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Adapted from A People’s History of Computing in the United States by Joy Lisi Rankin. Out now from Harvard University Press.
In the 1960s, Dartmouth College became ground zero for the coming explosion in American computing after college mathematics professors John Kemeny and Thomas Kurtz developed a new programming language that was relatively easy to learn: Beginner’s All-Purpose Symbolic Instruction Code, or BASIC. Kemeny and Kurtz wanted to a create a novice-friendly computing entry point that would attract young talent for the college’s newly developed Dartmouth Time-Sharing System, a network of teletype terminals located across New England colleges and high schools that connected, via telephone lines, to a mainframe General Electric computer at Dartmouth. Undergraduates at the college programmed the DTSS and took most of the responsibility for maintaining it, giving the students an unprecedented opportunity to set the tone of the network. Computing access was still rare at the time, and the DTSS not only represented the first large-scale time-sharing system of its kind, but also a model for later computing networks throughout the 1970s and ’80s. BASIC, too, would remain a fixture of programming forever after.
Kemeny and Kurtz believed that computing offered a tremendous opportunity for all students—not just those in the sciences and engineering—and the college’s dedication to accessible computing set its network apart from similar computing networks during the 1960s. Its founders referred to participation on the network as computing “citizenship.” But that citizenship, and the systems that followed Dartmouth’s lead across the country, ultimately mirrored the college’s demographics: predominantly male, white, and affluent. And although Kemeny and Kurtz intended computing as an equalizer for their students, the Dartmouth network’s computing “citizens” created novel and lasting associations among computing, masculinity, and status.
For one, there was the location Dartmouth officials chose for a new building to house its burgeoning computing operations. In 1966, the college unveiled the Kiewit Computation Center (named for alumnus and construction magnate Peter Kiewit, who contributed $500,000 to the project) to much fanfare, including not one, but two articles in the New York Times. The building enjoyed a central location, adjacent to the library, that bridged the north side of the grassy green quad at the heart of the campus with the top of Webster Avenue—a location better known on campus as “Fraternity Row.”
In the 1960s, social life at Dartmouth revolved around its fraternities. This placed the new Computation Center in a perfect location for socializing, entertaining dates visiting from the Seven Sisters Colleges, or popping in on the way back from a football game. Dartmouth undergraduates also received free computing time, unlike users at most other universities who had to pay for computer time on top of tuition. The accessibility, along with the ease of BASIC, engendered tremendous student creativity and set the Kiewit computing culture. This geographic and financial accessibility—and specifically, who took advantage of the access—set the culture at Kiewit. “Dartmouth College is a campus gone crazy for computers,” declared the lede of the first New York Times article about Kiewit. One student ran a program named “Xmas” to print out his Christmas cards. Another young man called on a template program to print this letter to send home: “Dear Mom, I’m so busy studying for finals that I don’t have time to write myself. … Send money.” These Dartmouth students were enthusiastic and eager to interact with this new technology that remained, for much of the American population, as remote as the moon.
To be sure, this accessibility and vision for computing “citizens” fostered a certain spirit of shared responsibility. The center’s near-monthly newsletter, Kiewit Comments, often provided updates on the state of the college’s limited computing storage. Kiewit staff cajoled users to be good computing citizens and actively “un-save” unnecessary programs to free up precious memory for other users, and to contribute their programs to Dartmouth’s computing-program library for the benefit of computing novices: “We need the support of all users … May we encourage you to submit these ‘goodies.’ ” But the leadership’s reasons for fostering such a community benefited a particular kind of computing citizen.
Kemeny, the mathematics professor who became president of the college in 1970, believed that computing would become crucial to good American citizenship. He emphasized that the time-sharing network was a worthwhile investment for Dartmouth men who, in order to become the future business, government, military, or scientific leaders he thought they should be destined to become, would have to learn to be computer-savvy. Kemeny’s specific belief that computing would become essential to the health of American democracy proved prescient. But his vision of a collegewide responsibility to encourage personal computing glossed over the fact that Dartmouth’s future leaders were a homogeneous bunch of white men: no women, few minorities. (The college didn’t admit women as undergraduates until 1972.) Here was a world of personal and social computing at odds with the social justice movements of the 1960s—and at odds with Kemeny’s own vision for the civic power of computing.
This showed in how computing was taught on campus and across the network. As mathematics professors, Kemeny and Kurtz required that any student enrolled in a math course in his first year (roughly 75 percent of all Dartmouth freshmen) had to produce several math-related programs in BASIC to pass the course. When local high schools began to join the Dartmouth network (all that was required was a teletype and a telephone line), the first campuses that requested and received access to the network also happened to mirror Dartmouth’s skewed demographics. Seven of the first nine schools that connected to the Dartmouth network were private and all-male. Moreover, the boys at the private schools received teletype access for 72 hours per week, compared with only 40 hours per week for public school students. As Dartmouth’s time-sharing system grew in influence, the effect advantaged a homogeneous group of network users: male students, predominantly white and well-to-do, who could create programs in BASIC.
Kemeny, Kurtz, and the students themselves reinforced this group dynamic by cultivating a decidedly noncerebral breed of masculine computing centered on games. During the 1960s, Dartmouth’s membership in the Ivy League revolved around its football team. Games generated camaraderie and school spirit, with abundant displays of Dartmouth’s unofficial athletic mascot, “the Indian.” In 1962, computing students under the tutelage of Kemeny and Kurtz named one of the college’s homegrown compilers the problematic acronym SCALP. The Kiewit Center brought the same rough-and-tumble masculine bonding into the teletype room again with sport- and war-oriented computer games, including at least three versions of computer football games (FTBALL, FOOTBALL, and GRIDIRON). In fact, Dartmouth distinguished itself from most other universities by actively encouraging student gaming and recreation on the network.
Displays of traditional masculinity came out in other ways too. For example, many Dartmouth men recalled that they often brought dates to Kiewit before or after football games to demonstrate their computing skills. Then-underclassman Francis Marzoni used the time-sharing system to create a huge printout proclaiming, “HEY GIRL I MISS YOU” that he sent to his long-distance girlfriend. Another planned to woo his Winter Carnival date by composing a romantic text for her and “making this BASIC program hold it in memory for the proper moment when [she] would see this printout and be overwhelmed by [my] computer prowess.”
Women, however, weren’t entirely absent from the Kiewit computing scene. Though Dartmouth only admitted male undergraduates at the time, there were women working in key roles at the Computation Center. They epitomized the range of possibilities for women in professional computing during the 1960s: application programmers, operators, technical librarians, computing-program coordinators, and secretaries. Janet Price joined as an applications programmer in 1968. Price not only served as an expert on FORTRAN, a programming language, but also lectured on it and developed programs for the Dartmouth network for college faculty. Ruth Bogart joined as a social sciences programmer, supporting faculty and research projects in those fields with her computing expertise. Diane Hills and Diane Mather joined the staff during the summer of 1969, jointly responsible for applications programming, the DARTCAT library, and other user services.
Still, the employment arrivals and departures of Kiewit women were often discussed in terms of their husbands or children, whereas the wives or children of the Kiewit men were rarely introduced. When editor Lois Woodard left Kiewit, the newsletter announced, “Lois and her husband, Mike, leave Dartmouth on June 17. … Mike will begin training in General Electric’s Marketing Management Program.” When “Mrs. Susie Merrow” joined the staff, the newsletter added, “Susie and her husband, Ed, who is a senior at Dartmouth majoring in government, make their home here in Hanover.” The women of Kiewit were elevated as wives and mothers above their professional computing contributions. And, like their counterparts elsewhere in the then-burgeoning American computing industry of the 1960s and ’70s, many were gradually pushed out as the field they had long found employment in (albeit if underpaid and undervalued) professionalized—a process intertwined with the creation of a particularly masculine computing identity epitomized at Dartmouth.
Meanwhile, Kiewit men enjoyed the growing power associated with their employment and status. Although Kemeny and Kurtz may have envisioned computing as an equalizer among their students, the students created a hierarchy for themselves based on their familiarity with the system behind the scenes. They mocked the novice students who thought of the teletypes themselves as the “computers.” They played practical jokes in which they would randomly substitute strings of meaningless text into the output of someone’s laboriously written program. They delighted in the arcane details of their programming expertise. These Computation Center student employees had cultivated status—and created a now-all-too-familiar form of masculinity—for themselves by understanding the obscure machine language required to communicate with the mainframe computers, by exerting power over their peers, and by flaunting their expertise.
Even after Dartmouth began admitting women as undergraduates, very few sought employment at Kiewit. That first, formative decade of the Dartmouth network had created a masculine computing culture for users and experts alike that was hard to break. It was also a computing culture that spread throughout the 1960s, ’70s, and beyond—through its own network, through the national recommendations made via the President’s Scientific Advisory Committee (on which Kurtz and Kemeny served), and above all, through the BASIC programming language.
Indeed, as then-popular manufacturers Hewlett-Packard and Digital Equipment Corporation started marketing “Dartmouth-like” computing time-sharing systems, a Kiewit Center report boasted that “it seems safe to conclude that perhaps millions of students in the United States … have learned computing Dartmouth style.”
Looking back at that time, it also seems safe to conclude “computing Dartmouth style” was a decidedly masculine endeavor.
By Joy Lisi Rankin
Slate has relationships with various online retailers. If you buy something through our links, Slate may earn an affiliate commission. We update links when possible, but note that deals can expire and all prices are subject to change. All prices were up to date at the time of publication. | <urn:uuid:6edd9441-fd41-45a4-9146-dc4ac42098b8> | CC-MAIN-2022-40 | https://slate.com/technology/2018/11/dartmouth-basic-computer-programmers-tech-bros.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334915.59/warc/CC-MAIN-20220926175816-20220926205816-00343.warc.gz | en | 0.961151 | 2,517 | 2.953125 | 3 |
What Does Serious Injury Frequency Rate Mean?
Serious injury frequency rate refers to the calculation made in a workplace regarding the number of injuries that happened to employees given a period composed of working hours. The rate shows how safe the working conditions are for the employees of the company.
Insuranceopedia Explains Serious Injury Frequency Rate
This is the formula for the serious injury frequency rate: the number of injuries during 1,000,000 working hours. So, if 200 injuries happened during 1,000,000 working hours, the serious injury rate is 0.0002%. Note that working hours exclude paid vacations.
This calculation is one way of knowing just how safe a workplace is considered to be. This is also a way of knowing whether the safety programs installed are effective or not. Insurance companies that provide group insurance for employees can use the data to assess the premiums and even decline insurance. | <urn:uuid:cf62548f-6963-4890-a00d-cd16137b5785> | CC-MAIN-2021-39 | https://www.insuranceopedia.com/definition/4154/serious-injury-frequency-rate | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057796.87/warc/CC-MAIN-20210926022920-20210926052920-00054.warc.gz | en | 0.952052 | 179 | 2.515625 | 3 |
The Promise of Response to Intervention
Dr. John Russell
It has been almost 15 years since Congress passed legislation authorizing the use of Response to Intervention (RTI) as a means for identifying and remediating students with language-based learning disabilities. There are four common elements of RTI: high quality, research-based instruction in general education; continuous progress monitoring; screening for academic and behavior problems; and multiple tiers of progressively more intense instruction (Office of Special Education Programs, 2006).
These four elements of RTI are typically delivered to students through three tiers of intervention. Tier 1 calls for qualified teachers to provide a research-based reading program to all students in general education classrooms. Students who do not make appropriate progress at the Tier 1 level are moved to Tier 2 where they receive special education services in their schools. Students who do not respond sufficiently to Tier 2 interventions are then eligible for Tier 3 and placement in special education schools.
Since its inception, this very promising tool has been used to varying degrees of success. If RTI is to deliver on its promise to improve reading achievement for general education students, to efficiently identify students who need special education services, and to provide effective interventions for special education students, several steps must be taken.
First, all teaching materials and teaching practices that are labeled “researched-based” must be held to certain standards. Citing Skinner (1953), Travers (2016) offers the following criteria necessary to warrant the label “researched-based” or “evidenced-based”:
Evidence-based special education depends on the acquisition of robust empirical findings obtained via meticulous experimentation. The processes of empirical inquiry are necessarily accompanied by a set of attitudes that emphasizes valuing facts over authority, accepting evidence regardless of conflict with strongly held beliefs, and abstaining from acceptance of a claim until compelling evidence is available (Skinner, 1953).
Second, the quality of teaching must be improved.
“Parents who proudly bring their children to school on the first day of kindergarten are making a big mistake. They assume that their child’s teacher has been taught how to teach reading. They haven’t.” (Seidenberg, 2017)
Schools need to recognize that during their undergraduate education, teachers have, in most instances, not received the foundational knowledge necessary to teach reading. To improve the quality of teaching reading, comprehensive professional development is an absolute necessity. Dedicated, conscientious teachers can mitigate deficiencies in their preparation through professional development, but only if professional development programs are more rigorous and of a better quality than the undergraduate and graduate programs that are responsible for the deficits in the first place. In response to this reality, The Windward School established a professional development program that is comprehensive, demanding, and extremely effective in closing the knowledge gap between research and teaching practices. Other schools have followed a similar path in their efforts to improve teacher quality.
For RTI to be truly effective, highly qualified, trained teachers must use instructional practices and programs that have been rigorously validated as evidenced-based. #
John J. Russell, Ed.D. is the Head of The Windward School. | <urn:uuid:e50d62ba-1d34-4430-8fbe-706c194edfca> | CC-MAIN-2021-21 | http://educationupdate.com/archives/2018/SEP/HTML/edit-russel.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989812.47/warc/CC-MAIN-20210515035645-20210515065645-00247.warc.gz | en | 0.956509 | 648 | 2.71875 | 3 |
How to Grow Stephanotis From Seed
The stephanotis plant is a tropical, woody climber that produces a small star-shaped white flower that is strongly fragrant. The stems are trained to grow on a trellis and will reach up to 10 feet long. Stephanotis plants produce large seed pods that contain 50 to 100 internal seeds in a pine cone shape for use in propagating new plants. The seeds will germinate in two weeks and the resulting new plants will produce flowers in two to three years.
Remove the stephanotis seed pod from the plant once it turns yellow. Insert the pod into a netting bag to prevent seed loss and set it on a tray in a sunny window until it splits open.
Open the seed pod with a sharp knife and gently remove the cylinder-shaped section of seeds. Spread the seeds in a single layer on a tray to dry.
Fill a seed-starting tray with a seed-starting medium that contains sand. Lightly water the medium before seeding.
Press a single seed into the medium so it is just under a layer of soil. Continue to press seeds into the tray at a space of 2 inches apart.
Lightly spray the soil to moisten the top layer without making it wet. Place a clear plastic cover over the tray to increase the humidity level around the seeds. Place the tray in a warm location that receives indirect sunlight.
Monitor the seeds daily to prevent the medium from drying out. Gently mist the soil if necessary. Germination will occur in approximately two weeks.
Gently pull on the seeds to see if there is resistance from root growth. Transplant the seedlings once the seedlings are established to 4-inch plastic potting containers filled with seed-starting medium.
Mist the seedlings with water to moisten the soil and place the pots in a location that receives direct sunlight for at least six hours daily.
Harden the seedlings outdoors once there is no longer a danger of frost. Transplant the seedlings outdoors in a location that offers morning sunlight with light afternoon shade and a well-draining soil.
The leg of an old pair of pantyhose works well for a netting bag.
Mix your own seed starting medium by combine equal quantities of peat moss, course gardener’s sand and perlite.
- The leg of an old pair of pantyhose works well for a netting bag.
- Mix your own seed starting medium by combine equal quantities of peat moss, course gardener's sand and perlite.
- Stephanotis seed pod
- Netting bag
- Sharp knife
- Low edge tray
- Seed-starting tray
- Seed-starting medium
- Water misting bottle
- Clear plastic cover
- 4-inch plastic potting containers | <urn:uuid:f8e0dbb6-625d-412b-8cd2-cc2ff904e1ce> | CC-MAIN-2020-16 | https://www.gardenguides.com/85409-grow-stephanotis-seed.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370505731.37/warc/CC-MAIN-20200401130837-20200401160837-00319.warc.gz | en | 0.902657 | 583 | 2.84375 | 3 |
What’s the difference between an advisor and a broker?
Question: What's the difference between an advisor and a broker?
Chris Farrell Jul 25, 2013Economics Editor
Financial advisor is a generic term for describing many kinds of professionals that give advice on managing money. Problem is, anyone can call themselves a financial advisor, bringing to mind the lyrical warning from Gilbert & Sullivan: “Things are seldom what they seem, skim milk masquerades as cream.”
That’s why most professionals earn some sort of credential from regulators and industry trade groups promoting their expertise with customers. Among the best known credentials are certified financial planner (CFP), registered investment advisor (RIA), and chartered financial analyst (CFA).
When someone says they’re a financial advisor, immediately ask for their background and achievements. The term “financial advisor” doesn’t tell you much.
A broker typically earns a commission buying and selling assets for a customer (think real estate broker.) On Wall Street, brokers take orders from their clients to buy and sell stocks, bonds, mutual funds and other securities. Wall Street brokers typically earn a commission on each transaction. Broker is also traditional shorthand for a Wall Street firm that employs many brokers.
Here’s where it gets tricky. Wall Street brokers often call themselves financial advisors. It has more of a professional ring than broker. How brokers get paid is also complicated. Some charge clients a fee, some a commission, and others a combination of the two.
Again, find out what the professional actually does, what their credentials are and how they make their money.
Log in to post Comments | <urn:uuid:2437a26a-fc31-4a05-8333-dd3f563295ca> | CC-MAIN-2015-32 | https://www.marketplace.org/topics/whats-difference-between-advisor-and-broker-0 | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987866.61/warc/CC-MAIN-20150728002307-00228-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.961291 | 343 | 2.78125 | 3 |
Table of contents:
- What is a Level 4 leader?
- What is a first level leader?
- What is an operational leader?
- What are the stages of leadership?
- How do you develop a team leader?
- What is an effective team leader?
- What's the difference between a team leader and a manager?
- Which is better a leader or a manager?
- How much should a team leader get paid?
- What are the role of a team leader?
- What is the job description of team leader?
- What is the role of a sales team leader?
- What do good leaders do?
- Can a good manager can be good leader?
- How much does an average job pay?
- WHAT DOES IT manager stand for?
What is a Level 4 leader?
Level 4 leaders are not going to create lasting success as the top rung on the corporate ladder. This is why many great athletes failed to become good coaches or executives. They have great on-field leadership, but their self-focus does not lend well toward leading others to greatness.
What is a first level leader?
First-level leaders are the ones who are most responsible for a firm's day-to-day relationships with customers and the bulk of employees.
What is an operational leader?
An operational leader is someone who sees how the individual elements of an organization fit together and work to create the larger outcome. ... These leaders serve a key role in ensuring that things get done in an effective and efficient manner.
What are the stages of leadership?
Anderson says there are five stages of leadership, and where you fall on that scale will determine both your effectiveness and efficiency as a leader....
- Egocentric leadership. ...
- Reactive leadership. ...
- Creative leadership. ...
- Integral leadership. ...
- Unitive leadership.
How do you develop a team leader?
Here are eight tips to help you establish and maintain a productive, collaborative team while developing your leadership talents along the way.
- Make time to lead. ...
- Get to know your team. ...
- Communicate, communicate, communicate. ...
- Lead by example. ...
- Reward the good and learn from the bad (and the ugly) ...
- Delegate. ...
- Be decisive.
What is an effective team leader?
An effective team leader is confident in his abilities, as well as confident in the abilities of his team members. A confident leader is secure in the decisions he makes that affect his team. A self-confident team leader also reassures team members of his authority within the organization.
What's the difference between a team leader and a manager?
While the distinction between leader and manager may be confusing, the difference between the two is that a manager focuses more on organization and keeping the team on task while a team leader relates better to an artist and tends to have a more creative minded approach to problems.
Which is better a leader or a manager?
Leaders help organizations and people to grow, while a manager's greatest accomplishment comes from making work processes more effective. ... Both are important but naturally, leadership is ahead of management. A well-balanced organization has leadership at its base.
How much should a team leader get paid?
Team leaders in the United States make an average salary of $76,920 per year or $36.
What are the role of a team leader?
Team Leaders play extremely important role in motivating company's teams and ensuring their success. Some of their duties include communicating company goals, safety practices, and deadlines with designated teams. They are responsible for motivating team members and assessing their performance and evaluation.
What is the job description of team leader?
Team Leader Job Purpose: Manages and leads a team of employees. Communicates company goals, safety practices, and deadlines to team. Motivates team members and assesses performance. Provides help to management, including hiring and training, and keeps management updated on team performance.
What is the role of a sales team leader?
Sales Industry Experience – the sales team leader manages the people who generate sales. ... Leadership and Motivation Skills – the sales team leader motivates employees to reach sales goals and needs to be able to effectively train, encourage, inspire and reward team members for their achievements.
What do good leaders do?
Leaders help themselves and others to do the right things. They set direction, build an inspiring vision, and create something new. ... Yet, while leaders set the direction, they must also use management skills to guide their people to the right destination, in a smooth and efficient way.
Can a good manager can be good leader?
Managers and leaders are not automatically one and the same, but managers have the ability to become good leaders. Communicating well and celebrating team differences are among the ways to embrace your natural leadership skills. Leaders have several positive traits, such as resilience, integrity and self-control.
How much does an average job pay?
How Much Do Average Jobs Pay per Month?
|Annual Salary||Hourly Wage|
WHAT DOES IT manager stand for?
An Information Technology (IT) manager leads computer-related initiatives across an organization in order to meet business needs. They often plan projects, coordinate with stakeholders, and manage staff working on those projects. ... Watch a video to learn what an information technology manager does.
