulnerability of individuals as its components (Mann et al., 1999). In essence, when individuals with suicidal diathesis including genetic, epigenetic, and other neurobiological vulnerabilities encountered distress caused by psychiatric disorders and adverse psychosocial events, he or she would be more likely to demonstrate suicide behaviors. Suicide behaviors are defined as self-directed injurious acts with at least some intent to end one's own life (Mann, 2003). Notably, a majority of psychiatric patients do not exhibit suicide behaviors, while >90% of individuals who die by suicide may be diagnosed as having any psychiatric disorders (Bertolote and Fleischmann, 2002; Nordentoft et al., 2011). This observation was consistent with a crucial role of diathesis in the model of suicide behaviors. Moreover, it has been acknowledged that most individuals with suicidal ideation do not attempt suicide (Kessler et al., 1999; ten Have et al., 2009). The critical need for differentiating suicide attempters from suicide ideators has been identified in research on suicide (Klonsky and May, 2014) and investigating the neurobiological diathesis for suicide behavior would address this need. In fact, several structural and functional brain imaging studies on subjects with suicide ideation or history of attempt have been conducted to identify neurobiological differences along the suicide diathesis (Cox Lippard et al., 2014; van Heeringen et al., 2011). | <urn:uuid:55a10bbb-54fb-47d7-8fd0-f994e3af8ad2> | CC-MAIN-2023-50 | https://www.militaryveteranproject.org/news/giving-veterans-empowerment-answers-they-deserve-to-combat-suicide | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00012.warc.gz | en | 0.947428 | 1,059 | 2.5625 | 3 |
Water Wednesdays Recap – Manure Management
Water Wednesdays in November focus on Agricultural Best Management Practices (BMPs). Last week, we invited the Livestock Agent, Caitlin Bainum to give us an overview of manure management.
“Adoption of agricultural BMPs is more important than ever. For horse farm owners this means intensifying pasture management strategies and managing the equine waste stream, A.K.A “Mount Manure”. With each adult horse producing around 10 tons of manure each year, manure management can be daunting. Extension has a vital role in the education component of BMP adoption, teaching farm owners how to apply these practices on a case-by-case basis is important so they do not feel overwhelmed. Manure can be managed effectively through composting, a means of stabilizing the nitrogen from manure and killing the weed seeds and parasites prior to applying the finished compost back onto pasture or using it around the farm. Finished compost, while not a replacement for commercial fertilizer, will provide organic matter to the soil and a slow release form of nitrogen. Composting will also reduce the total waste volume by 30-40%, making storage easier in the long-run. Developing a compost system that fits the management level and need of a farm is both an art and a science, and UF/IFAS Extension is here to help!”
To watch the recording, please click the video below. | <urn:uuid:c9b1a2d8-9c57-4838-a20b-cfb20525ebcb> | CC-MAIN-2020-50 | http://blogs.ifas.ufl.edu/mrec/2020/11/03/water-wednesdays-recap-manure-management/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141216897.58/warc/CC-MAIN-20201130161537-20201130191537-00132.warc.gz | en | 0.924729 | 298 | 2.65625 | 3 |
A project map is an essential tool for understanding the various modules of the project. It also helps to identify what needs to be done and in what order.
The following are some examples of a project map:
- A simplified roadmap for a research paper that can be used by students to help them break down their assignments into manageable chunks.
- A diagram that illustrates how all the different parts of a website are interconnected with one another.
- A spreadsheet that organizes different parts of an organization or company in columns, which are then divided up into rows to show each person’s responsibilities and tasks.
Every project has a certain organizational structure. This structure is called the project map. It helps to visually demonstrate the relationships between tasks and the resources required to complete them.
A project map is a crucial tool for any organization that wants to complete successful projects on time and on budget. It also provides an easy way for teams of people who are not working together in person, to understand what they need to do, when they need to do it by, and how it contributes towards the larger goal.
A project map will help you make sure that your team knows what needs to be done, when they need to do it by, and how it contributes towards the larger goal.
A project map is a graphical representation of the phases and steps in a process.
Project maps are not only for projects. They can also be used to track anything in which there is a sequence or progression of steps. A smaller example would be how an article is written, with the introduction, body, and conclusion comprising three separate steps in the process.
A project map is the visual representation of the progress of a project. It provides an overview of what tasks are completed and what tasks are yet to be completed.
A project map should include all the tasks that need to be done to complete a project. These should also be listed in order of priority. To make the map more readable, it should use color coding or symbols to visually represent different kinds of tasks (e.g., red for emergency tasks).
The Project Map shows the process of the project. It starts with a title, description, and due date. There are also deliverables, tasks, and subtasks.
The Project Map is a way to visualize all the work that needs to be done for a project. It helps us track what has been completed and what is left to do.
A project map is a visual representation of the process of developing a project.
A representation of the process of developing a project, that can be used to visualize or document what happens during each stage in the process. | <urn:uuid:a124f996-0519-44cc-b5bb-886865e941a9> | CC-MAIN-2021-49 | https://www.nationallabday.org/projects_map | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358591.95/warc/CC-MAIN-20211128194436-20211128224436-00488.warc.gz | en | 0.95151 | 539 | 3.703125 | 4 |
Compression–What Is iT?
Compression is a pedal or effect that changes the audio in a subtle way that you can’t tell what changed there. It makes the sound sound different than how it sounded before, which is very cool. It’s a very little effect because you can’t hear what it did.
So–why is it used? Read on to find out.
Why is it used?
Compressors, such as the Keeley Compressor and the MXR Dyna Comp were used to compress the audio because the musicians wanted the sound to be compressed from what it was before. According to Equipboard.com, John Frusciante from the Red Hot Chili Peppers, Billie Joe Armstrong from Green Day, The Edge from U2, Noel Gallagher from Oasis, Cliff BUrton (Deceased) from Metallica, and Andy Summers from the Police all used the Dyna Comp Compressor from MXR to make their guitars sound different from how they sounded before.
Big one? Or Little One?
So the big question for all the guitarists out there now is, should I buy the little Dyna Comp Mini from MXR or use the old bigger one from MXR? Check out this video to see a sample of how the new little one sounds and decide if you like that pedal or just want to play the old one! | <urn:uuid:c78dfa9d-06c6-4225-b645-9a6137ea35b4> | CC-MAIN-2018-26 | https://www.guitarpedalsonline.com/2017/11/28/mxr-dyna-comp-mini-the-little-compressor-pedal-that-could/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267865250.0/warc/CC-MAIN-20180623210406-20180623230406-00067.warc.gz | en | 0.948044 | 288 | 2.734375 | 3 |
Lectures are an effective teaching method because they
exploit human evolved 'human nature' to improve learning
Lectures are probably the best teaching method in many circumstances and for many students; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between lecturer and audience. However, the lack of a convincing rationale has been a factor in under-estimating the importance of lectures and there are many who advocate their replacement with written communications or electronic media. But I suggest that lectures are effective because they exploit the spontaneous human aptitude for spoken (rather than written) communications and because they are real-time, human-presence social events (rather than electronic media). Literacy is a recently cultural artefact and for most of their evolutionary history humans spontaneously communicated information by speech. By contrast with speech, all communication technologies – whether reading a book or a computer monitor – are artificial and unnatural. This is probably why many people find it easier to learn from lectures than from media; and why excessive or inappropriate use of visual aids can so easily detract from the educational experience. The second reason for lectures’ effectiveness is that they are formally-structured social events which artificially manipulate human psychology. A formal lecture is a mutually-beneficial 'collusion' between class and lecturer. to improve learning. Lectures are delivered by an actually-present individual, and this creates a here-and-now social situation which makes lectures easier to attend to. The formal structure of a lecture therefore artificially focuses attention and generates authority for the lecturer to make their communications more memorable. Furthermore, to allow the potential for repeated interactions to allow trust to develop between lecturer and class, it is much more educationally-effective for lectures to be given as a course rather than as one-off interactions.
* * *
Despite the lecture method being so unpopular among professional educational advisers, reformers and intellectuals generally - and almost annual declarations that information technology will render lectures obsolete - many scientists continue to give lectures and students continue voluntarily to attend them. This fact that lectures have survived so much official opprobrium suggests that they are a much more effective teaching method than they are given credit for. Indeed, my experience suggests that properly structured-lectures may be the best teaching method for many subjects and many students, and lectures may be especially well-suited to the transmission of conceptual and systematic knowledge. Lectures are therefore usually the best medium for teaching science up to the point where the student begins to specialize and train as a practicing scientist, at which point a more individualized and skill-orientated 'apprenticeship' becomes necessary. In itself, the greater ease of learning from lectures may indeed account for some of the disdain with which many intellectuals regard lectures – since intellectuals are experts at the cognitively-challenging business of learning by solitary reading. For example, intellectuals may deride clear, comprehensible and enjoyable lectures as ‘spoon-feeding’ students; with the implication that students should be forced to work hard for their basic knowledge in the same way that intellectuals do for their advanced knowledge. Lectures are also criticized as inculcating a ‘passive’ attitude to learning. But we need to be clearer that making learning easier is an admirable objective, assuming that what is being learned is worthwhile (as it is in the sciences). Making learning easier is especially important for the less-naturally-gifted proportion of the population who make up an increasingly large number of higher education students in advanced societies due to the massive recent and continuing expansion of colleges and universities. If knowledge is valuable, then we should embrace effective methods of inculcating knowledge: the easier the better.
What follows are a series of personal impressions based upon 18 years of lecturing in universities and studying educational methods. I see many advantages to lectures, which seem obvious yet are seldom noted or acted-upon. The first is that it is easier for most people to learn conceptual information from spoken communications than from reading. The second is that the real-time, human-presence, social context of a formal lecture makes it easier for most students to focus attention and remember what is said than when students are required to work alone. A third factor which deserves recognition is that the proper unit of educationally-valuable lectures is a course of lectures, not a one-off talk. One-off talks may be entertaining (for the audience) and useful self-advertisement (for the lecturer) – but they do not have much to do with serious education.
In what follows I suggest that lectures are 'spontaneously' easier to learn-from than are written or electronic media, and the reason is probably that they exploit evolved human psychology. In other words, lectures are better suited to ‘human nature’ than solitary study from texts. There is a natural tendency for humans to learn by hearing and in social situations because this is the medium and context in which human ancestors (hunter-gatherers) did most of their learning. However, learning by solitary reading or from electronic media are a modern cultural artefacts, skills that must themselves be learned; they are not universal and require more effort. While some people manage reach a stage of cognitive development where they can self-educate from impersonal media, many people require a human situation and benefit from being part of a class being lectured by a real person.
The effectiveness of lecturesThe lack of an accepted rationale for the method seems to make people guilty about using lectures. At best they are taken for granted (but without any attempts to understand or improve them), at worst attempts are made to replace lectures almost anything else; even when alternatives involving small-group teaching, seminars, or tutorials are completely impractical and unaffordable in mass higher education systems. Even absurd gestures such as abandoning real teaching altogether and getting groups of students to ‘teach-themselves’ is regarded by some educationalists as an improvement on lectures.
But perhaps the most convincing evidence of lectures’ effectiveness comes from what people actually do, rather than what people say, because expressed-opinions have few costs or consequences are therefore are a less reliable guide to preferences than lived-choices. I find it highly significant that lectures are especially used in teaching the most quantitative and systematic sciences, and for intensive professional training courses such as medicine, engineering and law – lectures are less used (and less prestigious) in the arts and humanities such as literature and philosophy. In other words, lectures are a focus of teaching in exactly the situations where transmission of knowledge is most vital, and in subjects where learning is most easily and validly measurable. Of course, lectures will only get you so far, and individual teaching by ‘apprenticeship’ supported by self-directed study remain necessary for learning specialized and high level skills.
It is striking that, despite increasing choice of alternatives, the great majority of students continue to enrol in attendance-based and residential universities where lectures are a primary mode of instruction. And, when at university, they usually show-up for lectures, even when the lectures are not compulsory, and even when written hand-outs or transcriptions are available. (However, I believe that written material too closely-keyed into the specific lecture content probably has a tendency to undermine the effectiveness of lectures – see below).
Students still choose lecture-based teaching despite the ready availability of cheaper and more convenient alternative qualifications from highly-reputable 'distance learning' institutions which have grown-up to exploit new communication technologies as they were invented. Postal correspondence courses were popular from the early twentieth century. The UK Open University added TV and radio broadcasting to the postal system. More recently, the massive and expanding University of Phoenix in the USA has used e-mail and internet technologies. But although distance-learning is often both high in quality and reasonable in price, it has added to, rather than displaced, the demand for attendance-based, lecture-focused educational institutions. Apparently, many students experience difficulties in learning in solitude even from the finest written or audio-visual media.
Taking all these observations together, there seems to be ample prima facie evidence that lectures are probably the best practicable teaching method in many circumstances and for many students. However, it is not generally understood why lectures are useful, and the lack of a convincing rationale for lectures has been a major factor in under-estimating their importance. Because this rationale is not understood, the conduct of lectures has often been changed in ways that make them less effective – for instance inappropriate use of visual aids, and undermining the focus upon spoken lectures by excessive emphasis on written support material (eg. hand-outs and transcripts – nowadays often distributed by the internet).
Lectures are essentially spokenThe specific reasons for the effectiveness of lectures which I wish to highlight here, are that they are essentially a form of spoken communication which is delivered to an audience by an actually-present and visible person. A lecture therefore constitutes a formally-structured social event which fits human nature and artificially manipulates human psychology to improve learning. Furthermore, educational lectures are given in ‘courses’ (not one-off lectures), which enable the audience to develop a relationship of trust with the lecturer.
It is easy for educated people in advanced societies to forget that literacy and solitude are both relatively-recent cultural artefacts. In the hunter-gatherer societies in which our (neuro-anatomically identical) ancestors dwelled for many tens of thousands of years, information was communicated mainly by direct speech and individuals were almost never alone; on the contrary being continually surrounded by people they knew very well. By contrast all communication technologies – whether reading a book, audio-visual media, or a computer monitor – are artificial and contrived and studying alone is a difficult skill with widely varying levels of attainment. This is probably the major reason why so many people find it easier to learn from a spoken lecture and in groups rather than alone.
But attending a course of lectures requires a long term commitment to be in the necessary place at the proper time. If you are not present and listening, you will not obtain the advantage of attending a lecture and will have to make-do with solitary personal study. Students may miss lectures through no fault of their own, as well as for less admirable reasons. This is undeniably inconvenient, but it is intrinsic to the medium. Only if the lectures are sub-optimal can students miss them without incurring some disadvantage.
Therefore, when a lecture course is the focus of teaching care should be taken not to sacrifice the essence of lectures by confusing students over the core learning activity which is expected of them. In lecture based course, students should understand that one major expectation is that they are required to attend lectures. Because the main medium of communication in a lecture is the spoken word, what is spoken should be regarded as the essence. The only way to make lecture attendance unimportant to learning is to diminish the effectiveness of the lecture to the point that the lecture is so mediocre that it makes little difference whether students have experienced it or not.
It is tempting to try and ameliorate the disadvantages to students who cannot, or prefer not to, attend lectures; by providing identical or more-detailed material as handout – perhaps distributed by the internet. Once handouts are established, it is tempting to distribute them in advance of spoken lectures. But both of these temptations should be resisted. In order to make the most of their natural strengths, lectures need to maintain their proper focus on speaking as the primary form of communication.
The primacy of the spoken word may explain my strong impression that ‘lecture notes’ are a much more effective way of recording information than texts (such as hand-outs) which have been prepared by the lecturer. This is because lecture notes recognize the primacy of the spoken word. A students’ own written summary of a lecture they have heard also seems to be more readily remembered than hand-outs. One important factor is that lecture note-taking has the advantage of encouraging 'deep processing' forms of memorizing, by imposing a need for students to understand, abbreviate and re-structure the information in the course of recording it. Indeed, it is the taking of lecture notes which is a key factor in converting the potentially-passive experience of listening to a lecture into the active experience of learning from a lecture.
Lecture notes also avoid the undermining effect of hand-outs. It is hard to exaggerate the extent to which hand-outs can damage the effectiveness of a lecture. A lecture is compelling in part because it is here-and-now, the student must concentrate, listen, understand – and these activities cannot be put off until later. The intensity of a lecture depends on this necessity for the student to focus. The student must record the lecture in their notes, and they must do it now – lecture notes cannot be put off until later. But the existence of hand-outs or transcriptions usurps this evanescent reality by imposing an unchanging abstraction. A handout stands-between the student and the real-time lecture in the same way that a video-camera stands between a tourist and landscape they are standing in. To see a lecture through the lens of a hand-out is as impoverished a perspective as seeing the Alps through the viewfinder of a camera.
Lecture notes therefore do not support lectures so much as interfere with them – and ‘interference’ is a fairly precise term for the interaction of two similar phenomena to the disadvantage of both. Interference can best be avoided when the written material that supports a lecture is differently-structured from the lecture itself. For example, reading a good textbook after a lecture should be not just reinforce the same facts in the same order, nor even just add some extra facts, but should offer a significantly different structuring of the facts. In this case, the written material will deepen the knowledge obtained from lectures without damaging the here-and-now focus or memorability of lectures.
There are several other several implications. Lecture teaching methods should not allow verbal information to become subordinated to ‘visual aids’, although it is another temptation to ‘spice up’ the lecture with attention-grabbing graphics. The primary visual aid should the lecturer him- or her-self, especially the lecturers face, in particular the lecturers eye contact. A lecture which takes place in the dark, where a disembodied voice intones sentences while slides are shown, can hardly be described as a lecture at all because it lacks the basis of a social event. A slide-based lecture in the dark is more like visiting the cinema. Indeed, unless carefully used, technological visual aids can be a significant distraction from the conceptual basis of a lecture.
My feeling is that, on the whole, it is best for lecturers to avoid complex visual material, unless this is unavoidable; because although impressive visuals are often entertaining, they are also usually distracting, and may undermine the educational purpose. For example, audio-visual material (TV, video, animations etc) are such compelling stimuli that they can easily break the conceptual thread of spoken discourse. Switching back and forth between audio-visual technology and the spoken voice involves a cognitive change of gear which is hard for students to accomplish.
In this respect, public lectures and television documentaries are a bad model. This is because these one-off presentations are not trying to educate their audience except in the most vague and general sense – in fact they are mainly trying to grab and hold the audience’s attention. A one-off lecture is an end in itself: the audience is not expected to understand or remember what has been said.
But an educational lecture is a means to an end, which is learning, and methods to attracts and sustain audience attention should be subordinated to that over-arching educational imperative.
Lectures as social eventsAs well as being spoken communications, lectures are properly delivered by an actually-present individual. This creates a here-and-now social situation which unfolds in real time. Humans are social animals, who are naturally more alert and vigilant in social situations.
What makes the lecture a social situation is the potential for two-way communication - mainly a visual link of eye-contact between lecturer and audience. This situation of social communication is what makes lectures easier to attend and remember than written material, because failure to pay attention or an apparent failure to comprehend material can be seen by the lecturer. This need for direct communication sets a size limit to effective lectures (although this size can be increased by good design of auditoria).
In a very large lecture auditorium – even more so when electronic media are used to transmit a lecture remotely - the lecturer cannot maintain eye-contact with all members of the audience. This has two bad effects: firstly that the lecturer cannot monitor the response to his words on the whole audience, secondly (and more importantly) that remote parts of the classroom become cut-off from the lecturer because the students instinctively recognize that they are not being visually monitored. The remote students lose the possibility of participating in the here-and-now social event, in effect they are excluded from the lecture situation.
A properly-conducted lecture also exploits another spontaneous psychological disposition: the tendency to attend to persons of authority. In effect, the formal lecture is a mutually beneficial 'collusion' between class and lecturer. The structure of a lecture creates a situation in which a group’s attention is focused on the lecturer. This artificially generates authority in the lecturer which creates a receptive psychological state conducive to learning. The collusion is that a class of students implicitly, by their silent attention, awards temporary authority to the lecturer (authority which happens to be gratifying for the lecturer) for the purpose of making learning more effective (which is gratifying for the students – and is the aim of the exercise).
To enable lectures to be effective for learning, the process of communication therefore needs to be controlled by the lecturer. If communications from the audience are too frequent or uncontrolled, for example too many questions or discussions interrupting the flow of discourse, then this will sabotage the necessary authority structure in a way that will undermine learning. ‘Hecklers’ understand this very well.
A further aspect is that my experience strongly suggests that lectures should where possible be given as a whole course – not as one-off events – and by a single lecturer – rather than by a team. This seems to work better because it needs repeated interactions for a relationship of trust to build up between lecturer and class – and only when trust is established (if it is established) will students learn effectively.
It is precisely because the authority structure of a formal lecture is so powerful and instrument for focusing attention and improving learning that the lecture medium can be abused for propaganda purposes. Because they so effectively exploit human psychology, lectures are intrinsically a form of imposition by one upon the many, and there need to be safeguards to prevent this situation being used for inappropriate purposes.
ConclusionScientists, who usually have something to teach which is worth learning, should feel more confident about the value of lecturing and the appropriateness of the method. Students are not being fobbed-off with an inferior medium when lectures are the focus of teaching, nor should the spoken lecture be seen as secondary to the provision of written handouts or transcripts.
Consequently lecturers should resist the temptation to make lecturers more ‘entertaining’ by over-using ‘visual aids’. Since lectures are primarily ‘aural’, the visual material should generally be appropriate for recording in lecture notes – which usually means simple summary diagrams. In general, lectures should aim to be enjoyable, but should not strive to be entertaining as the major goal; because lectures should be memorable rather than diverting.
In a nutshell, lectures retain a major educational role because they exploit evolved aspects of human nature to make learning easier and more effective when compared with electronic and literacy-based media. And, as university teaching continues to expand, it is important to make learning as easy as possible.
Instead of trying to phase-out lectures, we should strive to make them better. To do this entails understanding how lectures exploit human psychology - especially the fact that lectures are essentially formal, spoken, social events.
Bruce G Charlton MD
Editor-in-Chief - Medical Hypotheses
also by Bruce Charlton
The Malaise Theory of Depression
Public Health and Personal Freedom
Psychiatry and the Human Condition
Pharmacology and Personal Fulfillment
Awareness, Consciousness and Language
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Infectious Diseases Cold – An illness caused by a virus that affects the respiratory system. The symptoms of a cold include sore throat and runny nose. Influenza/Flu – A viral infection affecting the respiratory system. The symptoms include: fever, muscle aches, and a cough. This usually last longer than a cold. Athlete’s Foot – A fungus infection of the feet. Symptoms include red, scaly, and smelly feet. This infection affects the skin and integumentary system. AIDS – A viral infection that attacks the immune system so that one is unable to fight off microbes that may attack the body. Symptoms include: unexplained weight loss, white patches in the mouth, fatigue, night sweats and unusual illnesses. Strep Throat – A bacterial infection that causes a red, sore throat with a fever. The respiratory system is affected. Yellow Fever – Yellow fever is caused by a virus that is transmitted by mosquitoes. Symptoms include headache, muscle aches, fever, jaundice, vomiting with blood, and bleeding from the mucous membranes. Non-Infectious Diseases Diabetes - A disease caused by a person’s inability to produce or properly use insulin. Diabetes can affect the pancreas, kidneys and the heart. Parkinson’s Disease – A disease of the nervous system that occurs when certain nerve cells in the brain quit functioning properly, affecting the muscular system. The major symptoms are severe shaking and disabilities involving movement. Skin Cancer – A disease in which skin cells in the outer layers become damaged. Factors that contribute to skin cancer include UV light from the sun, tanning beds, and heredity. The integumentary system is affected. Symptoms include change in moles, in size or color, and sores that do not heal. Asthma - A disease that affects the airways of the lungs. It causes periodic wheezing and difficulty breathing. An asthma attack may occur as a result of allergies, exercise, cold weather. The respiratory system is affected. | <urn:uuid:1803c8cc-459b-4663-98ec-8125d81507af> | CC-MAIN-2021-25 | https://studyres.com/doc/1183713/infectious-diseases---laing-middle-school | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00429.warc.gz | en | 0.916961 | 444 | 3.796875 | 4 |
NIOS 504 Deled Assignment 2 → Hello Viewers I am here to help you. If you Searching for NIOS 504 Deled Assignment 2 solution or 504 solved Deled Assignment than you are in the right place. In this article I will share with you the NIOS 504 Deled Assignment 2 Question 1 Answer. So Read the full Article to Download NIOS 504 Solved Deled Assignment 2 in English. NIOS 504 Deled Assignment 2.
NIOS 504 Deled Assignment 2
Course-504: Learning Mathematics at Elementary Level
1] Block 1 : Importance of Learning Mathematics at the Elementary Stage of Schooling.
2] Block 2 : Enriching Contents and Methodology.
3] Block 3 : Learner Assessment in Mathematics.
DELED 505 Assignment Questions
DELED Assignment 504 Answer
Assignment 2 – Question 1
Question 1 : What is multiplication? Describe an activity that you would like to select in teaching of concept of multiplication at the primary classes.
Answer : When a number or digits are dialed to one or more of a number or points added or yog (en: Addition) says. The addition is displayed by the + sign. This icon is called the plus sign (Plus).
The concept of joint is the essential component of mathematics teaching. By the way, the process of joint is the fundamental element for all mathematical methods. There is no concept of mathematics, it is necessary to use any combination of the combination. After identification of the marks, the concept of combining the children is taught.
It is also true that the concepts like adding, multiplying , subtracting are already known to the children. Children come to school after learning about activities in their home – family. We just have to do this work that explained children such concepts in detail – explained. Children can reach the maturity of knowledge of joints. It means that we need to understand the process of adding – the activity in it.
Waking up the fear or interest in mathematics depends largely on the teacher’s teaching techniques. If children will take him to his associate rudiments of them should be practiced interesting manner mathematics by their surroundings pie goods, pictures, etc., so not only did they use, but also for fear of him completely free Will go
The most activities to teach the concept of combining children is that which is used at the primary level in the Schools. From these activities, you have to choose such activities, so that the child can earn more and more knowledge effortlessly. For this, you will have to take any such concrete activity process.
Often, when we use solid objects in the classroom, they use the same kind of solid object, while working with different types of solid objects makes the children’s understanding stronger. In order to learn mathematics, children learn mathematics in the following order , which is based on the abstract from the embodiment of the abstract.
- Experiences with solid objects
- Expression by language
- Use of pictures
- Use of signals
Here we are telling the activities of class 1 and 2 to teach the concept of linking with solid objects. It is also called “commodity”. The children who have been able to move from the tangible to the intangible
The objectives :
Children can easily understand the concept of joints.
Necessary Ingredients :
Things that are easily found around you. Black plaque, basket or bottle to keep things
Teachers will come in some orthopedics. Tell the kids that play a new game today. Children play great fun playing anybody. Children will be curious.
Now the teacher will tell the children a wagon and say that they have a son. There are many such bricks but I have come out of the classroom.
Now teachers will come out of two orbital classes only. Tell the children that now you have to tell me how many pieces I have come out of the classroom? You have to bring the marble ball from outside and keep it in this basket and tell me how many katakana were kept out of the orbit.
All the survivors will go out of the classroom and the teacher will bring them wherever they are kept and put them in the basket. teacher ; Now tell me how many kernels were put out? Children: (If the children have this knowledge to add to the will to be said) you were keeping 2 out of the blanket.
The children who were not aware of this concept of hearing this reply will also understand that adding one and the other is two. Or is called. (If necessary, the teacher can also explain it using the Black Board.)
This game will do even more. Teachers will keep a different number out of the marble ball.Children will understand the concept of addiction. If this activity is to be used for children of class 2, they can do it. There is more number of coupons in it. Maybe a child gets bored by playing just one game again and again, then you can make changes in your classroom room. like ……
Teachers share all the children in two or team. Now a few numbers are given to the team
without assigning it. And it is asked how many skins I had given to everyone.
When you have to evaluate the concept of addition to how much the children have achieved, then this activity is only done. like….
The teacher is holding a few kernels in the four-five basket. In turn, the children are called, and how many marble balls are there in this basket?
The teacher prepares the children’s team and gives a different number of shorts to all the children in the team. And later says to the children “Tell me how many shorts I have given to your team. Now the children do not miss the marble balls of their team.
It seems to add. And the answer is to the teacher. In this way, many activities are used for the concept of yoga in the primary class. Addition actions should be done with solid objects first , then with numbers. With adequate experience of these verbs with objects will make the actions easier with numbers. Although the beginning of the addition , the solid, but it is worthwhile to learn when the child reaches the concept of these actions. They learn to count paired with a threads in one. Adding means to mix things.
Deled 504 Solved Assignment 1 Question 1 In English | <urn:uuid:42ba8e7c-dd07-4ad0-b395-e62cf22ca0b7> | CC-MAIN-2018-39 | http://www.zerotricks.in/2018/03/17/nios-504-deled-assignment-2-answer-english/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156857.16/warc/CC-MAIN-20180921053049-20180921073449-00253.warc.gz | en | 0.967289 | 1,297 | 3.21875 | 3 |
In September 1974, after forty-four years as ruler of Ethiopia, Emperor Haile Selassie, The Lion of Judah, was deposed. This book examines in depth the causes of the unrest which finally led to the army taking power. During the early 1970s there were extensive changes in the complex of relationships between the government, the army and the peoples of Ethiopia. To explain these developments Patrick Gilkes, who lived in Ethiopia for many years, uses detailed and often confidential sources in his examination of government corruption, local government administration, land tenure and the tragic famine, the revolutionary student movement which played a major part in the build-up of criticism of the Emperor, and other forms of opposition, both violent and non-violent. The book is a valuable analysis of political and economic power in a developing country. It puts into perspective the causes and symptoms of the failure of modernization, looking in particular at the feudal system used to control power which finally led to the tension and conflict of 1974. | <urn:uuid:601c8156-9593-462d-bec6-c317da5b200f> | CC-MAIN-2022-27 | https://www.mahiber.com/marketplace/product/347-the-dying-lion | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104683683.99/warc/CC-MAIN-20220707033101-20220707063101-00636.warc.gz | en | 0.97372 | 200 | 2.875 | 3 |
Twenty Thousand Leagues Under the Sea is a classic science-fiction novel by Jules Verne, published in 1869.
One day, ships start sinking, particularly ones dealing with war. Survivors think it is a big whale. A harpoon ship goes out to kill it, but finds out that the "whale" is actually the Nautilus, a submarine. The most interesting part of this book is probably the Nautilus itself. It is shaped to look like a fish, with a large metal fin on top used to ram and sink ships. The camouflage works, until the Nautilus takes on a few passengers from one of the sinking ships. The novel tells the story of Captain Nemo and his submarine as seen from the perspective of Professor Pierre Aronnax. It translated into Hebrew by Bina Ofek and was published by Ofarim. The audiobook version was produced by SonicBooks.
Please note: This audiobook is in Hebrew.
©2010 Ofarim (P)2010 SonicBooks Ltd
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Report Inappropriate Content | <urn:uuid:744b0080-dd17-404b-9185-1beb3fbffd9c> | CC-MAIN-2016-44 | http://www.audible.com.au/pd/Classics/Twenty-Thousand-Leagues-Under-the-Sea-Audiobook/B00FM1Q218 | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719397.0/warc/CC-MAIN-20161020183839-00071-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.963987 | 227 | 2.921875 | 3 |
SISTERSVILLE FERRYBOAT HISTORY by John Bowman
The Ohio Historical Highway Marker at the Fly Landing tells us that the Sistersville Ferry was in operation in 1815, other local histories tell us the Sistersville1 ferry was established in 1817. This we know for sure, January 28, 1818 the General Assembly of Virginia passed an act granting a ferry franchise crossing the Ohio River at Sistersville, Virginia to John McCoy. The State of Virginia set the fares; the fare to cross the river was six pence for a man and the same for a horse.
We don’t know what type of ferryboat first served Sistersville, however the not too shallow Ohio River ran rather swift at Sistersville, and the manpower needed to push-pole a barge across the river would not have been workable.2 McCoy probably used the type ferryboat in use at that time in Wheeling, a two-horse powered treadmill ferryboat. Steam-powered ferryboats became available in the 1840s but some histories have the Sistersville Ferry running horse-powered treadmill ferrys into the late 1880s. In 1886, they purchased the 1884 built steam-powered Orion, and a new steam-powered ferryboat, the W.C. Pusey in 1889.
The “Sistersville Ferry Company” (in name) was formed in 1894 when John McCoy’s descendants, Frank D., A.S. McCoy, and Elizabeth W. Talbott bought the ferry franchise from the remaining McCoy family members. In 1907, the Orion was converted into the steam-powered ferryboat Daniel, which they sold in 1917. After selling the Daniel, the fleet went from steam-powered ferryboats to gasoline-powered ferryboats. These boats were built at Clarington, Ohio, those being the 1917 gasoline-powered stern-wheel Dora T. that ran into 1925, and the 1925 gasoline-powered Kiwanis in operation into 1956. The Sistersville Ferry Company became a stock holding company and issued shares in 1920.
In 1937, stockholder Everett Tuel bought up shares then owned by Elizabeth Talbott’s descendants gaining control of the company, which he operated as the “Tuel Fleet”. The balance of shares remained with the McCoy family. Tuel went to diesel-power when he purchased the 1938 Elinor D. and the 1939 John F. III. They would serve the Sistersville Ferry service to 1955.
Tuel sold his interest to Joe Witten in 1955 and Witten bought out the last of the McCoy interests in 1960. The McCoy family had owned or been involved in the Sistersville ferry for over one hundred-forty years. Joe Witten had the Rides; a new diesel powered ferry-towboat built for him by Yates Marine Construction Co. in Wheeling, W. Va. in 1955, and added the Sham ferryboat in 1958.
Capt. Gilbert B. “Dib” Harmon3 bought the ferry service in 1964 and used the Rides into 1977 when he shut the service down. In 1980, the city of Sistersville, West Virginia purchased the ferry service. They bought the 1952-built Judge Hickman stern-wheel ferry-towboat, and in 1991 renamed it the City of Sistersville. In 1999, a new ferry-towboat, the diesel-powered City of Sistersville II replaced the old City of Sistersville.
The Sistersville Ferry, West Virginia’s oldest ferry franchise is operated daily using the City of Sistersville II, and the Capt. G.B. Harmon barge, which holds as many as eight cars (barges have names too).
1 Source: The Navigator 1814, Pg. 89 John Williamson’s Island and Well’s tavern and fine farm are on the left side. (Sistersville, Virginia / West Virginia). Mr. Charles Wells settled here in 1776. Ferry at mile 136
2 The use of a cable stretched across the main channel of the Ohio River that would impede navigation was never allowed by the state of Virginia. This negated the use of a lea-board or Current Ferry.
3 Source: Goldenseal, Daniel, Will, “The Last of Its Kind” Dib Harmon and the Sistersville Ferry, Fall 1990, Pages 50-54 | <urn:uuid:5e90ce96-8a7f-4ad8-8acd-8bc62f615d21> | CC-MAIN-2022-21 | https://steamboat-birthplace-wheeling.com/index.php/2017/09/05/sistersville-ferryboat-history-by-john-bowman/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662519037.11/warc/CC-MAIN-20220517162558-20220517192558-00572.warc.gz | en | 0.95321 | 903 | 2.625 | 3 |
Teachers, scroll down for a quick list of key resources in our Teachers’ Toolkit.
- Late last year, lions were added to the U.S. Endangered Species Act. What is the Endangered Species Act? Use this short article for some help.
- The ESA is a 1973 law that “provides a program for the conservation of threatened and endangered plants and animals and the habitats in which they are found. Through laws and regulations, federal agencies such as the Fish and Wildlife Service (FWS) and National Oceanic and Atmospheric Administration (NOAA) protect species through such activities as regulated hunting, restoring habitats, and preventing international trade in threatened wildlife. Groups also create ‘species recovery plans’ for plants, animals, or other threatened or endangered organisms.”
- According to the Nat Geo Voices blog, lions are listed as both “threatened” and “endangered.” What is the difference?
- According to NOAA, a species is “endangered if it is in danger of extinction throughout all or a significant portion of its range, and threatened if it is likely to become an endangered species within the foreseeable future.”
- Lions can be both threatened and endangered because there are two subspecies of lions. Learn more about lion populations and ESA protections here.
- Endangered: The western and central populations of African lion, Panthera leo leo, are more genetically related to the Asiatic lion. There are only about 1,400 of these lions remaining; 900 in 14 African populations and 523 in India. Considering the size and distribution of the populations, population trends and the severity of the threats, the Fish and Wildlife Service has found that this subspecies meets the definition of endangered under the ESA. Learn more about Asiatic lions here.
- Threatened: The subspecies of P. l. melanochaita likely numbers between 17,000-19,000 and is found across southern and eastern Africa. The Fish and Wildlife Service determined that this subspecies is less vulnerable and is not currently in danger of extinction. However, although lion numbers in southern Africa are increasing overall, there are populations that are declining due to ongoing threats. As a result, the Service finds the subspecies meets the definition of a threatened species under the ESA.
- The IUCN lists lions in yet another category, “vulnerable.” What does this mean? Download our handy “Endangered Species: Categories and Criteria” guide for some help.
- The ESA is American, while the IUCN listing is global in scope.
- Vulnerable species have seen a 30%-50% population decline; their population size is fewer than 10,000; they have a 10% chance of extinction within 100 years; and face serious limits in geographic range.
- So, what does the ESA listing for lions actually mean? Read through the easy-to-understand list in the Nat Geo Voices blog for some help.
- U.S. hunters will only be allowed to import trophies from countries with sound species-management plans. (A trophy is the carcass of the animal or part of the animal—usually its head—kept for display.) This helps ensure U.S. hunters seek animals from stable populations, and provides financial incentives for African countries to maintain population management standards.
- Trade in lion products will be more strictly controlled.
- Lions conservation programs may be eligible for more financial and logistical support.
- The listing is a huge symbolic victory for lion conservation efforts, as the U.S. is the world’s political and economic superpower and the world’s largest lion-trophy importer.
U.S. Fish and Wildlife Service: Lions Are Now Protected Under the Endangered Species Act | <urn:uuid:94e0db78-1d83-4609-9225-c20e1725f765> | CC-MAIN-2021-49 | https://blog.education.nationalgeographic.org/2016/03/30/what-does-the-endangered-species-listing-mean-for-lions/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00403.warc.gz | en | 0.905319 | 804 | 3.796875 | 4 |
Airway management including tracheal intubation (TI) is a common and integral part of the care provided to critically ill patients. Critically ill patients have minimal physiological reserves, leading to a physiologically difficult airway and predisposing them to an increased risk of complications. Furthermore, anatomic and logistical difficulties with airway management are also very common in these situations. In a recent prospective observational study evaluating intubation practices in critically ill patients across 29 countries, adverse events occurred after intubation in 45.2% of patients, including cardiovascular instability in 42.6%, severe hypoxaemia in 9.3%, and cardiac arrest in 3.1% (Russotto et al. 2021). This baseline physiologic risk is often further exaggerated when more than one attempt at tracheal intubation is required (De Jong et al. 2020a). Therefore, the goal of tracheal intubation in the critically ill patients is to have a first pass success without adverse events. A recent prospective observational study in 1513 emergency tracheal intubations showed that first pass success without adverse events was reduced to a similar extent in patients with anatomically and physiologically difficult airways, highlighting the importance of physiological optimisation along with the use of strategies and tools to overcome anatomical difficulty (Pacheco et al. 2021).
Challenges Associated with Airway Management in Critically Ill Patients
The incidence of an anatomically difficult airway in ICU patients has been estimated to be around 10% (Griesdale et al. 2008; Jaber et al. 2006; Schwartz et al. 1995). Patients who might have been intubated with ease in the operating rooms (ORs) tend to be harder to intubate in the ICU with antecedent complications (Taboada et al. 2018). Furthermore, airway assessment in such scenarios can be sub-optimal; there may not be enough time to perform an airway assessment, or the patient may not cooperate for an airway exam.
An airway is considered physiologically difficult when the physiologic derangements place the patient at a higher risk of cardiovascular collapse with intubation and conversion to positive pressure ventilation (Mosier et al. 2015). Critically ill patients often have conditions such as hypoxaemia, hypotension, severe metabolic acidosis and right ventricular dysfunction, that predispose them to a physiologically difficult airway. Table 1 lists some of the causes of physiologic challenges that providers might face in these circumstances as well as strategies to prevent associated complications.
Along with the anatomic and physiologic challenges, it is also important to take into account the situational or logistical challenges that accompany airway management in the ICU. These situationally difficult airways can arise due to infrastructure, personnel and/or equipment related concerns. Space and lighting limitations and poor access to the patient’s head are some of the infrastructure related issues that exist. Personnel related limitations pose significant challenges as the airway team may be working at the bedside with members that are inexperienced and often times, expert help may not be readily available. Similarly, appropriate airway equipment and drugs may not be available in all situations and circumstances.
Planning and Preparation
Considering the high rates of complications associated with tracheal intubation in critically ill patients, adequate preparation during the peri-intubation period is essential. After assessing for potential anatomic, physiologic, or situational challenges that may be present, preparation and optimisation of the patient as well as the team is important. Ensuring availability of necessary equipment and personnel, maximising preoxygenation, and haemodynamic optimisation can prevent complications. Whenever feasible, a thorough discussion with the patient (or their surrogate) on the acceptance of intubation and mechanical ventilation should be held.
Clinical history and examination
A thorough review of the patient’s medical record for clinical history, relevant laboratory investigations and imaging reports along with a focused physical exam is vital in tailoring the approach to airway management including the choice of drugs, to avoid associated complications. Bedside point of care ultrasound (POCUS) exam may be very helpful, not only to help assess the haemodynamic status of the patient, but also to assess for increased aspiration risk. The protocolised use of a handheld POCUS device can improve the accuracy of diagnosis and outcomes in patients with acute respiratory or circulatory failure (Zieleskiewicz et al. 2021), and its utility in ICU airway management needs further evaluation.
Identifying a potentially difficult airway is crucial; however, current bedside screening tests are limited by their poor sensitivity and specificity (Shiga et al. 2005). A history of difficulty with airway management described by the patient or documented in the patients’ medical record is important. Similarly, the time of last oral intake, contraindications to use succinylcholine or other drugs, drug allergies, history of sleep apnoea, presence of dentures, etc. is important to assess. Amongst the bedside airway assessment tests, the upper lip bite test has the highest sensitivity (Roth et al. 2018), and the combination of mallampati (MP) score and thyromental distance (TMD) provides the most accuracy at predicting difficult intubation (Shiga et al. 2005). Many of these methods are often not feasible in this setting where the patient may be uncooperative, sedated, agitated, unstable or delirious (Levitan et al. 2004). Automated face-analysis approach to predict a difficult airway may help overcome some of these limitations, though further studies are needed to validate this approach before it becomes part of routine assessment (Cuendet et al. 2016).
While recognising the anatomically difficult airway is one part of the pre-intubation assessment, the anticipation of physiologic challenges prior to airway management is equally important. The MACOCHA score (Mallampati score III or IV, sleep Apnoea syndrome, decreased Cervical mobility, mouth Opening <3cm, Coma defined by a Glasgow score <8, severe Hypoxaemia, and if the practitioner is not an Anaesthetist) that combines anatomic, physiologic, and operator characteristics is simple to perform, may be more suitable for use in critically ill patients and was recently validated in a multicentre study (De Jong et al. 2013).
Equipment and personnel
Considering the unpredictability associated with these situations, we suggest preparing for airway management in a way that assumes that every step might fail. The patient should be appropriately monitored and continuous EtCO2 monitoring should be utilised. It is reasonable to make the monitors, especially pulse-oximetry loud and audible to everyone in the room. Next, it is important to ensure that necessary equipment is on hand and functional. A cart with all of the necessary supplies to facilitate tracheal intubation, rescue oxygenation and haemodynamic support is essential to avoid the need for securing essential equipment at the last minute. If deemed necessary and time permitting, a flexible intubation scope should be brought to the bedside to assist in intubation. Considering that blood and vomitus in the airway are common in this situation and may predict a difficult airway (Gaither et al. 2014), availability of functioning high-efficiency suction devices should be ensured.
Tracheal intubation is an aerosol generating procedure and can impact the transmission of respiratory virus illnesses such as COVID-19 (Brown et al. 2020). Hence, as recommended by national organisations, providers involved with TI in patients with or suspected to have a respiratory viral illness should adhere to full contact and airborne personal protective equipment (Cook et al. 2020). Also, in such circumstances, intubation should be performed in an airborne infection isolation room by an experienced provider, with additional help available outside the room.
Elucidating the skill level of available staff and establishing clear roles and responsibilities of the team members before proceeding for TI is essential. Closed-loop and clear communication among the team members about the airway concerns, airway plan, backup plan etc. is essential in such stressful situations and can help prevent medical errors, as well as increase speed and efficiency. The presence of two airway operators, with at least one being experienced has shown to reduce complications during tracheal intubation (Jaber et al. 2010).
Instituting a checklist for non-OR airways may help ensure the necessary preparations and precautions have been taken. Pre-intubation checklist is especially effective in less experienced hands, and it was found that the implementation of an intubation bundle can reduce life-threatening complications associated with emergency airway management (Jaber et al. 2010). The key is to keep the checklist simple and succinct, thus improving compliance and acceptance. A randomised trial evaluating the use of a written checklist prior to tracheal intubation in ICU compared with usual care found no difference in lowest oxygen saturation and lowest systolic blood pressure (SBP) from induction up to two minutes after TI between the groups (Janz et al. 2018). However, the checklist did not include interventions aimed at physiological optimisation [e.g. non-invasive ventilation (NIV), fluid load, early use of vasopressors], thus explaining why the selected outcomes did not improve with the use of checklist. A pre-intubation checklist, which includes interventions to enhance oxygenation and haemodynamic optimisation, may be effective in less experienced hands, as observed by reduction in peri-intubation complications following the implementation of an ICU intubation bundle (Jaber et al. 2010).
Tracheal Intubation Procedure
Optimal patient positioning during TI should strive to optimise both anatomic and physiological parameters and is essential to increase the success of intubation and avoid complications. The ramped position reduces the risk of pulmonary aspiration of gastric contents and of desaturation by maintaining the patient’s functional residual capacity. The debate about whether the sniffing or ramped position may be more appropriate still persists. Pulmonary fellows experienced increased intubation difficulty with intubations performed in the ramped position compared with the sniffing position (Semier et al. 2017), whereas patients intubated by emergency department residents showed improved first-attempt success with ramping compared with supine (Turner et al. 2017). Also while an obese patient would significantly benefit from a ramped position, a frail patient with limited neck range of motion may not. Thus, in the absence of clear cut evidence favouring one versus the other, it is suggested that positioning should be individually tailored to patient characteristics, as well as the skillset of the intubating provider (Myatra 2019).
Preoxygenation and apnoeic oxygenation
For majority of patients that require airway management in the ICU, life-threatening hypoxaemia during the procedure is a major concern. Adequate preoxygenation is essential to better prepare such patients for intubation and should be an integral component of all emergent airway interventions. It is important that oxygen therapy be initiated immediately on arrival while preparations are underway to maximise the duration of preoxygenation. Oxygen delivery can be achieved using a simple face mask, standard or high flow nasal oxygen (HFNO), NIV mask or a combination of these devices. NIV or HFNO should be considered over conventional oxygen therapy for preoxygenation for TI in critically ill patients (Bailard et al. 2006; Frat et al. 2019; Guitton et al. 2019). In patients with moderate to severe hypoxaemia, NIV may be superior to HFNO. Apnoeic oxygenation should be continued during attempts at TI and gentle mask ventilation should be considered during rapid sequence intubation (RSI) to prevent or treat hypoxaemia (De Jong et al. 2020b).
Rapid sequence intubation
Critically ill patients may have gastroparesis associated with critical illness or may not be fasted at the time of TI and hence, an RSI technique is often used in this setting. The main objective of the technique is to minimise the time interval between loss of protective airway reflexes and TI. Despite the technique's widespread use, there is still no agreement on how it should best be performed especially with regards to manual ventilation and application of cricoid pressure (CP) or Sellick’s manoeuvre. Avoidance of manual ventilation before TI was traditionally recommended to avoid gastric insufflation, but recent evidence suggests that bag mask ventilation between induction and endotracheal tube placement may be well tolerated (Casey et al. 2019). In patients with physiologically difficult airway, mask ventilation may be lifesaving, and providers should balance the perceived risk of aspiration versus life threatening complications related to desaturation. The Sellick’s manoeuvre has been shown to have a questionable benefit. While there is evidence that gastric insufflation can be prevented by this manoeuvre (Rice et al. 2009), there are concerns that application of CP can result in an increased risk of aspiration by decreasing the lower oesophageal sphincter tone (Tournadre et al. 1997) and may impair the laryngeal view and thereby delay intubation and increase the potential for aspiration (Haslam et al. 2005).
Neuromuscular blockade versus maintenance of spontaneous ventilation
Neuromuscular blockade can improve mask ventilation, improve intubating conditions, abolish upper airway muscle tone including laryngospasm, optimise chest wall compliance and overall improve the first-attempt success with tracheal intubation in the ICU (Mosier et al. 2015). Also, the avoidance of paralytics during TI in the ICU has been found to be associated with difficult face mask ventilation and severe oxygen desaturation (Heuer et al. 2012). As a result, the use of paralytics as part of TI is recommended in critically ill patients by various national guidelines (Higgs et al. 2018; Quintard et al. 2019). However, apnoea after institution of muscle paralysis, may result in rapid desaturation, thus emphasising the importance of preoxygenation and apnoeic oxygenation. The fear of inability to mask ventilate after giving neuromuscular blockade is also one of the reasons providers are reluctant in using these agents.
Intubation in critically ill patients is technically more challenging than elective intubation performed in the OR with worse glottic visualisation, increase in moderate or difficult intubation, lower first-attempt success, and a higher rate of complications (Taboada et al. 2018). Video laryngoscopy (VL) improves visualisation of the glottic opening; however, difficulty with navigating the endotracheal tube to and beyond the larynx is a concern and requires training. A recent meta-analysis that included nine randomised controlled trials with over 2000 critically ill patients, found that the use of a video-laryngoscope (VL) did not improve first-pass success, even when evaluating the studies according to the experience of the operator (Cabrini et al. 2018). Thus, the routine use of a VL for tracheal intubation in ICU remains controversial, but it clearly improves glottic visualisation as compared with direct laryngoscopy making it an important tool for difficult airway management (Jaber et al. 2019). Future trials will better define the role of a VL in ICU. Nonetheless, a video-laryngoscope should always be available as a backup tool to rescue difficult intubation and/or unsuccessful first attempt at DL in all ICU TIs.
Supraglottic airways (SGAs) can be utilised for establishing an airway in critically ill patients and are usually used after failed intubation as a rescue device in these situations (Shavit et al. 2018). They are relatively easy to insert and provide some protection against aspiration. If successful oxygenation can be achieved with a SGA, then this can be maintained until expert help arrives. An SGA may be used as a primary airway device and an intubation conduit in situations where an anatomically difficult airway is predicted. The endotracheal tube introducer (Bougie) is also a useful tool when the epiglottis is visible but vocal cords cannot be seen with a significantly higher first attempt intubation success reported in emergency situations (Driver et al. 2018). Hence, a bougie may be used for TI in the ICU by providers who have experience with its use.
Haemodynamic optimisation and pharmacologic management
Hypotension or cardiovascular collapse is common during and following TI in critically ill patients. In fact, cardiovascular instability was observed in 42.6% of all patients undergoing emergency intubation in a large multinational observational study and was found to be associated with significant morbidity and mortality (Russotto et al. 2021). This haemodynamic instability possibly results from a combination of pharmacologically induced sympatholytic action, conversion from negative-pressure to positive-pressure ventilation as well as the amelioration of the hypoxia and hypercarbia associated sympathetic drive. There is limited prospective data on optimal strategies for haemodynamic support during emergency airway management. Administration of a fluid bolus prior to intubation has been shown to be of minimal benefit (Smischney et al. 2020) and may actually cause harm and lead to postintubation hypoxaemia in non-volume responsive patients (Janz et al. 2019). It could be helpful in patients that are hypovolaemic and assessment of fluid responsiveness by a quick passive leg raising test or bedside point of care ultrasound (POCUS) exam may help identify the suitable candidates for a fluid bolus. Another widely used intervention to avoid peri-intubation hypotension is the use of bolus or push-dose vasopressors and/or continuous infusion of vasopressor agents either during or immediately after intubation (Jaber et al. 2010; Weingart 2015). This prophylactic use of vasopressors may be an alternative and needs further investigation.
Amongst the induction agents, ketamine preserves the patient’s respiratory drive, and can be used for delayed sequence intubation (optimising airway preparation and preoxygenation in an otherwise uncooperative or agitated patient). Caution should be exercised with its use in patients in whom excessive sympathetic stimulation could be detrimental, such as those with acute myocardial infarction or acute cerebrovascular event. The combination of ketamine and propofol (ketofol) may offer an acceptable haemodynamic profile when used for intubation in critically ill patients (Smischney et al. 2019). Etomidate is frequently used in emergent intubations in critically ill patients, as it tends not to cause hypotension on induction. However, it is a selective adrenocortical 11 beta-hydroxylase inhibitor and causes transient adrenal insufficiency, the clinical implications of which are debatable. No difference in morbidity has been observed with the use of ketamine or etomidate for emergency endotracheal intubation of critically ill patients (Jabre et al. 2009). Propofol can have a profound effect on the haemodynamics, especially in patients with hypovolaemia and/or impaired cardiac function and is rarely used for TI in critically ill patients. Titrating the dose, using smaller doses, pre-emptive or concomitant administration of vasopressor agents and judicious fluid administration may avoid significant haemodynamic perturbations. With a lack of consensus on an ideal induction agent, either etomidate or ketamine could be used as the first choice induction agent based on specific scenarios. The use of propofol should be limited to situations where TI is required for airway protection in the absence of cardiopulmonary compromise.
Succinylcholine, which is a depolarising neuromuscular blocker, provides a rapid onset and short duration of action. Its major side effects include malignant hyperthermia and acute hyperkalaemia in susceptible patients. Rocuronium does not carry the same risk of malignant hyperthermia or acute hyperkalaemia, but the onset and duration of action is highly dependent on the doses used for intubation. While meta-analyses have reported that the intubating conditions are better with succinylcholine (Perry et al. 2003; Tran et al. 2017), a recent study showed that clinician grading of intubating conditions was similar with both these drugs, and intubation-related complications occurred more often in the succinylcholine group (Guihard et al. 2019).
Future research is required to find interventions to reduce the high incidence of cardiorespiratory complications associated with TI in critically ill patients. These interventions should be aimed at improving first-pass tracheal intubation success while optimising the patient’s cardiorespiratory status. Although significant work has been done to enhance the actual process of TI in critically ill patients, there is still limited knowledge on appropriate management of a physiologically difficult airway. The use of POCUS prior to TI can help assess the patient’s cardiovascular status, facilitate rapid screening for difficult laryngoscopy, and assess for increased aspiration risk. Its routine use and its impact on outcomes needs validation. Studies investigating patient positioning, techniques for preoxygenation and the role of RSI/Sellick’s manoeuvre based on patients’ physiologic derangements would be beneficial. Future work should also address device development, including different blade shapes, angles, lengths and cameras as well as stylet modifications. The optimum choice of drugs for induction of anaesthesia as well as muscle relaxation based on patients’ physiological alterations also needs further evaluation.
Conflict of Interest
AKK is funded with a Clinical and Translational Science Institute (CTSI) NIH/NCTAS KL2 TR001421 award for a trial on continuous postoperative haemodynamic and saturation monitoring. | <urn:uuid:72492570-6b65-4b8d-8867-8a3e4f240103> | CC-MAIN-2021-43 | https://healthmanagement.org/c/icu/IssueArticle/airway-management-in-critically-ill-patients-striving-to-improve-outcomes | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00615.warc.gz | en | 0.910107 | 4,622 | 2.515625 | 3 |
53rd Recce Regiment was born out of the Brigade Anti-Tank Companies within 53rd Welsh Division which were drawn from all of the Infantry Battalions within in the Division. It officially became the 53rd Reconnaissance Regiment on the 1st January 1941 and would serve with distinction until disbanded in 1946.
This section is thanks to a wide variety of sources - all of which can be found in the Acknowledgements section of the website.
Formed from Divisional Anti-Tank Companies, on the 1st January 1941, 53rd Recce Regiment was now 53rd Welsh Division's eyes and ears. Equipped with (initially) an eclectic variety of almost home-brew armoured cars - such as the Bedford 'Ironsides' (Bedford trucks with boiler plate armour). It was created in Northern Ireland, where 53rd Welsh Division was training and constructing anti-invasion defences.
By the end of March 1941, 53 Recce had been bought up to 49 Carriers and 30 Bedford Ironsides - these were the first moves toward modernising the equipment of the new Regiment. Throughout 1941 the Bedford Ironsides were handed over to the Infantry Brigades and Humberettes and Beaverettes began to replace them. October saw 32 new Humber Mk II's arrive and the Regiment handed over a corresponding number of their older armoured cars to 5th Recce Regiment. November saw a return to the Uk and Christmas 1941 saw the Regiment celebrate with a good Christmas dinner and the issue of more specialist Mortar Carriers.
Standard 'Beaverette' scout cars, Bren gun carriers and motorycles of 53rd Battalion, The Reconnaissance Corps during manoeuvres at Ballykinlar in Northern Ireland, 19 June 1941. [IWM]
Within under a year, the Regiment was already well on the way to being ready for war, replacing old outdated equipment with some of the most modern vehicles in the British Army, however shortages of rifles and basic .303 ammunition persisted. Intense training was moulding the unit well, but this was only the start of the long journey which would see the unit refined as one of the finest Reconnaissance Regiments.
At the start of February, the famous 'Dafodil' green/yellow FS cap was issued to the Regiment along with the green/yellow Recce lanyards. The Officers of 53 Recce had an unpleasant surprise when on the 14th February they lost a .22 shooting competition with the local Home Guard. Around this time the Officers finally uncovered that the Quartermaster, Wagstaffe, had been publishing a small broadsheet paper for men of the Regiment!
April 1942 saw the Regiment's terminology shift, 'Privates' became 'Troopers', Companies became Squadrons, and 53rd Recce was formerly recognised as a Regiment. In May, the first (not infamous) Exercise Tiger took place, with the Regiment seeing Churchill tanks at hand for the first time, their conduct during the exercise earned them respect and great feedback from Division command.
June 1942 saw the Humber IIIs replace the other armoured cars, and the Regiment recieved its last consignments of Carriers, finally bringing them up to strength. On the 30th October, 53rd Recce's camp finally opened its own dedicated NAAFI store giving the soldiers a much needed place to unwind and relax! November saw the arrival of the new GS Beret and the last No.4 rifles required to bring the Regiment up to standard, replacing the First World War SMLE. Churchill toured the unit, meeting the men and even joined in trying out the assault course, climbing the greasy pole! This provided a morale boost after the newspapers had starting refering to the Recce troopers as the 'reckless Reckies'.
January 1943 saw the replacement of the obsolete 2 pounder anti-tank gun with the issue of the six pounder, however bad weather compounded training and 6 pounder ammunition was nigh on unattainable. During this time the Regimental Padre had a series of open discussions on religion and army life. The Regiment began pulling in very strong performances in cross country, trashing the Blackheath Harriers 66:113. This led to the team being invited into cross country competitions across the country.
It is often tricky to find out what a Regiment marked their vehicles up with (in terms of formations) the formation number, what colour markings were painted.
53 Recce vehicles were painted by Lance Corporal Langton, '...left his mark on the Regiment more than anyone else... with his wonderfully neat 41's on green and blue backgrounds, bridge classifications, Divisional signs and Squadron triangles, squares, circles, and diamonds...[he] painted on all of his twenty-one carriers during the time it took to give out orders to the Troop Leaders who were going to take them out on a trial run.'
So for 53 Recce vehicles, the most Regimental marking is '41' on a blue/green background with the 53rd Welsh Divisional symbol nearby.
In common to the rest of the Division's troops 53 Recce had their own distinctive dress. Originally the anti-tank companies retained the cap badges of their parent units, and this was ultimately standardised to the Reconnaissance Corps cap badge.
They also wore the distinctive green and yellow FS cap which was the source of their nickname ‘The Daffodil Boys’
53 Recce wore an unusual shade of blanco (introduced on the 9th February 1942), described in Welsh Spearhead as a '...creamy yellow... it was admitted to be magnificent but not considered war.' It also suggests that it originates fromB Squadron who had made it whilst 159 Anti-Tank Company from the Spelga Hill clay in Northern Ireland.
This is juxtaposed to the normal, pristine white blanco one sees for ceremonial/some guard purposes!
July 1942 saw the first arrival of shoulder titles bearing 'Reconnaissance Corps' in yellow letters on green backing. This sat above the Divisional 'W' as seen in the image above, or more clearly on the portrait of L/Sgt Fulcher below in 'Pictures'.
The wearing of the yellow/green lanyard was only available to those who passed the Commanding Officers Turnout and Drill Competitions untill everyone passed - then they started from scratch!
Its noted in Welsh Spearhead that when one won your titles and your lanyard at the earliest parades, you did not have to particpate again, and this may not be for 6 months!
The green and yellow shoulder titles of which the men were so proud were removed by ACI1681 (which lingered 1941) in September 1942.
However on the 20th November, Winston Churchill visited 53 Recce, with General Paget (CiC Home Forces), he showed great interest in the men's reaction to the loss of their shoulder titles and promised that they would be returned. In early 1943, the permission to wear the titles was granted once more but they only said 'Reconnaissance'.
GS Cap Nonsense
The GS beret is summed up as follows:
"We wear it, perhaps a little self-consciously, on all occasions except on certain parades when we wear our coloured side-caps. For walking-out either can be worn and at this stage it is interesting to see whether the familiar and tried success of the green and yellow F.S. cap is to be ousted by the new vogue."
Ultimately it would usurp the FS cap, and as seen in the photo above, and those that follow.
To add to the confusion regarding headwear, on February 1944 the Regiment was issued black RAC beret (seen in the above picture). This was worn with the Reconnassiance Corps cap badge.
In every unit incentives are needed to create an espirit de corps, and ways of rewarding competency were devised, 53rd Recce was no different in this sense
Weekly Vehicle Competition
Commencing the 7th February 1942, this competition saw each Squadron put two or three vehicles forward to compete for marks out of 100 on everything from cleanliness, reliability - all the way to the Trooper's personal AB64 and anti-gas ointment in his gas mask bag! It soon became a much fought for title within the Regiment.