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- How do you identify a reinforcer? | <urn:uuid:307683d3-5435-4129-b35d-d52fb63cfa9c> | CC-MAIN-2022-49 | https://psichologyanswers.com/library/lecture/read/227195-what-is-a-level-4-leader | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711069.79/warc/CC-MAIN-20221206024911-20221206054911-00564.warc.gz | en | 0.949498 | 1,393 | 2.546875 | 3 |
Power Line Safety: It’s for the Birds
The California condor can soar 15,000 feet above the earth. It has a wingspan of up to 9.5 feet—nearly twice your height! Because of this broad wingspan, power lines are a serious hazard to condors.
Small birds can sit safely on one power line. They don’t touch the ground, or any other grounded object, so electricity stays in the power lines and doesn’t harm the birds. Condors, with their broad wingspan, are likely to touch a power line and pole at the same time and become a path for electricity to travel down the pole to the ground. Or, their large wings can bridge two power lines at the same time, creating a short circuit. In either situation, the birds are electrocuted.
Condors have a slow rate of reproduction, which is one reason they nearly went extinct. Power line contacts haven’t helped matters.
In 1979, only 25 California condors were left and efforts began to save them. Scientists at the Los Angeles Zoo developed a program to train captive condors to avoid power poles before they are released into the wild. A perch that looks like a power pole delivers a mild shock to any bird that touches it. The birds learn to land somewhere else.
Most condors that have graduated from the shock training program successfully stay away from power lines. Today, about 439 California condors are living—225 of them in the wild.
Watch Those Wires
- When you work outdoors with long or tall equipment (such as ladders and paint rollers), be sure to keep yourself and your equipment at least 10 feet away from all overhead power lines. That includes the service drop wires that go from power poles to buildings.
- If you plan to dig or move earth in any way (even just planting a tree), make sure to call your one-call utility locator service at 811 first so they can mark any underground power lines or other utilities.
- If you see a fallen power line, stay far away, and call 911 and your local electric utility immediately. Even if they are not sparking or humming, fallen lines can shock you if you touch them or the ground nearby.
- Transformers and substations contain electrical equipment that is dangerous to contact. If you see an unlocked transformer, or if you see someone trying to enter a substation, call 911 and your local electric utility immediately.
You don’t have to be touching the ground directly to conduct electricity. You could also be touching something that is in contact with the ground, like a tree or a ladder.
How Electricity Travels
Electricity travels in a loop called a circuit. A circuit has an energy source and wires; it may also have a load and a switch. There must be no breaks in the loop in order for current to flow. A loop with no breaks is called a closed circuit. An open circuit has a break.
Four Parts of a Circuit
- Energy Source – source provides the push that makes current move around a circuit.
- Load – converts electrical energy to another form, in this case a bulb produces light and heat.
- Wires – two wires connect the energy source and the load.
- Switch – A switch in the middle of one wire opens and closes the circuit.
When all parts are connected to form a loop it is a closed circuit. Otherwise, it is an open circuit.
Your home is part of a large circuit. The generating plant is the energy source, transmission and distribution lines are the wires that connect the plant to your home, the lights and appliances in your home are the load, and on/off switches on the walls and appliances open and close the circuit.
Is electricity created at power plants?
No. Technically speaking, electricity can’t ever be “created.” The Law of Conservation of Energy states that energy cannot be created or destroyed, but can only change its form. The total quantity of matter and energy available in the universe is a fixed amount. So, at a power plant, mechanical energy (the energy contained in the movement of giant magnets past coils of wire) changes to electrical energy (the flow of electrons).
You can take this back even further…Where does the mechanical energy come from that moves the magnets? If the power plant runs on fossil fuels, then it comes from a form of chemical energy. Where does the chemical energy in fossil fuels come from? Fossil fuels are made from prehistoric plants, and plants get their energy from the sun. So you could say that electricity generated in a fossil fuel-burning plant ultimately comes from the sun.
The mechanical energy used to move the magnets in a generating plant could also come from falling water, the ebb and flow of the tides, the wind, heat from the sun, and nuclear fission. But in all cases, the energy gets changed from one form to another. It doesn’t just appear and disappear.
Who discovered electromagnetic induction?
In 1831, Michael Faraday discovered that passing a magnet through a loop of wire created a current. Soon after, Joseph Henry discovered that the current produced around any closed loop of wire is proportional to the rate at which the magnet moves through the loop. The faster the magnet moves, the stronger the current. The wire loop actually transfers kinetic energy (the movement of the magnet) into electrical energy.
What are semiconductors and superconductors?
A semiconductor is a normally insulating material that has been mixed with a few conductive atoms that cause the material to control an electric current passed through it. A superconductor is an element, inter-metallic alloy, or compound that will conduct electricity without resistance below a certain temperature.
Try these exciting experiments and explorations: | <urn:uuid:c348cdd3-04ed-4d99-b44e-daa86364d023> | CC-MAIN-2023-50 | https://ppl.e-smartkids.com/66810-energy-science-smart/66831-world-of-wires/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00159.warc.gz | en | 0.935828 | 1,196 | 3.53125 | 4 |
The Latin term antiquĭtas came to Castilian as antiquity. The concept refers to the condition or property of ancient: that it took place in a past and distant time or that belongs to it.
According to DigoPaul, the notion of antiquity can be used to name this time past. For example: “In ancient times, people used to gather around the radio to listen to the account of the most important sporting events”, “Those things happened in ancient times, now it is different”, “I do not understand how in ancient times they could live without telephones or Internet ”.
The story called Ancient Age to the era in which they arose and the first civilizations developed. Conventionally, the invention of writing is often used as a point of reference to study the beginning of ancient history.
It is known from classical antiquity to the Greco-Roman period belonging to the Old Age, which lasted a long time and is between the high and low seniority. More specifically, it is about the time when ancient Rome and ancient Greece carried out the development of the Greco-Roman civilization, also known as the Greco-Roman world.
Objects whose value lies in the passage of time are also called antiques: “Every Sunday an antiques fair is organized in the center square”, “For my birthday, my mother gave me a beautiful Chinese antique that I have located in the living room of my house ”, “ I have several antiques to sell ”.
The importance of this type of antiques is that they are elements that characterize a past period and that are no longer used today. The typewriters can be regarded as antiques because the computers (PCs) have replaced them.
It is difficult to describe the sensations that an antiquity can arouse in the people most sensitive to the passage of time and the development of culture. An object created centuries ago, or even decades ago, can mean an incomparable find for a researcher to the point of changing his life. However, this itself can be absolutely useless in the eyes of another individual.
The value of an antiquity is, therefore, relative to the observer. In the field of academic music, for example, there are those who dedicate a large part of their time to searching for works that have been forgotten. Every time they come across a century-old score that has been in the dark for centuries, they experience unsurpassed joy; For a person who cannot read music, this may be nothing more than a foreign book they will never read and perhaps sell for a few coins at a flea market.
The number of months or years that a person has been in a job or in a position is also known as seniority: “I was twenty-five years old in the company when I was fired for a restructuring”, “When you are one year old, you can choose which shift you prefer to work in ”, “ I don’t think it’s healthy for a mayor to have been in office for more than a decade ”.
Just as objects called antiques are often invaluable to certain people, the longer we stay in a job, the more important we become to the employer. Seniority in a company is a determining variable in matters such as salary, vacation and special leave.
It should be noted that seniority in a job can become an obstacle if the employee begins to demand certain privileges that the company is not willing to give them, either because they do not consider them reasonable or because they do not have the necessary resources. In these cases, it is not uncommon for the situation to end in dismissal for unclear reasons, as a result of a silent plot by the employer to get the worker to make an unforgivable mistake. | <urn:uuid:9f0beb43-bed1-40f5-a944-c1101798e835> | CC-MAIN-2022-27 | https://www.bestitude.com/meaning-of-antiquity/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103036099.6/warc/CC-MAIN-20220625190306-20220625220306-00753.warc.gz | en | 0.971845 | 784 | 2.984375 | 3 |
BRCA1 and BRCA2 genes produce tumor suppressor proteins that play a role in repairing DNA damage. According to the National Cancer Institute, certain mutations in these genes that are inherited increase the risk of female breast cancer and ovarian cancer and specifically: “BRCA1 and BRCA2 mutations account for about 20–25% of hereditary breast cancers and about 5–10% of all breast cancers.”
Genetic testing for abnormalities in the BRCA genes has become more popular over recent years, not only in women considered at high-risk and referred for genetic testing but also in ‘low-risk’ women.
The reason BRCA testing is so unique is the possibility for very early screening and preventive treatments can be used, therefore potentially saving lives. According to a study recently published in the American Journal of Preventive Medicine, the proportion of women who had genetic testing for BRCA and who had no history of cancer increased quite dramatically from 24.3 to 61.5% in 2004 and 2014 respectively.
The U.S. Preventive Services Task Force has recommended BRCA testing since 2005, specifically for women who have a family history of breast and/or ovarian cancer but it is still clear that testing has not been used as much as it could have, particularly in women considered to be at-risk. Estimates have been made quoting that as few as 30% of breast cancer survivors who have the BRCA mutation have been identified and only 10% for those who are asymptomatic BRCA carriers. Indeed, 75% of women who went through BRCA testing in 2004 had a history of cancer; in 2014 this had dropped by approximately 35%.
Fangjian Guo (Center for Interdisciplinary Research in Women’s Health, the University of Texas Medical Branch, TX, USA) summarises: “It is estimated that 60–80% of patients referred for genetic counseling and testing do not meet the referral requirement based on family history. To optimize the infrastructure and medical resources allocated for genetic testing, it is important to understand the current use of BRCA mutation testing in the U.S. health system. Currently, many women who do get tested are actually low risk and do not have any personal or family history of breast or ovarian cancer. With low-cost genetic testing ($200 or $300, roughly the price of a three-dimensional mammogram) available, even more unaffected individuals and cancer patients may choose to receive these tests even when they have to pay out of pocket.”
Consumer interest in BRCA testing as a result of ‘direct-to-consumer’ marketing for genetic tests has grown and this has led to a higher number of women referring themselves for testing, as well as an increase in physician referrals despite them being considered low risk for the mutation. Guo suggests that these could be the main reasons for the change in the role of BRCA testing in the last 10 years. He goes on to say: “However, this may not necessarily translate into a great improvement in identifying mutation carriers, as many of the tests are performed in women who do not carry harmful BRCA mutations. Policymakers may need to take this into consideration to promote proper use of the test and maximize the detection of mutation carriers.”
A number of other reasons, along with marketing campaigns and increased awareness, could have contributed to the increase in numbers of women being tested, such as aspects of the Affordable Care Act, and the ruling by the Supreme Court in 2013 against Myriad Genetics and their claim regarding patenting of the gene, leading to increased affordability.
Although numbers of women being tested have increased, many high-risk women go undetected. Guo explains that: “Next-generation sequencing technologies are dramatically reducing costs for genetic testing and sequencing. However, current guidelines and clinical practice fail to efficiently identify women who carry harmful BRCA mutations.” He concludes: “Effective testing strategies need to be identified that promote equitable distribution and rational use of BRCA testing and maximize the detection of mutation carriers.”
Guo F, Hirth JM, Lin Y-L et al. Use of BRCA mutation test in the U.S., 2004–2014. doi: 10.1016/j.amepre.2017.01.027 Am. J. Prev. Med. [Epub ahead of print] (2017); EurekAlert! https://www.eurekalert.org/pub_releases/2017-03/ehs-sii032017.php ; National Institute of Health https://www.cancer.gov/about-cancer/causes-prevention/genetics/brca-fact-sheet#q1 | <urn:uuid:d7adf2c8-05ad-400f-b1dc-03b9c56ecf82> | CC-MAIN-2020-10 | https://www.oncology-central.com/disease-area/breast/increase-numbers-women-tested-brca-mutations-however-high-risk-women-still-remain-unidentified/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145533.1/warc/CC-MAIN-20200221142006-20200221172006-00261.warc.gz | en | 0.961164 | 979 | 3.25 | 3 |
Wilderness National Park
From Wikipedia, the free encyclopedia.
Wilderness National Park, also called the Wilderness Section, is located around the seaside town of Wilderness between the larger towns of George and Knysna, in the Western Cape. It is a protected area of South Africa forming part of the Garden Route National Park.
This natural area stretches from the Touw River mouth to the Eilandvlei estuary and linking into the Swartvlei lake, where it neighbours with the Goukamma Nature Reserve. The wildlife in this natural area is varied, and includes the Knysna seahorse, pansy shell, pied kingfisher, Knysna lourie, grey heron, and little egret.
This park protects three major zones of indigenous forest, four types of fynbos (wild shrubs), plus various lakes and winding waterways. There are also a number of interesting historical sites include the Woodville Big Tree (believed to be over 800 years old) and Goudveld (an old mining town in the forest).
The Touw River connects a series of three lakes: Eilandvlei, Langvlei and Rondevlei, which host a variety of aquatic species and have been designated as a Ramsar site (wetlands of international importance). Sports within the park include canoeing or bicycling, abseiling, kloofing, paragliding, boating, fishing and hiking.
In 1968, the protection of the lakes in the Wilderness area was started through the identification of 450 hectares around the river mouth, including the two lakes as well as the Duiwerivier Kloof. The Wilderness National Park itself was proclaimed in 1987, after being under the control of the Lake Areas Development Board until 1985, whereafter the National Parks Board took over.
In 2008, the Wilderness National Park joined the Garden Route National Park. | <urn:uuid:1dac4242-559f-4184-9a3d-15a30358279c> | CC-MAIN-2019-30 | https://wildernesstourism.co.za/wilderness-national-park/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195530246.91/warc/CC-MAIN-20190723235815-20190724021815-00418.warc.gz | en | 0.93085 | 397 | 2.890625 | 3 |
|Photo Source http://richard-wilson.blogspot.com.au|
Technology according to Wikipedia is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal or perform a specific function. Technologies significantly affect humans as well as other animal species' ability to control and adapt to their natural environments. The word technology comes from Greek (technología); from (téchnē), meaning "art, skill, craft", and (logia), meaning "study of-". The term can either be applied generally or to specific areas: examples include construction technology, medical technology, and information technology.
|Photo Source http://www.stubbornmule.net|
Technology has affected society and its surroundings in a number of ways. In many societies, technology has helped develop more advanced economies and has allowed the rise of a leisure class. Many technological processes produce unwanted by-products, known as pollution, and deplete natural resources, to the detriment of the Earth and its environment. Various implementations of technology influence the values of a society and new technology often raises new ethical questions. Examples include the rise of the notion of efficiency in terms of human productivity, a term originally applied only to machines, and the challenge of traditional norms.
The following you-tube film compares the internet with a child's brain and speaks on the wonder of such a technology but also of our need to be careful in our exposure and use of such technology. It is very thought provoking and well worth watching, I encourage everyone to take a few minutes and watch it. Directed by @tiffanyshlain Please share this film far and wide! Info at:http://www.letitripple.org | <urn:uuid:7b29406f-d946-4ab1-a373-2f236a9d22b8> | CC-MAIN-2017-34 | http://gratitude-grace-growth.blogspot.com/2012/11/gratitude-day-18-technology.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105955.66/warc/CC-MAIN-20170819235943-20170820015943-00430.warc.gz | en | 0.934381 | 379 | 2.859375 | 3 |
Montessori Turns 100!
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- Maria Montessori
- Principles of the Montessori Method
- The Montessori Method in Action
- The Montessori Approach
- Why Montessori for the Kindergarten Year?
- What You Need to Know About Montessori Preschools
Can a preschooler teach herself to read? Can a boy in kindergarten cut his own apple with a real knife? Will young children, left to their own devices, choose activities that will enrich their minds?
In 1907, an Italian woman named Maria Montessori opened the doors of Casa dei Bambini, or "Children's House" – a new type of school based on the concept of child-centered education. She took children no one else wanted to teach and created a school that would engage them in purposeful activities, rather than sit them down and feed them information. It was the beginning of a revolution in early learning. This year, the Montessori approach celebrates its 100th birthday with events across the country, and the world.
Maria Montessori was one of Italy's first female physicians. She helmed the anthropology department of the University of Rome. But she gave it all up to focus on her one true passion – exploring the way that children naturally learn, and creating an environment that catered to their needs.
Montessori started with one school and 60 children of Italian working parents. Today, there are more than 8,000 Montessori schools worldwide – 5,000 in the U.S. alone. And while in recent decades the approach has been most popular with Middle Class white parents, it's gaining major momentum in low-income public schools, especially in the African American community.
"One test of the correctness of educational procedure is the happiness of the child," Maria Montessori said. Her classrooms were built based on the idea that "children teach themselves" and that adult guidance should be kept to a minimum. Montessori classrooms are chock-full of manipulatives – puzzles, blocks, and wooden toys that children can choose for themselves. Older children help younger children. And students are free to actively move about the classroom.
Many of Montessori's techniques and beliefs are now considered mainstream – most notably the idea of unstructured class time. But her contention that pretend play is a waste of time is still much debated today. From a Montessori perspective, a child is a capable being, able to recognize that a feather duster is not a magic wand. If she waves the feather duster in the air, chanting spells, her teacher will gently show her how to dust with it, as this is its "proper" use. Even the youngest child, Montessori schools believe, is capable of using it correctly. To Montessori's detractors, telling a child that a feather duster is for dusting is not empowering the child, it is squashing her imagination.
Whatever your belief, there's no denying that the Montessori approach has greatly impacted a generation. Her belief that every child, regardless of ethnic or economic background, is capable of learning, changed the face of education. Most likely, at least a few of Maria Montessori's ideas have crept into your child's school. She was one of the major educational pioneers of the last century. So Happy Centennial, Montessori! Here's to another 100 years. | <urn:uuid:3152ad8b-b556-4665-81ff-1d0b8ffa26fd> | CC-MAIN-2014-49 | http://www.education.com/magazine/article/Ed_Montessori_Turns_100_2/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931004246.54/warc/CC-MAIN-20141125155644-00026-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.962977 | 720 | 3.390625 | 3 |
Alcohol, Cocaine Relapse Prevention
Cognitive-behavioral therapy was developed for the treatment of problem drinking and adapted later for cocaine addicts. Cognitive-behavioral strategies are based on the theory that learning processes play a critical role in the development of maladaptive behavioral patterns. Individuals learn to identify and correct problematic behaviors. Relapse prevention encompasses several cognitive-behavioral strategies that facilitate abstinence as well as provide help for people who experience relapse.
The relapse prevention approach to the treatment of cocaine addiction consists of a collection of strategies intended to enhance self-control. Specific techniques include exploring the positive and negative consequences of continued use, self-monitoring to recognize drug cravings early on and to identify high-risk situations for cocaine use, and developing strategies for coping with and avoiding high-risk situations and the desire to use. A central element of this treatment is anticipating the problems patients are likely to meet and helping them develop effective coping strategies.
Research indicates that the skills individuals learn through relapse prevention therapy remain after the completion of treatment. In one study, most people receiving this cognitive-behavioral approach maintained the gains they made in treatment throughout the year following treatment.
Carroll, K.; Rounsaville, B.; and Keller, D. Relapse prevention strategies for the treatment of cocaine abuse. American Journal of Drug and Alcohol Abuse 17(3): 249-265, 1991.
Carroll, K.; Rounsaville, B.; Nich, C.; Gordon, L.; Wirtz, P.; and Gawin, F. One-year follow-up of psychotherapy and pharmacotherapy for cocaine dependence: delayed emergence of psychotherapy effects. Archives of General Psychiatry 51: 989-997, 1994.
Marlatt, G. and Gordon, J.R., eds. Relapse Prevention: Maintenance Strategies in the Treatment of Addictive Behaviors. New York: Guilford Press, 1985.
Source: National Institute of Drug Abuse, "Principles of Drug Addiction Treatment: A Research Based Guide."
Staff, H. (2009, January 1). Alcohol, Cocaine Relapse Prevention, HealthyPlace. Retrieved on 2020, February 28 from https://www.healthyplace.com/addictions/articles/alcohol-cocaine-relapse-prevention | <urn:uuid:35e4a780-a2f4-411e-adcb-348995184b7b> | CC-MAIN-2020-10 | https://aws.healthyplace.com/addictions/articles/alcohol-cocaine-relapse-prevention | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875147116.85/warc/CC-MAIN-20200228073640-20200228103640-00321.warc.gz | en | 0.879266 | 469 | 3.21875 | 3 |
This guide will teach you everything you need to know about yarn weight, including all of the different international standards, categories, and labels. You’ll find out how to test the weight of your yarn and convert between different weight types.
If you’re just beginning to learn about knitting, you’re probably still figuring out how yarn actually works. You might’ve bought some yarn just because it looks nice, without figuring out what can actually knit with it!
For most knitting projects, choosing the right yarn weight is a vital step in creating a material or fabric that matches your expectations. If you make the wrong decision, you might end up with a sock, blanket, or sweater that looks and fits completely different to the item you had imagined.
Familiarising yourself with yarn weights early will make your knitting life much easier, but it isn’t always easy – especially if you’re working with yarns and patterns from all over the world.
Just like with knitting needle sizes, different countries have different naming systems, terms, and definitions for yarn weights.
That’s why we’ve created this handy, step-by-step guide to yarn weights. By the end of this article, you’ll know exactly what each weight category means and how to use a yarn weight conversion chart to convert from one weight to another
If you’re looking to learn about yarn fiber types like wool, cashmere, and cotton, check out our complete guide to yarn types.
What’s In This Guide?
What Does Yarn Weight Mean?
Yarn weight refers to the thickness of the yarn you’re knitting with. All yarn is categorized by its weight, but different countries use different classification systems. In the US, yarn weight categories range from super fine to super bulky.
Despite its name, yarn weight actually has nothing to do with how heavy the yarn is. Thin yarns will be described as “light” and thick yarns will be described as “heavy” – regardless of how much these yarns actually weigh.
This thickness is the most common way of differentiating between different yarn types, and it plays a large part in determining what knitting projects the yarn is suitable for. You’ll usually find the weight category indicated on the band around the ball or skein, along with the suggested needle size.