Inter-Squadron Drill Competition
First held on the 20th February 1942, the Drill Competition offered rewards of the green and yellow Recce Corp lanyards for those who passed the tests that made up the Competition. On the first day HQ Squadron won 50 lanyards, and this event soon became a regular occurance!
On the 9th May 1942, the Regiment introduced a day's holiday for each month that went by without an accident. This leave was awarded across the relevant Squadron, so woe betide those whose vehicle would collide with a telephone pole on the last day of the month!
Sport in Maidstone
Swimming: Being so close to Maidstone allowed the men to enjoy many creature comforts when the 53rd Recce camp at Gore Court Camp lacked many of the basic washing facilities, so soon theybecame regulars at the Maidstone Baths with a Regimental Swimming Gala on 21st July 1942, after which it was followed bya Regimental sport competition on Maidstone Cricket Ground, which was followed by a famous lunch prepared by the Regimental cooks.
Cross Country: The 53 Recce Cross Country team was created in 1942, as a way to improve fitness - by 1943 they began competing in cross country competitions. 20th March 1943 saw the team come a dussaoiubtubg 20/57 in the 'News of the World' Relay Race. April 1943 saw 53 Recce lose the Divisional Cross-Country Championship by 1 point to 2 Mons. The subsequent Divisional Cross-Country Championship in February 1944 saw 53 Recce triumph by 127 points. With most of the team in the top 22. By now the Regiment's runners were conducting weekly runs which were becoming part of the fabric of the Regiment's fledgling traditions.
Rugby, Football and Boxing: Football was the most popular game and many informal matches against other units were arranged. Both the rugby and boxing teams managed to get into final of the 53rd Welsh Division competition.
During 1942, the Regiment bought saving stamps and certificates worth £1000. It is commented on in Welsh Spearhead that, "Surely a great tribute to our thrift, or perhaps to our inability to spend our money."
The 2nd March bought an unexpected visito, the King enjoyed a ride on an immaculate Loyd carrier, with Trooper Lovell being the 'lucky' man chosen to drive the vehicle!
53 Recce cooks were often asked for food/brews at inopportune times, they developed their own slang which was caused much hope in the eyes of hungry Troopers, "Fizz Off!"
Many animals passed through the Regiment and a few that stand out from Welsh Spearhead are:
Geoff the Cat, born at the Orderly Room at Hatch Park, favourite animal of the Regiment and sadly died during the Ardennes Offensive.
Leo the 'half-bred' pup born with A Echelon at Maeseyck and survived the war.
The affectionate Norman Hen who liked the 'rear link' vehicle of A Squadron.
Here are a selection of photos, accreditation is given along with the original captions, as appropriate.
Portrait of Trooper Hughes, 53rd Recce. [Hughes]
Lance-Sergeant Albert Victor Fulcher, 53 Recce. (Colourised) [Carter]
Trooper Hughes with unknown woman, man on right presumably RWF due to capbadge/unit insignia. [Hughes]
53rd Recce in the Ardennes. Note the assorted knit wear and large leather jacket worn bythe man on the right (Hughes?) [Hughes]
Trooper Hughes with Sten. Note the white ceremonial belt. [Hughes]
"Hilda Dusseldorf" [Hughes]
Taken in Hamburg 2 Days Before VE Day [Hughes]
Balen: 19.9.44, "This was taken nearly 3 months ago, the civvies in the photo had just been liberated." [Hughes]
53 Recce Beers... [Hughes]
Unknown Officer (Presumably 53 Recce) [Hughes]
53 Recce NCOs (Colourised). [Carter]
"Troopers" posing with captured German (presumably) cavalry swords.[Hughes]
53 Recce Party, Trooper Hughes has arrow pointing at him at the back [Hughes]
Here is a somewhat unusual example of late/end of war 'trench' art.
53 Recce Fruitbowl [Carter]
Close upof 53rd Recce image and where it was made [Carter]
March 1941 - 53 Recce Vehicle Establishment
Carriers, Bren, Mark 1/6 - 49
Trucks, 15 cwt, Bedford - 24
Trucks, 30 cwt, Bedford - 9
Trucks, 3 ton, Austin - 4
Trucks, 3 ton, Fordson - 2
Water trucks, 15 cwt, Bedford - 2
Wireless P.U., Morris - 2
Wireless P.U., Humber - 2
Trucks, 8 cwt, Morris - 12
Utility Truck, Humber - 1
Cars, 7hp, Austin - 3
AFVs, 'Ironside' Bedford - 30
M/Cs, Norton - 12
March 1941 - 53 Recce Arms and Ammunition Establishment
710 Rifles - 100,250 rounds .303amn
44 LMGs - 97,000 rounds .303amn
39 Pistols (assorted) - 1,000 rounds
1 'Tommy' Gun - 2,000 rounds
30 Anti-Tank Rifles - 3,600 rounds
6 2-inch Mortars - 180 HE and 54 Smoke
1 3-inch Mortar - 60 HE and 18 Smoke
144 Hand Grenades
Upon the 8th May, 1941, 53 Recce recieved six Standard Beaverettes
2nd July, 23 Recce Cars (Standard 'inkpots'?) and 12 No18 sets arrive.
22nd July, 3 No11 sets (increasing Regiment's number to 5)
23rd July, 2 3-Inch Mortars arrived.
28th August, 2 3-Inch Mortars arrived.
October 1941, establishment now has 32 Humber Light Recce Cars, MkII. Anti-Tank Battery was still armed with Boys anti-tank rifles.
September 1942 - 53 Recce War Diary notes they are at full AT strength, with 12 2 Pounder anti-tank guns.
November 1942 - a complete issue of No4 rifles now equips 53 Recce.
August 1943 - waterproofing training commences, followed by loadings onto mock landing craft, and using scrambling nets.
April 1944 - post address shifts to an Army Post Office closed address. Mail censorship commences. | <urn:uuid:b161a536-7593-461d-a1e9-59adaf0bd370> | CC-MAIN-2017-26 | http://53rdwelshdiv.webs.com/53rdrecceregiment.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00282.warc.gz | en | 0.96566 | 3,136 | 2.515625 | 3 |
GETTING UP TO BIM
Building Information Modeling (BIM) is an important component of today’s AEC industry. BIM is a compilation of visual and logical parts of a building that crosses several disciplines into a working database. Every BIM project starts with the creation of a virtual model of the building.
3D laser scanning quickly collects the spatial information required for BIM to a determined level of development (LOD). All parts exposed to data collection can be incorporated into the model. This includes walls, doors, windows staircases as well as mechanical, electrical or structural members that are obtainable. Scan data not only allows for visual representation, but true dimensioning in real space. This is particularly useful for historic buildings with no CAD files or out of date drawings. BIM brings efficiency to maintaining a building over its entire life cycle. | <urn:uuid:170da5fa-ec8a-4369-9be1-98fc97602b1b> | CC-MAIN-2019-22 | http://scanx3d.com/virtual-modeling/bim/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256215.47/warc/CC-MAIN-20190521022141-20190521044141-00444.warc.gz | en | 0.913207 | 173 | 2.78125 | 3 |
Vienna Convention on Diplomatic Relations
The 1961 Vienna Convention on Diplomatic Relations outlines the rules of diplomatic law, ratified by Canada in 1966 and implemented by the Foreign Missions and International Organizations Act. The Convention codifies the rules for the exchange and treatment of envoys between states, which have been firmly established in customary law for hundreds of years. It has become an almost universally adopted Convention with 179 states party to it.
The Vienna Convention on Diplomatic Relations is fundamental to the conduct of foreign relations and ensures that diplomats can conduct their duties without threat of influence by the host government. In particular, the Convention establishes the following:
- rules for the appointment of foreign representatives;
- the inviolability of mission premises;
- protection for the diplomat and his or her family from any form of arrest or detention;
- protection of all forms of diplomatic communication;
- the basic principle of exemption from taxation;
- immunity from civil and administrative jurisdiction, with limited exceptions; and
- that diplomats must respect the laws of the host state.
As is stated in the preamble of the Convention, the rules are intended to facilitate the development of friendly relations among nations, irrespective of their differing constitutional and social systems. The purpose of such privileges and immunities is not to benefit individuals but to ensure the efficient performance of the functions of diplomatic missions.
The Convention requires diplomats to obey local laws; however, the only sanction permissible under the Convention, in the absence of a waiver of immunity, is expulsion. This prevents the potential abuse by local authorities of the power of a state's law enforcement system. Reciprocity also forms an effective sanction for the observance of the rules of the Convention.
- Date Modified: | <urn:uuid:1a7513d9-b2a0-4203-a04d-f78a178021cb> | CC-MAIN-2023-40 | https://www.international.gc.ca/protocol-protocole/vienna_convention-convention_vienne.aspx?lang=eng | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510412.43/warc/CC-MAIN-20230928130936-20230928160936-00630.warc.gz | en | 0.94259 | 350 | 3.515625 | 4 |
Possible Link to Artist:
Who Was Baron Grimm?
Friedrich Melchior, Baron von Grimm (26 September 1723 – 19 December 1807)1 was a German-born French author and diplomat who had close ties with Thomas Jefferson in Paris and with the empress Catherine II in Russia. If the 1785 Delapierre portrait depicts Jefferson, Baron Grimm might have been the link between the artist—who spent much of his painting career in Russia—and Jefferson.
Grimm's introduction to Catherine II took place in 1773. He became Minister of Saxe-Gotha at the court of France in 1776 and was her agent in Paris for the purchase of art, executing confidential commissions on her behalf.2
If Grimm did not personally know Delapierre—who was appointed official Russian court painter in 17703—then he almost certainly knew him by reputation.
Based on a brief note from Grimm to Jefferson dated 21 May 1785, Grimm—in his official capacity as "Ministre Plénipotentiaire de Saxe-Gotha"—probably met with Jefferson that day, possibly for the first time.4
If Grimm's meeting with Jefferson on 21 May 1785 included discussions of artists—highly likely in view of Jefferson's strong interest in collecting portraits in 17858 and Grimm's role as art advisor to Catherine II—Grimm may have mentioned the artist Delapierre.9 Jefferson's awareness of Delapierre through Grimm at this or subsequent meetings10 might have led Jefferson to choose Delapierre to execute the commission described in the 28 May 1785 letter.
References and notes
Edmond Scherer, Melchior Grimm, L'homme de letters, le factotum—le diplomate, Calmann Lévy, Editeur, Paris, 1887, pp. 15, 368.
In 1770, Delapierre achieved the title of "agréé" at the Imperial Academy of Arts for a 1768 portrait of Catherine II and a 1770 portrait of Count Nicholas Petrovich Sheremetev. He also was appointed official court painter that year, executing portraits of the principal members of the imperial family, including the young Grand Duke—son of Catherine II and later to become Tsar Paul I. (See The Artist: Who Was "B.N. de la Pierre"?)
English translation: [Cover page] "[To be delivered] to Monsieur. Mr. Jefferson, Minister Plenipotentiary of the United States of America, in his hotel in Paris." [Text] "Baron Grimm, Minister Plenipotentiary of Saxe Gotha, came to have the honor of seeing Mr. Jefferson and to compliment him on his first audiences with the King, Queen and Royal Family in the capacity of Minister Plenipotentiary of the United States of America near His Most Christian Majesty. In Paris, 21 May 1785 [Saturday]."
Jefferson met with King Louis XVI and Queen Marie Antoinette—and officially became the new American Minister to France, succeeding Benjamin Franklin—on Tuesday, 17 May 1785. Grimm's request to meet with Jefferson took place the following Saturday, four days later.
See letter (in English) to [Jean-Baptiste Henri] Barré from Jefferson, which indicates that Jefferson received Barré's 28 May 1785 letter on 3 June 1785. (The Papers of Thomas Jefferson, Volume 8, edited by Julian P. Boyd, Princeton University Press, Princeton, New Jersey, 1953, pp. 176-177.)
See letter (in French) from [Jean-Baptiste Henri] Barré to Jefferson (The Papers of Thomas Jefferson, Volume 8, edited by Julian P. Boyd, Princeton University Press, Princeton, New Jersey, 1953, p. 168.) See also Request for Painting: Why Was the Portrait Painted?
The portrait size requested was almost identical to that of the 1785 Delapierre portrait. See also Request for Painting: Why Was the Portrait Painted?
(a) Susan R. Stein, The Worlds of Thomas Jefferson at Monticello, Harry N. Abrams, Inc., New York, 1993, pp. 28-34. (b) Harold E. Dickson, Jefferson and the Arts: An Extended View—TH.J. Art Collector, National Gallery of Art, Washington, D.C., 1976, pp. 110-114. (c) Howard C. Rice, Jr., Thomas Jefferson's Paris, Princeton University Press, Princeton, New Jersey, 1976, pp. 39-41. (d) Jefferson's Memorandum Books—Accounts, with Legal Records and Miscellany, 1767-1826, Volume I, edited by James A. Bear, Jr., and Lucia C. Stanton, Princeton University Press, Princeton, New Jersey, 1997, pp. 565-566.
The research team has not been able to determine exactly when Delapierre returned to France after his career in Russia; however, a change in the way he signed his paintings, the nationalities of some of his clients, and his frequent use of standard French canvas sizes beginning in 1782 indicate that he may have returned in that year. (See The Artist: Who Was "B.N. de la Pierre"?) If Delapierre was in France in 1785, it is highly likely that he attended the month-long "Salon de 1785" biennial art exposition in Paris that began on 25 August 1785. This event was sponsored by the Académie de Paris—where Delapierre studied before moving to Russia—and was enormously popular among artists and art clients from throughout Europe. (See William Howard Adams, Editor, The Eye of Thomas Jefferson, University of Missouri Press, Columbia, Missouri, 1976, pp. 152-154.) Likewise, Thomas Jefferson almost certainly attended all three of the biennial expositions that took place when he was in Paris—in 1785, 1787, and 1789. (See Adams, p. 152.) Therefore, although it is tempting to speculate that Baron Grimm may have introduced Jefferson to Delapierre, it is also possible that Jefferson met the artist on his own at the 1785 exposition.
Based on Jefferson's correspondence many years later, he became close to Baron Grimm in Paris and respected Grimm's judgment in artists. Writing to John Adams from Monticello on 8 April 1816—responding to a question asked by Adams in an earlier letter—Jefferson replied: "Did I know Baron Grimm while at Paris? Yes, most intimately. He was the pleasantest, and most conversible member of the diplomatic corps while I was there: a man of good fancy, acuteness, irony, cunning, and egoism: no heart, not much of any science, yet enough of every one to speak its language. His fort was Belles-lettres, painting and sculpture. In these he was the oracle of the society, and as such was the empress Catharine's private correspondent and factor in all things not diplomatic."
This correspondence is revealing in another respect: Although Jefferson corresponded extensively with Adams after Jefferson first met Grimm in Paris, Jefferson did not mention his relationship with Grimm to Adams until early 1816—more than three decades later. This suggests that there were many things in Jefferson's personal and professional life that he did not routinely share unless asked—even with someone as close to him as Adams. | <urn:uuid:ce39d35b-6fed-4048-93a8-a4b0414994c1> | CC-MAIN-2017-26 | http://isthisjefferson.org/DLP_E08.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320257.16/warc/CC-MAIN-20170624101204-20170624121204-00619.warc.gz | en | 0.950714 | 1,535 | 2.609375 | 3 |
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August 4, 2014
WHERE WILL BEEF COWS EXPAND?
It is getting to be a well repeated story. Beef cow numbers are at their lowest level since 1962. Cattle and feeder cattle prices are at record highs and feed prices have dropped. Beef consumers continue to eat beef and are rewarding the beef industry with very profitable returns. So when are beef producers going to expand the breeding herd and in what regions of the country will that occur?
To answer those questions we first look at the areas of the country that had the biggest reductions in beef cow numbers due to drought, high feed prices, and financial losses. Since 2007, beef cow numbers dropped by 12 percent totaling 3.8 million head. The biggest declines were in the region with the most cows-the Southern Plains- which accounted for 1.6 million of the decline. Texas, the big beef cow state, had a reduction of 1.4 million head, an astonishing 36 percent of the nation’s total decline. That region’s expansion opportunities are very mixed due to lingering drought. About one-third of Texas remains in the three highest drought categories, D2-D4. Importantly, parts of cow-dense eastern Texas are now out of drought and the National Weather Service is forecasting some continued drought abatement by this fall for the region. In conclusion, lingering drought in the Southern Plains will tend to mean a slow expansion there.
The second most important region for beef cows is the Southeast, which had an 822,000 head beef cow reduction since 2007, or 21 percent of the nation’s total. The biggest reductions were in Tennessee and Kentucky and accounted for 59 percent of the region’s decline. The Southeast is generally in good shape for pastures as the impacts of the 2012 drought have passed.
The third most significant beef cow area is the Northern Plains, where beef cow numbers did not drop over the past seven years. This probably means that producers in that region will be expanding numbers with large amounts of grazing land. Lower returns to grain production are expected to bring some conversion of land back to grazing in coming years as well. The Central Plains are the fourth most important area and drought continues to linger in Kansas and parts of Nebraska, slowing their expansion.
The fifth most important beef cow region is the Western Corn Belt from Minnesota to Missouri. That region had a reduction of 566,000 cows, or 15 percent of the national reduction. Over the last seven years this region has been most dramatically affected by the ethanol boom. Traditionally a low-grain price region, many farmers once talked of “walking” their corn to town in the form of value-added livestock. Now, hauling corn to the local ethanol plant is often the preferred marketing plan. The ethanol impact is much less important in Missouri, where more marginal land is suited to beef cows, so that state is expected to lead the coming expansion for that region.
The rest of the country has a mixed situation. Severe drought in California and other parts of the West and Pacific Northwest are going to prevent expansion in some of those areas. On the other hand, the Eastern Corn Belt and the Northeast will see some expansion, but these have become relatively minor beef cow regions.
The latest June Cattle inventory update from USDA does not answer the question of whether expansion is underway, since USDA was not funded to collect mid-year cattle inventory data one year ago. Numbers from January seemed to suggest that heifer retention was up two percent, signally expansion. But, the June inventory was two percent lower than two years-ago, providing inconsistent signals.
Low slaughter numbers seem to be signaling that heifers are being pulled away from slaughter and toward breeding herd retention. The number of cattle processed this year is down seven percent, a number greater than would have been expected in the absence of expansion. Cow and heifer slaughter have been low as well.
Finished cattle prices have reached record highs over $160 in recent weeks. In 2013, finished cattle prices averaged about $126. At the start of 2014, forecasts were for prices to average in the mid-$130’s. Now, it appears the 2014 yearly average price will be close to $150. The mid-$150s are expected for the remained of the year, with prices dropping to the low-$150s for the first-half of next year.
When will expansion begin and where will it occur? Clearly the profit incentive has returned more powerfully than expected. Pastures and ranges have returned in some regions and feed is more available. But drought is limiting forages in other significant areas. This means the national beef cow expansion will be slowed and that tight beef supplies will be with the country for several more years.
Issued by Chris Hurt | <urn:uuid:fe63c1aa-868d-4286-b27c-e11a1b8f3d05> | CC-MAIN-2018-05 | http://www.farmdoc.illinois.edu/marketing/weekly/html/080414.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886860.29/warc/CC-MAIN-20180117082758-20180117102758-00035.warc.gz | en | 0.965392 | 1,005 | 2.875 | 3 |
Dr. Odin Vitamin E is an antioxidant that fights damaging natural substances known as free radicals. It is incorporated into the fat-based tissues of the body, such as the heart, fat-carrier molecules such as bad cholesterol, and our cell membranes, where it acts to stabilize these structures and protects them from free radical attack. Vitamin E also protects our cells from compounds such as lead, mercury, and other heavy metals. Vitamin E is complementary to vitamin C, and it?s recommended that people take them together. Because of vitamin E??s strong antioxidant effects, it??s an important part of an individual??s daily regimen, and addresses heart health, men??s and women??s health, longevity, prenatal care, memory, and fitness. People taking blood-thinning medication such as warfarin should exercise caution when taking high doses of vitamin E. | <urn:uuid:64fecff0-6105-4104-a1ab-7b4d1f62dc7a> | CC-MAIN-2021-43 | https://www.drodin.us/product-page/vitamin-e | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588246.79/warc/CC-MAIN-20211028003812-20211028033812-00186.warc.gz | en | 0.931431 | 175 | 2.765625 | 3 |
With a total of 47 counties, Kenya is one country whose productivity and value is spread differently across the nation. Many factors influence such differences. However, some counties which top the list include counties with political stability, stable weather conditions and minimum levels of corruption. Below is a list of top 10 richest counties in Kenya:
1. Nairobi County
Nairobi county is the smallest among counties yet most populated in Kenya. Covering an area of 696 km², this county has a GDP of approximately $1,492,323. The county in itself brings in about 21% of the country’s output, thus making it the leading among richest counties in Kenya. In 2018, the county became the 6th wealthiest city in Africa.
2. Nakuru County
Nakuru county has a GDP of about $517,462 and GCP of 6.17. The county is the 4th most populous county in Kenya and the 3rd largest urban area in Kenya.
3. Kiambu County
With a GDP of $421,918 and a GCP of 5.5, Kiambu county is the third most populous county in Kenya. 40% of it is rural whereas 60% of it is urban. Kiambu county has twelve sub counties.
4. Mombasa County
Mombasa county has a GDP of $332,122 and a GCP of 4.7. Its current population is 1.2 Million spread across six sub counties. Mombasa is the only city in Mombasa county.
5. Nyandarua County
This county has a GDP of $245,203 and a GCP of 2.6. It has a population of 650,000 people spread across 5 sub counties. Its capital and largest town is Old Kalou.
6. Machakos County
Machakos county the sixth among richest counties in Kenya. The county is a home to the country’s first Administrative Headquarters. It has a GDP of $232,860 and a GCP of 3.2. The county’s population of 1.43 Million people is spread across 8 sub counties.
7. Meru County
Meru is one of the most fertile areas in Kenya. The county has a GDP of $229,646 with a GCP of 2.9. Its population of 1.6 Million is spread across nine sub counties.
8. Kisumu County
This county has a GDP of $194,489 with a GCP of 2.9. The county’s population of 1.2 Million is widely spread across the 7 sub counties.
9. Bungoma County
Bungoma town is the headquarters of Bungoma county, which has a GDP of $183,509 and a GCP of 2.1. The county has a population of 1.7 Million that is spread across the nine sub-counties.
10. Kakamega County
Kakamega county closes our list by taking the tenth position among the richest counties in Kenya 2020/2021. The county comprises of twelve sub counties. It has a population of 1.9 Million people. Kakamega is the second most populous county in Kenya. It has a GDP of $182,563 and a GCP of 2.4. | <urn:uuid:c1355744-9522-4181-a238-e76734a55d24> | CC-MAIN-2023-06 | https://eafeed.com/richest-counties-in-kenya/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499934.48/warc/CC-MAIN-20230201112816-20230201142816-00699.warc.gz | en | 0.94432 | 682 | 2.75 | 3 |
The back of the first sheet is coated with micro-encapsulated dye. The top of the middle sheet is coated with a clay that quickly reacts with the dye to form a permanent mark. The back of the middle sheet is also coated with the dye. The lowermost sheet is coated on the top surface with the clay with no coating applied to the back side.
When someone writes on the sheets, the pressure from the point of the writing instrument causes the micro-capsules to break and spill their dye. Since the capsules are so small, the print obtained is very accurate.
Carbonless copy paper was also available in a self-contained version that had both the ink and the clay on the same side of the paper.
The first dye used commercially in this application was crystal violet lactone, which is still widely used today. Other dyes and supporting chemicals used are PTSMH (p-toluene sulfinate of Michler's hydrol), TMA (trimellitic anhydride), phenol-formaldehyde resins, azo dyes, DIPN (diisopropyl naphtalenes), formaldehyde isocyanates, hydrocarbon-based solvents, polycyclic aromatic hydrocarbons, polyoxypropylene diamine, epoxy resins, aliphatic isocyanates, Bisphenol A, diethylene triamine, and others. The dyes in carbonless copy papers may cause contact dermatitis in sensitive persons.
Until the 1970s when the use of polychlorinated biphenyls (PCBs) was banned due to health and environmental concerns, PCBs were used as a transfer agent in carbonless copy paper. PCBs are readily transferred to human skin during handling of such papers, and it is difficult to achieve decontamination by ordinary washing with soap and water.
In Japan, carbonless copy paper is treated as a PCB-contaminated waste.
Exposure to certain types of carbonless copy paper or its components has resulted, under some conditions, in mild to moderate symptoms of skin irritation and irritation of the mucosal membranes of the eyes and upper respiratory tract. In most cases, good industrial hygiene and work practices should be adequate to reduce or eliminate symptoms. These include adequate ventilation, humidity, and temperature controls; proper housekeeping; minimal hand-to-mouth and hand-to-eye contact; and periodic cleansing of hands.
The University of Florida has found that chronic exposure to carbonless copy paper can be hazardous to a person's health. In addition, scientists found higher rates of sick leave and illness compliants at the office using large amounts of carbonless copypaper.
Environemtal Health Perspectives 2007 by Maritta S. Jaakkola; Jouni J.K. Jaakkola. Office Work Exposures and Adult-Onset Asthma This study provides new evidence that exposures to paper dust and CCP in office work are related to increased risk of adult-onset asthma. Reduction of these exposures could prevent asthma in office workers. Clinicians seeing asthma patients should be aware of this link to office exposures. http://www.medscape.com/viewarticle/561114
6. http://news.ufl.edu/1997/05/22/carbonls/ U. of FLA News
7. http://www.businessweek.com/2000/00_50/b3711180.htm Business Weeks Expose'
8. http://www.businessweek.com/2000/00_50/b3711181.htm A Paper Trail | <urn:uuid:88d3c363-02a1-4656-8a68-89eb66f38733> | CC-MAIN-2015-11 | http://www.reference.com/browse/Carbonless+paper | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463453.54/warc/CC-MAIN-20150226074103-00081-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.922862 | 746 | 3.375 | 3 |
Major scale is one of the diatonic scales. It is made up of seven distinct notes, plus an eighth which duplicates the first an octave higher. The simplest major scale is C major, the only major scale not to require sharps or flats on the musical staff and consequently uses only the white keys on the piano keyboard.
Fingering to play major scales on the piano
Here are the major scales with their fingering:
- B major scale
- B flat major
- D Major tones
- Db Major key
- E Maj scales
- F sharp or Gb major scales
- C Major scales on the piano
- G Maj notes
- A flat Major key
- F Major scales
- A Major on the piano
- Eb Major key or scale
When writing out major scales, no line or space on the stave can be skipped, and no note can be repeated with a different accidental. This has the effect of forcing the key signature to feature just sharps or just flats; ordinary major scales never include both.
- In solfege these notes correspond to the syllables : Do, Re, Mi, Fa, Sol, La, Si
- The major scale is the same as the Ionian mode.
Major scale types
Here is some major scale types.
Considerations on major scales
To construct any major scale, start with your chosen note for the root or starting note; this will be your tonic. Then move up in pitch two notes (counting each white and each black key as one note). This is referred to as a whole step, and will be the second note of the scale, or the supertonic. Move up again two notes, this is the third note of the scale, or the mediant. Next move up one note, this will be the fourth note of the scale, or the subdominant. Move up again two notes, this will be the fifth note of the scale, or the dominant. Move up again two notes for the sixth note or sub-mediant of the scale, up again two notes for the seventh note or leading tone of the scale, and finally up one note for the eighth note or octave (which is the same as the tonic). | <urn:uuid:095d4ff1-4f2b-45cc-b654-03b9fc80de1b> | CC-MAIN-2015-48 | http://www.bluesjazzpiano.com/major-scales.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398446535.72/warc/CC-MAIN-20151124205406-00194-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.893569 | 465 | 3.40625 | 3 |
How to archive sites in Google .. the complete stages
The primary goal of search engines is to search the Internet for all the pages that exist (choosing the ones that can provide web users with the most valuable and trustworthy information. They need to do so quickly and efficiently). This is not easy!
The Internet is a huge collection of web pages; This is why collecting and recalling all the information within milliseconds is among the objectives of the search engine. In this article, we’ll talk about how crawling and indexing work in detail so that you don’t need to look elsewhere for information on this part.
How to archive websites in Google search engine
Get ready for the useful things to know that will effectively help you in improving the efficiency of your website in terms of crawling and indexing.
Search spiders Crawlers
Before I explain how to quickly archive sites in Google, you should know that every search engine has a Bot, Spider or Crawler (search spider or User agent softwareThey are all names for one thing, which is an automated program that crawls across the Internet to discover pages from the Web. For example, Google is called Googlebot and it constantly crawls new web pages to index them and old web pages to monitor changes in them. They are the most important tools that search engines rely on to identify, categorize, store and index web pages in the search engine master record.
Each search engine may contain several search spiders, each with a specific niche that may be for videos, text, images, or ads.
First, Discovery discovers links to new pages and sites on the Internet, then works Crawling or crawls to discover the content of new pages, and then indexes it in the index of Google, and then comes the work of the last algorithm, which is Ranking.
So in short the stages are Discover > Crawl > Archive > SortAnd here is the detail:
The discovery process means that the search engine spiders discover the existence of new pages on the Internet. The process of searching for new or updated web pages. Google discovers URLs by following links, reading sitemaps, and many other means.
Google’s search engine crawls the discovered web pages, reads and understands their content, and categorizes them based on that content and information you provide.
Gain a deeper understanding of creep
Currently, there are trillions of live pages on the Internet, and they are growing in numbers every day. So, crawling them all will take a lot of time. Crawling is the process of finding all the links on a page, following each one, and repeating the process repeatedly to find other new pages.
Marketers and professionals refer to web crawlers by different names: bots, spiders, search engine bots, bots, or spider bots. The main reason web crawlers are categorized as bots is that they are programmed to perform a series of specific tasks – nothing more, nothing less.
As mentioned earlier, crawlers only have to go from link to link and collect all the information they can get on a particular web page.
You may be wondering, “How does crawling begin?”
Search engines have a list of trusted sites that they use as their initial list. These pages contain links to other websites. Apart from the initial list, they also use previously crawled websites as well as sitemaps provided by website owners.
The crawl actually never stops. As long as there are links and web pages, the crawling will still be there. Crawling is a very important task for search engines because it allows them to find new pages with newer information and rank the content.
Once a piece of content is ranked, search engines will separate the useful pages from the unhelpful pages. Pages that do not meet the criteria set by search engines are usually placed at the bottom of search engine results pages (SERPs). On the other hand, the most valuable pages will appear on the first page of search engines.
Since search engines value their users’ time, they don’t want to show them websites that don’t give any value.
The simplest definition of a crawl budget is the number of pages a search engine will crawl and index on a website during a given period of time. There are a lot of factors that affect the budget allocated to the site. The most common factors are:
- Page size
- Page quality
- Updates made to pages
- Site Popularity
- Site speed
For marketers, the crawl budget is a very important aspect of the crawl process. When this is wasted, the overall ranking of the site can be negatively affected. This means that pages will be crawled at a lower rate, resulting in lower rankings on the SERPs.
A search engine like Google chooses the most frequently crawled websites; However, it does not allow any website to pay just to crawl more often. There are instances when a website owner does not want a search engine to crawl a particular web page.
In this case, a robots.txt file is used. The use of robots.txt file should only be used by experts as it can unintentionally isolate all pages on the website from Google.
Google stores all web pages it accesses in its index or archive so that they are shown in search results if the search query matches the content of this page. Each page on the Internet is saved by its own URL and any change in this link means that the process is restarted from its beginning.
A deeper understanding of indexing
Many people think that crawling and indexing are only part of one process. However, this is not the case. Both are different processes, and each has its own purpose. We talked about crawling earlier, so now we’ll help you understand what indexing is and how it works.
Indexing is the process of storing and organizing all the information placed on a web page. When a crawler enters a page, it displays the icon for that particular page, and it indexes everything it shows. Includes content, links, and metadata on the page.
Indexing is not an easy task for search engines because it requires huge storage space. Not only data storage. Delivering trillions of web pages would require a great deal of computing resources.
The ranking of your site’s results in the SERPs (Search Results Page), which is where the best websites appear, depends on the Page Rank pagerank, which is multiple factors up to 200 checkpoints, most of which are kept secret by search engines, which are called search engine algorithms, but what You are interested in them is good content that provides useful information to the user who arrives at your site through search engines and this good content will acquire backlinks pointing to your site and do not forget the sound technical structure, all of which together facilitate the work of search spiders in giving your site or your Internet page a fair ranking in priority Appear within the search results of competitors.
Here are the important factors you should keep in mind:
Search engines like Google give priority to websites that often link to different websites. Getting links from other sites is like getting “votes” because your content deserves to be shared with other people.
A link to your site can also mean that the website trusts your content because it contains reliable and up-to-date information.
Not all parts of online content are created equal. The quality of the content depends on the information in it, the structure, the language and many other factors. Search engines use a complex algorithm that determines the quality of content.
EAT is the concept that search engines use to rank content. It stands for experience, authority and trustworthiness. So, if a search engine like Google sees that your content has these three, it will definitely rank your pages higher.
newness of information
Because search engines can determine the recentness of information in a piece of content, they often look for those that contain up-to-date data. A search engine will place your website in the top ranks if you constantly update the information on your content and make sure it’s accurate and from reliable sites.
Apart from the three, search engines also prioritize websites that always provide web users with plenty of quality content. When a site frequently publishes high-quality content and the amount of organic traffic is also high, search engines will consider that site as a source of new and exciting information.
When this happens, this site may be shown on top of the SERPs.
How to quickly archive websites in Google
There are two ways to speed up the discovery of new web pages:
- Copy the page link in the search field in the Google search engine and press Enter
- Submit the web page for archiving through Google Search Console webmaster tool
Crawling and indexing all pages on the Internet is a difficult task for search engines. This is why when you integrate internal links into your content and create an organized internal link structure, you help web crawlers do their job a lot easier. While helping them, you can also reap the benefits of inner connection itself. You can maximize your website’s crawl budget, which means that most, if not all, of your pages will be crawled and indexed by the search engine’s crawl bot.
That was all about quickly archiving new websites and web pages in the Google search engine! And you don’t have to do anything else like pay for archive platforms, believe me it’s all useless. | <urn:uuid:41646bc0-a376-4d6c-8bd0-af1dba29f746> | CC-MAIN-2023-14 | https://blog.gulfupp.com/how-to-archive-sites-in-google-the-complete-stages/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945381.91/warc/CC-MAIN-20230326013652-20230326043652-00068.warc.gz | en | 0.925198 | 1,963 | 2.6875 | 3 |
Fingerprinting is the act of taking impressions of a person's fingerprints to be used for identification purposes. Commonly completed at the time of booking into the legal system at a jail house, the fingerprinting is completed and attached to a permanent file that accompanies the individual throughout the legal and penal system. Originally accomplished by rolling a finger in ink and transferring the ink to a fingerprint card, the modern method uses a computer to scan the images of the fingerprints. With this method, the fingerprinting is completed without the mess of the traditional inking system.
The fingerprints of no two humans are exactly alike. This makes fingerprinting a very accepted method of identifying a human, whether alive or dead. The identification process is completed in modern forensic labs by placing the most recent image of a known set of fingerprints into a computer. The computer is linked to a site that stores every set of fingerprints ever taken on file; if a match is detected, the computer will register the prints to a known person. In the United States, this fingerprinting site is comprised of every set of fingerprints taken by a law enforcement agency, medical facilities and military institutions on record.
The earliest fingerprinting was accomplished by rolling a person's fingers gently in a spot of ink and then rolling the fingers carefully across a file card. All four fingers, the thumb as well as a palm print, are typically registered during fingerprinting. Babies often have their fingerprints and foot prints taken at the time of their birth. This makes it possible to identify a young child in the case of an emergency or an accident. Unlike dental imprints, fingerprints commonly remain unchanged throughout a person's lifetime.
It is not simply law enforcement agencies that take a person's fingerprints. Many employers in highly sensitive or secure industries commonly take the fingerprints of prospective employees to complete background and criminal history checks. Military institutions also complete fingerprinting documentation on soldiers to aid in the identification of war casualties and recovered remains. Fingerprints are also used on passports, professional licenses as well as by some banking institutions to positively identify a person when cashing a check or making a transaction. Although attempted through the use of acids, sandpaper and other means, there is no extremely successful method of altering one's personal fingerprints to the extent that the fingerprints become unrecognizable when compared to a preexisting set of the person's fingerprints. | <urn:uuid:a3141a49-a685-4fcf-be12-8d8beaa02117> | CC-MAIN-2020-34 | https://www.wisegeek.com/what-is-fingerprinting.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740423.36/warc/CC-MAIN-20200815005453-20200815035453-00120.warc.gz | en | 0.951138 | 472 | 3.375 | 3 |
The potential for insect protein as an economically viable option for both human consumption and animal feed is now real, and would sit within current EU regulations, according to delegates at the Westminster Food & Nutrition Forum keynote seminar on science and policy in food and agriculture earlier this week.
Dr Rick Mumford, director of science at the Food and Environment Research Agency (FERA), said his organisation had conducted “life-cycle analysis” of insect protein, and it had proven to be economically viable in many cases.
“Where we get our protein in the future is a massive challenge to us. A huge amount of animal feed is imported, making it potentially one of the weakest food security links we have,” he said.
“Of course, commodity prices change, so you can only do a snap-shot comparison, but our analysis finds insect protein often to be very viable when compared with soya.”
Mumford said FERA was currently engaged in two insect-related projects – one funded in the UK, and a second led by a pan-European Commission consortium.
“EU projects tend to be very inter-disciplinary. The current one is looking at everything from insect rearing, nutritional values and safety, through to processing and product trials.
“Public perception about eating insects is an aspect, too. It’s important to engage with them from the beginning.”
Also at the seminar, Professor Peter Gregory, chair for the Advisory Committee on Novel Foods and Processes (ACNFP), said the current EU regulation on novel foods was “perfectly capable” of dealing with any new products containing insect protein.
“There may be some government-led guidance, but it ultimately simply rests on a company or individual coming forward with a proposal to use insects in human food,” he said.
Meanwhile, Dr Penny Bramwell, director of science, evidence and research at the Food Standards Agency, said she was keeping a “watching brief” on the latest research around insect protein.
Last autumn, the European Food Safety Authority released a study into the use of insects in food and animal feed.
It concluded that risks to human and animal health were down to how the insects were reared and processed.
Edible insects will be up for debate at Food Manufacture’s one-day innovation conference – New Frontiers in Food and Drink 2016 – in central London on Thursday March 17.
Book now to take advantage of the early bird ticket price offer , which expires in just two days’ time (January 31). | <urn:uuid:525d5655-f72f-42b5-a979-70d25f2de569> | CC-MAIN-2016-22 | http://www.foodmanufacture.co.uk/NPD/Edible-insects-make-economic-sense-say-scientists | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049274059.91/warc/CC-MAIN-20160524002114-00079-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.958806 | 530 | 2.671875 | 3 |
Think of all the people involved in taking care of your teeth! Here’s a lesson plan that works for career day, community helpers lessons, or dental health lessons. It’s intended to help students move beyond the most obvious career choices (such as dentists) and realize how many different jobs there are and how interconnected they are.
You’ll need a ball of yarn or two for this, internet access, and art supplies for making collages (old magazines, glue, paper, scissors, poster board or construction paper).
In fact, begin by asking students to come up with a list of all the jobs involved in dental care.
One group can think about medical professionals who care for teeth:
- ThinkQuest on dental careers
There are also dental insurance workers:
- risk assessors
What about the people who make toothbrushes and toothpaste?
- factory workers
- office workers
- truck drivers
Visit Macleans to get an idea of how toothpaste is made. This is an interactive video suitable for small children, but most students will learn something, and older kids can just move through it more quickly.
Once each group has a list, have each student to choose one of the jobs. Give name tags to each student with the job title written on them.
Now, give a big ball of yarn or string to the student representing the dentist. Have the dentist hold onto the end of the string and then toss the ball of string to another worker with whom the dentist would need to interact. For example, the dentist will need to work directly with the hygienist. The hygienist will then hold onto the strong and toss the ball to a worker with whom he or she would interact, such as an insurance analyst or a toothpaste salesperson who is offering samples for the dental office.
Can you get all the students interconnected? It might take quite a few passes, but you probably can. However, you might want to start another ball of yarn at a different point.
Now, have each student do some research to determine how people prepare for the jobs, and the skills and traits required to succeed at each job.
Finally, have students create collages showing what they’ve learned about the various careers involved in caring for teeth. | <urn:uuid:8c94fa60-b06f-46b1-aa55-d162204f060a> | CC-MAIN-2021-43 | http://www.myfreshplans.com/2011/04/dental-career-lesson-plan/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585916.29/warc/CC-MAIN-20211024081003-20211024111003-00555.warc.gz | en | 0.948642 | 471 | 4.15625 | 4 |
|How does your arc flash calculator deal with single phase faults?||
||Back to FAQ|
"I'm dealing with a number of single phase transformers and considering the possibility of arcing faults at the secondary terminals. I'm not sure how to handle this."
The Duke Power Heat Flux Calculator is most often cited when single phase arc incident energies are to be determined. The Duke Power Flux Calculator guide also explains how to calculate 3 phase arc using single phase arc data (see page 9). The calculator assumes the arc incident is being sustained by a single phase source. The Guide says To correct for the involvement of all three phases, multiply the incident energy value from the Heat Flux Calculator by a factor of 2.8. We do not know the calculation procedure behind the the Duke program as it does not seem to be ever published. However, if you trust the factor, you can use it to calculate single phase arc using three phase arc data obtained using the IEEE 1584 procedure and dividing the resulting value by 2.8.
We find the IEEE procedure more advanced comparing to the Duke because it calculates arc current based on prospective bolted fault current value, geometry and configuration of the equipment. Unfortunately, the Duke software does not give any guidance on how to calculate single phase arcing current using single phase short circuit current value.
Although IEEE 1584 guide has been developed primary for three phase arc fault analysis, the guide states that "A theoretically derived model, based upon Lee’s paper, is applicable for three-phase systems in open air substations, and open air transmission and distribution systems. This model is intended for applications where faults will escalate to three-phase faults. Where this is not possible or likely, this model will give a conservative result. Where single-phase systems are encountered, this model will provide conservative results." | <urn:uuid:3b37652d-7d75-4d23-ac40-fedc1f0b6f0c> | CC-MAIN-2014-52 | http://www.arcadvisor.com/faq/single_phase_arc.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802773864.47/warc/CC-MAIN-20141217075253-00147-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.91527 | 373 | 2.625 | 3 |
A liquid remains in its phase because the intermolecular forces between adjacent particles are strong enough to hold them together. Within the liquid, each molecule is attracted to other particles surrounding it in all directions. At the surface, molecules of the liquid aren't completely surrounded by other liquid particles. Factors influencing the behavior of the liquid particles at the surface are their kinetic energy, intermolecular attractions to other liquid molecules, and atmospheric molecules above them exerting pressure. If the intermolecular attractions are very strong, as in hydrogen bonding, then the liquid will have high surface tension. If the intermolecular attractions are weaker then it will have a higher tendency to evaporate at the surface. As the temperature increases so does the average kinetic energy of the particles so at higher temperatures intermolecular attraction will be less of a factor and there will be more evaporation.
The pressure that vapor molecules from the liquid exert at the surface is called vapor pressure. It increases with temperature. Boiling occurs when the vapor pressure reaches atmospheric pressure. | <urn:uuid:f11dd94f-ee91-4b5e-a7e1-9b79329a02fb> | CC-MAIN-2017-26 | https://www.enotes.com/homework-help/why-do-particles-surface-liquid-behave-differently-539425 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00119.warc.gz | en | 0.922127 | 212 | 4 | 4 |
Exploring the Rainforest
Subject: English Language Arts with Arts Integration
Lesson Title: Exploring the Rainforest
- A Walk in the Rainforest by Kristin Joy Pratt Paper
- Colored Pencils
Pre-assessment of Students Knowledge & Skills: (A) Students have been immersed in a unit on animal diversity and habitat. Students have explored several habitats and have strong knowledge of the animals that live there but are lacking in-depth knowledge of the animals in the rainforest.
(B)Students were able to accurately describe the components of a rainforest. They completed a K-W-L Chart on and used several resources to develop knowledge.
English Language Arts
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
Standard 1: Animal Diversity
Identify, describe, and compare the diverse habitats of animals and their relationship with their habitat.
Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts.
Objectives: Students will list and explain the components of the rainforest.
Students will work together to create their own artistic version of the rain forest.
a) Introduction and motivation. 5 min:
“Students, we have traveled to the rainforest and learned about what we may find there. Today we are going to search for the animals that live in the rainforest and then create our own version of the rainforest.”
Read Aloud of A Walk in the Rainforest by Kristin Joy Pratt
b) Activities/Steps –
Direct instruction 15 min: Teacher discusses the many layers of the rain forest and a list of animals that live in each layer of the forest. Students will brainstorm what each layer is like and what its purpose may be. Also talk about what types of plants and animals might be found in each layer.
Work Time 20 min: Students will be divided into groups of four and each assigned a layer of the rainforest. Some groups will be working on the same layer, but on different parts of that layer. In their groups, students will recreate their layer of the rain forest including different types of plants and animals that would appear in their layer. Students will also label and describe the layers on index cards. As a class, students will name their rain forest once it has been presented.
Closure 10 min: Students will present their rainforest layer drawings to the class.
Assessment: Teacher will assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations. Students will be assessed for their activity participation, their participation as audience members and their working material. Student project work will be reviewed against the rubric below.
Diversity: This lesson continues the work of opening a window into different modalities of learning such as Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, use of visuals and role play
“A hands-on activity supports students who struggle with verbal skills” (Cornett, 2011). Using visual and tactile skills, students that struggle with writing are able to use the images to show that they understand the content. This lesson also supports concreteness of the topic with the use of pictures, labels and names
Student Work: Illustration Rubric
|Uses 4 or more colors||Uses 2 to 3 colors||Uses 0 or 1 color||No use of color|
|4 or more things outlined||2 to 3 things outlined||0 or 1 thing outlined||No use of outlines|
|Both ground and sky||Either sky or ground||No background||No background|
|4 or more additional details||2 to 3 additional details||0 or 1 additional detail||No details| | <urn:uuid:9fe1f914-f46b-4c72-8069-599f435a1a60> | CC-MAIN-2023-23 | https://dianapyatigorsky.com/first-grade-lesson-plans/science/exploring-the-rainforest/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00490.warc.gz | en | 0.910391 | 975 | 3.953125 | 4 |
Raphael Soyer (December 25, 1899 – November 4, 1987) was a Russian-born American painter, draftsman, and printmaker. He is identified as a Social Realist because of his interest in men and women viewed in contemporary settings which included the streets, subways, salons and artists’ studios of New York City. He also wrote several books on his life and art.
He was adamant in his belief in representational art and strongly opposed the dominant force of abstract art during the late 1940s and early 1950s. Defending his position, he stated: “I choose to be a realist and a humanist in art.” He was an artist of the Great Depression.
Among Soyer’s portrait subjects were artists and writers who were his friends; these included Allen Ginsberg, Arshile Gorky, Chaim Gross, Gitel Steed and Edward Hopper. | <urn:uuid:2e3f1f0d-ffa7-433d-8d18-4f5e86a88fcb> | CC-MAIN-2017-39 | https://seattleartistleague.com/2016/08/08/raphael-soyer/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689845.76/warc/CC-MAIN-20170924025415-20170924045415-00687.warc.gz | en | 0.992661 | 189 | 2.796875 | 3 |
The Ancient Graffiti Project is a unique program of archaeological fieldwork with a specific focus on the on-site study of ancient wall-inscriptions (www.ancientgraffiti.org). Participants work with handwritten, primary evidence of the first century AD, while collaborating with international partners. The main objective of the 2018 field season is to complete our data collection of wall-inscriptions at Herculaneum, which are often small and faint, difficult to find and decipher, and tricky to capture in a photograph. Student participants will learn on-site how to detect, measure and photograph these inscriptions with special equipment. This work is vital. Many of the graffiti in Herculaneum are exposed to the elements. Our documentation will ensure a digital record of these fascinating inscriptions survives for future generations.
The Friends of Herculaneum have launched a crowdfunding campaign for scholarships to enable undergraduate students to take part in this great project. https://hubbub.org/p/ancientgraffiti | <urn:uuid:98036f1e-f9f2-4437-9962-9a9d0800723f> | CC-MAIN-2022-05 | https://classics.web.ox.ac.uk/article/the-ancient-graffiti-project-15-29-july-2018 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304134.13/warc/CC-MAIN-20220123045449-20220123075449-00185.warc.gz | en | 0.899724 | 203 | 2.78125 | 3 |
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Borderline personality disorder (BPD) is a psychological disorder that causes disturbance in the personality functioning of an individual.
In most cases, it has been reported in people aged eighteen and above. However, there have also been some reported instances in teenagers and adolescents. The main characteristic of this psychological disorder is extreme and variable moods. Patients of this disorder usually exhibit extra ordinary instability in moods.
In addition, Siegle (2007) points out that the disorder is characterized by “idealization and devaluation episodes” (p.1). Unstable and disordered relationships with other people, erratic self image and in extreme instances dissociation form other characteristics of this disorder.
Although much has been written concerning causes of borderline personality disorder, childhood abuse remains one of the most mentioned causes. A plethora of literature has pointed out that childhood abuse, especially sexual abuse plays a great role in the development of borderline personality disorder.
In most cases of this disorder, there have been evidence of neglect and maltreatment during early years as a child. The patients tend to have experienced emotional, physical or sexual abuse at some point in their lives. In other cases, the patients have reported having had no caregivers or having caregivers who never put in consideration their feelings and opinions.
This paper intends to highlight the arguments and discussions that prove that childhood abuse and neglect contribute to the development of borderline disorder personality. It will also highlight brain mechanisms and how they are affected in the case of borderline personality disorder.
Borderline Personality Disorder and Childhood Abuse
Meyer-Lindenberg clearly points out that of all the psychiatric care patients, 10% of them are suffering from borderline personality disorder. Of those hospitalized from psychological disorders, 20% of them are suffering from that disorder. Given this great number of patients, it is important to identify the main causes so that the number can be abridged.
The National Institute of Mental Health (2011) purports that while there are genetic and environmental causes of borderline personality disorder, a larger percentage of patients report abuse and neglect and some forms of separation during childhood. The institute further argues that 40% to 71% of patients of BPD have, at some point in their life been sexually abused. In most of these cases, the abuser was not the caregiver.
In the same line, Winston (2000) points out that 87% of all borderline personality disorder patients have had instances of abuse and neglect in their childhood years. Other than the 40-71% of those abused sexually, he indicates that physical abuse accounts for 25% to 71%.
One clear argument put forward by Winston (2000) is that there are great disparities in the degree of damage in relation to the age at which the abuse or neglect was done. If the abuse is carried out in an early stage of development, it carries greater damage as compared to abuse or neglect in later stages of development.
He attributes this to the child’s likely cognitive immaturity and the fact that the child does not have the ability to understand or derive any sense in the experiences that lead to trauma. As mentioned earlier, separation or neglect can lead to BPD.
This argument is evidenced by Winston who argues that sexual abuse can only be experienced if a family (and in most cases the parent) fails to offer adequate protection to the child. This is a form of neglect which will automatically lead to borderline personality disorder.
Emotional modulation is a hurdle for borderline personality disorder patients. Researchers have tended to associate this complication with the patients earlier experience with traumatic incidences.
Kernberg and Michels (2009) argue that mutilation of the self as a characteristic of BPD sets in as a result of early stage sexual abuse. They argue that an extreme case of this leads to dissociation and hence self cutting which at that point is carried out by the patient as a painless activity. This is a characteristic of dissociation.
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Furthermore, it was also ascertained that BPD characteristics were positively related to rejection sensitivity while they negatively related to emotional control. This is a clear indication that patients suffering from BPD have a problem with emotional control and hence the main characteristic of unstable and varying moods.
Brain Mechanisms and Borderline Personality Disorder
How, then, does borderline personality disorder affect the brain? Meyer-Lindenberg (2008) attributes the characteristics of aggression, negativity in emotions and unstable moods of BPD patients to “…impaired regulation of the neural circuits that modulate emotions” (p. 2).
The center of this problem of unstable moods and negative feelings is the amygdala. According to science, this almond shaped feature located in within human brain acts as part of the circuit whose role is ensuring that negative emotions are well controlled.
Other features in the brain that assist in emotion regulation and stabilization include the orbitofrontal and subgenual cingulated cortices. There are also other chemicals produced in the brain that help in the stabilization of moods.
These include On the other hand, the pre-frontal area of the brain plays a counter role. It tries to suppress the activities performed by the circuit.
BPD hence affects the emotion regulating features and chemicals of the brain. Inhibition of the limbic region of the brain leads to less ability to control emotions. Normal people have the ability to regulate the emotions by an increase in the activity of the parts of the brain that play the role of emotional regulation whenever the other parts of the brain report instances worth triggering fear or uncertainty.
On the other hand, the patients suffering from borderline personality behavior do not increase the activities of those parts in the event of stimulus. A scan of the brain of BPD patient indicates that their brains do not show increased activities of the parts of the brain that deal with emotional arousal.
As a result, the emotions cannot be put under control as the parts and chemicals responsible for this activity have been inhibited. Therefore, BPD affects the brain by inhibiting the production of necessary chemicals and also suppresses the parts of the brain like the amygdala, orbitofrontal and subgenual cingulated cortices.
Management of Borderline Personal Disorder
Given the mentioned effects of BPD on the brain and how these effects affect the patient’s moods and personal view of himself and others, it can be possible to identify the most appropriate approach.
For instance, it would be necessary for researchers and medical practitioners to ensure that they come up with strategies that would ensure that the parts of the brain that play the role of emotion control are not suppressed.
This means that the functional roles of the brain are restored. This includes reactivating parts like the amygdala and the orbitofrontal parts of the brain which would eventually restore the functional capacity of the brain.
The management of borderline personality disorder has therefore factored in the trauma issue and the scientific and functional activity of the brain. To enhance the functional ability of the brain, the use of medication has been recommended.
After having understood that borderline personality disorder affects the production of chemicals like serotonin, norepinephrine and acetylecholin which play an axial role in the circuits that work systematically to regulate emotion, it became necessary to develop artificial chemicals that would therefore assist the brain which has problems in the process of production of these chemicals.
Therefore, to ensure that a BPD patient maintains a stable mood that he is able to control involves use of drugs that would stimulate the production of the mentioned chemicals within the brain (Lyon & Martin, 2009).
Having also been established that a bigger percentage of BPD patients are created by a traumatic childhood, it becomes necessary that a psychotherapeutic approach is developed. Research also points out that psychotherapeutic approaches have been efficient and successful in some cases.
For instance, dialectic behavior therapy has been a very effective approach to borderline personality disorder patients. This approach has been efficient especially to those patients that had suicidal tendencies and affect dysregulation. Other than the one mentioned above, there are several other therapeutic approaches that have proved efficient and functional.
In conclusion, it is clear that childhood trauma can have great impacts on the development of a child. If neglected and abused, the child might end up with borderline personality disorder due to the effect it has on the brain. However, it is possible to control the effects through therapy and medical approaches. These work towards restoration of normal functioning of the brain in relation to emotion regulation.
Kernberg, F. & Michels, R. (2009). Borderline personality disorder. American Journal of Psychiatry, 166, 505-508.
Lyon, C. & Martin, B. (2009). Abnormal Psychology: Clinical and Scientific Perspectives. 3rd Ed. CA: McGraw Hill. Print.
Meyer-Lindenberg, A. (2008). Borderline personality disorder: No man is an island. Scientific American. Web.
National Institute of Mental Health. (2011). Borderline personality disorder: Raising questions, finding answers. Web.
Siegle, G. (2007). Brain mechanisms of borderline personality disorder at the intersection of cognition, emotion and the clinic. The American Journal of Psychiatr, 164, 1776-1779.
Winston, A. (2000). Recent developments in borderline personality disorder. Advances in Psychiatric Treatment, 6, 211-217. | <urn:uuid:7f57f9ab-924a-4b3c-b443-92c32c7e0b7a> | CC-MAIN-2021-10 | https://ivypanda.com/essays/how-childhood-trauma-leads-to-bpd/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178372367.74/warc/CC-MAIN-20210305122143-20210305152143-00283.warc.gz | en | 0.941288 | 1,937 | 3.234375 | 3 |
700 Journals and 15,000,000 Readers Each Journal is getting 25,000+ Readers
A myelomeningocele is a type of birth defect called a neural tube defect. It occurs when the bones of the spine (vertebrae) don't form properly around part of the baby's spinal cord. Spina Bifida can be mild or severe. Normally, the neural tube forms early in the pregnancy and closes by the 28th day after conception.
In babies with spina bifida, a portion of the neural tube fails to develop or close properly, causing defects in the spinal cord and in the bones of the spine. The mild form is the most common. It usually doesn't cause problems or need treatment. A rare and more severe form is meningocele. In this case fluid leaks out of the spine and pushes against the skin. You may see a bulge in the skin. In many cases, there are no other symptoms. The treatment for spina bifida is necessary, it's done surgically, although such treatment doesn't always completely resolve the problem. | <urn:uuid:67e87954-f827-47b7-9bb6-bd85db064f03> | CC-MAIN-2020-40 | https://www.omicsonline.org/scholarly/myelomeningocele-journals-articles-ppts-list.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198942.13/warc/CC-MAIN-20200921050331-20200921080331-00282.warc.gz | en | 0.942038 | 225 | 3.625 | 4 |
Learn about the 8 planets that make up our solar system with this convenient printable solar system diagram for kids. (If you thought there were 9, remember, Pluto has been demoted to a dwarf planet.) Starting with the planet closest to the sun, there’s Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and finally Neptune.
The solar system diagram is available in both color and black and white. It was created for classroom and educational use for students, parents and teachers. You may print it for any personal and educational project. The planets are roughly to scale relative to one another. You may not post this content on your own website.
I’ve also included a printable collection of the planets and the sun, wherein each planet is the same size. This may be useful for decorating posters and projects.
Solar System Diagram
Click on the Solar System Diagram below to open the larger version in your browser. Then right-click and press “Save image as…” to save it to your computer.
The Planets in Our Solar System
About the Planets
Mercury is the smallest planet, named after Roman messenger god. During the day, the temperature on Mercury can reach up to 800 degrees Fahrenheit!
Venus is the planet second closest to the sun. It is named after the Roman goddess of love and beauty. It is the planet closest in size to Earth. It is the hottest planet in the solar system, with an average surface temperature of 863 degrees Fahrenheit.
Earth is the third planet from the sun, and our home. It is the only planet that is known to contain life.
Mars is the fourth planet from the sun. It is red in color and named after the Roman god of war.
Jupiter is the largest planet in our solar system, and the fifth from the sun. Jupiter is named after the Roman king of the gods. The red dot on Jupiter is a giant storm.
Saturn is the 6th planet from the sun. There are 9 contiguous rings around Saturn, and 3 arcs. They are made of ice particles, rock and dust. Saturn is named after the Roman god of agriculture.
Uranus is the 7th planet from the sun. Uranus is names after the Greek god of the sky. It is the only planet to be named after a Greek god instead of a Roman god.
Neptune is the 8th and farthest planet in our solar system. It is named after the Roman god of the sea.
About the Solar System
The Solar System formed about 4.6 billion years ago. It is made up of the sun and the objects that orbit around it. Our solar system sits in the Milky Way galaxy, about 27,000 light-years from the Milky Way center. | <urn:uuid:83018d58-5063-4b4d-8aa3-4046bddb5dcc> | CC-MAIN-2019-30 | https://www.timvandevall.com/science/solar-system-diagram/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526714.15/warc/CC-MAIN-20190720214645-20190721000645-00341.warc.gz | en | 0.932903 | 577 | 3.359375 | 3 |
World Bulletin / News Desk
The 2008 Super Tuesday tornado outbreak was a deadly tornado outbreak which affected the Southern United States and the lower Ohio Valley on February 5 and 6, 2008.
Missouri, Illinois, Arkansas, Alabama, and Tennessee were among the affected regions in which primaries were being held. Some voting locations were forced to close early due to the approaching severe weather.
Eighty-seven tornadoes occurred over the course of the outbreak, which lasted over 15 hours from the afternoon of February 5 until the early morning of February 6.
The storm system produced several destructive tornadoes in heavily populated areas, most notably in the Memphis metropolitan area, in Jackson, Tennessee, and the northeastern end of the Nashville metropolitan area.
A total of 57 people were killed across four states and 18 counties, with hundreds of others injured. The outbreak, at the time, was the deadliest in the era of modern NEXRAD doppler radar, which was fully implemented in 1997.
The event was the second deadliest in February since 1950 behind the February 1971 Mississippi Valley tornado outbreak, which killed 123, the deadliest outbreak in both Tennessee and Kentucky since the 1974 Super Outbreak, and was at the time the deadliest tornado outbreak in the US overall since the 1985 United States–Canada tornado outbreak which killed 90 people.
This record would not be surpassed until the 2011 Super Outbreak which killed 324 people. Damage from tornadoes was estimated at over $500 million (2008 USD).
The weather system which produced the tornadoes caused significant straight-line wind damage, hail as large as softballs 4.5 inches (11 cm) in diameter major flooding, significant freezing rain, and heavy snow across many areas of eastern North America. The total damage from the entire weather system exceeded $1 billion.
Palestinians are marking 50 years since the 1967 occupation of their remaining lands this week.
Egyptian political and religious leader who founded of the Egyptian Muslim Brotherhood, and played a central role in Egyptian political and social affairs. 68 years before, on February 12, 1949 Banna was shot by two assassins and deliberately left to bleed to death.
The Nakba Day is commemorated on the 15th May which is the date that precedes following the Israeli invasion and the displacement of the Palestinians of their land
Abu Zayd al-Balkhi was a 9th century Muslim polymath, whose writings touched on subjects as varied as geography, medicine, philosophy, theology, politics, poetry, etc.
From the 8th century until the 15th century Islam has spread rapidly amongst the Chinese by the actions of the Muslims
The great architect Sinan not only built the famous Suleymaniya mosque in Istanbul, but also left hidden messages for future architects working on repairs.
On this day (21 October, 1097) the Crusaders began the siege of Antioch. They would capture the city after a seven month siege, paving the way for their continued advance towards Jerusalem.
Culture Minister Nabi Avci calls on Turkish people to give WWI victory against Allied forces 'the value it deserves'
One of the most prominent leaders of the All India Muslim League, Allama Iqbal encouraged the creation of a "state in north-western India for Muslims" in his 1930 presidential address.