For the best results, it’s usually safest to use the yarn weight specified in the knitting pattern you’re following. It’s possible to substitute yarns in some cases, but it’s not advisable to mix different weights in one project – this doesn’t usually turn out well!
Why Does It Matter?
The weight of the yarn you choose will make a huge difference to how your finished fabric looks and feels. It’ll also affect how long it will take for you to finish your knitting project – generally speaking, heavy yarns will knit up faster.
Certain knitting projects, textures, and fabrics require specific yarn weights to achieve a target appearance. For example, a warm blanket or winter sweater is likely to require a heavy yarn, while a sock or baby hat will call for a delicate, fine yarn. Similarly, certain types of knitting needle work best with specific kinds of yarn.
Yarn weight affects the knitting gauge (tension), and it will also affect the overall amount of yarn and the size of the needles you’ll need to complete a pattern.
In simple terms, the weight of the yarn and the yarn texture will determine the thickness of the final material. A knitting pattern that uses DK yarn will be lighter than one that uses chunky or super chunky wool. This means you can use a pattern’s suggested yarn weight to get an idea of how the final item will turn out, even before you start knitting.
If you want to avoid knitting something in the wrong size or shape, make sure you’ve chosen the right yarn and needles for the pattern. If you’re selecting patterns and materials from all over the world, it’s important to make sure you can reliably convert yarn weights between systems, too.
What Is WPI?
WPI stands for Wraps Per Inch. It refers to the number of yarn strands that can fit side-by-side within the space of an inch, and it is typically used to calculate the weight of unidentified or scrap yarn without an official label.
You can measure a yarn’s WPI by wrapping it carefully around a pencil or ruler up to three or four inches. Calculate how many strands fit in an inch without pushing the strands together or leaving gaps in between. If you’re still unsure, there are also simple WPI tools available that will do this for you.
Here’s a quick chart summarising the average WPI of each US yarn weight category:
|Super Fine (1)||14-30|
|Super Bulky (6)||5-6|
What Does Ply Mean?
Knitting yarns are made of fibers. When the yarn is created, these fibers are spun from a large bundle into threads, which are twisted together to make them stronger and more durable. This twisting process is called “plying”.
A yarn’s “ply” refers to the number of threads that are twisted or “plied” together to create a single length of yarn of the desired weight. Ply count typically runs from 1-ply to 12-ply. For example, 3-ply yarn is created by twisting together three strands of yarn.
Historically, ply was used to indicate yarn weight, as thicknesses were fairly uniform. This meant that the higher the ply count, the heavier (thicker) the yarn.
However, this is no longer the case. Today, yarn ply and yarn weight do not necessarily correspond. Ply still refers to the number of threads that are twisted together, but not how thick it is.
A 5-ply might be thinner than a 2-ply, depending on how thick the threads are and how tightly they are woven together.
For example, a 4-ply yarn with thin plies might be lighter than a 1-ply yarn with thick plies. Middle-weight yarns like DK or Aran can have 15 or 20 plies in them, while single-ply yarn can be created with bulky yarn threads.
Despite these inconsistencies, some countries still use ply counts to name their yarn weight standards (even though ply and weight aren’t connected). This is particularly the case in the UK, Australia, and New Zealand.
You’ll find full yarn weight conversion instructions later on in this guide. However, as a general rule, 2-ply yarn typically equates to super-fine yarn, and 4-ply yarn equates to lightweight or DK yarn.
Below, you can find a complete explanation of the different yarn weight categories around the world.
Yarn Weight Types and Categories
Yarn weight is classified into categories. These categories are usually labelled on the band around the yarn ball, and you’ll find them listed on the knitting patterns you’re using, too.
As with most knitting abbreviations and definitions though, there are dozens of different naming systems and standards for yarn weight categories. It’s complicated enough when you stick to one system, but things can get even more confusing once you start mixing standards from overseas.
Some countries use ply as a measurement for weight, while the USA uses numbers that have been formalised by the Craft Yarn Council of America. This means there can be confusion when knitting patterns call for a particular yarn weight.
In this section, we’ll outline the different types of yarn weight from all over the world – starting with the American Standard Weight System, and moving onto the system in the UK, Australia, and New Zealand.
US Yarn Weight Categories & Standards
Most yarns sold in America have a weight number on the label. These numbers were created by the Craft Yarn Council of America and range from Lace weight (0) to Jumbo yarns (7).
These weight categories come with recommended needle sizes so you can easily match up your tools and desired projects.
These weight numbers are just a general guide, however, and it’s important to know that yarns of a particular size are not always interchangeable.
The following are the standard US yarn weight categories along with their recommended needle size and UK equivalent:
- Weight 0 – Lace
- Weight 1 – Super Fine
- Weight 2 – Fine
- Weight 3 – Light
- Weight 4 – Medium
- Weight 5 – Bulky
- Weight 6 – Super Bulky
- Weight 7 – Jumbo
Weight 0: Lace Weight
Lace weight yarn is Weight Number 0. This category is the lightest weight of yarn and covers thread, cobweb yarn, light fingering yarn, and any yarns used for lace knitting.
This type of material is typically known as 1-3ply in the UK, Australia, and New Zealand, and is commonly used to knit small, delicate items like bibs, cloths, and doilies. A good example of Lace Weight yarn is Alpaca Cloud Lace.
The fragile nature of lace weight yarn makes it prone to tangling and breakage, which means it’s not always easy for beginners. Though there isn’t a specific needle size for lace weight yarn, it is often knit on 1.5mm to 2.25mm needles to create an open, airy effect.
Weight 1: Super Fine/Fingering Yarn
Super Fine or fingering-weight yarn is weight category 1. Much like weight 0, it is often used for delicate and thin projects like shawls, knitted sock patterns, or baby clothes. In fact, these weight categories are so similar they are often interchangeable. If you do substitute these weight types, make sure you’re using the right needle size.
US fingering weight yarns are roughly equivalent to 4-ply yarns in the UK and Australia and are typically knit on US needle sizes 1, 2, or 3 (3-4mm). A good example of popular fingering yarn is Cascade 220 Fingering Yarn.
In the UK, super fine or fingering weight yarns (3 ply or 4ply) can also be called ‘baby’ yarns or ‘sock weight’ yarns. These terms can be useful, but they aren’t a fixed standard – sock and baby yarns can vary hugely in thickness and can equate to US weight categories 0 through to 3.
Weight 2: Fine/Sport Weight Yarn
Fine or “sport weight” yarns are US weight category 2. This yarn weight is roughly equivalent to 5 ply, though there is no direct UK equivalent. It is usually worked on US size 3-5 needles (3-25-3.75mm).
Confusingly, fine yarn can also be referred to as “baby” yarn in some countries. It’s commonly used for socks, thicker lace patterns, and baby clothes. Some knitwear designers prefer to use weight category 2 yarns over weight category 1 because it’s faster to work with and it gives textured knitting stitch types clearer definition.
Weight 3: DK/Light Weight Yarn
Light yarn or “DK weight” is one of the most common yarn weights in knitting thanks to its versatility. DK stands for “double knit”, a term that originated in the UK and soon spread across the world.
DK yarn is usually used for projects including light sweaters, scarves, cardigans, hats, and dress knitting patterns. It’s very close to sport weight yarn (weight 2) in thickness, but slightly heavier. It is roughly equivalent to 8 ply in Australia and New Zealand, and is usually knit on US size 6 needles (3.75-4.5mm).
In the UK, lightweight or DK yarn can also be called “Jumper Weight” yarn. Some patterns may also describe it as “light worsted” yarn due to its similarity to the next weight category up.
This yarn weight is easy for beginners to knit with and works up relatively quickly. In fact, you can even knit two threads of DK yarn together to substitute for worsted weight yarn. An example of DK or Light yarn is Sugar Baby Alpaca by Wool and the Gang.
Weight 4: Medium/Worsted/Aran Weight Yarn
Medium weight yarn is reportedly the most common yarn weight in the world. It is also known as worsted weight yarn in the US and Aran yarn in the UK. This yarn weight is lighter than bulky and super chunky yarns, but heavier than Fine and DK yarns.
Worsted weight yarns are typically knit on size 6-9 (4mm-5.5mm) needles to create sweaters, hats, scarves, and blankets. It is popular amongst all skill levels due to its excellent stitch definition and excellent ratio of knitting time to finished project.
Though the terms are often interchangeable, there is no direct UK equivalent to worsted weight yarn. US worsted weight yarn is actually slightly thinner than UK Aran yarn. However, both are roughly equivalent to 10 ply yarns in Australia and New Zealand.
In addition, ‘light worsted’ is the same as DK yarn in the UK. No wonder knitters get confused! A good example of Medium weight yarn is Feeling Good Yarn by Wool and the Gang.
Weight 5: Bulky Weight Yarn
Bulky yarns are also known as Chunky yarns in the UK and 12 ply in Australia. They are thicker than worsted weight yarns and are usually knit on US size 9-11 (5.5mm-8mm) needles for projects that require a lot of warmth and weight like bulky hats, scarves, and blankets.
Bulky yarns are ideal for beginner knitters because they’re usually knit with big, loose stitches and wide needles to finish up extremely quickly. A good example of Bulky Weight yarn is Brava Bulky.
Weight 6: Super Bulky Weight Yarn
Weight category 6 refers to Super Bulky Yarn. These yarns are thicker than worsted or chunky yarns and are typically worked on needles US size 11 (8mm) or wider.
Super Bulky yarns are usually used for big blankets, heavy sweaters, rugs, and bulky hat knitting patterns. The final outcome is usually super warm and can be knit up in a single afternoon.
Super Bulky yarns are also known as Super Chunky yarns in the UK, and 14 ply in Australia and New Zealand. A good example of super bulky yarn is Crazy Sexy Wool by Wool and the Gang.
Weight 7: Jumbo/Roving Weight Yarn
Weight Category 7 is the thickest yarn weight category. It refers to Jumbo Weight yarn that is usually used in giant blanket knitting kits, rugs, and arm knitting projects.
Due to its weight and thickness, Jumbo yarn is usually knit using US Size 17 (12.75mm) needles or larger. A popular example is jumbo yarn from Lauren Aston Designs.
UK, Australia, and New Zealand Yarn Weights and Standards
Now we’ve covered the standard US yarn weight categories, here are the most common names of yarn weights in the UK and their rough US equivalents. You can find out the needles each yarn weight is commonly knit with, as well as the projects they’re usually used for.
Remember, if you’re looking for a quick yarn weight conversion, skip to our yarn weight conversion table.
1 – 3 Ply
1, 2, and 3 ply yarns are roughly equivalent to Lace Weight (0) yarns in the US. They’re usually knit on 1.5mm to 2.25mm needles for delicate socks, baby clothes, and lace patterns.
4 ply yarns are roughly equal to Super Fine or Fingering Weight (1) yarns in the US. This yarn weight is also used to knit lightweight baby clothes, socks, and tops on 3mm to 4mm needles.
Double Knitting (DK)
In the UK, DK yarns are approximately equivalent to Fine (2) or Light Weight (3) Yarns in the US. It is usually double the thickness of 4 ply yarn and knit on 3.5mm to 4.5mm needles.
Aran weight yarn is equivalent to Medium/Worsted Weight (4) yarns in the US. It is used for midweight projects like jumpers, scarves, and thicker tops on 4mm to 5.5mm needles.
UK Chunky yarns are roughly equal to Bulky Weight (5) yarns in the US. They are used for oversized projects, cropped chunky sweaters, and other warm garments on 5.5mm to 7mm needles.
In the UK, Super Chunky weight is around the same as Super Bulky (6) Weight in the US. It is great for beginner projects and heavy patterns like blankets on 7mm to 12mm needles.
Big UK yarns are roughly equivalent to Jumbo Yarns (7) in the US. It is the thickest yarn weight
category available, and is typically knit on 9mm to 20mm needles for super-thick throws, rugs, scarves, and coats.
Yarn Weight Conversion and Comparison
These weight categories can be helpful signposts when choosing yarn for your next projects. But within all of those categories there are dozens of light and heavy variances. For example, you can find light worsted yarn, medium worsted weight, and even heavy worsted weight.
If none of these labels are official, how can you ever be sure you have the right size yarn? What if you’ve discovered some unidentified yarn and you need to know how heavy it is, and what needles to use?
In this section, we’ll talk about comparing and calculating yarn weights using yardage, meterage, and WPI.
Comparing Yarn Weights by Yards/Meters
In our curated knitting patterns, you’ll often find recommended yarn weights listed by their grams to yards ratio, or grams to meters. For example, we might list the recommended yarn weight as 80m = 200g.
This is an objective metric that lets you find out exactly how heavy the yarn needs to be, regardless of its weight category. When buying your yarn, you can work out exactly which yarn to choose and how much of it you need based on how heavy each ball or skein is and how many meters or yards of yarn are included.
To compare yarn weights by yardage or meters, simply look at the label to find the weight and length. If one ball of yarn is 200 yards long and weighs 50g, it will be significantly thicker than another ball that is 300 yards long and weighs the same amount.
If you’re trying to compare or match yarns, you should try to find yarns with a yardage:weight ratio as similar as possible.
In this table, we’ll outline the average yards per 100g for each US yarn weight category. If you’re choosing a yarn for a pattern, figure out how many yards per gram the pattern requires and use the table to see what category of yarn weight it is in and how heavy it is. Then you can find a yarn that fits.
|Weight Category||Yards per 100g|
|Super Fine (1)||380-500|
|Super Bulky (6)||40-100|
Once you’ve found your ideal yarn weight, you can convert it to the standards you need in the yarn weight conversion chart at the end of this article.
How to Calculate Yarn Weight Using WPI
You can also use WPI (wraps per inch) to calculate which yarn weight category your supplies fit into. All you’ll need is a ruler, a knitting needle, or a pen.
To calculate yarn weight using WPI:
- Carefully wrap your yarn around a pen or knitting needle for 2 or 3 inches.
- Ensure the yarn is wrapped tightly without any gaps or overlapping threads.
- Measure 1 inch (2.5cm) and count the number of yarn wraps that fit in that space.
- Repeat this in one or two different places to ensure you have an accurate reading.
- Use the yarn weight conversion chart to compare the measured WPI to US yarn weight categories.
Yarn Weight Conversion Chart
The yarn weight chart below contains everything you need to compare and convert yarn weights across different international standards and measurements.
You’ll find each US yarn weight category along with its UK equivalent, ply count, WPI count, yards per 100g and recommended needle size. We’ve also listed the knitting patterns and projects each yarn weight is typically used for.
Use this chart to choose the right yarn for your project, compare and convert yarn weights, and substitute yarns across different international categories.
|US Yarn Weight||UK Yarn Weight||AU Yarn Weight||Common Names||WPI||Yards per 100g||Meters per 100g||Needle Size (mm)||Knitting Projects|
|Lace (0)||1 Ply||2 Ply||Thread, Cobweb, Fingering||30-40+||500-1000||600-1100||1.25mm-3mm||Lace knitting, cloths, doilies|
|Super Fine (1)||2 Ply||3 Ply||Fingering, Sock, Baby||14-30||380-500||420-580||1.25mm-3.5mm||Shawls, socks, baby clothes|
|Fine (2)||4 Ply||5 Ply||Sport, Baby||12-18||300-380||260-400||3.25mm-4mm||Socks, light sweaters|
|Light (3)||DK||8 Ply||Jumper, Light Worsted||11-15||220-300||210-250||4mm-5mm||Light sweaters, scarves, tops|
|Medium (4)||Aran||10 Ply||Worsted, Afghan||9-12||190-240||130-200||4.5mm-6mm||Heavy sweaters, hats, scarves|
|Bulky (5)||Chunky||12-14 Ply||Heavy Worsted, Craft, Rug||6-9||100-140||90-120||5mm-8mm||Blankets, sweaters, chunky hats|
|Super Bulky (6)||Super Chunky||16 Ply||Roving||5-6||40-100||40-80||8mm-12mm||Rugs, jackets, blankets|
|Jumbo (7)||Super Chunky||20 Ply||Roving||1-4||5-40||35-70||12mm+||Heavy blankets, rugs, arm knitting|
Learn about the different types of yarn texture and how they can affect your knitting projects.
Learn about the different types of knitting yarn, natural versus synthetic fibers, and how to choose the right yarn type for your projects. | <urn:uuid:75156ec2-01eb-418b-917a-970dd5b7e76c> | CC-MAIN-2022-49 | https://knittingknowledge.com/knitting-guides/yarn-weight/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710918.58/warc/CC-MAIN-20221203011523-20221203041523-00063.warc.gz | en | 0.9158 | 5,067 | 2.609375 | 3 |
Instead of fading away in the midst of a vastly technological age, trade jobs are making a comeback in a big way. New technologies, rather than eliminating trade jobs, are actually creating opportunities for newcomers to study more trades than ever before.
Complex technological tools are quite common in an age that values mechanical production lines and a myriad of other automated processes. But before those processes can begin, it’s important for someone to be on the job who understands how they work and how to repair and operate different machine tools. These professionals, often called machinists, learn their art as a trade.
In the most general sense, machinists work with machine tools and perform machine tool services such as lathe repairs and other machining services. Each service requires a different set of highly specialized skills that only machinists have, which means that careful planning is necessary for each and every job.
While some machinists work in large production facilities, the majority perform machine shop services in small, independently-owned businesses. Machine tools are used to craft automobile parts, perform different metalworking tasks, and even craft aircraft parts.
According to the Occupational Outlook Handbook, machinists work in the vast majority of industries that use machines for production purposes. Despite what many people may think about technological trades dying out, the outlook for machinists is looking pretty good.
Scott Jackson, president of a machinist council, says the employment outlook for certified machinists is looking “very good for the next few years.” There is currently a shortage of qualified machinists in the industry, so more universities and specialized trade schools are pushing their machining programs for 2017 and beyond.
Machine shop services typically aren’t given much thought, but the truth is that without advances in machine tool technology, out cars wouldn’t last as long, they would use more energy, and production processes would be much less efficient.
The first machine tools ever made date back to almost 1200 B.C., but the advances made in the present have created a high demand for skilled machinists. Why wait to start your career in machine tool services? | <urn:uuid:328fbe83-6af0-40f6-afb9-983e828cbfce> | CC-MAIN-2017-26 | http://thewerkscandc.com/tools-trades-people-still-studying-trades-like-machining-2017/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320063.74/warc/CC-MAIN-20170623133357-20170623153357-00614.warc.gz | en | 0.956701 | 439 | 2.796875 | 3 |
Nadine Gordimer, who died Sunday at 90, was a Nobel Prize-winning novelist, a white South African literary fighter against apartheid, and a champion for writers in developing countries who “search for the concealed side” in a way the privileged world cannot ignore. Gordimer told the story of South Africa with such a critical eye that the apartheid government banned several of her books; had she wanted, she could have convinced herself that she’d done her duty. But she believed, as she once told The New York Times, that “writing is not enough,” and she lived a life that proved it. She was a member of the African National Congress when the organization was still banned. She emphasized in her 1991 Nobel lecture that she might not have become a writer had she been born black.
Still, her most celebrated contribution lay in capturing how apartheid distorted all South Africans’ inner lives. In a 1981 interview, nearly a decade before Nelson Mandela’s release, she told the Times about the difficulty of promoting thoughtful writing in a land where it was “the fashion to say whites can’t write about blacks, and vice versa . . . We must try to see them with equal clarity.” Few other prominent figures in white South Africa worked as tirelessly and fearlessly to bridge that gap between the races. In her Nobel Prize lecture she said, “The writer is of service to humankind only insofar as the writer uses the word even against his or her own loyalties.” Gordimer did so with honor, loyal to the ideal of a free South Africa. | <urn:uuid:7a76b695-946b-4c9f-b5d7-d0eecba477d9> | CC-MAIN-2016-36 | http://www.bostonglobe.com/opinion/editorials/2014/07/16/nadine-gordimer-writing-was-never-enough/kqFByhzypyJzMD3RYuSyCM/story.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471983001995.81/warc/CC-MAIN-20160823201001-00129-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.985794 | 329 | 2.859375 | 3 |
The Incredible Journey
The Incredible Journey (1961), by Scottish author Sheila Burnford, is a children's book first published by Hodder, which tells the story of three pets as they travel 300 miles (480 km) through the Canadian wilderness searching for their beloved masters. It depicts the suffering and stress of an arduous journey, together with the unwavering loyalty and courage of the three animals. The story is set in the northwestern part of Ontario, Canada which has many lakes, rivers, and widely dispersed small farms and towns.
It is usually considered a children's book, although Burnford has stated that she did not write it specifically for children. The book was a modest success when first published, but became widely known after 1963 when it was adapted into a movie by Walt Disney; it was remade in 1993 as Homeward Bound: The Incredible Journey.
Burnford based the fictional story on the animals she and her husband owned while living in Canada: a Bull Terrier brought from England; a Siamese cat, whose mutual relationship with the terrier she described as "closer than any other cat-and-dog relationship I had ever seen"; and a young Labrador Retriever, who also developed a close relationship with the older dog.
The animals' owners, the Hunters, leave to go to England for several months because Jim, the father, is scheduled to give a series of university lectures there. They leave their pets in the care of John Longridge, a family friend and godfather of their daughter, Elizabeth. One day, after John Longridge leaves for a two week duck hunting trip, the animals, feeling the lack of their human companions, set out to try to find their owners, the Hunters. Mrs. Oakes, who is taking care of Longridges' home, does not find the animals and thinks that John must have taken them with him. The animals follow their instincts and head toward home, nearly 300 miles away.
- Luath: Luath is a young Labrador Retriever. His fur is red-gold, his eyes are brown, and he is strongly built. Luath is a loyal and brave companion and the natural leader of the group. Of the three pets, he is the most recent addition. He is also the most determined to push forward and reach home and the Hunters. Luath usually walks on Bodger's left side.