The short life of Said - i Nursi who was one of the most important Islamic scholar in the Turkish near history
The Abbasids ruled a vast empire from Baghdad when it was the thriving capital of the Islamic world. For about five hundred years the city boasted the cream of intellectuals and culture, a reputation gained during the reigns of the Caliphs al-Rashid (809 CE), al-Ma’mun (833 CE), al-Mu’tadhid (902 CE) and al-Muktafi (908 CE).
The initial history of the social media site ''Twitter'' foundation on 21 March 2006.
La Fiesta de la Toma stirs controversy over Spain's Islamic heritage
Read on to discover eight reasons why one of history’s most legendary empires finally came crashing down.
Here are five key events of 1917 that left indelible marks on the collective memory of Russia's people and leaders: | <urn:uuid:98a5ca7b-0bb4-4209-a94c-115ba54180d3> | CC-MAIN-2017-26 | http://www.worldbulletin.net/news/184248/february-5-super-tuesday-tornado-outbreak-history | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322275.28/warc/CC-MAIN-20170628014207-20170628034207-00476.warc.gz | en | 0.96752 | 862 | 3.140625 | 3 |
New Tools, the GeoWeb, Ubiquitous Data Bring “GIS for Everyone” Vision to Life
The vision of “GIS for everyone” has been around for a long time. GIS is a transformational technology, with the ability to empower the masses to make better decisions. But from an implementation standpoint, for many years the “GIS for everyone” vision was not very practical. For the most part, GIS use remained fairly exclusive; the tools, data, and decision making were relegated to a fairly small number of “GIS professionals.”
Happily, this landscape has changed over the course of the last few years. Development of a new generation of geospatial tools, proliferation of the Internet as a backbone for sharing and collaborating, and widespread availability of geospatial data have laid the foundation. The infrastructure is now in place to deliver powerful geospatial information and applications to almost every inhabitant of our planet. We’re seeing the dawn of a new age; an age of “geoconsumerism,” where geospatial information developed by GIS professionals is packaged in a way that it is quickly and easily available for use by everyone. “GIS for everyone” is here.
To illustrate this point, let’s look at an analogy: electricity. Electricity has been around for a long time. Scientists and researchers lead the “discovery” of many of the details of electricity. Once many of the details were discovered, engineers set out designing and building the infrastructure to electrify the world. Once the infrastructure was in place, inventors and industrial designers set about building products that leveraged the hard work of the engineers and delivered products to the masses—easy-to-use appliances for people who could benefit from this technology, but who didn’t need to know the details of amps and ohms, or how the electricity they were using was generated and where it actually came from. Throughout this evolution, electricity became available to exponentially more people and the knowledge and skills needed to work with electricity became heavily stratified.
Evolution of the Electrical Consumption System.
We don’t often think of it in this way, because most of the world has reliable electricity infrastructure, but every time we do something as simple as flip a light switch or turn on a TV, we are touching one small end of a huge, complex, sophisticated system designed to generate and transmit electrical current across many miles and deliver it where, when, and how we need it, in the most transparent fashion possible. The initial foundational work by the engineers to build the infrastructure, as well as ongoing work to maintain it and advance it, coupled with the brilliance of the inventors and industrial designers who give us products that leverage the electric infrastructure and make our lives easier and better, is often not fully appreciated by the consumer. And in a mature system, that’s the way it should be: the consumer should flip the switch, and it should “just work” in the most transparent way possible.
Looking at geospatial information, GIS professionals have been working hard over the last couple of decades to build the infrastructure. While not “complete,” this infrastructure is to the point where it is comprehensive enough that it can be of great value to many people beyond the traditional GIS audience. Making the infrastructure accessible to “everyone” is now in the hands of developers.
Evolution of the Geospatial Information Consumption System.
Some developers are taking a more traditional approach, often developing sophisticated applications for very specific uses, while others are looking at ways to bring more simple applications to a much larger audience. Both approaches are valuable and needed, and the line between them is beginning to blur as developers focus on using the most appropriate techniques, tools, and methods for the intended audience.
The next generation of geospatial applications will have broad relevance across society, will leverage the infrastructure built and maintained by GIS professionals, will make people’s lives easier and better, and will be transparent and “just work.” Developers, this is your time. “Everyone” is waiting. | <urn:uuid:36e5cd2a-6f8d-4c07-9329-9c70dffc44af> | CC-MAIN-2019-51 | https://gisandscience.com/2009/09/02/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541157498.50/warc/CC-MAIN-20191214122253-20191214150253-00385.warc.gz | en | 0.955443 | 862 | 2.65625 | 3 |
One of the oldest personal style assessments is the Myers Briggs Type Indicator (MBTI).* The MBTI assesses 4 different traits on a continuum that results in 16 different personality "types." While people may perform at one time or another at different points along the continua, most have a "default" setting where they are most comfortable. In the United States, over 70% of the population are Extraverts (as opposed to Introverts) and Sensors (as opposed to Intuitors), and a majority are Feelers (as opposed to Thinkers) and Judgers (as opposed to Perceivers). Of these 4 attributes, lawyers are at the other end of the spectrum as to the first three: the majority of lawyers are Introverts (57% of lawyers versus 25% of the general population), Intuitors (57% of lawyers versus 30% of the general population) and Thinkers (78% of lawyers versus 47% of the general population). Only as to the last attribute are they in the majority, being even more likely to be Judgers (63% versus 55% of the general population) than the rest of the world.
What Does This Mean?
It means that if you're good at understanding and interacting with people in the outside world, once you enter a law firm or law department your success rate in those areas may take a nosedive. It also means that as a lawyer, basing your style strategies (either consciously or not) on you and your colleagues' preferences when dealing with clients and witnesses and others "out there" is likely to be wrong-headed. The odds are that their styles and preferences are significantly different from yours.
But in What Way?
Extraversion/Introversion, for example, relates to how a person derives energy and focus—by walking the halls and interacting with others or retiring to their office, for example. Extraverts are more likely to formulate their thinking in part by talking through the issues, and therefore prefer interpersonal interaction. Introverts internalize their thought process and take questions under advisement, producing a considered opinion when they express themselves. Unfortunately, while these are just two different styles of formulating opinions, the style not our own is often judged as less valid. Extraverts tend to be suspicious of people who are not as instantly forthcoming with their thinking as they are, whereas Introverts may find off-the-cuff brainstorming dangerous and unprofessional.
Each of the other three attributes similarly reveals different ways of dealing with the world. Sensing/Intuition relates to what kind of data a person pays attention to. Sensors focus on hard data, like financial information and clear facts, and are comfortable documenting and manipulating them. Intuitors focus on patterns and relationships, more than the underlying data, preferring to determine how ideas or facts interrelate. Feeling/Thinking describes a person's basis for making decisions. Feelers are most influenced by interpersonal dynamics, while Thinkers base their decisions on expertise and logic. Judging/Perceiving assesses how driven to a conclusion a person is. Judgers commit to a schedule so that they can successfully finish a project, which is what gives them satisfaction. Perceivers enjoy the fluidity and spontaneity of waiting until the right moment to immerse themselves in a project, which is what gives them the most satisfaction.
As with Extraversion/Introversion, each of these attributes not only affects how you deal with your colleagues and clients, but also affects your opinion of their preferences.
Martin Seligman, a professor at the University of Pennsylvania and the founder of the school of Positive Psychology, which focuses on attributes and behaviors that produce success and happiness, has identified optimism as a critical attribute for both. In his book, Authentic Happiness (Free Press, 2002), Dr. Seligman reviewed his research as to whether any personality attributes, and particularly optimism, were consistently correlated to success in any of 104 careers he studied. Interestingly enough, the only career he found consistent correlations for was lawyering. And the attribute? Pessimism. Pessimism was so highly correlated with success in lawyers that the higher the pessimism in law students, the higher their grades. Dr. Seligman points out that while pessimism is evidently a positive attribute for the practice of law, it can have profound effects on the individuals high in that quality, affecting their resilience and personal and professional relationships, for example.
A personality assessment that has been in use for 40 years is the Caliper Personality Profile.* Over a million professionals have been profiled using this tool. Lawyers show a distinct difference from other professionals in a number of attributes. For example, skepticism is a trait that ranges from being cynical, judgmental, questioning, argumentative and self-protective on the high end to accepting, trusting and giving the benefit of the doubt on the low end. The general population has an average score of 50 on skepticism, while among lawyers it is consistently the highest scoring trait, averaging 90. This trait can be very useful in the practice of law, particularly litigation, tax and M&A. However, most people tend to use their strongest traits in every arena of their lives, so this high level of skepticism is also carried over into partnership meetings, team deliberations and committee work (as well as personal relationships) that may call for more trust and collaboration.
Other attributes that lawyers test very high in are urgency (sense of immediacy or impatience) and autonomy (prizing independence). Attributes lawyers test particularly low in are resilience (processing feedback and recovering from defeat) and sociability (interacting with others and initiating intimate connections).
Making both the firm or department and its individual lawyers aware of these scores and the behaviors they imply can be a major first step toward understanding organizational dynamics and better utilizing personal attributes.
While lawyers score well above the national average (115-130) in IQ, they score below the national average in emotional intelligence, as measured by the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT). Their lowest sub score in this four-part assessment is in the first branch—accurately perceiving their own and others emotions, while their highest sub score is the third branch, understanding emotions, a more cognitive ability. Unfortunately, this means that while lawyers are able to competently reason about emotions and their implications, the emotional data that they are analyzing day in and day out is likely to be incomplete or inaccurate—lawyers are likely to be misreading what they themselves or others are feeling. The result is that lawyers are more likely than non-lawyers to be caught off guard by a disgruntled client, an overwhelmed associate or an angry partner, or even by their own powerful reactions.
Conflict Resolution Strategies
As Clarence Darrow once said, “To think is to differ.” Conflict is the currency of most interaction, requiring that differences be acknowledged and addressed lest they grow to hamstring the productivity of the organization. What strategy is used to handle a conflict is often critical to the likelihood of resolving it.
The Thomas-Kilmann Conflict Mode is a tool that recognizes and assesses five conflict resolution strategies: competing, collaborating, compromising, avoiding and accommodating. These strategies involve different levels of assertiveness and cooperativeness and also require different investments of time.
Ideally, each person has access to all of these resolution methods, choosing the one best suited for the conflict. In practice, we tend to rely on one or two methods regardless of what would serve us best. The old saying that “to someone with a hammer, everything looks like a nail” is particularly apt with respect to those who have a limited repertoire of resolution strategies.
While not exhibiting a significant preference for any single method, most middle and upper-level business and government managers tend to use collaborating, compromising, competing, avoiding and accommodating, in that order, to resolve disputes. Lawyers, however, have strong preferences for competing and avoiding, the two least cooperative of the strategies. The upshot of this preference is that lawyers tend to either engage in an all-out war over divisive matters, with the intent of "winning," or they walk away. While there are several theories as to why lawyers rely on these two methods, the bottom line is that neither of these strategies is likely to work most of the time, let alone all of the time, and these strategies are guaranteed in many cases to further exacerbate the underlying divisiveness. In addition, lawyers' approaches may well turn off business clients who are usually more adept at cooperative problem-solving.
What Can a Lawyer Do?
By using well-tested assessments, such as those mentioned in this article, that identify the distinctive personality profile of lawyers generally and of their organizations and individuals specifically, law firms and law departments can better understand the dynamics at work in their offices. In addition, there are reliable methods to affirmatively improve the quality and types of interactions that these various attributes produce. In the end, this invaluable data can help lawyers more successfully choose leaders, make myriad management decisions, foster better working relationships, develop young lawyers and ultimately improve bottom-line business results.
Ronda Muir is a senior consultant at Robin Rolfe Resources, specializing in the area of law firm and law department organizational development and dynamics. Find out more about her by reading her blog. | <urn:uuid:2f96a8f1-d0b1-46d0-a916-e57f836eb305> | CC-MAIN-2015-27 | http://practice.findlaw.com/human-resources/the-unique-psychological-world-of-lawyers.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375098059.60/warc/CC-MAIN-20150627031818-00192-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.960791 | 1,909 | 2.703125 | 3 |
In 1948, the Israeli army marched through Wadi Fukin and forcibly evacuated the small Palestinian town. With no weapons to resist, its residents fled to the surrounding hills. Among them was 25-year-old Yousef Manasra. He and his budding family moved into tents provided by the United Nations. They survived by drinking water from nearby streams and sneaking into their village at night to harvest their fields.
More than once Manasra and the rest of the townspeople tried to return to their homes, only to be driven out again.
“The people of Wadi Fukin were kicked out of their homes so many times, I can’t even count,” Manasra says.
Finally, in 1953, an Israeli border patrol unit dynamited the town, destroying all but a few of the houses.
By that time Manasra was living in the Dheisheh refugee camp a few miles away, near Bethlehem and beyond the border of the new state of Israel. He and thousands of other refugees had been forced to flee their towns by the Israelis.
In 1972, he finally returned home. The camp in Dheisheh was overflowing with refugees from Gaza, so the residents of Wadi Fukin were told to go home.
Neighbors all worked together until new houses were rebuilt. It was the only time, as far as Palestinians can recall, that residents rebuilt a town destroyed in the 1948 Arab-Israeli war.
Today, at 82, Manasra fears history is about to repeat itself in Wadi Fukin. At the end of 2006, Israel’s separation barrier is scheduled to reach this town, which sits just on the Palestinian West Bank side of the Green Line. The barrier will cut off Wadi Fukin and four nearby towns from the rest of the West Bank, which is these towns’ main source for health care, jobs and higher education.
Instead of the 30-foot-high concrete wall in other parts of the West Bank, the barrier around Wadi Fukin will be a complex series of electrified fences, razor wire, motion sensors, military patrol roads and trenches up to 300 feet wide.
The Barrier’s Impact
Manasra and the rest of the 1,200 people who live in the small town will have to pass through two tunnels and a guarded checkpoint to reach Bethlehem. On a good day, officials estimate, the checkpoint alone will take 30 minutes to get through. The entire trip could take hours. If security is escalated, residents could be prevented from crossing altogether.
The wall the Israelis are building now and the town’s being destroyed by them back during the war are the same thing, says Manasra. But this time, he says, instead of two-inch mortars destroying people’s houses, “the wall will destroy people’s will to live here.”
Until the late 1970s, Wadi Fukin and surrounding villages were the breadbasket for Bethlehem. The town grew everything from grapes to cauliflower and eggplant to wheat.
But more recently, because of flying checkpoints, “it’s not feasible for people to work on their land all year long and then simply to be closed off, denied the markets to market their harvest by an Israeli checkpoint,” says Suhail Khalilieh, a research assistant with the Applied Research Institute-Jerusalem, a Palestinian think tank. Unlike permanent barriers, flying checkpoints are mobile -- often nothing more than a military jeep blocking the road -- and they can be set up anywhere at any time.
Many residents have been forced out of farming and into other jobs to make a living. More than half of the men in Wadi Fukin now work either in Israel or in an Israeli settlement. Most of them earn their living working construction. In the Palestinian-controlled areas of the West Bank, only 14 percent of the men from Wadi Fukin still survive in farming.
And many who find work in Israel or Israeli settlements don’t have permits to enter. “Residents of the western rural villages of Bethlehem, or any other Palestinians for that matter, have a financial drain,” says Khalilieh. “Ironically, they have to sneak into Israel to work in settlements or work on the wall.”
Wael Manasra, 34 and the father of four boys, is Yousef Manasra’s grandson. He supports his family by working as a repairman in the Abu Ghneim settlement near Jerusalem. He’s tried twice to get a permit and was turned down both times.
Wael earns about 150 shekels, or $32, each day he works. Along with his father, Ibrahim, who drives a dump truck in the nearby settlement of Betar Illit, Wael helps support his entire extended family of 11 people. Altogether, the family usually lives on about 6,000 shekels a month, or a little over $1,300.
Because it’s too dangerous to sneak into and out of the settlement each day, Wael often stays in the settlement for four or five days at a stretch, hiding at night in any dark nook he can find in one of the buildings where he works. Each night, he sets his cell phone to ring at 12:40 a.m. to warn him that the next shift of guards is coming on duty. They often come looking for workers hiding in the buildings.
“Of course if working in agriculture would allow me to survive, I would stay in Wadi Fukin,” he says. “But it doesn’t.”
The wall also poses a problem for medical care. Wadi Fukin has a medical clinic, but, according to a World Bank study, most people still travel to Bethlehem for major treatments. All the women receive their prenatal care in Bethlehem, and most deliver their children there. When the wall is built and the only access to Bethlehem is through a permanent checkpoint, many fear that during an emergency, they will be unable to reach medical services in time.
There is a school in Wadi Fukin that serves grades K-12, but students must travel to Bethlehem or other West Bank cities to go to college.
Community organizers suspect the barrier will eventually destroy Wadi Fukin’s economy.
“I think the Palestinian people have a high level of resilience, but life in this area is going to be very difficult,” says Ibrahim Ibraigheth, the director of the Community Development Program for the five villages.
Residents have already started resistance efforts. Their first target is the expansion of the Betar Illit Israeli settlement, one of 19 settlements in the area, which sits just to the southeast. Built on land that used to belong to Wadi Fukin and other villages, Betar Illit is home to 26,300 people and scheduled to more than double in population.
Every morning except Saturday, the Jewish Sabbath, the people of Wadi Fukin wake to the sound of jackhammers digging out chunks of the hill to make room for rows of five-story, tan-and-red-roof settlement apartments. The expansion of Betar Illit will encircle Wadi Fukin on the opposite side from the barrier and most likely will cut off the town’s southern exit.
The settlement’s sewage system has already clogged several times, sending raw sewage flowing into Wadi Fukin, ruining valuable farmland. The millions of tons of dirt moved to make room for the new apartment buildings have piled up and threaten to come sliding onto Wadi Fukin’s land, according to villagers.
Along with Friends of the Earth Middle East, an international environmental nonprofit organization, and residents of the nearby Israeli town of Tsur Hadassah, which sits just across the Green Line, activists in Wadi Fukin have hired lawyers to investigate the environmental impacts of the settlement, including increasing strain on the valley’s water resources.
Some Tsur Hadassah residents oppose the barrier as well, and they have circulated a petition asking Israeli officials not to build it or to at least construct it in such a way so as not to affect Wadi Fukin so adversely.
“I didn’t want to feel that I witnessed what was going on and didn’t do anything about it,” says Dudy Yehuda Tzfati, 44, one of several Israeli residents who have mobilized to help. “I feel responsible as an Israeli for what I see as crimes being done in my name.”
What the Future Holds
The Israeli government defends the barrier, saying it’s essential to combating terrorism. “The Security Fence is a central component in Israel’s response to the horrific wave of terrorism emanating from the West Bank, resulting in suicide bombers who enter into Israel with the sole intention of killing innocent people, says Israel’s Ministry of Defense.”
Others, including organizations such as B’tselem, an Israeli human rights group, have argued that rather than basing the route on security concerns, Israel based the route on extraneous considerations completely unrelated to the security of Israeli citizens and that a major aim was to build the barrier east of as many settlements as possible, to make it easier to annex them into Israel.
The United Nations has reported that approximately 5,000 Palestinians already live on land that lies between the barrier and the Green Line. If the barrier follows its planned route, including the sections that are still under consideration, 10 percent of the entire landmass of the West Bank and East Jerusalem, along with nearly 50,000 Palestinians in 38 villages, will be stranded. If Israeli Prime Minister Ehud Olmert follows his proposed plan to make Israel’s permanent border follow the barrier, these areas will be annexed.
The U.N. report also says that in the north, where the wall is already built, access across the barrier has been slow and unreliable. Ibraigheth and Khalilieh fear that if the same is true for Wadi Fukin, much of the town will eventually give up and move to Bethlehem or other cities on the Palestinian side of the barrier in search of a better life.
But Wael Manasra is resolved to stay. “We suffered to return to Wadi Fukin, so I will never go,” he says. “This is my village and my land. Even if I can only eat one small piece of bread, and I can’t get more than this, I will never leave.”
His younger brother, Wisam, doesn’t agree. “If I have to leave to find work, I will, because I think any other life is better than the one here,” he says. “I want to help my family, and I want to help myself.”
Wisam says he might eventually like to return to Wadi Fukin, but he also would like to attend a university and study journalism. And for now, supporting his family is most important. “I feel bad about all of this, working in settlements or leaving,” he says. “But there really isn’t any other way.”
Ibraigheth and Khalilieh believe that if the younger generation decides to leave, much of Wadi Fukin’s land will go uncultivated and could be taken over by Israel. According to the United Nations, Israel uses a law based on an old Ottoman code that allows the state to claim any land that goes uncultivated for three years.
“The older generations are going to be completely isolated,” says Khalilieh. “They will be the only ones there to protect the land, but they will not be able to do so for so many years. That’s when the Israelis will move in and declare the lands as state land under the absentee property law and take it over.”
Some of the younger generation still have hope. Madi Manasra, 13, a cousin of Wael and Wisam, says he wants to finish high school, then attend the university in Bethlehem. He eventually would like to work as a tourist guide. “I’m afraid sometimes the separation will keep me from completing my education,” he says. “But I want to tell people that a just solution is not impossible.”
Others, such as Mohammed Manasra, Wael and Wisam’s youngest brother, see no good options and don’t know what they’ll do. Mohammed wants to be near his family, but fears he’ll never find work. He doesn’t give much thought to attending a university -- or even to what the future may hold.
“With the barrier about to arrive,” he says, “we cannot imagine anything. We cannot dream about anything.”
SOURCES: United Nations Office for the Coordination of Humanitarian Affairs; PLO Negotiations Affairs Department; Israeli Ministry of Defense; Friends of the Earth Middle East; World Bank; Applied Research Institute-Jerusalem, B’tselem.
Jakob Schiller is from New Mexico and grew up in a secular Jewish family. He is a graduate of the University of California at Santa Cruz and is about to complete a master’s degree in print and documentary photography at the U.C. Berkeley Graduate School of Journalism. For the past four years, Schiller has reported in Arab and Jewish communities here in the United States, documenting their connection to the Middle East conflict. This trip to Israel and Palestine was his first.
Flash Feature Credits List:
MANAL KHATEEB AND WISAM MANASRA
SHARIF HAMADEH, SHLOMI SIMHI, JOANN TOTAH, MARY AND ANTON HANNA, ALICE NASSAR, FAHMI MANASRA AND THE FAMILY OF IBRAHIM MANASRA, WILLIAM HEWES, JESSE ROSEMAN, AISHA MERSHANI, LISA NESSAN | <urn:uuid:b906a5df-130e-4e5a-8796-8d93f75705ea> | CC-MAIN-2017-30 | http://www.pbs.org/frontlineworld/stories/palestine503/dispatch_jakob.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425407.14/warc/CC-MAIN-20170725222357-20170726002357-00289.warc.gz | en | 0.966895 | 2,959 | 2.921875 | 3 |
The possible exoplanet might even be orbiting a black hole
Astronomers at the Chandra X-ray Observatory just announced that they might have identified an exoplanet in another galaxy for the first time ever.
The possible exoplanet candidate was spotted in the spiral galaxy Messier 51 (M51), according to a statement by the observatory. The observatory was monitoring X-rays coming from a binary star system in M51 when they saw dimming in the X-ray source, a strong indication of a planetary transit.
“We are trying to open up a whole new arena for finding other worlds by searching for planet candidates at X-ray wavelengths, a strategy that makes it possible to discover them in other galaxies,” said Rosanne Di Stefano, from Harvard University and the Smithsonian Institute’s Center for Astrophysics and the lead author of the study published today in Nature Astronomy.
The system itself isn’t any old star system, though. Astronomers suspect that the X-rays are the product of either a neutron star or even a black hole that is feeding off its partner star, making this planet even more intriguing.
Thousands of possible exoplanets have been spotted in our own galaxy, and over 150 have been confirmed. The most common method for identifying exoplanet candidates is the transit method, which is when you look at the amount of light being radiated by a star and watch for dips in the star’s brightness.
This would indicate that something passed in front of the light source, and if there is a regular period to the dips in the light seen from the star and the dip is of the same magnitude, then you can confirm that there is a planet in orbit around that star.
The exoplanet candidate spotted in M51 was seen in the same way, only instead of using visible light as with our current transit method for stars nearer to us, this method used X-ray emissions instead.
The X-ray emissions are coming from either a neutron star or a black hole orbiting a larger star in a binary system. The companion star is estimated to have about 20 times the mass of the sun and is feeding the accretion disk around its partner, which is emitting the X-rays that the astronomers were able to observe.
During their observation, they saw the X-ray emissions stop entirely for about 3 hours, which – along with other data – could indicate a Saturn-sized planet transiting in front of the X-ray source at a distance of about twice Saturn’s distance from the sun.
This was only the first diminution of X-rays spotted though, so it’s too soon to say whether this is a planet or not – and confirmation could take decades. The researchers calculated that the planet’s orbital period would be about 70 years, based on its size and distance.
“Unfortunately to confirm that we’re seeing a planet we would likely have to wait decades to see another transit,” said Nia Imara, of the University of California at Santa Cruz and co-author of the study. “And because of the uncertainties about how long it takes to orbit, we wouldn’t know exactly when to look.”
Analysis: this method could accelerate exoplanet discovery
While exciting in itself, this new method of detecting planetary transits in binary systems offers another method for spotting exoplanets here in our own galaxy.
Since the X-ray emitting region of an accretion disk in these systems is small, a planet could completely block the X-ray source entirely, which is a much clearer indicator of a transit than measuring often subtle changes in the luminosity of a star.
It should also be said that the planets spotted using this method would also have suffered through some pretty turbulent times. The collapse of a star into a neutron star or black hole isn’t the most peaceful of transitions, and the supernova that created them would have blasted the planet with some extreme radiation levels that would almost certainly strip it of any life that might have been living on it.
Then there’s also the matter of the other star in the system. It hasn’t gone supernova yet, but the steady loss of its material to its companion means that its demise is accelerating, so it would only be a matter of time before it too went supernova, blasting the planet again.
Life in these systems is highly unlikely, to say the least. Still, the X-ray transit method could prove useful in growing our catalog of planets outside our solar system.
By John Loeffler | <urn:uuid:880497b6-c508-460c-bc8e-3e8ded6f8ff6> | CC-MAIN-2022-33 | https://www.ghanaiantimes.com.gh/extra-galactic-planet-we-might-have-just-seen-our-first-exoplanet-in-another-galaxy/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571150.88/warc/CC-MAIN-20220810070501-20220810100501-00275.warc.gz | en | 0.95628 | 950 | 3.484375 | 3 |
Recent trends suggest that autism rates are rising across the U.S. That is alarming, in and of itself. But new statistics show that the disorder appears to be more prevalent in certain communities. A few studies out of California may shed some light on these baffling questions.
A recent study conducted at Columbia University identified an area including West Hollywood and Beverly Hills that accounts for 3 percent of the state's new cases of autism from 1993 to 2001, even though it accounts for only 1 percent of the population. A similar study, this one out of the University of California-Davis, also found high rates of autism in children born around Los Angeles, as well as nine other California locations.
Both of these California-based studies suggest that the location itself — whether it's because of environmental or sociological factors — is the cause of the high autism-diagnosis rates. California isn't the only state to see these unusual spikes. Metropolitan Phoenix, for example, has twice the prevalence of autism as northern Alabama. These latest findings support the notion that childhood vaccinations are not to blame for the condition. If they were, advocates say, these autism diagnoses would be more evenly dispersed around the state. | <urn:uuid:6211e7c1-a69c-4c48-bf87-ff70cba14b7d> | CC-MAIN-2016-18 | http://www.mnn.com/family/family-activities/blogs/california-seeks-reasons-for-autism-spikes | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860124045.24/warc/CC-MAIN-20160428161524-00181-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.956268 | 239 | 2.90625 | 3 |
Welcome to Mrs. Lovett's 8th Grade Language Arts Class for the 2014-2015 year! I look forward to having your student in class as we explore Language, Literature, Research and many other exciting standards. I look forward to teaching and encouraging each student to be the very best he or she can be!
**Please make sure you sign your student's planner each night.
~We are currently working on Informational Text and Student Goals.
Please feel free to contact me ~ email@example.com
Thanks so much for stopping by, and I look forward to a Great Year!
Sincerely, Leigh H. Lovett
Units of Study for 1st Semester:
Unit 1 will include: In-depth Reading Informational Texts, Research Project, Vocabulary, Writing Assignments, Assorted Grammar, and Argumentative Writing.
Unit 2 will include: In-depth Reading Assignments, Research Project/Performance Task, Memoirs, Vocabulary, Writing Assignments, Character Sketch, MLA writing styles, Assorted Grammar, and Compare and Contrast Writing.
Texts used 1st Semester:
7 Habits of Highly Effective Teen
9th Grade Literature Class:
Units of Study:
Unit 1 – “Sweet Sorrow” includes: Romeo and Juliet, The Pearl, analytical essay
Unit 2 –“Matter of Life and Death” includes: Memoirs, The Lord of the Flies, argumentative essay, panel discussion
Unit 3 – “The Struggle for Freedom” includes: Martin Luther King’s “I have a Dream” Speech, Animal Farm, argumentative essay
Unit 4 – “Heroes and Quests” includes: Odyssey, Great Expectations, research essay
**Please note that reading is an integral part of this course, and each student will be held accountable for outside reading on a daily basis. Students will be reading Four (4) novels this year outside of class: We encourage you to purchase these novels, so you can highlight in them and take notes in them. The School does have novels available for those that cannot purchase them, but they cannot be written in, and students will be responsible for the full price of the novel if it is not returned in great condition.
AUTHORS AND TITLES
Dickens, Charles - Great Expectations
Golding, William -The Lord of the Flies
Orwell, George - Animal Farm | <urn:uuid:353fa73c-9f91-40c3-808b-5703feae9d41> | CC-MAIN-2014-35 | http://www.burke.k12.ga.us/education/staff/staff.php?sectionid=2119 | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500823169.67/warc/CC-MAIN-20140820021343-00309-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.893929 | 520 | 2.625 | 3 |
Bacterial infections are caused when bacteria enter the body through nose, mouth, eyes or skin .These bacteria’s go on multiplying when they enter into a human body. Single bacteria can produce around 72 billion bacteria in a period of 12 hours. These bacteria’s release toxins in the body which leads to the occurrence of some problems that comes up in the form of symptoms of bacterial infections.
It is diagnosed when the person suffers from fever, swelling and pain in the body. A common form of infection known as cellulitis is diagnosed with the help of a physician who examines the various signs and symptoms of the infection in the body.
Most of the infections are diagnosed when the bacteria are identified in the blood of the patient’s body. The physician will take a small sample of the tissue from the affected part of the body. It is then examined with the help of a microscope to check the bacteria presence. Let us take an example, if the physician will find a problem in the respiratory system of the patient then a swab from the back of the neck of the patient is diagnosed for bacterial infections.
The symptoms of the bacterial infections vary from person to person and on the severity of the infection. Most of the bacterial infections lead to swelling, redness with fever and body pain.
Symptoms of Bacterial Infection
Bacterial infection when is in the blood leads to symptoms of fever, shivering, low blood pressure and in rare cases coma occurs. This type of bacterial infection in the blood is known as sepsis. It should be treated timely as it may lead to organ dysfunction in the patient.