- Bodger: Bodger (whose full name is Ch. Boroughcastle Brigadier of Doune) is an old English Bull Terrier. His fur is white with a slight pinkish tint. Bodger's left eye is nearly blind. The dog was born to fight and endure (as he does in the book). Because he is eleven years old, Bodger tires easily; but he is a brave, loyal, persevering, and tenacious companion. He is very fond of humans, particularly children, and whenever the group comes across humans in their travels, he tries to charm them for affection and snacks, with varying results. He has an intense hostility towards all cats save Tao, who earned his respect by standing up to him when Tao first joined the Hunter family as a small kitten. Though they care deeply for Luath, Bodger and Tao have a special bond. Bodger is the first of the animals to have joined the Hunter family. Despite his advanced age and diminished senses, Bodger is still every bit the fighter he was in his prime, at one point saving Luath from a Border Collie sicced on them by an irate farmer.
- Tao: Tao is a slender, seal-pont, old style Siamese cat with sapphire eyes. An element of humor in the book is that Tao, like Bodger, despises other cats, and the two once shared many adventures terrorizing the other felines in their neighborhood; when they encounter other domesticated cats in their travels, Tao often fights them, successfully. Tao is able to open most doors, a help to the dogs in several situations. Tao is a tireless, bold, and loyal animal. Tao is probably the best equipped of the three to survive in the wilderness, and has no difficulty surviving on his own when separated from the two dogs; despite this, he spends all his time seeking to rejoin them, a testament to the bond between the animals. The cat is an independent and natural hunter, catching small birds for the group. When Tao is separated from them, the dogs fare more poorly without Tao than Tao does without them. Therefore, Tao is crucial to the dogs' survival.
- John Longridge: John Longridge is Elizabeth Hunter's godfather. He lives in a stone house in a small village about 300 miles from the college town where the Hunters live. Mr. Longridge wrote several historical books, is a writer by profession, and a bachelor.
- The Hunter Family: The Hunter Family consists of the father Jim, the mother and their two children, 11-year-old Peter and nine-year-old Elizabeth. Jim owns Luath, Elizabeth owns Tao, and Peter owns Bodger.
- Mrs. Oakes: Mrs. Oakes is the caretaker of the three animals while John is gone on his trip.
- Mr. (Bert) Oakes: Mrs. Oakes's husband; while Mrs. Oakes takes care of the house and animals, Mr. Oakes takes care of the yard and all other labor jobs.
- The Nurmi Family: The Nurmi family are a family of Finnish immigrants. Ten-year-old Helvi takes a liking to Tao after she discovers him unconscious in the water while walking home from school.
- The Mackenzies: James and his wife, Nell, are an older couple who live alone, now that their eight children have grown up. They find Bodger and Luath, and provide them with a place to stay. | <urn:uuid:adb8c8fb-8d19-4d06-99e5-222629df4073> | CC-MAIN-2014-23 | http://en.wikipedia.org/wiki/The_Incredible_Journey | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510273012.22/warc/CC-MAIN-20140728011753-00462-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.978346 | 1,207 | 2.65625 | 3 |
Descendants of veterans and 1,500 military representatives from all nations and units have marched and assembled to remember those who fought and died in the Gallipoli campaign of 1915.
Sir Lockwood Smith, New Zealand’s high commissioner, told the congregation of thousands:
‘The memory of Australian and New Zealand troops who died in the First World War’s Gallipoli campaign will never be forgotten.’
The Anzac (Australian and New Zealand Army Corps) forces who took part in the offensive, which began 100 years ago today, were commemorated at an open-air event held at London’s Wellington Arch.
Sir Lockwood said: ‘We will always remember, be always inspired.’
One hundred years ago this very morning, the young soldiers of the Australian and New Zealand Army Corps began landing on a narrow beach on the Gallipoli Peninsula.
They were part of the Allied invasion of Turkey – the beach would become known as Anzac Cove, their sacrifice would become legend. | <urn:uuid:8967427b-1a1b-4211-9ffb-42bf43bde3dc> | CC-MAIN-2021-17 | https://londonmultimedianews.com/2015/04/25/london-respects-anzac-day-and-all-those-who-died-in-the-gallipoli-campaign-of-1915/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038083007.51/warc/CC-MAIN-20210415035637-20210415065637-00522.warc.gz | en | 0.97399 | 211 | 2.640625 | 3 |
The day exists to raise awareness about the impact of the disease in the Black Community, with a goal of mobilizing African Americans to get educated, get involved and tested, and if applicable, get treatment for HIV/AIDS. The disease is affecting our community at higher rates and more severely than any other ethnic group.
Snapshot of HIV/AIDS and Black America:
- African Americans are only 12 percent of the United States population, but account for almost half of all new HIV/AIDS infections.
- Since the epidemic started, almost 590,000 people have died from related complications in the U.S. 40% of them were Black.
- Rate of AIDS diagnosis for Black women is approximately 23 times the rate for white women and 4 times the rate for Latina women
- Black teens (ages 13–19) represent only 15 percent of all teenagers in the United States but are 68% of new AIDS cases among teens
In addition to this, it’s been proven that Black people with HIV live shorter lives than people of other ethnic backgrounds who are infected.
For these reasons and countless more, it’s important for us to stand strong against the HIV/AIDS epidemic in the Black community. Prevention of the disease is priority, and efforts are affected by many factors:
- Poverty – A quarter of African Americans live at or below the poverty level. This causes a lack of access to good healthcare, which then puts people’s well-being at risk.
- Stigma – The stigma surrounding HIV/AIDS in the Black community prevents openness and drives people to keep their statuses under wraps. For others, stigma and fear keeps them from even getting tested.
- Sexually transmitted diseases – Already having certain STDs increases one’s susceptibility to contracting HIV. African Americans are 18 times more likely than whites to have gonorrhea.
- Drug use – The injection of drugs is the second leading cause of HIV infection in Black Americans. Also, being under the influence of drugs make people more likely to engage in risky behavior like unprotected sex.
The fight against HIV/AIDS in the Black community must continue. Not just on February 7th, but every day. As Phill Wilson of the Black AIDS Institute said, “Black Americans are greater than AIDS.”
Get educated. Get tested. Get Involved. Get treated. | <urn:uuid:5c7bda78-189f-4802-af64-d3ccfb23b3fe> | CC-MAIN-2017-47 | http://www.theredpumpproject.org/2010/02/black-hivaids-awareness-day-prevention-is-priority/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934809160.77/warc/CC-MAIN-20171124234011-20171125014011-00098.warc.gz | en | 0.950003 | 484 | 3.453125 | 3 |
As we enter the era where AI has the potential to impact almost every aspect of our lives, there is a growing need to ensure that AI systems are designed with human values and experiences at their core. This is a high-level introduction to Human-Centered AI (HCAI), a Responsible AI methodology for anyone building or using AI systems (such as researchers, data scientists, developers, and product managers).
An Evolution of Human-Centered Design
As Head of Design at Credo AI, the first step in designing the Credo AI Responsible AI Platform was to ensure that we address and consider real people’s needs and concerns at every stage of our software design and development lifecycle. Humans are never an afterthought. The value and real world outcomes of our product cannot be unintended and accidental. Also, these needs change over time and must be constantly evaluated and revisited. It is our belief that these same approaches, methodologies, and principles can apply to the development and usage of Artificial Intelligence. | <urn:uuid:1e4d5194-d110-44de-b1e8-7bab9dca3d72> | CC-MAIN-2023-50 | https://kyleledbetter.com/ux/human-centered-ai-hcai | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00547.warc.gz | en | 0.951461 | 207 | 2.78125 | 3 |
Whether the motive is profit (cyber crime and cyberespionage), making a statement (cybernuisance), or national interest (cyberwarfare), hackers have multiple types of cyber security threats at their disposal.
While there are many unique threats, organizations often fall victim to one of several common threat types. Here is a list of what many experts consider the most common threats and what you can do to prevent or mitigate the threat.
|Malware and Bots|
- Ransomware is the number one method of malware attack. It works by encrypting your data, holding it hostage for payment.
- Socially engineered malware tricks users into downloading the malware by accident, for example by clicking on a rogue website or downloading what seems to be free software.
- Malware can also be used to attack computer networks and websites in a botnet attack. Compromised systems are then used to overwhelm the organization’s resources, preventing access and use in a distributed denial of service.
- Most ransomware attacks result in encrypted files that are virtually impossible to decrypt, so the best defense against ransomware is a backup. It’s also critical that you periodically test your backup and restore processes to ensure they will work if needed.
- Socially engineered malware can be combatted with user education and ongoing awareness programs. Teach employees what such an attack looks like so they can avoid the risk.
|Phishing and Spear Phishing Attacks|
- Phishing attacks are usually comprised of a malicious email attachment or an email with an embedded, malicious link. Spear phishing refers to the process of sending emails ostensibly from a known or trusted sender to induce targeted individuals to reveal confidential information.
- Phishing emails often use a sense of urgency, feature a slew of grammatical and spelling errors, and ask for personal or credit information or logon credentials.
- User education is the best defense against phishing attacks. Education efforts should be ongoing in order to ensure employees are aware of the latest scams. One way to do this is through periodic phishing simulations to test awareness and provide additional coaching for those who take the bait.
- Organizations should also limit Admin rights to those who need this elevated access.
- As a countermeasure to attacks that target logon credentials, organizations should use two-factor authentication (2FA) methods to move beyond a simple name and password combination that can be easily hacked.
|Social Media Threats|
- Social media threats usually arrive as a rogue friend or application install request. Accepting such a request can translate into access to your social media account. Corporate hackers love exploiting corporate social media accounts for the embarrassment factor to glean passwords that might be shared between the social media site and the corporate network.
- Educate users about the types of potential social media threats, the danger of sharing corporate passwords, and the importance of reporting hijacked social media accounts in a timely manner.
|Advanced Persistent Threats|
- To thwart APT attacks, organizations should ensure they understand the legitimate network traffic patterns and can alert on unexpected traffic flows. By tracking flows, you can identify proper traffic patterns and intervene in the cases of abnormal patterns.
- Among 874 incidents, as reported by companies to the Ponemon Institute for its 2016 Cost of Data Breach Study, 568 were caused by employee or contractor negligence; 85 by outsiders using stolen credentials; and 191 by malicious employees and criminals.
- Many types of attacks – such as phishing scams – prey on the negligent insider. Insiders often inadvertently open the door to phishing emails that can do either immediate damage or linger in the form of an advanced persistent threat.
- The malicious insider can take advantage of access to corporate secrets, customer information, and more – selling this information on the DarkNet.
- Ongoing user education is the best defense against the negligent insider.
- To battle malicious insiders, organizations should use monitoring software to listen for suspicious activity such as large file downloads, file attachments sent to personal email accounts, login activity at odd hours, and access to data beyond that required for a worker’s job.
The Future of Work and Security: 5 Predictions for 2018
Information Security Trends for 2017 and 2018 | <urn:uuid:540b9253-e0df-4768-81d0-389b821f599d> | CC-MAIN-2020-16 | https://itsecuritycentral.teramind.co/2017/11/14/types-of-cyber-security-threats-and-what-you-can-do-about-them/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371805747.72/warc/CC-MAIN-20200407183818-20200407214318-00439.warc.gz | en | 0.916085 | 860 | 2.875 | 3 |
A nonprescription medicine—sometimes called an over-the-counter, or
OTC, medicine—is any drug that you can buy without a doctor's prescription. But
don't assume that all nonprescription drugs are safe for you. These drugs can
interact with other medicines and can sometimes cause serious health
problems. And if you take more than the normal or recommended amount, overdose may occur.
Some medicines should only be used by adults or older
children. Be sure to read the package instructions carefully, or ask a
pharmacist before giving any product to an infant or
young child. If you are pregnant, always check with your pharmacist or doctor
before using any nonprescription medicine, to make sure it is safe to use
Carefully read the label of any nonprescription
drug you use, especially if you also take prescription medicines for other
health problems. Ask your pharmacist for help in finding a nonprescription drug
best suited to your needs. Use these
tips on how to avoid common
And find out the safest way to throw away medicines that are expired or no longer used. Use these drug disposal tips to help prevent people and animals from taking medicines that aren't intended for them:
Find out if your local trash and recycle center offers a medicine take-back program. Ask your pharmacist if he or she knows of one. This is the best way to safely throw away medicines.
If there is not a take-back program near you, follow these steps to throw away medicine with the rest of your garbage:
Mix medicine with a substance that doesn't taste good, such as cat litter, sawdust, or coffee grounds. Do not crush tablets or capsules.
Place the mixture in a container, such as a sealed plastic bag.
Put the container in your household trash.
Some common nonprescription medicines
Antacids and acid reducers.
agents, laxatives, and stool
Cold and allergy
These drugs can be very helpful when used properly but can
cause serious problems if used incorrectly. The following tips will help you
use common nonprescription drugs wisely and safely. In some cases, you may find
that you don't need to take them at all.
Health Tools help you make wise health decisions or take action to improve your health.
Decision Points focus on key medical care decisions that are important to many health problems.
Antacids are taken to
indigestion caused by excess stomach acid.
There are several kinds of antacids. Learn what ingredients are in each type so
that you can avoid any adverse effects.
Sodium bicarbonate antacids (such as
Alka-Seltzer and Bromo Seltzer) contain baking soda. Avoid these antacids if
you have high blood pressure or are on a salt-restricted diet. Alka-Seltzer
contains aspirin, which is linked to
Reye syndrome, a rare but serious illness in
Calcium carbonate antacids (such as Tums) are
sometimes used as calcium supplements. These products may cause
Aluminum-based antacids (such as Amphojel) are less
potent and work more slowly than other products do. They may also cause
constipation. Some may cause calcium loss and should not be taken by women who are past menopause. If you have kidney problems, check with your doctor
before you use aluminum-based antacids.
Magnesium compounds (such as
Phillips' Milk of Magnesia) may cause diarrhea.
antacids are less likely to cause
constipation or diarrhea than are aluminum-only or magnesium-only
antacids. Examples include Maalox, Mylanta, and Riopan. Many of these types of antacids contain simethicone to help break down gas bubbles in your stomach.
Antacids with alginic acid (such as Gaviscon) contain a foaming agent that floats on top of the stomach contents. This may help keep stomach juices from coming in contact with your esophagus.
Acid reducers decrease the amount of acid produced by the
stomach. They help relieve heartburn. There are several types of nonprescription acid reducers on the
market. Examples include H2 blockers (such as famotidine and ranitidine) and proton pump inhibitors (such as lansoprazole and omeprazole). Each has slightly different cautions for use. Read and carefully follow
the instructions included with the package.
Antacid and acid reducer precautions
Try to eliminate the cause of frequent heartburn instead of
taking antacids regularly. For more information, see the topic
Consult your doctor or
pharmacist before taking an antacid if you take other
medicines. Antacids may interfere with the absorption and action of some
prescription medicines. Also consult your doctor if you have ulcers or kidney
Do not use antacids for more than 2 weeks unless you have talked with your doctor about taking them on a long-term basis.
If you have a problem with the function of your kidneys
or liver, you should be careful using antacids. All drugs are broken
down and removed from the body by the combined action of the liver and kidneys.
If your kidneys are not working correctly, it is possible that too
much of the drug will build up in your body.
If you are on a low-salt diet, talk with your doctor or pharmacist before choosing an antacid. Some antacids have a lot of salt (sodium).
If you are pregnant, don't use antacids that have sodium bicarbonate (such as Alka-Seltzer).
Bulking Agents, Stool Softeners, and Laxatives
are four types of products used to prevent or treat constipation: bulking
agents, stool softeners, osmotic laxatives, and stimulant laxatives.
Bulking agents, such as bran or psyllium (found in Metamucil, for example) ease
constipation by increasing the volume of stool and making it easier to pass.
Regular use of bulking agents is safe and helps make them more
Stool softeners (such as Colace
and Docusate Calcium) soften the stool, making it easier to pass. Stool
softeners can be most effective if you drink plenty of water throughout the
Osmotic laxatives, such as Fleet Phospho-Soda, Milk of Magnesia, or Miralax, and nonabsorbable sugars (such as lactulose or sorbitol), hold fluids in the intestine. They also draw fluids into the intestine from other tissue and blood vessels. This extra fluid in the intestines makes the stool softer and easier to pass. Drink plenty of water when you use this type of laxative.
Stimulant laxatives (such as Correctol, Ex-Lax, and Senokot) make stool move faster through the intestines by irritating the lining of the intestines. Regular use of stimulant laxatives is not recommended. Stimulant laxatives change the tone and feeling in the large intestine, and you can become dependent on using laxatives all the time to have a bowel movement.
Take any laxative or bulking agent with plenty
of water or other liquids.
Do not take laxatives regularly. They change the tone and feeling in the large intestine. And you can become dependent on using them all the time to have a bowel movement. If you need help having regular bowel movements, use a
Regular use of laxatives may change your body's ability to absorb
vitamin D and
calcium. This can lead to weakened bones.
There are two types of medicines that help stop diarrhea, those that thicken the stool and those that slow intestinal
Thickening mixtures (such as
psyllium) absorb water. This helps bulk up the stool and make it more firm.
products slow the spasms of the intestine. Loperamide (the active ingredient in
products such as Imodium and Pepto Diarrhea Control) is an example of this
type of preparation. Some products contain both thickening and antispasmodic
Use antidiarrheals if you have diarrhea for longer than 6 hours. Do not use these medicines if you have bloody diarrhea, a high fever, or other signs of serious illness.
Long-term use is not recommended. To avoid constipation, stop taking antidiarrheal medicines as soon as stools thicken.
If your child
or teen gets
flu, do not treat the symptoms with over-the-counter
medicines that contain bismuth subsalicylate (such as Kaopectate and Pepto-Bismol). If your child has taken this kind of medicine and he or she has
changes in behavior with nausea and vomiting, call your doctor. These symptoms
could be an early sign of
Reye syndrome, a rare but serious illness.
doctor if your child younger than 12 should take these medicines.
In general, whether you
take medicines for your cold or not, you'll get better in about a week. Rest
and liquids are the best treatment for a cold. Antibiotics will not help. But
nonprescription medicines help relieve some cold
symptoms, such as nasal congestion and cough. Be safe with medicines. Read and follow all instructions on the label.
especially runny nose, often respond to antihistamines. Antihistamines are also
found in many cold medicines, often together with a decongestant.
Decongestants can be taken orally or used as nose
drops or sprays. Oral decongestants (pills) provide longer relief, but they cause more side effects.
Sprays and drops provide rapid but
temporary relief. Sprays and drops are less likely to interact
with other drugs than oral decongestants are.
Saline nose drops are not decongestants but may help
keep nasal tissues moist so the tissues can filter air.
Your pharmacist can suggest a medicine for your cold and allergy symptoms.
Check the label before you use these medicines. They may not be safe for young children.
If you use these medicines, always follow the directions about how much to use based on age and in some cases weight. Not everyone needs the same amount of medicine.
Decongestants can cause problems for people who have
certain health problems, such as heart disease, high blood pressure,
glaucoma, diabetes, or an overactive
thyroid. Decongestants may also interact with some
drugs, such as certain antidepressants and high blood pressure medicines. Read
the package carefully or ask your pharmacist or doctor to help you choose the
best decongestant for you.
Don't use the ones for the nose longer than the label says. Continued use will cause a "rebound effect"
in which your mucous membranes swell up more than before you used the
Drink extra fluids when you are taking cold
If you are pregnant, check with your
doctor or pharmacist before using a decongestant.
Steroid nasal sprays help relieve a stuffy nose also. They work in a different way than decongestant medicines work. And they don't cause a rebound effect. They start working quickly, but it may be several
weeks before you get the full effect.
Coughing is your body's way of getting foreign substances and
mucus out of your respiratory tract. Sometimes, though, coughs are
severe enough to impair breathing or prevent rest.
There are two types of coughs: productive and nonproductive. A productive cough produces phlegm or mucus (sputum). It's generally best if you don't try to stop (suppress) a productive cough. A nonproductive cough does not produce sputum. It is a dry cough.
Water and other
liquids, such as fruit juices, are good cough syrups. They help
soothe the throat and also moisten and thin mucus so it can be coughed up more
You can make a simple and soothing cough syrup at home by
mixing 1 part lemon juice with 2 parts honey. Use as often as needed. This can
be given to children 1 year and older.
There are two kinds
of cough medicines:
Expectorants help thin the mucus and make it easier to cough
mucus up when you have a productive cough. Look for expectorants containing
Suppressants control or suppress the cough reflex and work
best for a dry, hacking cough that keeps you awake. Don't suppress a productive cough too much (unless it is keeping
you from getting enough rest).
Cough preparation precautions
Cough preparations can cause problems for
people who have certain health problems, such as asthma, heart disease, high blood
pressure, or an
enlarged prostate (BPH). Cough preparations may also
interact with sedatives, certain antidepressants, and other medicines. Read the
package carefully, or ask your pharmacist or doctor to help you choose.
Cough suppressants can stifle breathing. Use them with caution
if you are older than 60 or if you have chronic
Be careful with cold medicines. They may not be safe for young children, so check the label first. If you do give these medicines to a child, always follow the directions about how much to give based on the child's age and weight.
Read the label so you know what the
ingredients are. Some cough preparations contain a large percentage of alcohol,
and others contain codeine. There are many choices. Ask your pharmacist to
Avoid cold remedies that combine medicines to treat many symptoms.
Avoid alcohol if you are taking medicine with dextromethorphan in it.
If you are pregnant, check with your doctor or pharmacist before
using a cough preparation.
Antihistamines dry up nasal secretions and are
commonly used to treat allergy symptoms and itching.
There are two types:
Older, first-generation antihistamines (such as chlorpheniramine and diphenhydramine). These may make you sleepy or make it harder for you to concentrate.
They can also affect your coordination, even when they do not make you drowsy.
Newer, second-generation antihistamines (such as cetirizine and loratadine). These have fewer side effects. Many of the newer antihistamines cause less drowsiness than older antihistamines or cause no drowsiness at all.
If your runny
nose is caused by allergies, an antihistamine may help. For cold symptoms,
home treatment and perhaps a decongestant will probably be more helpful. It is
usually best to take only single-ingredient allergy or cold preparations,
instead of those containing many active ingredients.
as chlorpheniramine (Chlor-Trimeton) and diphenhydramine (Benadryl) are
single-ingredient antihistamine products.
Products such as
Coricidin, Dristan, and Triaminic contain both a decongestant and an
Don't give antihistamines to your child unless
you've checked with the doctor first.
Use of antihistamines to
treat the stuffiness of a cold will often thicken the mucus, making it harder
to get rid of.
Drink extra fluids when taking
Avoid alcohol when taking antihistamines.
Antihistamines can cause problems for some people
with health problems such as asthma, glaucoma, epilepsy, or an enlarged
prostate. Antihistamines may also interact with certain antidepressants,
sedatives, and tranquilizers. Read the package carefully or ask your pharmacist
or doctor to help you choose one that will not cause problems.
When you take an antihistamine that makes you drowsy, the drowsiness usually decreases with continued use. Talk to your doctor or pharmacist if the medicine still makes you drowsy or if the medicine isn't helping your symptoms after 1 week. You may want to try an antihistamine that doesn't cause drowsiness.
you are pregnant, check with your doctor or pharmacist before using an
There are dozens of pain-relief
products. Most contain either aspirin, ibuprofen, or acetaminophen. These three
drugs, as well as naproxen, relieve pain and reduce fever. Aspirin,
ibuprofen, and naproxen also relieve inflammation. They belong to a
class of drugs called
nonsteroidal anti-inflammatory drugs (NSAIDs).
When you buy pain relievers, keep in mind that generic products are
chemically equivalent to more expensive brand-name products, and they usually
work equally well.
Aspirin is widely used for relieving
pain and reducing fever in adults. It also relieves minor itching and reduces
swelling and inflammation. Aspirin comes as adult-strength (325 mg) or low-dose (81 mg). Although it
seems familiar and safe, aspirin is a very powerful drug.
Keep all aspirin out of children's reach.
Aspirin increases the risk of
Reye syndrome in children. Do not give aspirin to anyone younger than 20 unless your doctor tells you to
Aspirin can irritate the stomach lining, causing bleeding or
ulcers. If aspirin upsets your stomach, try a coated brand, such as Ecotrin.
Talk with your doctor or
pharmacist to find out what may work best for
Do not take NSAIDs if you have had an allergic reaction to this type of medicine in the past.
Throw aspirin away if it starts to smell like
Because aspirin can increase the risk of bleeding, it is not recommended for new injuries. Take other medicines such as ibuprofen or naproxen for the first 2 or 3 days after an injury.
If you take a blood thinner (anticoagulant), such as warfarin, or if you have gout, talk to your doctor before you take aspirin.
High doses may result in aspirin poisoning
(salicylism). To help prevent taking a high dose, follow what the label says or what your doctor told you. Stop taking aspirin and call a doctor if any of these symptoms
Ringing in the ears
If you are pregnant, check with your
doctor or pharmacist before taking a pain reliever.
Other aspirin uses
addition to relieving pain and inflammation, aspirin is effective against many
other ailments. Because of the danger of side effects and the interactions
aspirin may have with other medicines, do not try these uses of aspirin without
a doctor's supervision.
Heart attack and stroke: Aspirin in low but regular doses may help prevent heart attacks and
strokes in certain people. For more
Migraines: Regular, low-dose aspirin use may reduce the
frequency of migraine headaches. For more information, see the topic Migraine Headaches.
Other pain relievers
Ibuprofen (the active ingredient in products such as Advil and Motrin)
and naproxen (in products such as Aleve) are
aspirin, these drugs relieve pain and reduce fever and inflammation. Also like
aspirin, they can cause nausea, stomach irritation, and heartburn.
NSAID precautions (also see aspirin precautions)
Do not use an NSAID for longer than 10 days without talking to your doctor.
Talk to your doctor before taking NSAIDs if you have:
Ulcers or a history of bleeding in your stomach or intestines.
Stomach pain, upset stomach, or heartburn that lasts or comes back.
Bleeding or easy bruising.
A habit of drinking more than 3 alcoholic drinks a day. This increases your risk of stomach bleeding.
High blood pressure.
Kidney, liver, or heart disease.
Talk to your doctor before using NSAIDs if you take:
Blood thinners, such as warfarin, heparin, or aspirin.
Talk to your doctor before you give fever medicine to a baby who is 3 months of age or younger. This is to make sure a young baby's fever is not a sign of a serious illness.
Acetaminophen (the active ingredient in products such
as Tylenol) reduces fever and relieves pain. It does not have the
anti-inflammatory effect of NSAIDS, such as aspirin and ibuprofen. But it also
does not cause stomach upset and other side effects.
package label will tell you how many milligrams (mg) of medicine are in each
pill or liquid dose, how much you should take; and how often you should take it. Do not exceed
the dosage limits, and follow the instructions on the package if you have
health problems that may make it unsafe for you to take the usual dosage of a
Centers for Disease Control and Prevention (2010). Unintentional drug poisoning in the United States. Available online: http://www.cdc.gov/HomeandRecreationalSafety/pdf/poison-issue-brief.pdf.
U.S. Food and Drug Administration (2011). Disposal of unused medicines: What you should know. Available online: http://www.fda.gov/Drugs/ResourcesForYou/Consumers/BuyingUsingMedicineSafely/EnsuringSafeUseofMedicine/SafeDisposalofMedicines/ucm186187.htm#MEDICINES.
How this information was developed to help you make better health decisions. | <urn:uuid:1ff6d0d5-05c0-48c6-b2c1-218307817d73> | CC-MAIN-2015-32 | http://www.sansumclinic.org/body.cfm?id=129&action=articleDetail&AEProductID=HW_Knowledgebase&AEArticleID=otcmp&crawl=false | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042981460.12/warc/CC-MAIN-20150728002301-00121-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.890633 | 4,579 | 3.359375 | 3 |
This paper will try to focus on the work and activities of Turkish traditional media in three countries of our region, Kosovo, Albania and Macedonia. These media combine two aspects of communication media: communications from and towards Turkish communities in these countries as well as Turkey’s communication to these countries. In this paper will be addressed local Turkish media as television, radio, newspapers, magazines and websites which have a private character. Also, there will be treated two Turkish public media, “TRT” and “Anadolu Ajansı”, which broadcast / publish currently in Albanian language from Ankara, Tirana and Prishtina.
The purpose of this paper is to provide an overview of the functioning of minority media in Albanian area and public media of another country (namely Turkey) in Albanian language. What is media message and how it is structured in two models?
Keywords: Turkish media, minority, Kosovo, Macedonia, Albania | <urn:uuid:0de49f0d-4124-4330-8ef0-f2600fbf26a7> | CC-MAIN-2020-05 | https://aab-edu.net/en/documents/thesis-kosova/no-02-2015/turkish-traditional-media-kosovo-macedonia-albania/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251696046.73/warc/CC-MAIN-20200127081933-20200127111933-00388.warc.gz | en | 0.941024 | 197 | 2.96875 | 3 |
LONDON (Reuters) – Giving antibiotics to patients in intensive care units as a precaution saves lives, according to a major Dutch study published Wednesday.
The findings in the New England Journal of Medicine suggest the benefits of administering antibiotics right away, even before an infection develops, outweigh the risks people will develop resistance to them, the researchers said.
"We have seen that using antibiotics clearly results in a reduction in the number of deaths and intensive care units should make use of this knowledge," Anne Marie de Smet, a researcher at University Medical Center Utrecht, said in a statement.
Drug-resistant bacteria are a growing problem in hospitals worldwide, marked by the rise of superbugs such as methicillin-resistant Staphyloccus aureus, or MRSA. Such infections kill about 19,000 people a year in the United States, while more than 4,000 a year in Britain are infected.
The World Health Organization cites hospital-acquired infections as a major cause of death and disability worldwide and experts have been saying for year that poor hospital practices spread dangerous bacteria. At the same time, doctors are told to cut back on using antibiotics to prevent the rise of resistant "superbugs."
The infections can cause life-threatening and disfiguring infections that can kill within days and can often only be treated with expensive, intravenous antibiotics. The risk of infection increases the longer people remain in the hospital.
De Smet and colleagues looked at 6,000 men and women who stayed in intensive care units for at least two days at 13 hospitals in the Netherlands to compare the effects of different antibiotic treatments.
Volunteers who received oral antibiotics right away were 11 percent less likely to die, and those given oral and intravenous combinations right away were 13 percent less likely to die than people who did not get the drugs, the researchers found.
At the same time the number of antibiotic-resistant bacterial infections did not increase among the people on the drugs.
Because the researchers tracked deaths 28 days after treatment began, the next step is looking to see how resistance may develop in the long term.
(Reporting by Michael Kahn; Editing by Maggie Fox and Giles Elgood)
3 years ago | <urn:uuid:251a27c6-d2b7-404d-94e3-c1496e703f28> | CC-MAIN-2016-30 | http://spoonfeedin.blogspot.com/2009/01/health-antibiotics-before-infections.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257825366.39/warc/CC-MAIN-20160723071025-00272-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.937675 | 448 | 2.921875 | 3 |
What’s that? You have to write a 10 page paper, you say? And you have to come up with 8 pages of fluff because you can make your point in two? Well, today’s show is just for you!
More than once, I have found myself on the receiving end tirades about how English classes are all about fluff and turning simple statements into drawn-out papers. Oh, I just don’t understand it, people say, I can make my point in a paragraph, why do I have to write pages and pages of fluff? What’s the point?
Well, I don’t want to start a fight, but the people who complain the loudest are usually engineering students… So, you know, maybe (and this is just me being crazy) writing teachers know something about writing that engineers don’t. Maybe, again just maybe, there’s a good reason for length requirements—and it’s actually about keeping things short instead of making them unnecessarily long.
So before we talk about fluff itself, let’s just agree that no writing teacher is ever going to ask you to create fluff just for the sake of creating fluff. You see, every page you write is a page that your teacher has to grade. If you can make your point in a paragraph, there isn’t a teacher in the world who is going to ask for 16 pages because that’s 16 more pages of fluff that they’re going to have to grade—and who wants to create that much more work for themselves? Let me tell you who doesn’t, anyone who’s making a writing teacher’s salary.
But I’m going off on a tangent—today, we’re going to talk about fluff in writing, the purpose of academic writing, and the real reason your assignments have length requirements. Whether you’re an engineering student or not, the things we talk about today will help you to write longer, stronger papers. And, of course, if you’re interested in more writing advice like this, don’t forget to subscribe for all the latest from the channel.
Cutting the Fluff
So, before we go much further, I suppose we should define the concept of fluff. What is fluff? Fluff is stuff that doesn’t belong in your paper. I guess, if you’re a structural engineer, you might say that fluff is anything that doesn’t contribute to the structural integrity of your project—it’s just extra stuff, filler, unnecessary noise.
So, given that definition, do you really think creating fluff is ever going to be the point of any assignment? Of course not.
But we can talk about the idea of fluff all day without ever really understanding it. So let’s take a look at a very fluffy paragraph to see what fluff looks like in the wild:
Since the dawn of human civilization, people from all over the world have been locked in an unending war about the permissibility of putting pineapple—a fruit—on pizza. At this momentous occasion, I write this paper to offer my opinion that, without any question, I believe that pineapple does belong on a pizza for a long list of good reasons that I will share in the following paper.
It sounds kind of impressive, doesn’t it? But how much is it actually saying? If you were reading this paper and the author was trying to get you on the same page or to persuade you that pineapple does in fact belong on pizza, how much of this paragraph is actually doing anything to get you on the same page?
Fluff is anything that doesn’t help the author accomplish their rhetorical goal. So let’s take a closer look at the paragraph, this time cutting out all of the fluffy bits.
Yes, we did talk earlier about how introductions should set the stage and give readers context—but this isn’t really context. It’s the author just getting started before they really know what they want to say. Pro tip: anything that reaches back to the dawn of time is probably fluff—you can’t know about what was happening that long ago—and pizza was definitely not at the heart of things, so you don’t need to say that it was.
Now, do we really need to call pineapple a fruit? What does that actually add? Don’t tell us you’re writing a paper—we already know you are—and don’t bother announcing that you’ll be offering your opinion. Again, we’re reading your paper, so we already know it’s happening. Of course you have a long list of good reasons—and of course you think they’re good—or you wouldn’t be sharing them.
With a little reordering, we end up with something much shorter and much more to-the-point:
Despite ongoing debate, pineapple really does belong on pizza.
Rather than write a whole paragraph that says you’re going to say something, just say it. I now I can imagine in my head all my past engineering students saying— Yes, exactly, this is why it’s insane to ask for a four page paper.
Hold your horses, friends. Let’s take a minute to talk about the real goals of academic writing.
Showing Your Work
So maybe it’s hard to understand why your essay assignment needs to be so long. But maybe it’s easier to think in terms of math homework? How many times have you heard a math teacher say “Show your work?” Did that ever annoy you?
Why would your math teacher ask you to show your work? Isn’t the whole point just whether you got the right answer or not?
Now, I’m kind of asking a leading question. And the answer is no—your math teacher doesn’t just want to see that you got the right answer—they want to see that you know how to get the right answer because, if you’re doing to do more complex math problems in the future, you have to understand you have to understand where the right answers come from. When you don’t show your work, all you have is an answer, and what your teacher wants is to see that you know how to do math, and that’s why they ask you to show your work..
Now, the same principle applies to academic writing. When it comes to the work that scholars, scientists, and other researchers do, the point of their writing is not just to say what they know but to show how they know what they know—to show where their knowledge comes from.
Scientific papers, for example, don’t include analysis and methods sections so that their authors can “get straight to the point.” Really, these sections serve the purpose of helping readers to understand where the scientific findings came from so that then they can determine whether or not those findings are valid. Anyone can write a short paragraph that says, We’ve just discovered a way to create limitless amounts of clean energy. But, of course, readers are only going to believe them if the authors can show how they do it.
When you’re writing in a college-level class, then, the real goal of your paper is not just to say what you know. Really, your job is to say how you know what you know—to show your readers where your knowledge comes from. So, when you say that you want to “get to the point,” what you’re really doing is missing the whole point of academic writing.
Everywhere, probably, but especially in the academic world, knowledge is judged by the methods used to obtain it. If you don’t show your work, so to speak, you don’t give you readers a chance to see why your position is worth paying attention to.
So let’s go back to our pineapple pizza paragraph:
In its current state, this little sentence does a good job of saying what the author believes—but it doesn’t give us any sense of why that author believes it or why we should believe it too. All it does is state an opinion—but we’re looking for an academic argument, not a tweet.
So let’s see what happens when the author shows their work:
Despite ongoing debate, pineapple really does belong on pizza. The most important reason why pineapple belongs on pizza is that it creates contrast. People like contrasts in their food—sweet and salty in chocolate covered pretzels, hot and cold in a hot fudge sundae, crispy and smooth in a crème brulee. These foods are more interesting and more enjoyable because they offer eaters a high degree of contrast in each bite, preventing boredom from monotonous eating. Pineapple on pizza accomplishes the same thing: because pizza is often fatty and salty—even more so when it has cured meat toppings—pineapple provides a contrasting sweetness and acidity that help to balance the heavy monotony of the pizza. So, to make the dogmatic assertion that pineapple “simply does not go on pizza” is to reject the good culinary technique of combining contrasting flavors to create a more enjoyable eating experience.
A paragraph like this one will get you way closer to a 10-page limit than the single sentence of “getting to the point ever would.” And, notice that this paragraph says a lot more than the fluffy version we saw first: while the first one just took a long time to say one thing, this version not only adds much more meaningful information but also explains why the author believes what they do—it shows where the claim comes from and shows the reader why they should believe it too.
Of course, there’s some fluff in this version, too, but that’s not a problem. We can always cut that out.
Despite ongoing debate, pineapple really does belong on pizza because it creates contrast. High-contrast foods like chocolate-covered pretzels (taste), hot fudge sundaes (temperature), and crème brûlée (texture) are popular because they provide more interesting eating experiences that keep eaters from getting bored. When it comes to pizza, pineapple’s sweetness and acidity contrast the fatty and salty cheese and cured meats, thereby balancing the eating experience and making it more enjoyable. Thus, to assert that pineapple “simply does not go on pizza” is to reject the good culinary technique of creating bites with high contrast.
With the fluff trimmed out of this version, we have a pargraph that says meaningful things and is almost twice as long as the pure-fluff paragraph that we started out with. So how about that? We got rid of fluff and got you closer to your assigned paper length.
To wrap up, I think a lot of the complaints about length requirements comes from misunderstanding the goals of academic writing. When you write a paper in an academic setting, your real job is to show your work, to demonstrate where your knowledge comes from.
If you’re going to put in the effort to really show your work, you should have no trouble getting to the required length of your assignment because showing your work takes up space—no need to mess with margins, make your commas a few font sizes bigger, or anything like that.
In fact, when you really do show your work in your writing, you’ll probably discover that the length requirement is more of a limit than a minimum. Fluff is unavoidable in a first draft because you’re figuring out what you want to say. But if you have a fluffy draft that legitimately shows your work—you’ll probably blow right past the required page count. Then, in order to meet the requirement, you’ll only have to worry about cutting out the fluff instead of padding out your paper to hit some arbitrary minimum. Remember, the more you write, the more your teacher has to grade: page counts are there to put a limit on how much of their life your teacher has to spend grading—not to create more work for you and your teachers.
So, yes, definitely avoid writing fluff. But don’t forget to show your work because that’s the real goal of the academic essay.
And with that, I’ll leave you to get back to writing your paper. As always, if this video was helpful, thumbs it up and share it with a friend. Leave your questions and comments below, and I’ll see you again soon. | <urn:uuid:543566a3-15ec-4b8c-8e4a-a49549bb10e4> | CC-MAIN-2024-10 | https://www.andrewbashford.com/post/how-to-write-a-longer-paper-cutting-the-fluff-vs-showing-your-work-youtube-script | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00264.warc.gz | en | 0.958105 | 2,669 | 2.75 | 3 |
I myself, am a geology kind of guy. When I sit looking at the landscape around me I somehow feel it. Intuitively, I sense those things required in the making of a landscape and the immense time involved for them to take place. Regardless of what the religionists say or how they present their point. I know that this land we live on is of a time much longer than can be calculated in biblical times. It is the correlation between geologic observation and fossil dating that substantiates the actual time frame. I find it more than peculiar that people deride the various methods for dating antiquity; until those methods are used to verify a particular belief they hold. That aside, what fossils and the study of them provides to us, is what life in the distant past was and the environment of those times.
The requirements for fossilization are really quite forthright. A medium that is laid down upon the sample in a rather short period of time. This allows the sample to be preserved before decay and degradation of the sample can occur. There are a myriad number of variables that affect what may or may not happen. The best example is that the sands and gravels that entomb and preserve a vertebrate carcass; would never be suitable for the preservation of a leaf. The fossilizing of trees and leaves require muds or shale deposits, with the sample laid flat. The areas of shallow bays and shorelines, where runoff from erosion is more prevalent, is best for that sort of entombment. It is of course the distillation of organic material and the mineralization of a particular sample that leads to fossilization.
The study of fossils shows the basic climate of a region as well as the surrounding landscape. An example of the former is the fossil plant deposits of camporwood and ferns that occur in the shales of the middle Eocene deposits. These indicate a much warmer climate than exists within our present Mediterranean climate. A complementary example of the latter is a string of sites called Sweet Home Flora from the Little Butte volcanics of the Eugene formation. These sites show flora that existed in the early Oligocene along an ancient shoreline from the southern end of the present day Willamette valley north toward Portland. Something else that is shown within the specimens of floral fossils is the natural succession of forests. This emphasizes the variation of climate. Because of the overwhelming availability of plant material (leaves) for fossilizing,; transition of vegetation and climate can be tracked with a high degree of certainty. It is the further correlation among fossils combined with geological evidence, that paints a mural of a particular place in time. One of these dioramas occurs in the Deschutes River valley. The geology of the time exhibits deposits from nearby volcanos. There are diatomite beds that indicate a lake basin. While the floral fossils of Aspen suggest a dry cool climate. And fossil bones show camels wandering this landscape.
There are none of those currently vogue Dino bones found here in Oregon, most of which was under water at that time. The earliest flora fossils date back to the Pennsylvanian Epoch some 300 million years past, and are found in east central Oregon. The fauna fossil evidence dates back much further to the Devonian period. Those fossils are invertebrates found in thick deposits of limestone. In fact the collection of fossil marine invertebrates found throughout Oregon, is one of the most abundant and informative in the world.
However, looking at clam shells is nowhere as glamorous as a T. Rex fantasy but there are a wide range of vertebrate fossils. A partial, but intriguing list, could include; flamingos, sharks in eastern Oregon, turtles with six foot shells, crocodiles, rhinos, mastodons, three kinds of camels and the evolution of the horse. There is also a fossil record of a horned gopher found nowhere else in the world. It is the bones that excite most people. There is a degree of abstract thought required to look at a particular fossil and correlate it with a present day animal. There is even more required when one finds a fossil record that contains three distinct genus of camels. That, then demands the awareness of nature itself. These fossilized remains may represent a singular animal, yet the camels existed in herds, just as did the mastodons or the giant ground sloths. They in turn required the appropriate environment for an ongoing existence. It is more than possible, with fossil evidence, to construct a great number of dioramas similar to the earlier example. Naturally each would be different and while each is frozen in time. The actuality is they are only a slice of time.