Infection in the Eyes
Any type of infection in the eyes is known as pinkeye or conjunctivitis. The signs of bacterial infection in eyes include irritation and itching in the eyes, blurred vision, fluidic discharge from eyes, and redness in the eyes. Eyes become sensitive to light rays.
if the bacterial infection is caused by the bacteria like Staphylococcus aurous or Escherichia coli (E. coli) then it leads to problems in digestive system. Mostly this infection occurs due to food poisoning. Some of the common symptoms of this infection are nausea, vomiting, stomachache, cramping and diarrhea.
The nervous system of the body gets affected by the bacteria known as bacterial meningitis. It leads to pain in the spinal cord, headache, lower back pain, loss of sensation and high fever. In rare cases, the patient suffers from the problems of seizures, paralysis attack, coma and death.
The respiratory system consists of the nose, sinuses, throat and lungs. When any type of bacterial infection occurs in respiratory system then it leads to difficulty in breathing, pain in the chest with congestion, sore throat and fatigue.
Any type of bacterial infection on the skin leads to redness in the skin, inflammation, blisters and discoloration of the skin.
Urinary Tract Infection
When bacterial infection is caused in the kidney or in the tubes that carries the urine from the kidneys to the bladder and the tube that excretes it then it is a urinary tract infection. Some of the symptoms of this type of infection are burning while urinating, increased frequency of urine, blood clots in the urine and strong odor of urine.
When the infection is caused in the vagina then it is known by the term bacterial vaginosis. The most common sign of this infection is bad odor accompanied by itching and burning sensation in the vagina.
Photo Credit: https://www.healthtap.com/#topics/bacterial-infection-of-upper-airway | <urn:uuid:59b828bb-42be-4589-9c85-d5b19dffc44c> | CC-MAIN-2020-29 | http://www.ladycarehealth.com/common-symptoms-of-bacterial-infection/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655897844.44/warc/CC-MAIN-20200709002952-20200709032952-00418.warc.gz | en | 0.934437 | 744 | 3.59375 | 4 |
Question: "What should we learn from the life of Moses?"
Answer: Moses is one of the most prominent figures in the Old Testament. While Abraham is called the “Father of the Faithful” and the recipient of God’s unconditional covenant of grace to His people, Moses was the man chosen to bring redemption to His people. God specifically chose Moses to lead the Israelites from captivity in Egypt to salvation in the Promised Land. Moses is also recognized as the mediator of the Old Covenant and is commonly referred to as the giver of the Law. Finally, Moses is the principal author of the Pentateuch, the foundational books of the entire Bible. Moses’ role in the Old Testament is a type and shadow of the role Jesus plays in the New Testament. As such, his life is definitely worth examining.
We first encounter Moses in the opening chapters of the book of Exodus. In chapter 1, we learn that after the patriarch Joseph rescued his family from the great famine and situated them in the land of Goshen (in Egypt), the descendants of Abraham lived in peace for several generations until there rose to power in Egypt a pharaoh who “did not know Joseph” (Exodus 1:8). This pharaoh subjugated the Hebrew people and used them as slaves for his massive building projects. Because God blessed the Hebrew people with rapid numeric growth, the Egyptians began to fear the increasing number of Jews living in their land. So pharaoh ordered the death of all male children born to Hebrew women (Exodus 1:22).
In Exodus 2, we see Moses’ mother attempting to save her child by placing him in a basket and putting it into the Nile. The basket was eventually found by pharaoh’s daughter, and she adopts him as her own and raises him in the palace of the pharaoh himself. As Moses grows into adulthood, he begins to empathize with the plight of his people, and upon witnessing an Egyptian beating a Hebrew slave, Moses intervenes and kills the Egyptian. In another incident, Moses attempts to intervene in a dispute between two Hebrews, but one of the Hebrews rebukes Moses and sarcastically comments, “Are you going to kill me as you did the Egyptian?” (Exodus 2:14). Realizing that his criminal act was made known, Moses flees to the land of Midian where he again plays the hero—this time to the daughters of Jethro by rescuing them from some bandits. In gratitude, Jethro grants the hand of his daughter Zipporah to Moses.
The next major incident in Moses’ life is his encounter with God at the burning bush (Exodus 3), where God calls Moses to be the savior of His people. The rest of the story is fairly well known (especially if you’ve seen Charlton Heston in The Ten Commandments or the animated movie The Prince of Egypt). Moses and his brother, Aaron, go to pharaoh in God’s name and demand that he let the people go to worship their God. Pharaoh stubbornly refuses, and ten plagues of God’s judgment fall upon the people and the land, the final plague being the slaying of the firstborn. Prior to this final plague, God commands Moses to institute the Passover, which is commemorative of God’s saving act in redeeming His people from bondage in Egypt.
After the exodus, Moses leads the people to the edge of the Red Sea where God provides another saving miracle by parting the waters and allowing the Hebrews to pass to the other side while drowning the Egyptian army (Exodus 14). Moses brings the people to the foot of Mount Sinai where the Law is given and the Old Covenant established between God and the newly formed nation of Israel (Exodus 19 - 24).
The rest of the book of Exodus and the entire book of Leviticus take place while the Israelites are encamped at the foot of Sinai. God gives Moses detailed instructions for the building of the tabernacle—a traveling tent of worship that could be assembled and disassembled for easy portability—and for making the utensils for worship, the priestly garb, and the ark of the covenant, symbolic of God’s presence among His people as well as the place where the high priest would perform the annual atonement. God also gives Moses explicit instructions on how God is to be worshipped and guidelines for maintaining purity and holiness among the people. The book of Numbers sees the Israelites move from Sinai to the edge of the Promised Land, but they refuse to go in when ten out of twelve spies bring back a bad report about Israel’s ability to take over the land. God condemns this generation of Jews to die in the wilderness for their disobedience and subjects them to 40 years of wandering in the wilderness. By the end of the book of Numbers, the next generation of Israelites is back on the borders of the Promised Land and poised to trust God and take it by faith.
The book of Deuteronomy shows Moses giving several sermon-type speeches to the people, reminding them of God’s saving power and faithfulness. He gives the second reading of the Law (Deuteronomy 5) and prepares this generation of Israelites to receive the promises of God. Moses himself is prohibited from entering the land because of his sin at Meribah (Numbers 20:10-13). At the end of the book of Deuteronomy, Moses’ death is recorded (Deuteronomy 34). He is taken up Mount Nebo and is allowed to look upon the Promised Land. Moses was 120 years old when he died, and the Bible records that his “eye was undimmed and his vigor unabated” (Deuteronomy 34:7).
That’s Moses’ life in a nutshell; now what can we learn from his life? Moses’ life is generally broken down into three 40-year periods. The first is his life in the court of pharaoh. As the adopted son of pharaoh’s daughter, Moses would have had all the perks and privileges of a prince of Egypt. He was instructed “in all the wisdom of the Egyptians, and he was mighty in his words and deeds” (Acts 7:22). As the plight of the Hebrews began to gnaw at his soul, Moses takes it upon himself to be the savior of his people. As Stephen says before the Jewish ruling council, “[Moses] supposed that his brothers would understand that God was giving them salvation by his hand” (Acts 7:25). From this incident, we learn that Moses was a man of action as well as a man possessed of a hot temper and prone to rash actions. Did God want to save His people? Yes. Did God want to use Moses as His chosen instrument of salvation? Yes. But Moses, whether or not he was truly cognizant of his role in the salvation of the Hebrew people, acted rashly and impetuously. He tried to do in his timing what God wanted done in His timing. The lesson for us is obvious: we must be acutely aware of not only doing God’s will, but doing God’s will in His timing, not ours. As is the case with too many other biblical examples to count, when we attempt to do God’s will in our timing, we make a bigger mess than originally existed.
Moses needed time to grow and mature and learn to be meek and humble before God, and this brings us to the next chapter in Moses’ life, his 40 years in the land of Midian. During this time, Moses learned the simple life of a shepherd, a husband, and a father. God took an impulsive and hot-tempered young man and began the process of molding and shaping him into the perfect instrument for God to use. What can we learn from this time in his life? If the first lesson is to wait on God’s timing, the second lesson is to not be idle while we wait on God’s timing. While the Bible doesn’t spend a lot of time on the details of this part of Moses’ life, it’s not as if Moses were sitting idly by waiting for God’s call. He spent the better part of 40 years learning the ins and outs of being a shepherd and supporting and raising a family. These are not trivial things! While we might long for the “mountain top” experiences with God, 99 percent of our lives are lived in the valley doing the mundane, day-to-day things that make up a life. We need to be living for God “in the valley” before He will enlist us into the battle.
Another thing we see from Moses during his time spent in Midian is that, when God finally did call him into service, Moses was resistant. The man of action early in his life, Moses, now 80 years old, became overly timid. When called to speak for God, Moses said he was “slow of speech and tongue.” Some commentators believe that Moses may have had a speech impediment. Perhaps, but then it would be odd for Stephen to say Moses was “mighty in words and deeds.” Perhaps Moses just didn’t want to go back into Egypt and fall flat on his face again. This isn’t an uncommon feeling. How many of us have tried to do something (whether or not it was for God) and failed, and then been hesitant to try again? There are two things Moses seemed to have overlooked. One was the obvious change that had occurred in his own life in the intervening 40 years. The other, and more important, change was that God would be with him. Moses failed at first not so much because he acted impulsively, but because he acted without God. Therefore, the lesson to be learned here is that when you discern a clear call from God, step forward in faith, knowing that God goes with you! Do not be timid, but be strong in the Lord and in the power of his might (Ephesians 6:10).
The third and final chapter in Moses’ life is the chapter that Scripture spends the most time chronicling, namely, his role in the redemption of Israel. Several lessons can be gleaned from this chapter of Moses’ life as well. First is how to be an effective leader of people. Moses essentially had responsibility over 2 million Hebrew refugees. When things began to wear on him, his father-in-law, Jethro, suggested that he delegate responsibility to other faithful men, a lesson that many people in authority over others need to learn. We also see a man who was dependent on the grace of God to help with his task. Moses was continually pleading on behalf of the people before God. Would that all people in authority would petition God on behalf of those over whom they are in charge! Moses’ life also teaches us the lesson that there are certain sins that will continue to haunt us throughout our lives. The same hot temper that got Moses into trouble in Egypt also got him into trouble during the wilderness wanderings. In the aforementioned incident at Meribah, Moses struck the rock in anger in order to provide water for the people. However, he didn’t give God the glory, nor did he follow God’s precise commands. Because of this, God forbade him from entering the Promised Land. In a similar manner, we all succumb to certain besetting sins which plague us all our days, sins that require us to be on constant alert.
These are just a handful of practical lessons that we can learn from Moses’ life. However, if we look at Moses’ life in light of the overall panoply of Scripture, we see larger theological truths that fit into the story of redemption. The author of Hebrews devotes ten verses of chapter 11 to Moses and the faith he exhibited. We learn that it was by faith that Moses refused the glories of pharaoh’s palace to identify with the plight of his people. The writer of Hebrews says, “[Moses] considered the reproach of Christ greater wealth than the treasures of Egypt” (Hebrews 11:26). Moses’ life was one of faith, and we know that without faith it is impossible to please God (Hebrews 11:6). Likewise, it is by faith that we, looking forward to heavenly riches, can endure temporal hardships in this lifetime (2 Corinthians 4:17-18).
As mentioned earlier, we also know that Moses’ life was typological of the life of Christ. Like Christ, Moses was the mediator of a covenant. Again, the author of Hebrews goes to great lengths to demonstrate this point (cf. Hebrews 3, 8–10). The Apostle Paul also makes the same points in 2 Corinthians 3. The difference is that the covenant that Moses mediated was temporal and conditional, whereas the covenant that Christ mediates is eternal and unconditional. Like Christ, Moses provided redemption for his people. Moses delivered the people of Israel out of slavery and bondage in Egypt and brought them to the Promised Land of Canaan. Christ delivers His people out of bondage and slavery to sin and condemnation and brings them to the Promised Land of eternal life on a renewed earth when Christ returns to consummate the kingdom He inaugurated at His first coming. Like Christ, Moses was a prophet to his people. Moses spoke the very words of God to the Israelites just as Christ did (John 17:8). Moses predicted that the Lord would raise up another prophet like him from among the people (Deuteronomy 18:15). Jesus and the early church believed and taught that Moses was speaking of Jesus when he wrote those words (cf. John 5:46, Acts 3:22, 7:37). In so many ways, Moses’ life is a precursor to the life of Christ. As such, we can catch a glimpse of how God was working His plan of redemption in the lives of faithful people throughout human history. This gives us hope that just as God saved His people and gave them rest through the actions of Moses, so, too, will God save us and give us an eternal Sabbath rest in Christ; both now and in the life to come.
Finally, it is interesting to note that even though Moses never set foot in the Promised Land during his lifetime, he was given an opportunity to enter the Promised Land after his death. On the mount of transfiguration, when Jesus gave His disciples a taste of His full glory, He was accompanied by two Old Testament figures, Moses and Elijah, who represented the Law and the Prophets. Moses is, this day, experiencing the true Sabbath rest in Christ that one day all Christians will share (Hebrews 4:9). | <urn:uuid:2ff91ea2-52f6-416a-83d9-de2229f40405> | CC-MAIN-2016-18 | http://gotquestions.org/Printer/life-Moses-PF.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461864953696.93/warc/CC-MAIN-20160428173553-00116-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.973124 | 3,080 | 3.84375 | 4 |
An expert meeting convened by the United Nations World Health Organization (WHO) and its partners on the emergence of an epidemic strain of meningitis in Africa has concluded that a readily available supply of affordable vaccine is vital for the success of a new action plan to tackle the outbreak. Experts from across the world gathered over the past week in Burkina Faso, the first African country to experience an epidemic of a new strain of meningitis known as W135, to produce a plan for medical, political and financial action. The outbreak, which began in February, infected more than 12,000 and killed almost 1,500 people. “Countries in Africa have no choice but to respond to epidemics of meningitis,” said Dr. Daniel Tarantola, WHO Director of Vaccines and Biologicals. “We must help them to protect their children against a disease that cripples and kills.” The experts agreed that the most important tool required is a vaccine that can be used to tackle all future outbreaks of meningitis in Africa. Such a vaccine would have to cover three different strains of the bacteria which have caused outbreaks in the past – including the new W135 strain – and which could cause new epidemics as early as the end of this year. A vaccine that contains all three strains does exist and is used routinely in developed countries, but the current market price – ranging from $4 to $50 a dose – is far beyond what African countries can afford. The experts agreed that a price of more than $1 per dose for this “tetravalent” vaccine would severely hamper its use in epidemic situations in Africa and that every effort should be made to lower the price while boosting production. Negotiations are already under way to bring down the cost of the vaccine. Other vital measures to be taken in preparation for the next potential outbreak of W135 include improved disease surveillance in health clinics and hospitals, a better linked network of district laboratories that would serve as an early warning system, the urgent testing of new medicines to treat those who become infected, and an enhanced capacity to deliver the vaccines quickly to where they are needed. | <urn:uuid:3ca40075-1c9c-4f9b-977c-3865b4b7be26> | CC-MAIN-2021-39 | https://dqxjzxx.cn/raija8397 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057508.83/warc/CC-MAIN-20210924080328-20210924110328-00201.warc.gz | en | 0.969019 | 436 | 3.359375 | 3 |
By Barbara G. Walker
During the last 50 years, scholars have established a very different view of our Stone Age ancestors from the one we used to imagine. It seems there weren’t all those women dragged off to caves by their hair by boorish male savages with clubs. Quite the contrary. Neolithic villages tended to describe themselves as motherhoods, to be organized primarily around the needs and activities of women and their offspring, to practice matrilineal property ownership, and to recognize males as sons, brothers, lovers, helpers, and maternal uncles, but not as husbands or fathers. “Woman,” says Briffault, “was the founder of the home, the originator of the arts, and the creator of the primordial elements of civilization.”1
Women’s power to create life, apparently out of their own substance, and to respond with fearful and mystical blood cycles to the phases of the moon, made them creatures of magic in the eyes of primitive men, who knew themselves unable to match such powers. Thus women took on the roles of intermediaries between humanity and spiritual powers. They became seers, priestesses, healers, oracles, lawmakers, judges, and agents of the Great Mother Goddess who gave birth to the universe.
Even after fatherhood was recognized, and hierarchies of kingships began to appear in the Bronze Age, women’s connections with the Goddess were given paramount importance. Early kings in Sumeria, Babylon, Egypt, Phoenicia and other ancient lands couldn’t rule unless they had a hieros gamos (“holy marriage”) with the Goddess incarnated in the queen.2 Similarly, when patriarchal gods first appeared, they and their priests were required to have female counterparts. The Mahanirvanatantra says gods can “avail nothing” unless they have their Shaktis, female soul mates. Brahmin priests could not perform ceremonies unless they were married.3
Similarly, early Israelites mated their god with the Goddess Asherah, a Canaanite version of Astarte, and believed that a priest’s invocations would be useless unless he was married. The high priest of Rome, the Flamen Dialis, was considered effective only as long as he was married to the Flaminia, the high priestess of Juno.4
Through the centuries, even during the growth of patriarchy, women were thought to keep intimate connections with the spiritual realm. The famous oracles at Delphi and Eleusis were always female, as were the Sybils of Rome. Even after the priests of Apollo took the Delphic shrine away from the Goddess and rededicated it to their god, they dared not revise the gender of the Pythian priestesses. No man could serve as the true oracle.5
The Greeks’ principal Goddess of oracular powers, magic, and midwifery was Hecate, derived from the Egyptian pre-dynastic term for a tribal matriarch, hek, which meant a wise-woman versed in the hekau or “words of power.”6 This was a woman having the authority of the logos, the creative word. She could make things happen just by speaking—as witches, centuries later, were supposed to make things happen by speaking their curses or spells. Logos power was later usurped by male gods such as Yahweh, who claimed to bring things into being by saying them. But long before the Bible, hekau were the material of all creative word magic, spells, charms, prayers, invocations, exorcisms, chants, liturgies, and every other mystic verbal practice of our ever-verbalizing species.
Hecate was one of the female trinities, often depicted with three faces, as the Moon Goddess in heaven, the Earth Goddess ruling earthly nature, and the Underworld Queen of the Dead, identified with Persephone.7 The trinitarian Goddesses were models for the Christian trinity, which early church fathers like St. Augustine condemned as blasphemous because it was a pagan concept of long standing. However, people favored triple deities, so the trinitarians won out and the Christian god became a somehow unified trio. Hecate, meanwhile, evolved into the medieval “Queen of Witches,” much feared by Christian clergymen, who were convinced that women continued to worship her in secret. Certainly women did continue to make use of the herbal lore, charms, potions, gynecological techniques, and many magical procedures devised long ago by pagan priestesses. Shakespeare’s three Weird Sisters in Macbeth are late versions of the northern Hecate, Wyrd, the Triple Goddess of Fate, whose name also meant “word” because she had the creative power of the logos. Like the Roman Fata Scribunda, the Goddess Wyrd wrote the fate of every person in her Book of Life; just as Kali Ma (another trinity) in India wrote every destiny in her holy Sanskrit Letters.8 The Weird Sisters chanted charms around their sacred cauldron, northern Europe’s chief symbol of the Primal Womb, in which all life forms were mingled.
The religious symbolism here was indeed opposed to the Christian notion of one life ending in heaven or hell. It meant that all lives return to the primordial molecular soup and become dissolved and reorganized into new life forms. This idea also underlay various theories of reincarnation, which the Catholic Church declared a virulent heresy.
However, the Catholic Church didn’t begin to view women’s folk remedies or magic charms as heretical witchcraft until the 14th century. Through the Middle Ages, the village witches or wise-women were the only healers available to ordinary people. Physicians usually treated only the rich, and clergymen were forbidden to learn anything about medicine, being taught that sickness is the work of demons and must be treated only with holy water and exorcisms.9 Medical knowledge, however crude, was to be found chiefly in the local witches who carried on the ancient traditions. Paracelsus wrote that everything he knew about medicine was taught to him by witches.10
In 500 C.E. the Salic Law recognized witches’ right to practice, and in 643 an edict declared it illegal to persecute witches.11 In 785, the Synod of Paderborn said anyone who killed a witch must be executed.12 Scriptures available at that time apparently did not contain what is possibly the bible’s bloodiest passage, Exodus 22:18: “Thou shalt not suffer a witch to live.” We are not sure just when that passage was written, but it seems not to have been regarded as God’s law until 1390 in France, when witchcraft was first declared a crime.13 The Hebrew word translated “witch,” kasaph, actually meant any seer or diviner.14
Up to the 14th century, European nobility and clergy alike employed the services of witches. Churchmen said witches could control the weather “with God’s permission,” and God didn’t turn against his earthly weathermakers until the beginning of the Renaissance.15 English law tolerated witches up to the reign of James I, the Renaissance equivalent of a “born again” national leader. The infamous Witchcraft Act was instituted in his time.
We have all heard of Europe’s 400 years of witch persecutions, from the 14th to the 18th centuries, but few are aware of the enormous extent of the holocaust. The church likes to pretend that “only a few hundred thousand” innocents were murdered, but secular sources estimate as many as nine million. (Four centuries of killing can dispose of a good many people.) Over 85% of them were female: grandmothers, mothers, maidens, even children, mostly illiterate peasants who couldn’t even understand the questions their torturers asked, and in their agony begged to be told what to confess to. Local chroniclers spoke of stakes set up as thick as a forest, and hundreds slaughtered in a single day. At the height of the frenzy, we read of villages in Germany and France where only one or two women were left alive. In some places, whole villages were destroyed altogether.16
The Inquisition was empowered by Pope John XXII to prosecute anyone who worked magic, as opposed to the heretics who had been largely exterminated by the Albigensian, Waldensian, and other crusades. In 1375, a French inquisitor lamented that all the rich heretics had been eliminated, their wealth having been appropriated by the church, and now it was “a pity that so salutary an institution” as the Inquisition should not have a future.17 The solution was found in declaring witchcraft a demonic heresy. The persecution became a major industry, resulting in great profits from seizure of the victims’ possessions. Each procedure of torture carried a fee. Victims were charged for their food and lodging in prison, for the ropes that bound them and the wood that burned them. After the execution of any comparatively affluent witch, officials would treat themselves to a banquet at the expense of the victim’s estate.18
A history of the Inquisition, written by a Catholic scholar in 1909, said the church “invented the crime of witchcraft and relied on torture as the means of proving it.”19 The official handbook of the Inquisition was the Malleus Maleficarum, “A Hammer for Witches,” written by two monks, minutely detailing the techniques of torture. I have read this book, and it is truly vile. In my opinion, no organization that ever produced such a book—and its consequences—deserves to call itself a religion.
Among the rules for inquisitorial trial were the following: All proceedings were kept secret. The accused was not allowed legal counsel or told of the nature of the charges. Hearsay evidence, called “common report,” was accepted as proof of guilt; this also included evidence taken from other victims during torture. Children as young as two years could give such evidence, because, as one inquisitor wrote, “those of tender age could easily be persuaded or forced to inform.” Torture was used without limit of duration of severity. Even after confession, more torture was applied to “validate” the confession. If the accused died under torture, the record stated that the devil broke her neck in prison. Every victim was forced to supply the names of so-called accomplices, and no one was ever declared innocent.20
Again and again, victims confessed to impossible crimes such as bringing storms or droughts, spoiling crops, copulating with devils, flying on broomsticks, wrecking ships, eating babies, causing impotence or sickness in their neighbors, transforming their demon lovers into cats and dogs, and such absurdities. Inquisitors from Spain also worked their evil among pagan peoples in the New World, and instituted deadly witch hunts among Native Americans.
Throughout the centuries, men have usually practiced magic without much disapproval. The church distinguished between witchcraft, perpetrated by women, and sorcery, a legitimate pursuit of men. Von Nettesheim’s books of sorcery were published under church auspices, with a statement of ecclesiastical approval.21 But female witches became the scapegoats for every disaster. Pope Innocent VIII “infallibly” declared in his bull Summis desiderantes that witches magically injure crops, domestic animals, and people, and in general “outrage the Divine Majesty.”22 Since the Divine Majesty seemed either unable or disinclined to do anything about it, churchmen took it upon themselves to decimate Europe’s female population. “The more women there are, the more witchcraft there will be,” one authority remarked.23
The Inquisition never took root in Scandinavia or the British Isles, though England and Scotland had their own style of witchhunting. Victims were usually hanged, not burned. The oncoming Age of Enlightenment eventually caused the persecutions to peter out, although the Catholic Church still retains its official Office of the Inquisition to this day.
In North America, there was one final twitch of witchcraft mania in Salem, Mass., in 1692. Some teenage girls began to prophesy and fall into fits under the influence of a West Indian slave devoted to obeah, the old African form of sorcery. The girls accused over a hundred of their neighbors of causing demonic possession, until the whole village was involved in the hysteria, and the famous Rev. Cotton Mather came to lend his credulity to the show. In the end, though, only 19 victims were hanged, and a year later the state governor pardoned the remaining accused. One of the girls finally admitted that they did the whole thing for “sport.”
Witchhunting didn’t become an obsession in North America as it had in Europe because many of the people who colonized the New World had fled from religious intolerance in the first place, and rightly feared its recurrence in their new country more than they feared superstitious witch tales.
Early in the 20th century, anthropologists began investigating the folk customs that grew out of Europe’s pagan religions, and realized that some of their “old wives’ tales” really did date back to antiquity. Sir James Frazer, Andrew D. White, and Robert Briffault demonstrated some fairly direct connections. Dr. Margaret Murray’s classic book, The Witch Cult in Western Europe, showed that what she called the Dianic religion had survived in the form of charms and rituals that their practitioners didn’t even recognize. Murray believed that the “fairy faith” preserved an attenuated form of worship of the Great Goddess and the Horned God, humanity’s primitive nature deities.
The English legislature finally officially repealed the Witchcraft Act in 1951—yes, as late as that! Three years later, Gerald Gardner, an English male witch, published a book claiming that many covens existed throughout the country, involving such practices as ritual nudity and sex orgies. Predictably, these details stimulated popular interest and Gardner suddenly found himself a celebrity at the age of 70.24 He died ten years later. Today there are still groups, both men and women, who call themselves “Gardnerian” witches, and practice similar rites. But much of modern witchcraft has moved on and applied the new learning to become a nature-oriented, life-affirming, female-centered faith.
Like medieval churchmen, modern journalists often confuse the term “witchcraft” with Satanism, claiming that witches worship the devil. But modern witches could hardly do that, since they say the devil doesn’t exist, and only Christians can be devil worshipers because only Christians believe in him. There are people who call themselves Satanists, such as the well-known Anton La Vey, who established his “First Church of Satan” in San Francisco in 1966. His book, The Satanic Bible, became a bestseller on college campuses.25 But La Vey doesn’t claim to be a witch, and those who do say that their Horned God is nothing like a devil, but rather a nature deity like Pan, Faunus, Dianus, or the Green Man of Celtic tradition.
Most modern witches call their religion Neo-paganism or Wicca, after the Anglo-Saxon wicce, a wise-woman or seer. The verb witan meant to see, to know; “Wit” and “wisdom” come from the same root. Modern research has given the Wiccans a rich background of pagan theology from which to draw their rites and customs. Among their many authors are Alex Sanders and Sybil Leek in England, and Starhawk and Margot Adler in the United States. Louise Huebner has been declared the Official Witch of Los Angeles, and Lori Cabot is regarded as the modern Witch of Salem.
The Wiccan version of the Golden Rule is “Do as you will, as long as you harm none.” Practitioners tend to be tree-huggers, vegetarians, and political liberals. Their so-called “charms and spells” are mostly serenity chants, formulae for focusing the mind, and private rituals of heightened awareness and self-improvement.
Witchcraft, and all its real or imaginary connections with prepatriarchal religion, actually constitutes a huge subject, with branches in every aspect of human culture. There are hundreds of different types of magic, divination, spiritualism, alternative healing, herbal and crystal lore, scrying, fortune-telling, spell casting, and all the other functions of witches prevalent among us still. Witchcraft has never gone away, even though the witch hunters have, to the considerable improvement of western society. It could even be said that witchcraft, with its connections to paganism, is an integral part of religion as a whole in western civilization. Wicca is now regarded as a “faith.” Pope Innocent VIII probably isn’t looking down from heaven, but if he were, wouldn’t he be peeved!
1. Briffault, Robert. The Mothers (3 vols.) New York: Macmillan, 1927, v. 1, p. 432
2. Walker, Barbara G. The Woman’s Encyclopedia of Myths and Secrets. HarperSanFrancisco, 1983, p. 501
3. Mahanirvanatantra, Sir John Woodroffe, trans. New York: Dover, 1972. p. xxiv. Bullough, Vein L. The Subordinate Sex. University of Illinois Press, 1973. p. 234
4. Briffault, op. cit., v. 3, p. 20
5. Graves, Robert. The Greek Myths (2 vols.) New York: Penguin Books, v.1, p. 80
6. Budge, Sir E.A. Wallis. Egyptian Magic. New York: Dover, 1971 p. 196; Gods of the Egyptians (2 vols.) New York Dover, 1969, v. 2, p. 300
7. Graves, op. cit., v. 2, p. 393
8. Goodrich, Norma Lorre. Medieval Myths. New York: New American Library, 1977, pp. 18, 32
9. White, Andrew D. A History .of the Warfare of Science with Theology in Christendom. (2 vols.) New York: George Braziller, 1955, v. 2, p. 36
10. Lederer, Wolfgang. The Fear of Women. New York: Harcourt Brace Jovanovich, 1968, p. 150
11. Tannahill, Reay. Flesh and Blood. New York: Stein & Day, 1975, pp. 96-97
12. Castiglioni, Arturo. Adventures of the Mind. New York: Alfred A. Knopf, 1946, p. 233
13. Robbins, Rossell Hope. Encyclopedia of Witchcraft and Demonology. New York: Crown Publishers, 1959, p. 209
14. Russell, J.B. Witchcraft in the Middle Ages. New York: Cornell University Press, 1972, p. 54
15. Knight, Richard Payne. The Symbolical Language of Ancient Art and Mythology. New York: J.W. Bouton, 1892, p. 207
16. Robbins, op. cit., p. 219
17. Ibid., p. 8
18. Ibid., pp. 111, 113
19. Ibid., pp. 9, 271
20. Ibid., pp. 13014, 229, 554
21. Walker, op. cit., p. 1084
22. Masters, R.E.L. Eros and Evil. New York: Julian Press, 1962, p. Xxvi
23. Baroja, Julio Caro. The World of Witches. Chicago: University of Chicago Press, 1965, p. 80
24. Kingston, Jeremy. Witches and Witchcraft. London: Aldus Books Ltd., 1976, p. 12
25.Ibid., p. 111
Barbara G. Walker is author of the monumental feminist/freethought sourcebook The Woman’s Encyclopedia of Myths and Secrets (1983). Her many other books, published by Harper & Row, include The Skeptical Feminist. An atheist, she has also specialized in debunking New Age assertions. | <urn:uuid:7e84129a-3283-4010-8fde-5bd4397e40aa> | CC-MAIN-2014-49 | http://ffrf.org/publications/freethought-today/item/12712-witches-past-and-present | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931009825.77/warc/CC-MAIN-20141125155649-00038-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.962575 | 4,308 | 3.34375 | 3 |
What Exactly Is That Birdlike Thing?
For years I was convinced that there exists among us a strange, unidentified species of animal — something between bug and bird — jetting around gardens and flowers and trees.