Yes, it is all very fascinating. The variety of life spread across both time and the area of Oregon is astounding. A great place to visit and observe many of these fossils is the John Day Fossil Beds Natural Monument on Oregon state route 218 about eighty miles south of Interstate 84 near the eastern end of the Columbia River Gorge. There you can see those fossils: And if you are very still, you may be able to feel the pulse of the landscape.
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Malaria poses a great threat to pregnant women particularly in the lake region due to the two rainfall patterns annually, which increases the mosquito vector population.
Kisumu County Government has put in place measures to curb malaria transmissions especially in expectant women.
According to the County Director of Health Dr.Fredrick Oluoch, both the National and County governments have collaborated to ensure that measures are put in place to help reduce malaria cases in pregnant women.
These measures include conducting surveillance on the rate of malaria infections, testing and treating malaria at the hospital, giving treated mosquito nets to pregnant mothers, and giving them Intermittent Preventive Treatment of Malaria (IPTp).
IPTp is the administration of a curative dose of an effective anti-malarial drug to pregnant women whether they are infected with malaria or not. This is initiated from the 2nd trimester and continuously done during the routine clinic visits up to the time of delivery.
Oluoch further explained that the county has deployed the help of midwives who have been trained to test and refer pregnant women who are infected with malaria to various hospitals in the county for detailed treatment.
He outlined the strategies towards managing the disease as, Malaria Case Management (MCM)-early diagnosis and treatment of malaria, Community Case Management of Malaria (CCMM) whereby the health workers provide the necessary outreach in getting to the households and capturing the cases in the community alongside malaria in pregnancy test and treatment.
Since malaria is endemic in the Nyanza region, various researchers in the medical sector have suggested a number of drugs used to treat the disease.
The common drugs used include quinine taken for seven days with bitter tastes which makes it a challenge for the expecting mothers.
Artemether- Lumefantrine Tablets which is currently recommended as safe and effective in the treatment of malaria in pregnancy. He said that the county government has partnered with many organizations which have contributed largely to fight Malaria.
“African Medical and Research Foundation (AMREF), Impact Malaria, President’s Malaria Initiative (PMI) among others have partnered with the county to ensure that the positive outcome is reached,” he said.
About eight months ago, Kenya Medical Research Institute (KEMRI) scientists examined the safety of anti-malaria drugs in the first trimester of pregnancy proving quinine and Artemether are good for use in pregnancy in the region.
Researchers have cautioned that malaria in pregnancy can cause adverse effects for instance maternal anemia, miscarriages, intrauterine growth retardation and stillbirth.
By Becky Galyns and Joseph Otieno | <urn:uuid:275bda65-48e6-4327-978f-f505d751165e> | CC-MAIN-2022-27 | https://www.kenyanews.go.ke/kisumu-steps-up-efforts-to-reduce-malaria-infection/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104692018.96/warc/CC-MAIN-20220707124050-20220707154050-00063.warc.gz | en | 0.942199 | 542 | 2.859375 | 3 |
Polycystic ovary syndrome, or PCOS, affects nearly one in ten women of childbearing age. PCOS can affect a woman's menstrual cycle, her heart, blood vessels, and appearance...even her ability to have children. PCOS also increases the risk for endometrial cancer. With such serious consequences, women with PCOS are encouraged to learn more about the condition and to manage their symptoms to prevent future problems.
So just what is PCOS?
Polycystic ovary syndrome literally means "many cysts in the ovaries". In most cases, a cyst on the ovary does no harm and goes away by itself. In fact, most women will experience at least one ovarian cyst sometime during their lives ... but women diagnosed with PCOS experience many small cysts in the ovaries over longer periods of time. These cysts, or fluid-filled sacs, can hurt and cause pain. Learn more about the common symptoms of polycystic ovarian syndrome here.
|pcos, menstrual cycle, ovarian cyst, appearance, polycystic, menstrual, symptoms, affects, periods, ability, Cancer, affect, woman, heart, no menstrual cycle, menstrual periods, heart condition, heart symptoms, Ovarian Cancer, menstrual pain| | <urn:uuid:5c3aeded-226e-4506-b6fe-a5f07f2f65ea> | CC-MAIN-2015-32 | http://ehealthforum.com/health/what_is_pcos_-e48.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042988650.6/warc/CC-MAIN-20150728002308-00252-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.934488 | 259 | 3.234375 | 3 |
Mouse models are widely used to study pathogenesis of human diseases and to evaluate diagnostic procedures as well as therapeutic interventions preclinically. However, valid assessment of pathological alterations often requires histological analysis, and when performed ex vivo, necessitates death of the animal. Therefore in conventional experimental settings, intra-individual follow-up examinations are rarely possible. Thus, development of murine endoscopy in live mice enables investigators for the first time to both directly visualize the gastrointestinal mucosa and also repeat the procedure to monitor for alterations. Numerous applications for in vivo murine endoscopy exist, including studying intestinal inflammation or wound healing, obtaining mucosal biopsies repeatedly, and to locally administer diagnostic or therapeutic agents using miniature injection catheters. Most recently, molecular imaging has extended diagnostic imaging modalities allowing specific detection of distinct target molecules using specific photoprobes. In conclusion, murine endoscopy has emerged as a novel cutting-edge technology for diagnostic experimental in vivo imaging and may significantly impact on preclinical research in various fields.
25 Related JoVE Articles!
Protein Transfection of Mouse Lung
Institutions: St. Luke's Roosevelt Medical Center.
Increasing protein expression enables researchers to better understand the functional role of that protein in regulating key biological processes1
. In the lung, this has been achieved typically through genetic approaches that utilize transgenic mice2,3
or viral or non-viral vectors that elevate protein levels via increased gene expression4
. Transgenic mice are costly and time-consuming to generate and the random insertion of a transgene or chronic gene expression can alter normal lung development and thus limit the utility of the model5
. While conditional transgenics avert problems associated with chronic gene expression6
, the reverse tetracycline-controlled transactivator (rtTA) mice, which are used to generate conditional expression, develop spontaneous air space enlargement7
. As with transgenics, the use of viral and non-viral vectors is expensive8
and can provoke dose-dependent inflammatory responses that confound results9
and hinder expression10
. Moreover, the efficacy of repeated doses are limited by enhanced immune responses to the vector11,12
. Researchers are developing adeno-associated viral (AAV) vectors that provoke less inflammation and have longer expression within the lung13
Using β-galactosidase, we present a method for rapidly and effectively increasing protein expression within the lung using a direct protein transfection technique. This protocol mixes a fixed amount of purified protein with 20 μl of a lipid-based transfection reagent (Pro-Ject, Pierce Bio) to allow penetration into the lung tissue itself. The liposomal protein mixture is then injected into the lungs of the mice via the trachea using a microsprayer (Penn Century, Philadelphia, PA). The microsprayer generates a fine plume of liquid aerosol throughout the lungs. Using the technique we have demonstrated uniform deposition of the injected protein throughout the airways and the alveoli of mice14
. The lipid transfection technique allows the use of a small amount of protein to achieve effect. This limits the inflammatory response that otherwise would be provoked by high protein administration. Indeed, using this technique we published that we were able to significantly increase PP2A activity in the lung without affecting lung lavage cellularity15
. Lung lavage cellularity taken 24 hr after challenge was comparable to controls (27±4 control vs. 31±5 albumin transfected; N=6 per group). Moreover, it increases protein levels without inducing lung developmental changes or architectural changes that can occur in transgenic models. However, the need for repeated administrations may make this technique less favorable for studies examining the effects of long-term increases in protein expression. This would be particularly true for proteins with short half-lives.
Molecular Biology, Issue 75, Medicine, Biomedical Engineering, Bioengineering, Biochemistry, Genetics, Cellular Biology, Anatomy, Physiology, Proteins, Torso, Tissues, Cells, Animal Structures, Respiratory System, Eukaryota, Immune System Diseases, Respiratory Tract Diseases, Natural Science Disciplines, Life Sciences (General), transfection, lung, protein, mice, inflammation, animal model
Establishment of a Surgically-induced Model in Mice to Investigate the Protective Role of Progranulin in Osteoarthritis
Institutions: NYU Hospital for Joint Diseases, New York University Medical Center.
Destabilization of medial meniscus (DMM) model is an important tool for studying the pathophysiological roles of numerous arthritis associated molecules in the pathogenesis of osteoarthritis (OA) in vivo
. However, the detailed, especially the visualized protocol for establishing this complicated model in mice, is not available. Herein we took advantage of wildtype and progranulin (PGRN)-/- mice as examples to introduce a protocol for inducing DMM model in mice, and compared the onset of OA following establishment of this surgically induced model. The operations performed on mice were either sham operation, which just opened joint capsule, or DMM operation, which cut the menisco-tibial ligament and caused destabilization of medial meniscus. Osteoarthritis severity was evaluated using histological assay (e.g.
Safranin O staining), expressions of OA-associated genes, degradation of cartilage extracellular matrix molecules, and osteophyte formation. DMM operation successfully induced OA initiation and progression in both wildtype and PGRN-/- mice, and loss of PGNR growth factor led to a more severe OA phenotype in this surgically induced model.
Bioengineering, Issue 84, Mouse, Cartilage, Surgery, Osteoarthritis, degenerative arthritis, progranulin, destabilization of medial meniscus (DMM)
Pseudomonas aeruginosa Induced Lung Injury Model
Institutions: University of Illinois at Chicago, Emory University, University of Illinois at Chicago.
In order to study human acute lung injury and pneumonia, it is important to develop animal models to mimic various pathological features of this disease. Here we have developed a mouse lung injury model by intra-tracheal injection of bacteria Pseudomonas aeruginosa
or PA). Using this model, we were able to show lung inflammation at the early phase of injury. In addition, alveolar epithelial barrier leakiness was observed by analyzing bronchoalveolar lavage (BAL); and alveolar cell death was observed by Tunel assay using tissue prepared from injured lungs. At a later phase following injury, we observed cell proliferation required for the repair process. The injury was resolved 7 days from the initiation of P. aeruginosa
injection. This model mimics the sequential course of lung inflammation, injury and repair during pneumonia. This clinically relevant animal model is suitable for studying pathology, mechanism of repair, following acute lung injury, and also can be used to test potential therapeutic agents for this disease.
Immunology, Issue 92, Lung, injury, pseudomonas, pneumonia, mouse model, alveoli
Investigating Intestinal Inflammation in DSS-induced Model of IBD
Institutions: McMaster University .
Inflammatory bowel disease (IBD) encompasses a range of intestinal pathologies, the most common of which are ulcerative colitis (UC) and Crohn's Disease (CD). Both UC and CD, when present in the colon, generate a similar symptom profile which can include diarrhea, rectal bleeding, abdominal pain, and weight loss.1
Although the pathogenesis of IBD remains unknown, it is described as a multifactorial disease that involves both genetic and environmental components.2
There are numerous and variable animal models of colonic inflammation that resemble several features of IBD. Animal models of colitis range from those arising spontaneously in susceptible strains of certain species to those requiring administration of specific concentrations of colitis-inducing chemicals, such as dextran sulphate sodium (DSS). Chemical-induced models of gut inflammation are the most commonly used and best described models of IBD. Administration of DSS in drinking water produces acute or chronic colitis depending on the administration protocol.3
Animals given DSS exhibit weight loss and signs of loose stool or diarrhea, sometimes with evidence of rectal bleeding.4,5
Here, we describe the methods by which colitis development and the resulting inflammatory response can be characterized following administration of DSS. These methods include histological analysis of hematoxylin/eosin stained colon sections, measurement of pro-inflammatory cytokines, and determination of myeloperoxidase (MPO) activity, which can be used as a surrogate marker of inflammation.6
The extent of the inflammatory response in disease state can be assessed by the presence of clinical symptoms or by alteration in histology in mucosal tissue. Colonic histological damage is assessed by using a scoring system that considers loss of crypt architecture, inflammatory cell infiltration, muscle thickening, goblet cell depletion, and crypt abscess.7
Quantitatively, levels of pro-inflammatory cytokines with acute inflammatory properties, such as interleukin (IL)-1β, IL-6 and tumour necrosis factor (TNF)-α,can be determined using conventional ELISA methods. In addition, MPO activity can be measured using a colorimetric assay and used as an index of inflammation.8
In experimental colitis, disease severity is often correlated with an increase in MPO activity and higher levels of pro-inflammatory cytokines. Colitis severity and inflammation-associated damage can be assessed by examining stool consistency and bleeding, in addition to assessing the histopathological state of the intestine using hematoxylin/eosin stained colonic tissue sections. Colonic tissue fragments can be used to determine MPO activity and cytokine production. Taken together, these measures can be used to evaluate the intestinal inflammatory response in animal models of experimental colitis.
Medicine, Issue 60, inflammation, myeloperoxidase (MPO), acute colonic damage, granulocyte, colon, dextran sulfate sodium (DSS), neutrophil
Contextual and Cued Fear Conditioning Test Using a Video Analyzing System in Mice
Institutions: Fujita Health University, Core Research for Evolutionary Science and Technology (CREST), National Institutes of Natural Sciences.
The contextual and cued fear conditioning test is one of the behavioral tests that assesses the ability of mice to learn and remember an association between environmental cues and aversive experiences. In this test, mice are placed into a conditioning chamber and are given parings of a conditioned stimulus (an auditory cue) and an aversive unconditioned stimulus (an electric footshock). After a delay time, the mice are exposed to the same conditioning chamber and a differently shaped chamber with presentation of the auditory cue. Freezing behavior during the test is measured as an index of fear memory. To analyze the behavior automatically, we have developed a video analyzing system using the ImageFZ application software program, which is available as a free download at http://www.mouse-phenotype.org/. Here, to show the details of our protocol, we demonstrate our procedure for the contextual and cued fear conditioning test in C57BL/6J mice using the ImageFZ system. In addition, we validated our protocol and the video analyzing system performance by comparing freezing time measured by the ImageFZ system or a photobeam-based computer measurement system with that scored by a human observer. As shown in our representative results, the data obtained by ImageFZ were similar to those analyzed by a human observer, indicating that the behavioral analysis using the ImageFZ system is highly reliable. The present movie article provides detailed information regarding the test procedures and will promote understanding of the experimental situation.
Behavior, Issue 85, Fear, Learning, Memory, ImageFZ program, Mouse, contextual fear, cued fear
Pseudofracture: An Acute Peripheral Tissue Trauma Model
Institutions: University of Pittsburgh, University of Aachen Medical Center.
Following trauma there is an early hyper-reactive inflammatory response that can lead to multiple organ dysfunction and high mortality in trauma patients; this response is often accompanied by a delayed immunosuppression that adds the clinical complications of infection and can also increase mortality.1-9
Many studies have begun to assess these changes in the reactivity of the immune system following trauma.10-15
Immunologic studies are greatly supported through the wide variety of transgenic and knockout mice available for in vivo
modeling; these strains aid in detailed investigations to assess the molecular pathways involved in the immunologic responses.16-21
The challenge in experimental murine trauma modeling is long term investigation, as fracture fixation techniques in mice, can be complex and not easily reproducible.22-30
This pseudofracture model, an easily reproduced trauma model, overcomes these difficulties by immunologically mimicking an extremity fracture environment, while allowing freedom of movement in the animals and long term survival without the continual, prolonged use of anaesthesia. The intent is to recreate the features of long bone fracture; injured muscle and soft tissue are exposed to damaged bone and bone marrow without breaking the native bone.
The pseudofracture model consists of two parts: a bilateral muscle crush injury to the hindlimbs, followed by injection of a bone solution into these injured muscles. The bone solution is prepared by harvesting the long bones from both hindlimbs of an age- and weight-matched syngeneic donor. These bones are then crushed and resuspended in phosphate buffered saline to create the bone solution.
Bilateral femur fracture is a commonly used and well-established model of extremity trauma, and was the comparative model during the development of the pseudofracture model. Among the variety of available fracture models, we chose to use a closed method of fracture with soft tissue injury as our comparison to the pseudofracture, as we wanted a sterile yet proportionally severe peripheral tissue trauma model. 31
Hemorrhagic shock is a common finding in the setting of severe trauma, and the global hypoperfusion adds a very relevant element to a trauma model. 32-36
The pseudofracture model can be easily combined with a hemorrhagic shock model for a multiple trauma model of high severity. 37
Medicine, Issue 50, Trauma, musculoskeletal, mouse, extremity, inflammation, immunosuppression, immune response.
Transplantation of Tail Skin to Study Allogeneic CD4 T Cell Responses in Mice
Institutions: University of Basel and University Hospital Basel.
The study of T cell responses and their consequences during allo-antigen recognition requires a model that enables one to distinguish between donor and host T cells, to easily monitor the graft, and to adapt the system in order to answer different immunological questions. Medawar and colleagues established allogeneic tail-skin transplantation in mice in 1955. Since then, the skin transplantation model has been continuously modified and adapted to answer specific questions. The use of tail-skin renders this model easy to score for graft rejection, requires neither extensive preparation nor deep anesthesia, is applicable to animals of all genetic background, discourages ischemic necrosis, and permits chemical and biological intervention.
In general, both CD4+
allogeneic T cells are responsible for the rejection of allografts since they recognize mismatched major histocompatibility antigens from different mouse strains. Several models have been described for activating allogeneic T cells in skin-transplanted mice. The identification of major histocompatibility complex (MHC) class I and II molecules in different mouse strains including C57BL/6 mice was an important step toward understanding and studying T cell-mediated alloresponses. In the tail-skin transplantation model described here, a three-point mutation (I-Abm12
) in the antigen-presenting groove of the MHC-class II (I-Ab
) molecule is sufficient to induce strong allogeneic CD4+
T cell activation in C57BL/6 mice. Skin grafts from I-Abm12
mice on C57BL/6 mice are rejected within 12-15 days, while syngeneic grafts are accepted for up to 100 days. The absence of T cells (CD3-/-
mice) allows skin graft acceptance up to 100 days, which can be overcome by transferring 2 x 104
wild type or transgenic T cells. Adoptively transferred T cells proliferate and produce IFN-γ in I-Abm12
Immunology, Issue 89,
Tail-skin transplantation, I-Abm12 mismatch, CD4+ T cell, ABM, Rejection, Tolerance
Microinjection Wound Assay and In vivo Localization of Epidermal Wound Response Reporters in Drosophila Embryos.
Institutions: The City College of New York, University of California, San Diego.
embryo develops a robust epidermal layer that serves both to protect the internal cells from a harsh external environment as well as to maintain cellular homeostasis. Puncture injury with glass needles provides a direct method to trigger a rapid epidermal wound response that activates wound transcriptional reporters, which can be visualized by a localized reporter signal in living embryos or larvae. Puncture or laser injury also provides signals that promote the recruitment of hemocytes to the wound site. Surprisingly, severe (through and through) puncture injury in late stage embryos only rarely disrupts normal embryonic development, as greater than 90% of such wounded embryos survive to adulthood when embryos are injected in an oil medium that minimizes immediate leakage of hemolymph from puncture sites. The wound procedure does require micromanipulation of the Drosophila
embryos, including manual alignment of the embryos on agar plates and transfer of the aligned embryos to microscope slides. The Drosophila
epidermal wound response assay provides a quick system to test the genetic requirements of a variety of biological functions that promote wound healing, as well as a way to screen for potential chemical compounds that promote wound healing. The short life cycle and easy culturing routine make Drosophila
a powerful model organism. Drosophila
clean wound healing appears to coordinate the epidermal regenerative response, with the innate immune response, in ways that are still under investigation, which provides an excellent system to find conserved regulatory mechanisms common to Drosophila
and mammalian epidermal wounding.
Bioengineering, Issue 81, wound, microinjection, epidermal, localization, Drosophila, green fluorescent protein (GFP), genetic mutations
Ischemic Tissue Injury in the Dorsal Skinfold Chamber of the Mouse: A Skin Flap Model to Investigate Acute Persistent Ischemia
Institutions: Technische Universität München, University Hospital of Basel, University of Saarland, University Hospital Zurich.
Despite profound expertise and advanced surgical techniques, ischemia-induced complications ranging from wound breakdown to extensive tissue necrosis are still occurring, particularly in reconstructive flap surgery. Multiple experimental flap models have been developed to analyze underlying causes and mechanisms and to investigate treatment strategies to prevent ischemic complications. The limiting factor of most models is the lacking possibility to directly and repetitively visualize microvascular architecture and hemodynamics. The goal of the protocol was to present a well-established mouse model affiliating these before mentioned lacking elements. Harder et al.
have developed a model of a musculocutaneous flap with a random perfusion pattern that undergoes acute persistent ischemia and results in ~50% necrosis after 10 days if kept untreated. With the aid of intravital epi-fluorescence microscopy, this chamber model allows repetitive visualization of morphology and hemodynamics in different regions of interest over time. Associated processes such as apoptosis, inflammation, microvascular leakage and angiogenesis can be investigated and correlated to immunohistochemical and molecular protein assays. To date, the model has proven feasibility and reproducibility in several published experimental studies investigating the effect of pre-, peri- and postconditioning of ischemically challenged tissue.
Medicine, Issue 93, flap, ischemia, microcirculation, angiogenesis, skin, necrosis, inflammation, apoptosis, preconditioning, persistent ischemia, in vivo model, muscle.
Adjustable Stiffness, External Fixator for the Rat Femur Osteotomy and Segmental Bone Defect Models
Institutions: Queensland University of Technology, RISystem AG.
The mechanical environment around the healing of broken bone is very important as it determines the way the fracture will heal. Over the past decade there has been great clinical interest in improving bone healing by altering the mechanical environment through the fixation stability around the lesion. One constraint of preclinical animal research in this area is the lack of experimental control over the local mechanical environment within a large segmental defect as well as osteotomies as they heal. In this paper we report on the design and use of an external fixator to study the healing of large segmental bone defects or osteotomies. This device not only allows for controlled axial stiffness on the bone lesion as it heals, but it also enables the change of stiffness during the healing process in vivo.