Not too long ago one of these natural UFOs buzzed past me in broad daylight. Too big to be a bee, too itty-bitty to be a bird. Slow enough to glimpse, but too fast to identify.
Not exactly a hummingbird ...
Nor a bumblebee ...
What the heck was it?
The mystery was finally solved when a friend told me about ...
... the hummingbird moth.
It's a rare thing: An insect ... that acts like a bird. It's two, two, two creatures in one.
One of the rare researchers who has focused on the rare bird — um, moth — is Elena Tartaglia, who teaches biology at Bergen Community College.
Fresh off of National Moth Week, Elena explains that there are several types of moths that mimic hummingbirds. Her 2013 dissertation at Rutgers University was on the genus Hemaris, which appears during the day.
I ask Elena if she can speak to the mysterious nature of this birdlike thing.
"I don't think that they are mysterious," she says. "They are diurnal, so they are easily seen during the day foraging alongside bees if you know what to look for. I think the problem is that many people are unsure of what they are, or since they are mimics — and also very fast fliers — people may mistake them for hummingbirds or bumblebees."
Hummingbird moths are pollinators, Elena says, but "bees get most of the attention in pollination studies because they are far more abundant than Hemaris and because they are our major crop pollinators."
Elena says, "There is a long, well-established body of literature on bee foraging energetics and behaviors, and that just doesn't exist for hummingbird moths."
But once you know what a Hemaris looks like, she says, you will not mistake it for anything else.
That doesn't mean they are a cinch to study. "They were not the easiest insect to work with," Elena says. "They are difficult to catch in a net because they are fast and likely have good eyesight, and I found that keeping them captive to do any behavioral studies in the lab was near impossible. "
She has pondered the evolutionary reasons behind a moth that mimics a hummingbird. Unlike most moths — which are nocturnal — the Hemaris feeds in daylight hours like a hummingbird. Perhaps because there are more "floral resources" during the day, she says. In addition, "insectivorous birds are one of the main predators of moths. Insectivorous birds won't eat a hummingbird, hence looking like a bird protects Hemaris from predation."
Like a walking cane that is also a flask; a flip-flop that doubles as a beer bottle opener; an optical illusion; a labradoodle; a frenemy, the hummingbird moth falls into that cryptic category of transformers in life that are more than one thing — and more than what they seem to be.
The Protojournalist: Experimental storytelling for the LURVers — Listeners, Users, Readers, Viewers — of NPR. @NPRtpj
Copyright 2021 NPR. To see more, visit https://www.npr.org. | <urn:uuid:ecb05a8a-2e94-4985-83fe-75ddf234377f> | CC-MAIN-2023-06 | https://www.knau.org/2014-08-19/what-exactly-is-that-birdlike-thing | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499899.9/warc/CC-MAIN-20230201013650-20230201043650-00219.warc.gz | en | 0.965711 | 727 | 3.296875 | 3 |
This post is the third installment of WRI’s blog series, “Creating a Sustainable Food Future.” The series explores strategies to sustainably feed 9 billion people by 2050. All pieces are based on research being conducted for the 2013-2014 World Resources Report.
An amazing 24 percent of all food calories produced today go uneaten. Reducing this loss and waste is a critical step toward generating enough food for a population set to reach more than 9 billion by 2050.
Fortunately, there are low-cost methods that can begin saving food immediately in both the developing and the developed world. WRI’s new working paper, Reducing Food Loss and Waste, identifies a number of these strategies. Some methods cut loss “close to the farm,” while others reduce waste “close to the fork.”
Reducing Food Loss Close to the Farm
Improved storage methods
Simple, low-cost storage methods can drastically cut food loss, especially for small-scale farmers in the developing world, who frequently lose food to factors like pests, spoilage, and transportation damage. For example, a system developed by researchers at Purdue University in which grain is stored in three interlocking plastic bags locks out pests and keeps grain fresh for months. The Food and Agriculture Organization has built more than 45,000 small, metal storage silos—just big enough for use by a single farmer—in 16 different countries. These silos have cut food loss during the storage phase to almost zero. Even using a plastic crate instead of a plastic sack during transport can cut loss dramatically by preventing bruising and squashing. | <urn:uuid:1decf800-f6de-468c-9e5c-399c6c6a252a> | CC-MAIN-2017-13 | http://www.wri.org/wri-goals/people-ecosystems?page=12 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187206.64/warc/CC-MAIN-20170322212947-00072-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.940607 | 330 | 3.703125 | 4 |
El Sisimito is a hairy hominid from Brazilian folklore.
El Sisimito was characterized as a very short but very strong man that was hairy and looked like a gorilla. El Sisimito was said to have his feet backwards. In other words, his heels were at the front and the toes at the back. Therefore whenever you saw his footprints, if it looked like they were going north or away from you, indeed he was heading south and towards you. His feet were quite large for his size and his toes were spread out. Neither did he have a knee, so his movements were quite awkward.
The Sisimito ate fruits and leaves, but his preference was meat. When he feasted on human beings, he tore the body into several small pieces and devoured it hungrily. The Sisimito was not at all friendly with humans so humans were very much afraid of him. There were only two things the Sisimito was afraid of- water and dogs. And there was the trick. Whenever in the bush, 25 years ago, people made sure they were close enough to the river so that if the Sisimito surprised them, they would quickly jump into the water and the Sisimito would not dare get in to catch them. Others made sure they always carried a dog with them into the bush and the dog's barking would scare the Sisimito.
It was said that if a man looked straight into the Sisimito's eyes, he usually died within a month. However, if a woman looked into his eyes her life was prolonged as a result of that. It was believed that there were male and female Sisimitos and Sisimitas. The male Sisimito would kill a male person, but abduct and rape a female person. The opposite was also true of the Sisimita who would kill women and rape men. Some learned to strip naked and dance whenever they met with the Sisimito, and that trick also worked very well. But perhaps the best way to fight the Sisimito is to set his long hair on fire, so children were taught 25 years ago never to go into the bush without some matches that one could use in case there was an encounter with the Sisimito.
Several men and young boys confronted the Sisimito in San Pedro 25 years ago. Don Fidel saw him once and tricked him by running in circles and the Sisimito could not catch him because his feet are backwards and found it awkward running in circles. Young Alberto Cuch also had an encounter with him but because he was coming out of the water naked, the Sisimito started to laugh uncontrollably until he fell unconscious. | <urn:uuid:0dbdac19-a6d8-4086-bbb9-ac808734fe5f> | CC-MAIN-2023-14 | https://www.monstropedia.org/index.php?title=El_Sisimito | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949506.62/warc/CC-MAIN-20230330225648-20230331015648-00766.warc.gz | en | 0.996389 | 576 | 3.046875 | 3 |
|Latin Name:||Calendula officinalis|
|English Name:||Calendula, pot marigold, ruddles, common marigold|
|French Name:||Calendule, souci officinal, souci, souci des jardins|
History and origin
Native to Europe, marigold has been cultivated since a long time elsewhere in warm temperate regions of the world. It has always been recognized for its calming and healing properties. The plant has yellow or orangey yellow flowers reminding a small sun. Its Latin name Calendula comes from the fact that the plant has a very long period of bloom which lasts for months. In Latin, calende means the first day of the month. Some cooks do not hesitate to incorporate marigold to their recipes because the flowers are edible. | <urn:uuid:0de5ddbd-3821-44db-8675-c736ed837597> | CC-MAIN-2019-26 | https://aliksir.com/en/plant-extracts/maceration-oils/calendula-calendula-officinalis-macerated-oil.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560628000231.40/warc/CC-MAIN-20190626073946-20190626095946-00092.warc.gz | en | 0.8845 | 173 | 3.203125 | 3 |
Greeks of the Classical period asked questions about the existence of the gods, the ethical standards that should shape and guide political life, where humans fit into the universe, and the role they played in developing the aforementioned standards.
The sophists were a category of teachers or itinerant intellectuals who specialized in using the tools of philosophy and rhetoric for the purpose of teaching arete—excellence, or virtue—predominantly to young statesmen and nobility for money. The practice of charging money for education and providing wisdom only to those who could pay led to the condemnations made by Socrates, through Plato in his Dialogues, as well as Xenophon's Memorabilia. Through works such as these, Sophists were portrayed as "specious" or "deceptive", hence the modern meaning of the term.
Since most of these sophists are known today primarily through the writings of other philosophers, particularly opponents such as Plato and Aristotle, it makes it difficult to assemble an unbiased view of their practices and beliefs. Still, all sophists employed rhetoric to achieve their purposes, generally to persuade or convince others. Some even claimed that they could find the answers to all questions.
Its main representatives were:
- Protagoras (490-420 BCE), who created a major controversy during ancient times through his statement that "man is the measure of all things". This idea was revolutionary for the time and contrasted with other philosophical doctrines that claimed the universe was based on something objective, outside the human influence. He believed all human institutions derived from custom and invention rather than nature, and that there was no absolute truth; truth was relative. And,
- Antiphon (480-411 BCE) believed to be a precursor to the natural rights theory.
The Classical period is the age of Socrates (c. 469 BCE-399 BCE). A citizen of Athens, Socrates disagreed with Protagoras's relative truth. In fact, he disagreed with the idea of sophists in general, believing instead in absolute moral principles that guided human life. His goal of discovering these moral absolutes led to his questioning Athenians about ethical standards. This activity, combined with shifting political circumstances, ultimately led to his prosecution by an Athenian jury.
Socrates is widely acknowledged for laying the foundation for all following Western philosophy. In spite of his importance in the evolution of thought, Socrates remains a largely enigmatic figure to historians. Much of what we know about his life and teachings come from the dialogues of his student, Plato. Even then, Plato perhaps created an idealized figure of his mentor that did not entirely reflect reality. Although, it is widely considered that Socrates was not a fictional character created by Plato, as other Greek writers of Plato's generation wrote extensively about the philosopher, including Aristotle, Xenophon and Aristophanes.
Socrates' life coincided with the decline of Athenian hegemony in the Greek world, exacerbated by the defeat of Athens at the hands of Sparta in the Peloponnesian War. In the wake of this defeat, Socrates lead the intellectual argument against Athenian democracy. Socrates had long made a reputation of acting as a social critic by questioning almost everyone and everything in Athenian society, including himself, in order to lead to improvement. Socrates held that the wisest men are, paradoxically, the ones that are aware of and acknowledge their own ignorance. In the case of criticizing Athens, he believed that his sharp words would create a more just society.
Socrates got in trouble for his role as a philosophical provocateur and the Athenian state tried him for the corruption of the minds of Athenian youth, as well as for not believing in the Greek pantheon of Gods (debate remains to this day whether Socrates was a monotheist, or if this particular aspect was overemphasized during the medieval era to reconcile Socratic philosophy with Christian theology). Even during his trial, Socrates acted in a way to goad the state: when Socrates was asked to propose his own punishment, he suggested a wage paid by the government and free dinners for the rest of his life instead, to finance the time he spent as Athens' benefactor. Thus, he was convicted and sentenced to death by drinking a mixture containing the poisonous hemlock plant. There seems to be evidence that shows that Socrates could have escaped Athens and his own death, however to his end his philosophy guided him. As a provocative philosopher he did not believe he would fare better off outside of Athens, nor did believe in fearing death. Nonetheless, Socrates' intellectual method of asking questions lives on to this day.
The Socratic Method and Philosophy
The Socratic Method describes the dialectical system devised by Socrates to examine moral concepts of "Good" or "Justice". Socrates believed that to understand big concepts such as these, one needed only to ask a series of questions. In essence, Socrates held that one must continually question what one believes and what one assumes to know. Socratic thought holds that ones "knowledge" is never absolute and impervious to faulty assumptions. Better hypotheses to problems are found by eliminating the ones that can be contradicted and falsified.
Socrates' philosophy, though difficult to discern from that of Plato, especially since Socrates was more interested in asking questions than answering them (claiming to lack the real knowledge to do so). In short, one could say that Socrates promoted a philosophy of questioning and self improvement, which went against much of Athenian society's emphasis on the pursuit of material wealth and respecting traditional knowledge, particularly religious.
Plato (424/423 BCE – 348/347 BCE) was the most famous student of Socrates and was the mentor to Aristotle. For many scholars, Plato's importance to the development of Western philosophy was even greater than that of his mentor. Apart from being a philosopher on a wide variety of topics, Plato founded the Academy in Athens, considered the first center for higher learning in the Western world.
Like Socrates, Plato believed in absolute moral, or ethical, standards and notions. In Plato's thought, these absolutes are known as Forms, which constitute actual reality. What humans experience in daily life are shadows and merely imitate the reality of the Forms. Nevertheless, humans have the capacity to uncover the absolute truth and reality of Forms, a task accomplished first and foremost through the soul. The soul, which is already inscribed with this knowledge, initially joins the body when Reason guides the individual in reclaiming this knowledge, thus overcoming the material world of the body's daily experience. Plato explored these ideas in the Academy, where beauty, justice, and goodness were discussed.
Plato's Republic includes some of his most important ideas on government and justice. Meaning "System of Government," the Republic outlines the need for an enlightened oligarchy to rule over common men, contending that the latter's self-interest hamper their ability to obtain the knowledge of universal truth. In this ideal society, social classes are distinguished by their ability to comprehend the Forms. The highest class, composed of "guardians," rule and are educated in metaphysics, astronomy, and mathematics. The guardians are helped by the class immediately blow them, composed of "auxiliaries," that defend the state. At the bottom are the "producers" who provide daily sustenance and material objects to the state. Membership in the guardian class is not restricted by sex and men and women of this class lived in shared housing. This highest class did not form nuclear families, but rather copulated with a variety of members of the opposite sex to produce the best offspring. The offspring were then raised together and looked after by special caretakers. The ultimate achievement for a guardian was to reach the point of knowledge that allowed one to rule as a philosopher-king.
Aristotle Aristotle (384-322 BCE) was a student of Plato, as well as the teacher to Alexander the Great. Aristotle established the Lyceum for discussion of his ideas, which differed from Plato's. He saw the material world and the Forms of Platonic thought as being interlaced rather than distinct from one another. Knowledge of the Forms, then, can be found in nature and is derived from observation of the material world rather than reflection on and of the soul. This thought led Aristotle to become a great and meticulous classifier of objects and subjects of thought.
Aristotle's writings were the first to create a comprehensive system of Western philosophy, encompassing morality, aesthetics, logic, science, politics, and metaphysics. He developed a system to distinguish arguments based on logic and those based on persuasion, insisting that arguments be based on rationality rather than metaphysics. Among the subjects he applied the principles of observation and rational explanation to are biology, zoology, botany, medicine, anatomy, rhetoric, politics, and ethics. In ethics, he strove to develop practical habits to control passions and instincts, which he believed led to self-control and happiness. Some of the views he drew in his writings justified inequalities of his day, including slavery, which he regarded as natural and contended resulted from the lack of rationality in the souls of slaves. His faulty biological observations caused him to assert the natural inferiority of women to men, casting women as incomplete males and passive in the procreation process.
Aristotle's views on the physical sciences profoundly shaped medieval scholarship, and their influence extended well into the Renaissance, although they were ultimately replaced by Newtonian physics. In the zoological sciences, some of his observations were confirmed to be accurate only in the 19th century. His works contain the earliest known formal study of logic, which was incorporated in the late 19th century into modern formal logic. In metaphysics, Aristotelianism had a profound influence on philosophical and theological thinking in the Islamic and Jewish traditions in the Middle Ages, and it continues to influence Christian theology, especially the scholastic tradition of the Catholic Church. Aristotle was well known among medieval Muslim intellectuals and revered as المعلم الأول - "The First Teacher". His ethics, though always influential, gained renewed interest with the modern advent of virtue ethics. All aspects of Aristotle's philosophy continue to be the object of active academic study today. | <urn:uuid:80cab8e4-507e-4177-baf8-e620dd8768a5> | CC-MAIN-2015-32 | https://en.m.wikibooks.org/wiki/Saylor.org%27s_Ancient_Civilizations_of_the_World/Philosophy | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042981969.11/warc/CC-MAIN-20150728002301-00242-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.975045 | 2,068 | 4.4375 | 4 |
How much of your DNA comes from ancient humans? Where do you think humans originated and how did we spread across the globe? The Department of Biochemistry at the University of Wisconsin–Madison invites you to a campus-only talk on Thursday, Dec. 8 and a public talk Friday, Dec. 9 by esteemed researcher Svante Pääbo to explore his answers to these questions.
Pääbo, of the Max Planck Institute for Evolutionary Anthropology in Germany, is known as one of the founders of paleogenetics, which is the study of ancient DNA and genetics to understand the past. He specializes in retrieving genetic material from ancient humans, like Neanderthals, who became extinct about 40,000 years ago.
The Thursday, Dec. 8 campus-only talk titled “An Ancient DNA View of Human Origins” will be from 3:30-4:30 p.m. in Room 1125 of the Hector F. DeLuca Biochemistry Building at 420 Henry Mall. The public talk on Friday, Dec. 9 will be from 4-5 p.m. in the Headquarters Auditorium at the Wisconsin Historical Society. That talk is titled “Of Neandertals, Denisovans, and Modern Humans.” Both talks are free but require an easy RSVP. To RSVP for the campus-only talk click here, and to register for the public talk click here. Each talk will be followed by a short reception with hors d’oeuvres. Live audio streaming of the public talk is available here for those unable to attend. Please note that the link supports a maximum of 100 listeners.
“We are very excited to have this world-renowned scientist coming to UW–Madison to share his research with us,” says Aseem Ansari, a professor in the Department of Biochemistry who invited Pääbo to speak. “His work recovering ancient DNA and analyzing it in the lab to illuminate our past is so fascinating to me, my fellow scientists, and the public. I can’t wait for him to share it with everyone.”
Through his work, Pääbo has drafted the genome sequence of Neanderthals and discovered a new group of ancient humans by analyzing DNA found in the Altai Mountains in Asia. By examining these two genomes and the genomes of today’s humans, he discovered people living outside of Africa today share 2% of their genomes with Neanderthals.
He has also developed a theory for how modern humans emerged from Africa less than 100,000 years ago and genetically mixed with Neanderthals and other archaic human populations. His findings also tell the tale of how some genes that humans have obtained from Neanderthals are advantageous, while others influence susceptibility to diseases still today.
“Pääbo’s work has so much relevance to us today, using modern technologies to fill in the blanks of our past as humans,” Ansari says. “It is a great example of how laboratory research becomes applicable by helping us understand our past and think about our future. We hope you’ll join us for a talk.”
Pääbo’s talks are part of the Biochemistry Colloquium’s International Steenbock Lectureship, funded by the Harry Steenbock Lectureship in Biochemistry and Life Sciences. Harry Steenbock was a highly regarded biochemistry professor who discovered the irradiation process for producing vitamin D.
Feel free to download and post the Pääbo talks poster.
This announcement was originally posted on the UW-Madison Department of Biochemistry website.This entry was posted in Events and tagged biochemistry by Nicole. Bookmark the permalink. | <urn:uuid:44a86675-7179-47fe-8181-6487f14c2207> | CC-MAIN-2019-22 | https://ecals.cals.wisc.edu/2016/11/14/ancient-dna-researcher-svante-paabo-to-give-two-campus-talks-dec-8-and-9/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232262600.90/warc/CC-MAIN-20190527125825-20190527151825-00330.warc.gz | en | 0.948466 | 772 | 2.921875 | 3 |
In our society work is a source of self-esteem, of social gratification. The loss of a job, therefore, means that the whole structure of the meaning of their life collapses. Redundancy results in profound bereavement as if the redundant were mourning their own death.
What purpose does work serve for individuals and society? Work gives people a secure place in the community. It also allows them to displace narcissistic, aggressive or even erotic drives onto work and onto the human relations connected with work; it is indispensable to the preservation and justification of one’s existence in society. Work is a source of special satisfaction if it is freely chosen.
Work allows for the efficient use of one’s muscular and intellectual capabilities and results in a well-integrated ego which enables people to control or alter their environment. In our society, work is a source of self-esteem, of social gratification, the fulfilment of an ego-ideal, the attainment of the role of mature adult, the useful and pleasurable utilisation of time and the achievement of psycho-social success. Getting a job, holding a job, advancing in a job, retiring from a job, or losing a job become significant human concerns.
Aggression and destructive energies are sublimated in work. These energies have to serve society, otherwise societies could not survive. Work represents a fight against something, an attack upon the environment. The farmer ploughs the earth, he harrows it, tears it, pulverises it; he pulls out weeds, he cuts them or burns them; he poisons insects and fights against drought and floods. To be sure, all this is done to create something, that is why it is called work and not rage. The destructiveness is selectively directed and a net ‘product’ is obtained.
Work is both a psychological and a sociological concept. Work is mostly done in groups and is therefore essentially a social activity. Our society is primarily job-minded. Work socialises and civilises people. Work may be viewed as fulfilling a religious duty; it may be pleasurable, creative or have an inter-personal texture. Threats to livelihood and self-preservation are experienced by deep fears and feeling of loss and grief. Redundancy results in profound bereavement, not from the loss of others, but from the loss of self. Familiar habits of thought and behaviour no longer make sense. Everything has gone and bereavement destroys the individual as if they were mourning their own death. Involvement in one’s job has a bearing on the individual’s capacity to survive the loss of a job. For many people, their work is linked to their identity and self-esteem – ‘this is who I am’. The loss of a job, therefore, means that the whole structure of the meaning of their life collapses. People are at their happiest, strongest and most creative when the external world confirms their best and most hopeful images of themselves; and they are at their most miserable, disturbed and weakest when the world confirms their worst fears about themselves. Redundancy and unemployment result in many losses, particularly if the job was enjoyed. Even if it was not, the opportunity to earn money, the conferring of status, the fact that time was ordered in a familiar way gives meaning and purpose to a person.
Studies of the impact of unemployment on individuals and families reveal a similarity to the description of grief after bereavement in the different phases of reaction after the loss of a job: the phase of shock: the phase of denial, the phase of anxiety, distress and anger and the final phase of resignation and adjustment. For the unemployed, as time goes on they develop an inertia that is psychologically debilitating. This inertia includes depression, boredom and laziness and feeling de-skilled and unworthy. The life of unemployment is characterised by increased physical and mental ill-health, increased numbers of suicide, marital strife, divorce, alcoholism, drugs misuse and death.
Shame is strongly associated with unemployment. After a loss of job, shame appears to be most intense, because people have grown up with a work ethic that dictates that one would never expect to be out of work until what used to be considered a normal age for retirement. Shame is defined as a feeling of humiliation, made worse by guilt or short-coming, of having made oneself, or being made, ridiculous, or having offended against propriety, modesty or decency. Shame is a sense of displeasure about the status of oneself, of having no significance. The experience of shame is one of shrinking away from others and pulling inward and downward. The centre of the self is diminished and the shamed want to disappear or to hide because of loss of dignity and loss of power. Shame grows with unnatural vigour when aggression cannot be used to counteract it.
(*) This post is a short version of “What redundancy does to people”, published by Mannie Sher in the Journal of the British Association of Psychotherapists, Autumn 1997. | <urn:uuid:b8f435ae-60e7-4b23-afaf-b11dbeb053b4> | CC-MAIN-2023-14 | https://kansallinendynamiikka.fi/redundancy-what-it-does-to-people/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00407.warc.gz | en | 0.957864 | 1,023 | 2.703125 | 3 |
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Now we can create a fill with a beginFill method. This is similar to modify the field of a Canvas context. Just like with Canvas we can pass along a string to the beginFill method. Now we're ready to draw a rectangle. But before I do that I am going to create a size constant that's going to keep track of our objects size. Now we can use that to draw our square. So once we've a Graphic object you can create Fills and draw your shape in a way that's super similar to Canvas. After you create a graphics element it has to be fed into a shape. A shape is what's going to allow us to make transformations in objects into our shape will pass along the graphics that we created.
Now that we have the shape and it has some graphics in it, we have to add it to the Canvas. To do this we use the Stage class. To the stage we will pass along our Canvas variable. Now we need to add a Shape as a child of the stage and then we need to update the stage. Updating the stage is what actually draws the elements into our canvas. So let me go ahead and save this and come over here and refresh, you ca see a rectangle at the top left corner of the Canvas. Now if you're doing a simple shape you can also create a graphic directly into your shape.
Shapes come pre-populated with a graphics object so you can use that to add shapes. So we'll get rid of this graphics variable right here and right here. And then we will grab these two lines and we will place them right after our shape. And we will take our variable shape and add it to the beginning of these two graphics calls. So I want to save this and refresh and you see this work just the same as before. So once you've a Shape you can modify how that shape is going to fit into the canvas. When you work with EaselJS you have to be careful about transformations and manage the saving and restoring of the context, because we are working directly with pixels.
Having a shape class and a stage class makes it easier for us to work with shapes. To center this on screen we can simply change its position in the canvas. So I'm going to create a couple of variables to keep track of the center of the canvas. And then I'll just to tell our shape to draw in the center of the canvas. Now this is going to be almost right. So I am going to save it and refresh. You can see that now the beginning of the shape is happening in the center of the canvas but it's drawing from that point on to the bottom right. To center this object we don't have to worry about saving our context and transforming and then restoring it, we can simply change the registration property that comes with all shapes.
So we go ahead and save this, and I'll refresh, and now you can see our shape is centered in the middle of screen. So that's really powerful. If you have ever had to work with the context in Canvas, you're going to love the way EaselJS handle shapes. As a matter of fact, the shapes you draw have lots of properties that are similar to what's available with Adobe Flash. Here's a page with details about shapes on the CreateJS website. Rotating element is pretty trivial with Easel. It's just a property of our shape like its position and registration point. Let's go a head and change the rotation to 30 degrees.
So here we're setting the frame rate to 30 frames per second. Now we add a listener for each tick. We could just call a separate ticker function and you'll see some examples on the web that do that, but that would require us to make some variables global. So we'll use a Function Literal instead. Inside this function we can simply modify the properties of our shapes as we wish. And we will need to update the stage as well. So I'm going to save this and refresh and you'll see the rectangle start to rotate. Now because you're setting up a rotation right here, you can get rid of this rotation and you can also get rid of this stage updating right here because it's updating 30 times per second. We'll delete some of these other spaces, Save and Refresh and it's working just fine.
Now we didn't have to worry about creating and incrementing a rotation variables since the properties are already initialized with some default values. Notice that the rotation is also already in degrees, so we didn't have to worry about converting from radiance. So there is a little the more setup involved when working with Easel, but drawing, transforming, and animating is definitely a lot easier.
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SOCI 201 - Morrisville State College
Prof. Kurt Reymers
STEP 1: Social Problem Concept Paper Assignment:
CHOOSE A TOPIC: Write a 1-2 page concept paper with the title in the form of a question, a paper which clearly describes a social problem that you want to research. Narrow your topic as specifically as possible and discuss how the problem is related to the experience of NORMLESSNESS (ANOMIE) on the part of the individual (a personal trouble in one's life, a questioning of norms) AND an INSTITUTIONAL DYSFUNCTION on the part of society (a social issue or problem with the social system). The paper should clarify its relevance to you, the main question that is important to you, a thesis statement regarding a solution to the problem, and briefly discuss where you might find sources of information to answer your research question and clarify your thesis argument.
Worth 5% of final
Due Thursday Feb 2
STEP 2: Social Problem Citation Paper Assignment:
First read this page about doing library research. Next, read this page about writing citations.
Now that you have a concept of what social problem you want to write about and have developed a thesis statement, you need to research your topic to see what sociologists and others have to say about it. Using the MSC Library website, create a list of at least FIVE unique resources that you can use as evidence to support the point of view you are arguing in your paper, at least TWO sources must be scholarly sources (see this research help page to identify scholarly sources). For EACH source, put the full APA citation (as it will appear on your References page) for that source at the beginning, type (in quotes) at least one direct quote from that source, and annotate each quote with a description in your own words of the usefulness of that source to your research question/thesis.
Style format for this assignment should be:
5% of final course grade
Due Thursday Feb 23
STEP 3: Social Problem Annotated Outline Assignment:
Create a detailed and annotated outline of your paper that uses the same or a similar title as your concept paper, that utilizes your research and citations discovered in Assignment 2, and that follows a logical argument from beginning to end to tell your reader why you have come to the conclusion (the answer to your title question) to which you have come after doing your research (supporting your thesis, ultimately). If you are not familiar with the structure and purpose of an outline, you must read the information at the link below.
Also, create a References page with all of your existing research sources. If you did it right on Assignment 2, you should copy and paste just the citations (not the quotes or annotations) onto a References page. Be sure to make any necessary corrections to the citations and put them in proper APA style format.
STEP 4: Social Problem Rough Draft Assignment:
Write a rough draft of your paper. This should be AS COMPLETE AS POSSIBLE, and should closely resemble the structure and content of the outline. The final draft should vary as little as possible from the rough draft (but no one, I mean NO ONE, gets it right the first time!). The rough draft should flesh out your argument about why the topic you chose is a social problem, its institutional dysfunctions it leads to, and provide a critical analysis of the problem (click here to teach yourself critical analysis). Remember, critically analytical writing attempts to:
get under the surface of a particular situation or problem;
discover the possible reasons behind it;
break it down into the various facts and questions of which it essentially consists;
examine the strengths and weaknesses of different ideas about it, and any evidence relating to it.
More information on the rough draft can be found here:
IMPORTANT: IN ADDITION TO TURNING IN A PAPER COPY IN CLASS, YOU MUST ALSO SEND A COPY (file name should start with your LAST NAME) IN PDF FILE FORMAT TO ME BY EMAIL (email@example.com).
10% of final course grade
Due Tuesday April 11
STEP 5: Social Problem Final Draft Assignment:
Write a final draft of your paper. This should be a final version that has been proofread mutliple times, free of spelling and grammatical errors, including complete citations, following all proper APA style guidelines, and with a "References" list at the end. You should respond to all Professor's critical marks on the rough draft, or be prepared to explain why you did not respond.
IMPORTANT: IN ADDITION TO TURNING IN A PAPER COPY IN CLASS, YOU MUST TURN IN YOUR PAPER IN PDF FILE FORMAT TO ME BY EMAIL (firstname.lastname@example.org).You MUST ALSO turn in your graded rough draft with the final draft.
10% of final course grade
Due Thursday April 27
< Back to main page | <urn:uuid:14b1907d-59ad-4ff7-8ba5-debce30529e9> | CC-MAIN-2018-13 | http://sociology.morrisville.edu/2017/spring/soci201/assignments.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645069.15/warc/CC-MAIN-20180317120247-20180317140247-00038.warc.gz | en | 0.89866 | 1,041 | 2.625 | 3 |
Even the most disciplined of us occasionally overeats, helping ourselves to seconds or even third portions, especially on holidays or at parties. This is not a binge eating disorder. It becomes a disorder when the bingeing occurs regularly and is accompanied by shame and secrecy. The binger is deeply embarrassed about overeating and vows never to do it again. However the compulsion is so strong that subsequent urges to gorge themselves cannot be resisted.
Binge eating disorder is characterized by several behavioral and emotional signs:
- Recurrent episodes of binge eating occurring at least once a week for three months
- Eating a larger amount of food than normal during a short time frame (any two-hour period)
- Lack of control over eating during the binge episode (feeling you can’t stop eating or control what or how much you are eating)
- Binge eating episodes are associated with three or more of the following:
- Eating until feeling uncomfortably full
- Eating large amounts of food when not physically hungry
- Eating much more rapidly than normal
- Eating alone out of embarrassment over quantity eaten
- Feeling disgusted, depressed, ashamed, or guilty after overeating
In addition there is marked distress regarding binge eating present, it is not associated with frequent inappropriate behavior such as purging, excessive exercise, etc.
A person with binge eating disorder may crave sugar, experience stomach pain, find high or low temperatures difficult to bear, and have frequent headaches. The psychological characteristics include despair at being trapped in a binge/feelings of guilt/attempts at self-discipline cycle followed by more bingeing and more guilt. This cycle damages the individual’s self-esteem and is accompanied by self-blame which further damages self-esteem. The problems that may already exist or occur as a consequence include depression, panic attacks, lack of focus, anxiety, and feelings of hopelessness.
There are many reasons people binge. Everyone uses food to meet needs other than hunger sometimes. It is not about an “event” of overeating. It is about a “pattern of behavior”. It’s also important to remember the relationship with food and eating behaviors are the symptoms of more profound underlying factors for most people with Binge Eating Disorder. Individuals with Binge Eating Disorder use food to:
- Reward themselves
- Avoid a stressful issue or problem
- Sooth anxiety, fear, shame, grief, and loneliness
- Express anger or frustration
- Rebel from dieting, from other’s needs, from the “rules”
- Distract from feelings, people, and feared situations or stressors
- Distract from disturbing memories of traumatic experiences
While the exact causes are unknown, several factors are thought to play a part in binge eating disorder. The combination of causes and risk factors varies from person to person. Possible factors include genetics, a history of significant weight changes due to dieting or restrictive /irregular eating patterns, depression, mood disorders, weight related discrimination or bullying, problems with significant relationships, trauma and loss, emotional abuse or neglect, addictions, and sexual trauma.
People who are obese and also have binge eating disorder may be at greater risk for several potentially life-threatening complications, including Type 2 diabetes, high blood pressure and cholesterol, gallbladder disease, certain cancers, osteoarthritis, joint and muscle pain, gastrointestinal problems, depression, anxiety, sleep apnea, and Polycystic Ovary Syndrome.
The experience of living with binge eating disorder is as distressing as any other eating disorder and often accompanied by a belief that it is a willpower issue and they are simply not “strong enough” to stop. Within a diet and thin-focused culture, the focus has been on weight loss as the goal. This “treatment” is often promoted by well-intentioned friends, family, and professionals. But with binge eating, dieting is a causal factor in the development of binge eating disorder. So it’s essential for treatment to provide alternatives to dieting for improving health and body image. In fact, weight loss as a goal of treatment—as opposed to goals of improved self-care–can be damaging to the process of recovery.
For recovery to be lasting, people typically work with trained therapists, physicians, and others to address any underlying mood disorders, family dynamics, and complications from trauma. Ultimately, individuals must learn to treat themselves with the compassion and self-awareness needed for lasting recovery. Treatment is about helping people and their supporters begin this process successfully and knowing it will not be a perfect journey. There will be ups and downs. But over time and with proper treatment, those with binge eating disorder can find a much more peaceful relationship with food, their bodies, and themselves.
Bonnie Harken NCLC has been in the eating disorders treatment field since 1987. She was a founding officer of Remuda Ranch Centers for Anorexia and Bulimia. Since February 2002 she has served as the Managing Director of The International Association of Eating Disorders Professionals Foundation (iaedp). She has also served many major eating disorders treatment facilities as a consultant. She is the Founder and CEO of Crossroads Programs for Women in Pekin, IL. She is a Codependency Anonymous Group Facilitator, a Celebrate Recovery Trained Group Facilitator, and a Nationally Certified Life Coach through the Addictions Academy.
Crossroads Programs can help women struggling with eating issues. Call today for more information: 800-348-0937 or email me (All calls are confidential and there is no obligation.)
Reference Sources for this article: Binge Eating Disorder Association, DSM-V, and Medical News Today.com | <urn:uuid:e3e67735-57cd-42f1-a08f-65cb01448b11> | CC-MAIN-2021-10 | https://crossroadsprograms2013.com/2015/12/29/the-holidays-food-and-binge-eating/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178369721.76/warc/CC-MAIN-20210305030131-20210305060131-00398.warc.gz | en | 0.962168 | 1,173 | 3.34375 | 3 |
Today, Washington has a wine industry worth more than three billion dollars a year, making it the second largest in the U.S. But it wasn’t always that way. As Leon Adams wrote in his classic The Wines of America (1973), “the Washington state recovery is one of the greatest human stories in the wine industry.”
To call the present state of the Washington wine industry a “recovery,” however, is a bit misleading. In fact, before the research efforts of Walter Clore and Chas Nagel were implemented, Washington simply didn’t have a wine industry in any modern sense of the term. Instead, Washington had a small sweet dessert and fortified wine industry based on Concord grapes (Vitis labrusca).
In the 1960s, California dominated the domestic fine-wine market, due in large part to marketing efforts by wine giant E. & J. Gallo, of Modesto, California. Gallo’s marketing campaign, centered on the message that Gallo would “Sell no wine before its time,” reeducated the American drinking public. Americans, unlike Europeans, had long been drinkers of sweet and fortified wines made from Concord grapes. Gallo’s efforts changed not only American wine-drinking habits, but attitudes toward wine. Consuming varietal wines became a sign of sophistication and prestige.
Before 1969, the Washington wine industry was stymied by protective laws that acted as a disincentive to growers of varietal grapes (Vitis vinifera) and fine wine makers. Except for a few home wine-makers who dabbled in growing varietal grapes, Washington’s Concord grape industry dominated the scene. That industry was protected by laws that made California wines illegal and Washington wine drinkers uninformed about the potential of their state to produce excellent wines. Washington growers had no reason to plant anything but Concords, even though they thought fine varietals would grow well in the state’s soils and long growing season.
1969 is a key year in the history of Washington wine, as a pair of legislative hearings was held in Yakima and Seattle, to determine if the state’s protectionist wine laws should be overturned. Legislators heard important testimony from two WSU scientists: horticulturist Walter Clore and food scientist Chas Nagel.
Clore told the lawmakers that Washington could no longer compete with California in the production of the table grapes that go into juice concentrate and jelly. But, he told them, he had been researching the potential of “the vinifera type of grape. This is the European type of grape…. We have been working since 1937, at least I have, on grape varieties and grape problems in the Yakima Valley.”
In other words, Clore’s research indicated that Washington growers had every reason to think they could compete vigorously with California in the newly burgeoning fine-wine market. Clore’s pointed out that Washington is on the same latitude as the fine growing regions of Europe; that Washington gets has a longer growing season, with more hours of more intense sunlight, and that Washington’s grape growing regions aren’t plagued with the insects and diseases that California has.
The only negative Clore could see was a greater number of days with temperatures below zero. “However, we do not have all the of the insect and disease problems that California has, so we can grow grapes on their own roots; so if [the vines] do kill back (because of the cold), they come back within the following year and you lose (only) one year’s crop.”
Not only could Washington compete with California, Clore said Washington might even be a better grape-growing region than California. Or, rather, Washington could compete if only the legislature would repeal the protectionist laws that dampened competition.
Chas Nagel, the food scientist from WSU, testified next. Nagel had recruited a wine tasting panel in Pullman, where he and his team rated up to 50 wines and compared them. When he was asked how Washington wines compared with wines grown and made elsewhere, Nagel replied, “In my opinion, quite favorably with certain varieties of any produced in the world, according to our taste panel.”
Fortunately for wine lovers everywhere, and despite intense lobbying from the California industry, the Washington legislature changed the laws that had kept fine vinifera grapes from widespread production.
Within a few years, Washington producers had the first of many hits on their hands, a white Riesling. Lots of people have contributed to the success of Washington wine, but it all comes back to the man known fondly, and accurately, as “the father of Washington wine” and “Johnny Grapeseed”: Walter Clore.
Expect Perfect Pairings
For more on WSU’s program in viticulture and enology, inlcuding interviews with students and alumni working in the industry, please click here.
The history discussed in this article is told in much greater detail in Irvine and Clore’s excellent book, The Wine Project, upon which this article relies for information about the legislative hearings held in 1969.
More on Washington wine
Michael Veseth, author of the Grape Expectations blog, comes to pretty much the same conclusion as this piece, that Clore and his colleagues’ testimony spurred the Washington wine industry toward the production of premium wines.
Subscribe to Voice of the Vine
Voice of the Vine is a free-, bi-weekly e-newsletter covering viticulture and enology at Washington State University. Each issue brings you one or two short articles featuring profiles of researchers, students, and alumni in Washington’s world-class wine industry. Subscribe today! | <urn:uuid:58162f09-64b8-43c6-96ad-05a5cb3d1c12> | CC-MAIN-2018-13 | http://cahnrs.wsu.edu/blog/2007/04/a-brief-history-of-washington-wine-walter-clore-washington-wine-history-part-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257646178.24/warc/CC-MAIN-20180318224057-20180319004057-00595.warc.gz | en | 0.965095 | 1,203 | 3.09375 | 3 |
We are all aware that egg, chicken and beans are good sources of protein. According to a report, “Crickets and the little bugs are also good for your gut”. Yes, it is true and a research has proved it!
During a research by the University of Wisconsin, Madison a study was conducted and was published in the journal Scientific Reports. This report determines that how consumption of insects that is consist of vitamins, minerals and healthy fats could be good for our body.
For this study they, examined 20 people between the age of 18 and 48 for almost 6 weeks. In the initial two weeks the group ate a controlled breakfast containing 25 grams of powdered crickets in muffins and shakes. Then, for the following two weeks they started eating normally and finally on the last two weeks they ate a proper normal diet.
During the whole trial, blood samples were collected by the scientists and were tested for enzymes and blood glucose related with liver function. Stool samples were also tested for inflammatory chemicals related with the gastrointestinal tract.
After going through the whole report, the scientists said that none of the participants report any noteworthy gastrointestinal changes or any sort of side effects. The researchers also found that there are no changes to overall microbial composition or changes in terms of gut inflammation.
However, the researchers did notice an increase in a metabolic enzyme related to gut health and a decline in an inflammatory protein in the blood related to depression and cancer called TNF-alpha.
Furthermore, the researchers noticed an uptick in the copiousness of beneficial gut bacteria such as Bifidobacterium animalis, a strain associated to upgraded gastrointestinal function.
A statement given by co-author Tiffany Weir says, “This study is important because insects symbolize a novel element in Western diets and their health effects in human body haven’t really been studied.” “With what we now are aware about the gut microbiota and its connection to human health, it’s important to establish how a novel food might affect gut microbial populations. We found that consumption of cricket may actually provide benefits beyond nutrition.”
The researchers are now holding a hope to continue their investigations in order to promote insects as a more conventional food option for people in the United States. This research will not only affect people in US, but people all round the world. As per them, more than 2 billion human beings around the world, that includes Africa and Thailand, eat bugs on regular basis.
Lead author Valerie Stull said, “Food is very tied to culture, and 20 or 30 years ago, no one in the U.S. was eating sushi because according to us it was disgusting.” “But now you eat it and can easily get it at a gas station in Nebraska.”
Those who eat insects have got a new beneficial wile to try various dishes, but don’t forget to have crickets as they are the most beneficial of all. | <urn:uuid:d3837880-6d27-406e-a23a-d2dde455016a> | CC-MAIN-2020-50 | https://indreport.com/eating-insects-like-crickets-could-actually-be-good-for-your-gut/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141183514.25/warc/CC-MAIN-20201125154647-20201125184647-00436.warc.gz | en | 0.969106 | 605 | 2.78125 | 3 |
Doctors in New York will soon test an experimental therapy for COVID-19 that uses blood from people who recover from the disease, according to news reports.
The therapy, known as convalescent plasma, takes advantage of the virus-fighting antibodies that are present in people's blood after they recover from the illness, according to NBC News.
For the trial, researchers would collect plasma — the liquid portion of blood that does not include blood cells or platelets — from recovered COVID-19 patients. Researchers would then harvest antibodies against the new coronavirus from the plasma, and these antibodies would then be injected into people sick with COVID-19. The study researchers will then evaluate whether convalescent plasma improves disease outcomes.
"There have been tests that show when a person is injected with the antibodies, that then stimulates and promotes their immune system against that disease," Gov. Andrew Cuomo said at a news briefing Monday (March 23).
The trial, which officials plan to start this week, would only treat people who are seriously ill with COVID-19, Cuomo said.
This type of therapy is more than 100 years old and was used during the 1918 flu pandemic, a time when antiviral drugs and most vaccines did not exist, according to NBC News.
Recruiting for plasma donors would likely start in New Rochelle, a suburb of New York City where many of the state's initial cases occurred, according to NBC.
- The 9 deadliest viruses on Earth
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Originally published on Live Science.
With impressive cutaway illustrations that show how things function, and mindblowing photography of the world’s most inspiring spectacles, How It Works represents the pinnacle of engaging, factual fun for a mainstream audience keen to keep up with the latest tech and the most impressive phenomena on the planet and beyond. Written and presented in a style that makes even the most complex subjects interesting and easy to understand, How It Works is enjoyed by readers of all ages. | <urn:uuid:26096909-8097-41c4-a8f3-640e4339b147> | CC-MAIN-2021-39 | https://www.livescience.com/covid-19-recovered-patient-plasma-trial.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056656.6/warc/CC-MAIN-20210919005057-20210919035057-00410.warc.gz | en | 0.952995 | 424 | 2.8125 | 3 |
Clara Barton: International Relief Organizer
In 1868 Clara Barton was tired. Understandably since she had spent most of the last seven years either caring for wounded soldiers or helping families find the final resting place of over 22,000 missing men. After such an extended and awe-inspiring stretch of compassion and humanitarian work, her doctor recommended she go to Europe on a vacation to rest and recover.
While in Europe she did not exactly rest. Barton wound up getting involved in the Franco-Prussian War which broke out in 1870 because she just couldn’t help herself. In doing so, she observed the relief operations of the International Red Cross and was impressed with their organization and efficiency in distributing aid and supplies. She commented that “the work of these Red Cross societies in the field [accomplished] in four months under their systematic organization what we failed to accomplish in four years without it.”
During the short conflict, Barton learned about their methods of organization, transportation, and storage. Not surprisingly, she personally assisted by distributing relief supplies, clothing and helped to set up hospitals for displaced civilians. Barton’s experiences laid the foundation for her efforts to establish the Red Cross in the United States.
Upon her return to the United States in 1873, Barton had an uphill battle to fight to establish the Red Cross in her native land. United States politicians had no interest in signing the Geneva Convention (a prerequisite to creating an official link with the Red Cross). After a devastating and dividing Civil War, many in Washington hoped to deal with foreign powers as little as possible.
The initial incident that inspired Barton to take up the cause of the Red Cross in America was news of a war between Russia and Turkey in 1877. She hoped the American people could help provide funds for relief as they did during the Franco-Prussian War only this time through an official Red Cross relief fund. After years of petitioning Congress and the state department, the Red Cross in America was officially established in 1881.
On a global scale, the Barton-led American Red Cross was prolific. It responded to the crises of famine in Russia in 1892, the Armenian massacre in Turkey in 1896, and the Spanish-American War in Cuba in 1898 (where Clara Barton briefly interacted with another Civil War nurse Clara Jones). The Spanish-American war in particular proved an important test case for the American Red Cross as Barton later reminisced in 1904, “Cuba was a hard field, full of heartbreaking memories. It gave the first opportunity to test the cooperation between the government and its supplemental handmaiden, the Red Cross.”
Once created, Barton felt strongly that the Red Cross should help people not just in times of war, but following devastating natural disasters. She argued that one of the main reasons for institutions like the Red Cross was “to afford ready succor and assistance to sufferers in time of national or widespread calamities, such as plagues, cholera, yellow fever and the like, devastating fires or floods, railway disasters, mining catastrophes, etc.”
Under her encouragement the scope of the International Red Cross was expanded from primarily a war-related humanitarian effort to encompass natural disasters as well. In the United States, the Red Cross assisted with relief efforts in all parts of the country, including after the Mississippi River floods in 1882 and 1884, the Charleston, South Carolina, earthquake in 1886, the Johnstown, Pennsylvania, flood of 1889, the Sea Islands of South Carolina and Georgia hurricane of 1893, and the Galveston, Texas, hurricane of 1900. Relief efforts included providing food, shelter and clothing, as well as medical care and support for victims.
In all, Clara Barton’s efforts to organize humanitarian aid for people around the world in times of distress stands as one of her greatest achievements. She was a leader in advocating for organized relief for those suffering from natural disasters. A lesser individual would have been proud to rest after such remarkable accomplishments during and immediately after the Civil War. Clara Barton though was driven to continue her humanitarian work which inspires people to this day.Tags: American Red Cross, Clara Barton, Franco-Prussian War, Johnstown Flood, Red Cross, Spanish-American War Posted in: Clara Barton: American Legend | <urn:uuid:eafdc87f-6e9c-4b7f-9dba-0d3608d687d1> | CC-MAIN-2020-50 | https://www.clarabartonmuseum.org/relief-organizer/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141169606.2/warc/CC-MAIN-20201124000351-20201124030351-00149.warc.gz | en | 0.962257 | 872 | 3.734375 | 4 |
Mary learns about the types of animal skins and so will your students!
Children will enjoy learning about types of animal skins as they recite and read this unforgettable rhyming text that teaches them the scientific concept of animals and why they have different types of skin.
Types of animal skins are presented in this edition of the Mother Goose meets Mother Nature series. The familiar Mother Goose rhyme of Mary Had a Little Lamb is repeated in the fun text when Mary’s one lamb is sheared. She then has two snakes and discovers their skin is different. Finally, she has three birds with yet another type of covering. Eventually, Mary learns that each of the animal’s coverings exists to help them survive in their habitat. The numbers of each animal are intentional and get the child counting. After reading the book, the student can add additional animals with higher digits and continue the pattern.
The resource includes a printable 20 page guided reading book and a PowerPoint Show of the book. In addition, the text is easy for young readers to recite, track, and read. Additionally, the book includes full-color illustrations by award-winning author and illustrator, Dawn Stephens.
You can download this creative teacher resource and print an individual book for each student. Further, the students will read the story as a group when presented on a large screen with the PowerPoint Show. Certainly, this resource will allow you to teach reading and science at the same time.
You will also ❤ love other “Mother Goose Meets Mother Nature” resources:
Jack and Jill Learn About Water
Humpty Dumpty Learns About Positions
Little Miss Muffet Learns About Spiders
Jack B. Nimble Learns About Shadows
Mr. and Mrs. Sprat Learn About Foods
You can also purchase these products on Teachers Pay Teachers
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About the Project
9iNNOVATE is a project-orientated activity for students in Year 9, designed to complement the academic curriculum and align with Ecolint’s mission statement to ‘prepare students for membership of communities that are socially and culturally diverse, for citizenship, and for engagement with the political, ethical and environmental challenges of their times’.
Building on from introductory experiences of community action from the Year 6 PYP exhibitions and the Year 8 SDG project, 9iNNOVATE is the next step in La Châtaigneraie’s developmental Character Programme.
In Year 8, all students engaged in a group exploration of an area of interest linked to the United Nations' Sustainable Development Goals. The 9iNNOVATE activity now challenges students' innovation and collaboration skills through action. Students will choose one of the SDG themes and in groups of six will work to design a local solution to a global issue, over a 3-month period in collaboration with an expert from a Geneva-based NGO or agency. The project aims at local impact and will be summarized in a 'TEDx' type presentation in June whereby teams will present their solution and its impact to a panel who will comment on its merits.
Drones for Good.
The wider implications of the implementation of technology for innovation.
Challenge: Of all the technological innovations that have emerged in recent years, UAV’s (unmanned aerial vehicles) or drones, are probably one of the most well-known and exciting. Regrettably, much of the publicity surrounding the machines to date has focused primarily on their military applications ignoring the numerous other ways drones are being adapted to benefit society. How will drones positively impact life on land on a global scale? Can you investigate their social, environmental and economic impact? What are the legal implications of their widening use?
Local Action: Can you think of some innovative ways in which you can put drones to use in the local community? For example; Can you use a drone to produce an aerial map or virtual tour of the school? Can you send a drone up during PE class to record students demonstrating a particular play? Have students watch the footage and discuss where they should have been and what they can do better. Can you produce a promotional video of the surrounding area (e.g the Jura mountains?) What do you need to do?
Global Issue: Summarise / define the issue State what will happen if the problem is not addressed (include statistics / pictures) = display work around school on your assigned noticeboard. Explain / suggest global approaches for tackling the problem
Local Action: Brainstorm ways in which you can address the global issue, locally. Agree on one solution and put it into action. Documenting your journey: You will be required to document your journey, from outlining the global issue in detail to describing your local solution
Documenting may involve: Blogging Vlogging Keeping a journal / e-portfolio
TEDx Presentation: At the end of your 2 month ‘journey’ you will be required to present your ‘local solution’ to the ‘global problem’ posed by the expert you have been assigned to. Your presentation will last no longer than 8 minutes max. You will need to demonstrate: Your understanding of the global issue What will happen if it is not addressed What YOU have done / help others to do about it in their own community (i.e. local action) Evidence (by means of a prototype / display etc)
SDGS of labProject
Pick your to do list:
> Existing concepts. Create a moodboard of existing concepts worldwide. Like a Pinterest overview - try to cluster them, put them in groups if appropriate
> Sketches. Draw the actual idea - sketch out drones delivering, the actual services, the actual products,….
> Audience. Visualise the audience - profile pictures of elderly people at home, in ... (Sarah Issa)
> Brand. Try different names and logos for our concept - What product do we need to invent? How do we have to adapt the existing drones? (Zacchaeus Poulsen & ...)
> Advertising. Create an advertising for the services we offer.
> Presentation. Assembling all previous in the powerpoint (Sarah Issa)
6 Awesome Ways Drones Are Being Used Today
Just a few years back, you would never have heard the term “drone” with a very positive connotation. Whenever there was any talk of drones, you thought of wars, attacks on terrorists, and spying of certain areas using pilot-less planes.
The air surrounding drones has changed quite a bit in the past few years. With their growing presence in the media, their potential is becoming recognized more and more. They can be used for reasons other than spying and warfare. People are now using drones in many awesome ways.
Regardless of how much they are being used for recreation and other purposes, the fears associated with drones are always there. This is why you must always know the proper guidelines of flying a drone in your area. Also, you should be an expert drone controller before you start sending one into the air. A small mistake could cause big accidents. With these things in mind, here are some awesome ways drones are being used today.
1. Capturing Live Events
One of the coolest uses of drones in recent years has been for the capturing of live events. Drones are being commonly used these days to capture addresses by politicians, concerts, and live sports events. They can provide a perspective to the audience that no other technology can provide.
In the past, cameras hung from cables were used to capture aerial views. However, their use was pretty limited since they could only move on a straight cable. The drones used today are free-flying objects that can move in any direction you want.
When watching live events, you will often notice the small flying objects right in front of the stage. These are drones with 4-rotor blades carrying cameras and capturing amazing footage.
2. Surveying Dangerous Areas
Drones have opened up such possibilities for humans that exploring the world’s deepest corners has now become a much easier job. For example, geologists have to visit the most peculiar and dangerous parts of the earth to do their jobs. Sometimes, large organizations like NASA have to rely on satellite footage to know the structure of earth in certain dangerous areas. With drones, it is now possible to have a much closer look at places that are not easily accessible for human beings. These drones can go into these places and provide footage so humans can later visit with knowledge of what to expect in these remote areas.
3. Delivery of Small Items
Drones are being used by many big companies for the delivery of products to customers. Think about pizza chains sending pizzas to their customers using drones. These drones are powerful enough to carry multiple large pizzas on them and make the delivery process much faster. Amazon has been using drones in certain regions to deliver small items. However, sending large items this way could be hazardous.
4. Law Enforcement
This is one of the best uses of drones, despite the many fears that people have associated with drones being used by the police. Aside from surveying areas where terrorists are hiding, drones can also be used to identify the locations of criminals and the right plan of action if criminals are holding hostages. In fact, drones used by police can also shoot if the need arises.
5. Shooting Great Commercials and Movies
Most sci-fi and action movies require aerial shots. In the past, filmmakers had to use helicopters to direct aerial scenes in their movies, but hiring a helicopter and shooting on it can be annoying and expensive. With drones, you don’t have to go through that hassle or disruption. Using expert drone controllers means clean footage that is exactly what the director wants. It seems that modern cameramen and their crews will have to learn to fly drones if they want to protect their jobs in future.
6. Keeping an Eye On Wildlife
With the rising numbers of threatened and endangered wildlife populations, human interest in conservation and protection is growing. Keeping an eye on these animals is a top priority for organizations working in this field. However, when humans enter animal habitats, they can do more harm than good. There is now a better way for these organizations to keep an eye on wildlife without disturbing the peace. Drones have provided a way for these organizations to do their jobs without hurting the animals they are trying to save.
Kits for Kids - bringing our lab to your home
ideas on how to bring our lab activities to your home during the COVID19 crisis
The Future is calling
140 students (age 13) think about global challenges and local actions related to the Sustainable Dev...
Addictlab Academy launches the Plastic River Challenge.
Innovative online teaching to create awareness on the SDGs and learn to write code to see robots cle...
Open for kids all over the world: learn to code and create a SDG video game
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There has been disagreement in the medical fraternity about the classification of skin-picking disorder (SPD) with some grouping it with obsessive compulsive disorders (OCD), while others categorising it as a body-focussed repetitive behaviour (BFRB). One might question what the importance is of classifying the skin-picking disorder into any specific category when they are all so similar. The importance lies in the advancement of knowledge and understanding of the causes and developing guidance of treatment of the condition. There are distinct clinical differences in the presentation of obsessive compulsive disorders and the underlying causes, and those of BFRBs. As such, there are also differences in the treatment approaches that are most effective within each category of disorder. In a recent 2012 internet study comparing the rates of problematic BFRBs in individuals with SPD, it was found that skin-picking disorder is associated with body-focussed repetitive behaviours.
According to Angela hartlin's skin-picking support website, Body- Focused Repetitive Behaviours (BFRB’s) “is an umbrella term for any chronic behavior that causes a person to consistently cause physical damage to oneself unintentionally through a compulsive act in order to relieve anxiety.” The key difference between BFRB and other compulsive behaviours that cause harm to the body is that BFRBs are characterised by direct body-to-body contact. The website goes on to list other BFRBs such as: hair-pulling disorder (trichotillomania), hair eating disorder (trichophagia), skin biting disorder (dermatophagia), nail biting disorder (onychophagia), and nose picking disorder (rhinotillexomania).
In the study linking skin-picking to BFRBs, it was found that there was a strong co-occurrence of the different BFRBs where individuals who skin-pick also tend to bite nails or pull hair obsessively. There was also a strong correlation between individuals with skin-picking disorder and a familial history of one or other BRFB. This suggests that the cluster of BFRBs may have familial traits rather than the specific behaviour itself. There are some other sub-categories of BFRBs that develop as an extension of the main habit. For example skin-pickers may also develop the habit of picking at scabs that form on healing sites where skin picking previously occurred. This can develop into the habit of eating the scabs. In the same vein, it is not uncommon for individuals with hair pulling disorder to develop the habit of eating hair which evolves into a BFRB on its own. From the research it is suggested that BFRBs are automatic habits in that there is no reflective awareness or cognitive awareness of deliberate harm to the body. Skin-picking disorder presents in a similar fashion in that the individual does not initially start out intentionally trying to harm or damage the skin. However the regulatory effect experienced by the person engaging in this behaviour on overwhelming emotions or cognitive thought patterns such as intense anxiety, causes the person to habitually seek out this effect through continued picking. This mounts to obsessive repetition of the behaviour without the person realizing until it has developed into a clinical condition. In this way skin-picking, as with other BFRBs respond well to similar treatment methods such as habit reversal. | <urn:uuid:edc9cfe9-2a2f-4d30-8c81-81c314377715> | CC-MAIN-2017-39 | https://www.skinpick.com/node/3761 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818688966.39/warc/CC-MAIN-20170922130934-20170922150934-00085.warc.gz | en | 0.95653 | 680 | 2.96875 | 3 |
At Home in the Street: Despite considerable grumbling about this reorganization, particularly among the nationalist wing of the Air Force, no evidence exists that the Brazilian armed forces have either the ability or the desire to regain their lost power through a military coup. One of the most significant distinctions in Brazilian society is between those who do manual labor and those who do not.
Brazil culture of the most notable are: But, at the same time, Brazil was not adequately feeding its own people. Brazilians are also passionate about soccer and are rated among the best players of the sport Brazil culture the world. Killings by police are common particularly in poorer urban areas.
In parts of Brazil, particularly the Northeast, infant mortality, a sensitive indicator of social inequality, has actually been rising. The Conquest of the Brazilian Indians, —, Later, however, as unemployment in the Southeast has climbed and tax incentives have led to increased industrial investments in the Northeast, the migrant flow has been reversed to some extent.
As Brazil urbanizes and industrializes, the leisurely family-centered meal at midday is being replaced by lanches from the English, "lunch"smaller meals usually consumed in restaurants, including ones featuring buffets that sell food by the kilo and such ubiquitous fast-food eateries as McDonalds.
Still, a ray of hope emerged with the stabilization of the Brazilian currency and the rapid decline of inflation in the mids.
While the music presents elements of procession and martial marchesthe frevo dance known as "passo" has been notably influenced by capoeira. Gold, Land, and People in the Brazilian Amazon, Cities have played an important role in Brazilian history.
For middle-class and elite families it might consist of a pasta dish or a meat or fish course accompanied by rice, beans, and manioc and a sweet dessert or fruit followed by tiny cups of strong Brazilian coffee called cafezinho.
With industrialization and urbanization during the first decades of the twentieth century, however, the growth of the Brazilian middle class has made this simple division more complex. Today Brazil has the eighth largest economy in the world. Visual arts The landscape architect Roberto Burle Marx has made urban Brazilians especially aware of the splendours of their natural environment by replacing the traditional, formal European-style gardens containing imported plants with a profusion of native species in approximation to their natural settings.
Nevertheless, there are still some five million family farms ranging in size from 12 to acres 5 to hectares that occupy about million acres 58 million hectares.Online shopping from a great selection at Books Store.
Brazil: Brazil, country of South America that occupies half the continent’s landmass. It is the fifth largest and fifth most-populous country in the world. Brazil contains most of the Amazon River basin, which has the world’s largest river system and the world’s most-extensive virgin rainforest.
People usually think of Brazil as a tropical paradise, whose people are dancing and having fun all day long. Rio's Carnival has helped to develope that image.
However, only Rio de Janeiro and the Northeast apply to that prototype. Brazilian culture is much more than that.
Brazilian people are a. Brazil is the only Portuguese-speaking nation in the Americas, making the language an important part of Brazilian national identity and giving it a national culture distinct from those of its Spanish-speaking neighbors.
The Brazilian culture is one of the world's most varied. Things to do in Rio during Carnival like the Samba parade and Masquerade Carnival balls.
Brazil encourages and funds art throughout the country and has many museums, the most notable of all which is the Centre of Culture in São Paulo Throughout the country local folklore is celebrated and preserved amongst the various ethnic cultural groups.Download | <urn:uuid:add03320-d524-4a73-87c8-3150b1abdc0f> | CC-MAIN-2018-51 | http://lebajugazujyfykoq.mi-centre.com/brazil-culture-6723467234.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00021.warc.gz | en | 0.964995 | 771 | 2.796875 | 3 |
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