The conducted experiments have shown that the fixators were able to maintain a 5 mm femoral defect gap in rats in vivo
during unrestricted cage activity for at least 8 weeks. Likewise, we observed no distortion or infections, including pin infections during the entire healing period. These results demonstrate that our newly developed external fixator was able to achieve reproducible and standardized stabilization, and the alteration of the mechanical environment of in vivo
rat large bone defects and various size osteotomies. This confirms that the external fixation device is well suited for preclinical research investigations using a rat model in the field of bone regeneration and repair.
Medicine, Issue 92, external fixator, bone healing, small animal model, large bone defect and osteotomy model, rat model, mechanical environment, mechanobiology.
Bioluminescence Imaging of NADPH Oxidase Activity in Different Animal Models
Institutions: Vanderbilt University School of Medicine, Roswell Park Cancer Institute, University at Buffalo School of Medicine.
NADPH oxidase is a critical enzyme that mediates antibacterial and antifungal host defense. In addition to its role in antimicrobial host defense, NADPH oxidase has critical signaling functions that modulate the inflammatory response 1
. Thus, the development of a method to measure in "real-time" the kinetics of NADPH oxidase-derived ROS generation is expected to be a valuable research tool to understand mechanisms relevant to host defense, inflammation, and injury.
Chronic granulomatous disease (CGD) is an inherited disorder of the NADPH oxidase characterized by severe infections and excessive inflammation. Activation of the phagocyte NADPH oxidase requires translocation of its cytosolic subunits (p47phox
, and p40phox
) and Rac to a membrane-bound flavocytochrome (composed of a gp91phox
heterodimer). Loss of function mutations in any of these NADPH oxidase components result in CGD. Similar to patients with CGD, gp91phox
-deficient mice and p47phox
-deficient mice have defective phagocyte NADPH oxidase activity and impaired host defense 2, 13
. In addition to phagocytes, which contain the NADPH oxidase components described above, a variety of other cell types express different isoforms of NADPH oxidase.
Here, we describe a method to quantify ROS production in living mice and to delineate the contribution of NADPH oxidase to ROS generation in models of inflammation and injury. This method is based on ROS reacting with L-012 (an analogue of luminol) to emit luminescence that is recorded by a charge-coupled device (CCD). In the original description of the L-012 probe, L-012-dependent chemiluminescence was completely abolished by superoxide dismutase, indicating that the main ROS detected in this reaction was superoxide anion 14
. Subsequent studies have shown that L-012 can detect other free radicals, including reactive nitrogen species 15, 16
. Kielland et al. 16
showed that topical application of phorbol
myristate acetate, a potent activator of NADPH oxidase, led to NADPH oxidase-dependent ROS generation that could be detected in mice using the luminescent probe L-012. In this model, they showed that L-012-dependent luminescence was abolished in p47phox
We compared ROS generation in wildtype mice and NADPH oxidase-deficient p47phox-/-
in the following three models: 1) intratracheal administration of zymosan, a pro-inflammatory fungal cell wall-derived product that can activate NADPH oxidase; 2) cecal ligation and puncture (CLP), a model of intra-abdominal sepsis with secondary acute lung inflammation and injury; and 3) oral carbon tetrachloride (CCl4
), a model of ROS-dependent hepatic injury. These models were specifically selected to evaluate NADPH oxidase-dependent ROS generation in the context of non-infectious inflammation, polymicrobial sepsis, and toxin-induced organ injury, respectively. Comparing bioluminescence in wildtype mice to p47phox-/-
mice enables us to delineate the specific contribution of ROS generated by p47phox
-containing NADPH oxidase to the bioluminescent signal in these models.
Bioluminescence imaging results that demonstrated increased ROS levels in wildtype mice compared to p47phox-/-
mice indicated that NADPH oxidase is the major source of ROS generation in response to inflammatory stimuli. This method provides a minimally invasive approach for "real-time" monitoring of ROS generation during inflammation in vivo.
Immunology, Issue 68, Molecular Biology, NADPH oxidase, reactive oxygen species, bioluminescence imaging
In vivo Imaging Method to Distinguish Acute and Chronic Inflammation
Institutions: Harvard Medical School, Columbia University Medical Center.
Inflammation is a fundamental aspect of many human diseases. In this video report, we demonstrate non-invasive bioluminescence imaging techniques that distinguish acute and chronic inflammation in mouse models. With tissue damage or pathogen invasion, neutrophils are the first line of defense, playing a major role in mediating the acute inflammatory response. As the inflammatory reaction progresses, circulating monocytes gradually migrate into the site of injury and differentiate into mature macrophages, which mediate chronic inflammation and promote tissue repair by removing tissue debris and producing anti-inflammatory cytokines. Intraperitoneal injection of luminol (5-amino-2,3-dihydro-1,4-phthalazinedione, sodium salt) enables detection of acute inflammation largely mediated by tissue-infiltrating neutrophils. Luminol specifically reacts with the superoxide generated within the phagosomes of neutrophils since bioluminescence results from a myeloperoxidase (MPO) mediated reaction. Lucigenin (bis-N-methylacridinium nitrate) also reacts with superoxide in order to generate bioluminescence. However, lucigenin bioluminescence is independent of MPO and it solely relies on phagocyte NADPH oxidase (Phox) in macrophages during chronic inflammation. Together, luminol and lucigenin allow non-invasive visualization and longitudinal assessment of different phagocyte populations across both acute and chronic inflammatory phases. Given the important role of inflammation in a variety of human diseases, we believe this non-invasive imaging method can help investigate the differential roles of neutrophils and macrophages in a variety of pathological conditions.
Immunology, Issue 78, Infection, Medicine, Cellular Biology, Molecular Biology, Biomedical Engineering, Anatomy, Physiology, Cancer Biology, Stem Cell Biology, Inflammation, Phagocytes, Phagocyte, Superoxides, Molecular Imaging, chemiluminescence, in vivo imaging, superoxide, bioluminescence, chronic inflammation, acute inflammation, phagocytes, cells, imaging, animal model
Cecal Ligation Puncture Procedure
Institutions: Temple University , Temple University .
Human sepsis is characterized by a set of systemic reactions in response to intensive and massive infection that failed to be locally contained by the host. Currently, sepsis ranks among the top ten causes of mortality in the USA intensive care units 1
. During sepsis there are two established haemodynamic phases that may overlap. The initial phase (hyperdynamic) is defined as a massive production of proinflammatory cytokines and reactive oxygen species by macrophages and neutrophils that affects vascular permeability (leading to hypotension), cardiac function and induces metabolic changes culminating in tissue necrosis and organ failure. Consequently, the most common cause of mortality is acute kidney injury. The second phase (hypodynamic) is an anti-inflammatory process involving altered monocyte antigen presentation, decreased lymphocyte proliferation and function and increased apoptosis. This state known as immunosuppression or immune depression sharply increases the risk of nocosomial infections and ultimately, death. The mechanisms of these pathophysiological processes are not well characterized. Because both phases of sepsis may cause irreversible and irreparable damage, it is essential to determine the immunological and physiological status of the patient. This is the main reason why many therapeutic drugs have failed. The same drug given at different stages of sepsis may be therapeutic or otherwise harmful or have no effect 2,3
. To understand sepsis at various levels it is crucial to have a suitable and comprehensive animal model that reproduces the clinical course of the disease. It is important to characterize the pathophysiological mechanisms occurring during sepsis and control the model conditions for testing potential therapeutic agents.
To study the etiology of human sepsis researchers have developed different animal models. The most widely used clinical model is cecal ligation and puncture (CLP). The CLP model consists of the perforation of the cecum allowing the release of fecal material into the peritoneal cavity to generate an exacerbated immune response induced by polymicrobial infection. This model fulfills the human condition that is clinically relevant. As in humans, mice that undergo CLP with fluid resuscitation show the first (early) hyperdynamic phase that in time progresses to the second (late) hypodynamic phase. In addition, the cytokine profile is similar to that seen in human sepsis where there is increased lymphocyte apoptosis (reviewed in 4,5
). Due to the multiple and overlapping mechanisms involved in sepsis, researchers need a suitable sepsis model of controlled severity in order to obtain consistent and reproducible results.
Medicine, Issue 51, sepsis, systemic inflammation, infection, septic shock, animal model
Analysis of Cell Migration within a Three-dimensional Collagen Matrix
Institutions: Witten/Herdecke University.
The ability to migrate is a hallmark of various cell types and plays a crucial role in several physiological processes, including embryonic development, wound healing, and immune responses. However, cell migration is also a key mechanism in cancer enabling these cancer cells to detach from the primary tumor to start metastatic spreading. Within the past years various cell migration assays have been developed to analyze the migratory behavior of different cell types. Because the locomotory behavior of cells markedly differs between a two-dimensional (2D) and three-dimensional (3D) environment it can be assumed that the analysis of the migration of cells that are embedded within a 3D environment would yield in more significant cell migration data. The advantage of the described 3D collagen matrix migration assay is that cells are embedded within a physiological 3D network of collagen fibers representing the major component of the extracellular matrix. Due to time-lapse video microscopy real cell migration is measured allowing the determination of several migration parameters as well as their alterations in response to pro-migratory factors or inhibitors. Various cell types could be analyzed using this technique, including lymphocytes/leukocytes, stem cells, and tumor cells. Likewise, also cell clusters or spheroids could be embedded within the collagen matrix concomitant with analysis of the emigration of single cells from the cell cluster/ spheroid into the collagen lattice. We conclude that the 3D collagen matrix migration assay is a versatile method to analyze the migration of cells within a physiological-like 3D environment.
Bioengineering, Issue 92, cell migration, 3D collagen matrix, cell tracking
Murine Model of Wound Healing
Institutions: The Heart Research Institute, University of Sydney , Royal Prince Alfred Hospital .
Wound healing and repair are the most complex biological processes that occur in human life. After injury, multiple biological pathways become activated. Impaired wound healing, which occurs in diabetic patients for example, can lead to severe unfavorable outcomes such as amputation. There is, therefore, an increasing impetus to develop novel agents that promote wound repair. The testing of these has been limited to large animal models such as swine, which are often impractical. Mice represent the ideal preclinical model, as they are economical and amenable to genetic manipulation, which allows for mechanistic investigation. However, wound healing in a mouse is fundamentally different to that of humans as it primarily occurs via contraction. Our murine model overcomes this by incorporating a splint around the wound. By splinting the wound, the repair process is then dependent on epithelialization, cellular proliferation and angiogenesis, which closely mirror the biological processes of human wound healing. Whilst requiring consistency and care, this murine model does not involve complicated surgical techniques and allows for the robust testing of promising agents that may, for example, promote angiogenesis or inhibit inflammation. Furthermore, each mouse acts as its own control as two wounds are prepared, enabling the application of both the test compound and the vehicle control on the same animal. In conclusion, we demonstrate a practical, easy-to-learn, and robust model of wound healing, which is comparable to that of humans.
Medicine, Issue 75, Anatomy, Physiology, Biomedical Engineering, Surgery, Tissue, Lacerations, Soft Tissue Injuries, Wound Infection, Wounds, Nonpenetrating, Penetrating, Growth Substances, Angiogenesis Modulating Agents, Wounds and Injuries, Wound healing, mouse, angiogenesis, diabetes mellitus, splint, surgical techniques, animal model
Setting-up an In Vitro Model of Rat Blood-brain Barrier (BBB): A Focus on BBB Impermeability and Receptor-mediated Transport
Institutions: VECT-HORUS SAS, CNRS, NICN UMR 7259.
The blood brain barrier (BBB) specifically regulates molecular and cellular flux between the blood and the nervous tissue. Our aim was to develop and characterize a highly reproducible rat syngeneic in vitro
model of the BBB using co-cultures of primary rat brain endothelial cells (RBEC) and astrocytes to study receptors involved in transcytosis across the endothelial cell monolayer. Astrocytes were isolated by mechanical dissection following trypsin digestion and were frozen for later co-culture. RBEC were isolated from 5-week-old rat cortices. The brains were cleaned of meninges and white matter, and mechanically dissociated following enzymatic digestion. Thereafter, the tissue homogenate was centrifuged in bovine serum albumin to separate vessel fragments from nervous tissue. The vessel fragments underwent a second enzymatic digestion to free endothelial cells from their extracellular matrix. The remaining contaminating cells such as pericytes were further eliminated by plating the microvessel fragments in puromycin-containing medium. They were then passaged onto filters for co-culture with astrocytes grown on the bottom of the wells. RBEC expressed high levels of tight junction (TJ) proteins such as occludin, claudin-5 and ZO-1 with a typical localization at the cell borders. The transendothelial electrical resistance (TEER) of brain endothelial monolayers, indicating the tightness of TJs reached 300 ohm·cm2
on average. The endothelial permeability coefficients (Pe) for lucifer yellow (LY) was highly reproducible with an average of 0.26 ± 0.11 x 10-3
cm/min. Brain endothelial cells organized in monolayers expressed the efflux transporter P-glycoprotein (P-gp), showed a polarized transport of rhodamine 123, a ligand for P-gp, and showed specific transport of transferrin-Cy3 and DiILDL across the endothelial cell monolayer. In conclusion, we provide a protocol for setting up an in vitro
BBB model that is highly reproducible due to the quality assurance methods, and that is suitable for research on BBB transporters and receptors.
Medicine, Issue 88, rat brain endothelial cells (RBEC), mouse, spinal cord, tight junction (TJ), receptor-mediated transport (RMT), low density lipoprotein (LDL), LDLR, transferrin, TfR, P-glycoprotein (P-gp), transendothelial electrical resistance (TEER),
Gene-environment Interaction Models to Unmask Susceptibility Mechanisms in Parkinson's Disease
Institutions: SRI International, University of California-Santa Cruz.
Lipoxygenase (LOX) activity has been implicated in neurodegenerative disorders such as Alzheimer's disease, but its effects in Parkinson's disease (PD) pathogenesis are less understood. Gene-environment interaction models have utility in unmasking the impact of specific cellular pathways in toxicity that may not be observed using a solely genetic or toxicant disease model alone. To evaluate if distinct LOX isozymes selectively contribute to PD-related neurodegeneration, transgenic (i.e.
5-LOX and 12/15-LOX deficient) mice can be challenged with a toxin that mimics cell injury and death in the disorder. Here we describe the use of a neurotoxin, 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP), which produces a nigrostriatal lesion to elucidate the distinct contributions of LOX isozymes to neurodegeneration related to PD. The use of MPTP in mouse, and nonhuman primate, is well-established to recapitulate the nigrostriatal damage in PD. The extent of MPTP-induced lesioning is measured by HPLC analysis of dopamine and its metabolites and semi-quantitative Western blot analysis of striatum for tyrosine hydroxylase (TH), the rate-limiting enzyme for the synthesis of dopamine. To assess inflammatory markers, which may demonstrate LOX isozyme-selective sensitivity, glial fibrillary acidic protein (GFAP) and Iba-1 immunohistochemistry are performed on brain sections containing substantia nigra, and GFAP Western blot analysis is performed on striatal homogenates. This experimental approach can provide novel insights into gene-environment interactions underlying nigrostriatal degeneration and PD.
Medicine, Issue 83, MPTP, dopamine, Iba1, TH, GFAP, lipoxygenase, transgenic, gene-environment interactions, mouse, Parkinson's disease, neurodegeneration, neuroinflammation
Modeling Astrocytoma Pathogenesis In Vitro and In Vivo Using Cortical Astrocytes or Neural Stem Cells from Conditional, Genetically Engineered Mice
Institutions: University of North Carolina School of Medicine, University of North Carolina School of Medicine, University of North Carolina School of Medicine, University of North Carolina School of Medicine, University of North Carolina School of Medicine, Emory University School of Medicine, University of North Carolina School of Medicine.
Current astrocytoma models are limited in their ability to define the roles of oncogenic mutations in specific brain cell types during disease pathogenesis and their utility for preclinical drug development. In order to design a better model system for these applications, phenotypically wild-type cortical astrocytes and neural stem cells (NSC) from conditional, genetically engineered mice (GEM) that harbor various combinations of floxed oncogenic alleles were harvested and grown in culture. Genetic recombination was induced in vitro
using adenoviral Cre-mediated recombination, resulting in expression of mutated oncogenes and deletion of tumor suppressor genes. The phenotypic consequences of these mutations were defined by measuring proliferation, transformation, and drug response in vitro
. Orthotopic allograft models, whereby transformed cells are stereotactically injected into the brains of immune-competent, syngeneic littermates, were developed to define the role of oncogenic mutations and cell type on tumorigenesis in vivo
. Unlike most established human glioblastoma cell line xenografts, injection of transformed GEM-derived cortical astrocytes into the brains of immune-competent littermates produced astrocytomas, including the most aggressive subtype, glioblastoma, that recapitulated the histopathological hallmarks of human astrocytomas, including diffuse invasion of normal brain parenchyma. Bioluminescence imaging of orthotopic allografts from transformed astrocytes engineered to express luciferase was utilized to monitor in vivo
tumor growth over time. Thus, astrocytoma models using astrocytes and NSC harvested from GEM with conditional oncogenic alleles provide an integrated system to study the genetics and cell biology of astrocytoma pathogenesis in vitro
and in vivo
and may be useful in preclinical drug development for these devastating diseases.
Neuroscience, Issue 90, astrocytoma, cortical astrocytes, genetically engineered mice, glioblastoma, neural stem cells, orthotopic allograft
A Mouse Model for Pathogen-induced Chronic Inflammation at Local and Systemic Sites
Institutions: Boston University School of Medicine, Boston University School of Medicine.
Chronic inflammation is a major driver of pathological tissue damage and a unifying characteristic of many chronic diseases in humans including neoplastic, autoimmune, and chronic inflammatory diseases. Emerging evidence implicates pathogen-induced chronic inflammation in the development and progression of chronic diseases with a wide variety of clinical manifestations. Due to the complex and multifactorial etiology of chronic disease, designing experiments for proof of causality and the establishment of mechanistic links is nearly impossible in humans. An advantage of using animal models is that both genetic and environmental factors that may influence the course of a particular disease can be controlled. Thus, designing relevant animal models of infection represents a key step in identifying host and pathogen specific mechanisms that contribute to chronic inflammation.
Here we describe a mouse model of pathogen-induced chronic inflammation at local and systemic sites following infection with the oral pathogen Porphyromonas gingivalis
, a bacterium closely associated with human periodontal disease. Oral infection of specific-pathogen free mice induces a local inflammatory response resulting in destruction of tooth supporting alveolar bone, a hallmark of periodontal disease. In an established mouse model of atherosclerosis, infection with P. gingivalis
accelerates inflammatory plaque deposition within the aortic sinus and innominate artery, accompanied by activation of the vascular endothelium, an increased immune cell infiltrate, and elevated expression of inflammatory mediators within lesions. We detail methodologies for the assessment of inflammation at local and systemic sites. The use of transgenic mice and defined bacterial mutants makes this model particularly suitable for identifying both host and microbial factors involved in the initiation, progression, and outcome of disease. Additionally, the model can be used to screen for novel therapeutic strategies, including vaccination and pharmacological intervention.
Immunology, Issue 90,
Pathogen-Induced Chronic Inflammation; Porphyromonas gingivalis; Oral Bone Loss; Periodontal Disease; Atherosclerosis; Chronic Inflammation; Host-Pathogen Interaction; microCT; MRI
Preparation of Primary Myogenic Precursor Cell/Myoblast Cultures from Basal Vertebrate Lineages
Institutions: University of Alabama at Birmingham, INRA UR1067, INRA UR1037.
Due to the inherent difficulty and time involved with studying the myogenic program in vivo
, primary culture systems derived from the resident adult stem cells of skeletal muscle, the myogenic precursor cells (MPCs), have proven indispensible to our understanding of mammalian skeletal muscle development and growth. Particularly among the basal taxa of Vertebrata,
however, data are limited describing the molecular mechanisms controlling the self-renewal, proliferation, and differentiation of MPCs. Of particular interest are potential mechanisms that underlie the ability of basal vertebrates to undergo considerable postlarval skeletal myofiber hyperplasia (i.e.
teleost fish) and full regeneration following appendage loss (i.e.
urodele amphibians). Additionally, the use of cultured myoblasts could aid in the understanding of regeneration and the recapitulation of the myogenic program and the differences between them. To this end, we describe in detail a robust and efficient protocol (and variations therein) for isolating and maintaining MPCs and their progeny, myoblasts and immature myotubes, in cell culture as a platform for understanding the evolution of the myogenic program, beginning with the more basal vertebrates. Capitalizing on the model organism status of the zebrafish (Danio rerio
), we report on the application of this protocol to small fishes of the cyprinid clade Danioninae
. In tandem, this protocol can be utilized to realize a broader comparative approach by isolating MPCs from the Mexican axolotl (Ambystomamexicanum
) and even laboratory rodents. This protocol is now widely used in studying myogenesis in several fish species, including rainbow trout, salmon, and sea bream1-4
Basic Protocol, Issue 86, myogenesis, zebrafish, myoblast, cell culture, giant danio, moustached danio, myotubes, proliferation, differentiation, Danioninae, axolotl
In vitro Coculture Assay to Assess Pathogen Induced Neutrophil Trans-epithelial Migration
Institutions: Harvard Medical School, MGH for Children, Massachusetts General Hospital.
Mucosal surfaces serve as protective barriers against pathogenic organisms. Innate immune responses are activated upon sensing pathogen leading to the infiltration of tissues with migrating inflammatory cells, primarily neutrophils. This process has the potential to be destructive to tissues if excessive or held in an unresolved state. Cocultured in vitro
models can be utilized to study the unique molecular mechanisms involved in pathogen induced neutrophil trans-epithelial migration. This type of model provides versatility in experimental design with opportunity for controlled manipulation of the pathogen, epithelial barrier, or neutrophil. Pathogenic infection of the apical surface of polarized epithelial monolayers grown on permeable transwell filters instigates physiologically relevant basolateral to apical trans-epithelial migration of neutrophils applied to the basolateral surface. The in vitro
model described herein demonstrates the multiple steps necessary for demonstrating neutrophil migration across a polarized lung epithelial monolayer that has been infected with pathogenic P. aeruginosa
(PAO1). Seeding and culturing of permeable transwells with human derived lung epithelial cells is described, along with isolation of neutrophils from whole human blood and culturing of PAO1 and nonpathogenic K12 E. coli
(MC1000). The emigrational process and quantitative analysis of successfully migrated neutrophils that have been mobilized in response to pathogenic infection is shown with representative data, including positive and negative controls. This in vitro
model system can be manipulated and applied to other mucosal surfaces. Inflammatory responses that involve excessive neutrophil infiltration can be destructive to host tissues and can occur in the absence of pathogenic infections. A better understanding of the molecular mechanisms that promote neutrophil trans-epithelial migration through experimental manipulation of the in vitro
coculture assay system described herein has significant potential to identify novel therapeutic targets for a range of mucosal infectious as well as inflammatory diseases.
Infection, Issue 83, Cellular Biology, Epithelium, Neutrophils, Pseudomonas aeruginosa, Respiratory Tract Diseases, Neutrophils, epithelial barriers, pathogens, transmigration
Isolation, Purification and Labeling of Mouse Bone Marrow Neutrophils for Functional Studies and Adoptive Transfer Experiments
Institutions: National Institute of Allergy and Infectious Diseases, NIH.
Neutrophils are critical effector cells of the innate immune system. They are rapidly recruited at sites of acute inflammation and exert protective or pathogenic effects depending on the inflammatory milieu. Nonetheless, despite the indispensable role of neutrophils in immunity, detailed understanding of the molecular factors that mediate neutrophils' effector and immunopathogenic effects in different infectious diseases and inflammatory conditions is still lacking, partly because of their short half life, the difficulties with handling of these cells and the lack of reliable experimental protocols for obtaining sufficient numbers of neutrophils for downstream functional studies and adoptive transfer experiments. Therefore, simple, fast, economical and reliable methods are highly desirable for harvesting sufficient numbers of mouse neutrophils for assessing functions such as phagocytosis, killing, cytokine production, degranulation and trafficking. To that end, we present a reproducible density gradient centrifugation-based protocol, which can be adapted in any laboratory to isolate large numbers of neutrophils from the bone marrow of mice with high purity and viability. Moreover, we present a simple protocol that uses CellTracker dyes to label the isolated neutrophils, which can then be adoptively transferred into recipient mice and tracked in several tissues for at least 4 hr post-transfer using flow cytometry. Using this approach, differential labeling of neutrophils from wild-type and gene-deficient mice with different CellTracker dyes can be successfully employed to perform competitive repopulation studies for evaluating the direct role of specific genes in trafficking of neutrophils from the blood into target tissues in vivo
Immunology, Issue 77, Cellular Biology, Infection, Infectious Diseases, Molecular Biology, Medicine, Biomedical Engineering, Bioengineering, Neutrophils, Adoptive Transfer, immunology, Neutrophils, mouse, bone marrow, adoptive transfer, density gradient, labeling, CellTracker, cell, isolation, flow cytometry, animal model
Modeling Neural Immune Signaling of Episodic and Chronic Migraine Using Spreading Depression In Vitro
Institutions: The University of Chicago Medical Center, The University of Chicago Medical Center.
Migraine and its transformation to chronic migraine are healthcare burdens in need of improved treatment options. We seek to define how neural immune signaling modulates the susceptibility to migraine, modeled in vitro
using spreading depression (SD), as a means to develop novel therapeutic targets for episodic and chronic migraine. SD is the likely cause of migraine aura and migraine pain. It is a paroxysmal loss of neuronal function triggered by initially increased neuronal activity, which slowly propagates within susceptible brain regions. Normal brain function is exquisitely sensitive to, and relies on, coincident low-level immune signaling. Thus, neural immune signaling likely affects electrical activity of SD, and therefore migraine. Pain perception studies of SD in whole animals are fraught with difficulties, but whole animals are well suited to examine systems biology aspects of migraine since SD activates trigeminal nociceptive pathways. However, whole animal studies alone cannot be used to decipher the cellular and neural circuit mechanisms of SD. Instead, in vitro
preparations where environmental conditions can be controlled are necessary. Here, it is important to recognize limitations of acute slices and distinct advantages of hippocampal slice cultures. Acute brain slices cannot reveal subtle changes in immune signaling since preparing the slices alone triggers: pro-inflammatory changes that last days, epileptiform behavior due to high levels of oxygen tension needed to vitalize the slices, and irreversible cell injury at anoxic slice centers.
In contrast, we examine immune signaling in mature hippocampal slice cultures since the cultures closely parallel their in vivo
counterpart with mature trisynaptic function; show quiescent astrocytes, microglia, and cytokine levels; and SD is easily induced in an unanesthetized preparation. Furthermore, the slices are long-lived and SD can be induced on consecutive days without injury, making this preparation the sole means to-date capable of modeling the neuroimmune consequences of chronic SD, and thus perhaps chronic migraine. We use electrophysiological techniques and non-invasive imaging to measure
neuronal cell and circuit functions coincident with SD. Neural immune gene expression variables are measured with qPCR screening, qPCR arrays, and, importantly, use of cDNA preamplification for detection of ultra-low level targets such as interferon-gamma using whole, regional, or specific cell enhanced (via laser dissection microscopy) sampling. Cytokine cascade signaling is further assessed with multiplexed phosphoprotein related targets with gene expression and phosphoprotein changes confirmed via cell-specific immunostaining. Pharmacological and siRNA strategies are used to mimic
SD immune signaling.
Neuroscience, Issue 52, innate immunity, hormesis, microglia, T-cells, hippocampus, slice culture, gene expression, laser dissection microscopy, real-time qPCR, interferon-gamma
Electric Cell-substrate Impedance Sensing for the Quantification of Endothelial Proliferation, Barrier Function, and Motility
Institutions: Institute for Cardiovascular Research, VU University Medical Center, Institute for Cardiovascular Research, VU University Medical Center.
Electric Cell-substrate Impedance Sensing (ECIS) is an in vitro
impedance measuring system to quantify the behavior of cells within adherent cell layers. To this end, cells are grown in special culture chambers on top of opposing, circular gold electrodes. A constant small alternating current is applied between the electrodes and the potential across is measured. The insulating properties of the cell membrane create a resistance towards the electrical current flow resulting in an increased electrical potential between the electrodes. Measuring cellular impedance in this manner allows the automated study of cell attachment, growth, morphology, function, and motility. Although the ECIS measurement itself is straightforward and easy to learn, the underlying theory is complex and selection of the right settings and correct analysis and interpretation of the data is not self-evident. Yet, a clear protocol describing the individual steps from the experimental design to preparation, realization, and analysis of the experiment is not available. In this article the basic measurement principle as well as possible applications, experimental considerations, advantages and limitations of the ECIS system are discussed. A guide is provided for the study of cell attachment, spreading and proliferation; quantification of cell behavior in a confluent layer, with regard to barrier function, cell motility, quality of cell-cell and cell-substrate adhesions; and quantification of wound healing and cellular responses to vasoactive stimuli. Representative results are discussed based on human microvascular (MVEC) and human umbilical vein endothelial cells (HUVEC), but are applicable to all adherent growing cells.
Bioengineering, Issue 85, ECIS, Impedance Spectroscopy, Resistance, TEER, Endothelial Barrier, Cell Adhesions, Focal Adhesions, Proliferation, Migration, Motility, Wound Healing
Collecting And Measuring Wound Exudate Biochemical Mediators In Surgical Wounds
Institutions: Stanford University School of Medicine .
We describe a methodology by which we are able to collect and measure biochemical inflammatory and nociceptive mediators at the surgical wound site. Collecting site-specific biochemical markers is important to understand the relationship between levels in serum and surgical wound, determine any associations between mediator release, pain, analgesic use and other outcomes of interest, and evaluate the effect of systemic and peripheral drug administration on surgical wound biochemistry. This methodology has been applied to healthy women undergoing elective cesarean delivery with spinal anesthesia. We have measured wound exudate and serum mediators at the same time intervals as patient's pain scores and analgesics consumption for up to 48 hours post-cesarean delivery. Using this methodology we have been able to detect various biochemical mediators including nerve growth factor (NGF), prostaglandin E2 (PG-E2) substance P, IL-1β, IL-2, IL-4, IL-6, IL-7, IL-8, IL-10, IL-12, IL-13, IL-17, TNFα, INFγ, G-CSF, GM-CSF, MCP-1 and MIP-1β. Studies applying this human surgical wound bioassay have found no correlations between wound and serum cytokine concentrations or their time-release profile (J Pain. 2008; 9(7):650-7).1
We also documented the utility of the technique to identify drug-mediated changes in wound cytokine content (Anesth Analg 2010; 111:1452-9).2
Medicine, Issue 68, Biochemistry, Anatomy, Physiology, Cytokines, Cesarean Section, Wound Healing, Wounds and Injuries, Surgical Procedures, Operative, Surgical wound, Exudate, cytokines, Substance P, Interleukin 10, Interleukin 6, Nerve growth factor, Prostaglandin E2, Cesarean, Analgesia | <urn:uuid:1443e71e-69a0-46bc-81b9-900baf963ee0> | CC-MAIN-2017-04 | http://www.jove.com/visualize/abstract/24143227/heat-shock-protein-b1-deficient-mice-display-impaired-wound-healing | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281450.93/warc/CC-MAIN-20170116095121-00028-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.900896 | 12,283 | 2.671875 | 3 |
In 1644, some of the most respectable inhabitants of Plymouth became the first settlers of what would become Eastham, Massachusetts. The group included two of my ninth great-grandfathers, Richard Higgins and Josias Cook. Others included John Doane, Nicholas Snow, John Smalley, Edward Bangs, and Thomas Prince.
At his home in Eastham, Prince planted a pear tree that had been brought from England. Two centuries later Heman Doane, a descendant of John Doane, addressed the tree in verse:
Two hundred years have, on the wings of time,Henry David Thoreau quoted part of this poem in Cape Cod, but deigned to use all of it. Some lines, he felt, were not worth quoting. You can read Thoreau's comments and more about the ancient pear tree in Eastham at My Ancestors in Books.
Passed, with their joys and woes, since thou, Old Tree!
Put forth thy first leaves in this foreign clime,
Transplanted from the soil beyond the sea.
Whence did our pious Pilgrim Fathers come,
To found an empire in this western land.
Where they and theirs might find a peaceful home —
A safe retreat from persecution's hand.
That exiled band long since have passed away,
And still, Old Tree, thou standest in the place
Where Prince's hand did plant thee in his day —
An undesigned memorial of his race
And time — of those, our honored fathers, when
They came from Plymouth o'er and settled here —
Doane, Higgins, Snow, and other worthy men,
Whose names their sons remember to revere.
Full many a summer breeze and wintry blast
Through those majestic boughs have waved and sighed
While centuries with their burdens by have passed,
And generations have been born and died.
And many a sister tree has had its birth.
Performed its labors, and fulfilled its day;
And mighty kings and kingdoms of the earth
Have lived and flourished, died and passed away.
There didst thou stand in times of bloody strife.
The youthful days of Boston's famous tree, —
And when our patriot fathers sold their lives
To buy their country's glorious liberty!
Old time has thinned thy boughs, Old Pilgrim Tree!
And bowed thee with the weight of many years;
Yet, mid the frosts of age, thy bloom we see.
And yearly still thy mellow fruit appears.
Venerable emblem of our sires of yore!
Like them thou hast performed life's labors well;
And when, like them, thy days are passed and o'er,
These lines may help thy lengthened stories tell. | <urn:uuid:cb3a0f19-ecb4-4304-b753-747b4eccac82> | CC-MAIN-2015-22 | http://krentz.blogspot.com/2009/11/poem-pear-tree-and-my-eastham-ancestors.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207930109.71/warc/CC-MAIN-20150521113210-00061-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.963804 | 582 | 2.8125 | 3 |
In this post, I’ve discussed some tips and tools to reduce computer eye strain that could help you work more efficiently with your PC.
Do your eyes feel tired, burning or itchy after seeing your computer? Or do you have watery/dry eyes while looking at the digital screen? Are you experiencing blurred/double vision, focusing difficulty or increased sensitivity to light when you work with PC? These are the symptoms of dry eyes, and you’re most at risk for computer eye strain that can hurt your productivity. This machine eye fatigue can be medically termed as Computer Vision Syndrome.
Now days, the use of computer, tablets and smartphones is very common at office, schools and home. So, whether you’re an internet marketer, student or a person who spend hours a day in front of the computer screen, I’d suggest you to read this post to end to prevent digital eye strain. Let me start on what causes eyestrain when using a computer!
What Causes Computer Eye Strain?
Digital devices have small prints and pixel images that may need more focus to read and thus cause strain to eyes.
Poor lighting, having an improper workstation and getting exposed to extreme brightness or glare would cause computer eyestrain.
Moreover, if you have uncorrected vision problems, headaches or blurring of vision, you’re more vulnerable to get eye discomfort.
Reduced blinking, bad posture, and extended reading are also the significant reasons for computer eye strain.
How To Relieve Computer Eye Fatigue?
Below are the simple tips to avoid computer eye-strain and lessen the symptoms of CVS.
Image Credit: Freedigitalphotos.net
1. Undergo routine eye exam
Have a regular eye check up and consult with the doctor how often you use the computer both at office and home. Don’t forget to specify the distance between your eyes and computer screen. This measurement would help the doctor to test your eyes at that particular distance.
2. Check light settings
If you have extremely bright light while working with your PC, it will cause computer eyestrain. So,
1. If there is the excess sunlight in your working room, use drapes.
2. Use light bulbs at the side of your computer screen, instead of fixing it in front/behind the monitor.
3. Find full-spectrum fluorescent lights with reduced brightness.
3. Beautiful tune and Advance PC display
If you’ve improper computer monitor settings, you’ll get digital eye fatigue. Yes, your PC screen should have moderate brightness & contrast, readable text size (use”ctrl +” when needed) and less color temperature to prevent eye strain.
Also, if you use old monitors with CRT (Cathode Ray Tube), you’ll more likely to have eye discomfort as it causes images to flicker. So, try to advance your computer display with LED screen that do not have any significant impact on your eyes.
4. Reduce Glare
If your computer screen gets more reflections due to outside light, it will produce glare that would make your eyes get strain. In that case, you may cover the windows/doors or change the paint of your light color wall with the dark color. However, the best solution to minimize glare is that to install an anti-glare filter on your computer monitor. If you wear spectacle, consider buying the lenses with anti-reflective coating as it would reduce the amount of light reflection.
5. Practice to blink often
Computer eye strain is mainly caused due to dryness and irritation. If you blink less frequently, coating of tears may get fade away and thus cause eye strain. People who work at the computer rarely blink their eyes that would result in the loss of eye moisture. So, when you work with your PC, it is more important to blink regularly to keep your eyes well lubricated and nourished.
6. Get eyewear for computer
One of the best ways to avoid computer eye-strain is to get computer reading glasses for your eyes. PC glasses are proved to be the greatest comfort provider at your computer than contact lenses (Contact lenses would get dry during continuous computer work)
7. Maintain good posture
Poor posture during computer work would contribute digital eye problems. Get a good computer chair that can be easily adjusted to a suitable height of your computer screen. Sitting about 24 inches away from the monitor would be good, and the optimum position of the screen should be 15 to 50 degrees below eye level to avoid eye fatigue.
8. Other tips to prevent eye strain from computer use
Below are the useful tips to get rid of computer eyestrain
• Take regular breaks and stretch your body parts.
• Follow 20-20 rule (After 20 minutes computer work, practice to look at the object at 20 feet away for 20 seconds)
• Stay hydrated and intake vitamin A, C and E rich foods for your overall eye health.
• Regularly clean your computer monitor to avoid reflections and glare.
• Close your eyes and get relax for some time.
10 Efficient Tools To Reduce Computer Eye Strain
Technology has been emerging a lot and thus some valuable tech tools are available to prevent computer eye strain. Below are the apps that would help you to reduce the brightness of the screen, manage the monitor glare or remind you to give the rest to your eyes.
Protectyourvision is a free application that has been specially designed to protect your eyes from computer eye strain. It has three different modes with sound alarm and desktop notification. You can select the suitable mode, and you avert your eyes from the computer screen.
It’s a funny software that fades your desktop into a bluish color. It has been created mainly to develop the habit of taking breaks to relax your eyes for every 15 minutes and to release tension around neck parts. This visual break reminder is for Windows and displays the current time.
If you sit in front of the computer for endless hours, Timeout reminds you to take a break on the regular basis. It has two kinds of breaks named “Normal” break and “Micro” break and thus you may enable your preferred pause, based on the amount of time you spend with the computer. Having excellent customization features is a notable stuff of Timeout. This computer eye strain app is also available for Mac users.
Do you work with the computer at night? Then F.lux is one of the perfect solutions to reduce computer eye strain. Yes, it makes your PC warm at night and like sunlight during the day. It would also help you to sleep better. Windows, Mac, Linux and IOS users can download this computer eye strain software for free.
It is also an ideal app for the late night computer workers who wish to control multiple monitors. It is simple to use which allows managing the brightness of several PC screens. This screen dimmer is free to use and works on Windows 7, XP and Vista.
EyeDefender is a specially designed freeware to prevent Computer Vision Syndrome, which lets you schedule the break to be taken while working on the computer for hours. It runs a default screen saver and visual training to calm down the eyes. Setting up the time to take the rest, displaying the popup timed reminder, and some automatic features are the noteworthy features of Eyedefender.
If you’re using your computer in the dark, this helpful chrome extension tints the websites with white backgrounds to prevent your eyes from hurting. You may set the brightness level of your monitor with this chrome add-on.
Are you Android user who work with Smartphone or Tablet in the late evening? If so, download Twlight from Google Play Store to get pleasant experience for your eyes during night. It filters the flux of blue light emitted from the gadget screens and protect your eyes with a soft red filter. This dynamic eye strain app will also help to get rid of sleeping problems.
Workrave is an efficient program that alerts you to take micro-pauses, breaks to take the rest and restricts your computer usage limit. It helps you to recover and prevent the Repetitive Strain Injury (RSI), and it runs on Windows & GNU/Linux.
EyeLeo is also a handy application to remind you to take short eye breaks. If you spend more time on your computer, you’ll get practiced to take care of your eyes with its features like screen blocking, strict mode, eye exercise, and customizable parameters.
Most of the people spend several hours daily in front of the computer screen as a part of their jobs and after reaching home, they continue to watch TV, play games on tablets and use smartphone to chat with friends. So they often feel tired in their eyes and get headache.
A recent study states that about 70% of the people from developed countries are getting affected by Computer Vision Syndrome (CVS) as they are viewing digital screen for more than 2 hours every day. So, it would be good to blink often your eyes and perform eye gymnastics.
I would recommend you to follow the above-discussed tips and use any of the tools to put off computer eye strain. Do you spend many hours in front of the digital screen? Are you following any innovative methods to reduce computer eye strain? Share your experiences with me.
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Mozilla has announced a fun and educational tool dubbed Codemoji that introduces internet users to the basics of encryption through emojis. To put it simply, Codemoji is a web-based tool that allows users to write a message, encode it using emoji and then send it to their contacts. Codemoji is a learning tool and not a platform for sharing personal data. You might opt for some sophisticated security tool in case you want to send sensitive information.
Mozila believes Codemoji is the first step for regular internet users to better understand encryption, which is the most important tool for building a safer and secure internet. The internet giant co-developed Codemoji along with its partner TODO, the Turin, Italy-based design and creative agency to educate internet users about Chipers and the basic of encryption.
"When more people understand how encryption works and why it's important to them, more people can stand up for encryption when it matters most. This is crucial: Currently, encryption is being threatened around the world," said Mark Surman, said executive director Mozilla, in an official blog post.
"From France to Australia to the UK, governments are proposing policies that would harm user security by weakening encryption. And in the US, the FBI recently asked Apple to undermine the security of its own products," added Surman.
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Dehydration occurs when you use or lose more fluid than you take in, and your body doesn't have enough water and other fluids to carry out its normal functions. If you don't replace lost fluids, you will get dehydrated.
Common causes of dehydration include vigorous exercise, especially in hot weather; intense diarrhea; vomiting; fever or excessive sweating. Not drinking enough water during exercise or in hot weather even if you're not exercising also may cause dehydration. Anyone may become dehydrated, but young children, older adults and people with chronic illnesses are most at risk.
You can usually reverse mild to moderate dehydration by drinking more fluids, but severe dehydration needs immediate medical treatment. The safest approach is preventing dehydration in the first place. Keep an eye on how much fluid you lose during hot weather, illness or exercise, and drink enough liquids to replace what you've lost.
Mild to moderate dehydration is likely to cause:
- Dry, sticky mouth
- Sleepiness or tiredness — children are likely to be less active than usual
- Decreased urine output
- No wet diapers for three hours for infants
- Few or no tears when crying
- Dry skin
- Dizziness or lightheadedness
Severe dehydration, a medical emergency, can cause:
- Extreme thirst
- Extreme fussiness or sleepiness in infants and children; irritability and confusion in adults
- Very dry mouth, skin and mucous membranes
- Little or no urination — any urine that is produced will be darker than normal
- Sunken eyes
- Shriveled and dry skin that lacks elasticity and doesn't "bounce back" when pinched into a fold
- In infants, sunken fontanels — the soft spots on the top of a baby's head
- Low blood pressure
- Rapid heartbeat
- Rapid breathing
- No tears when crying
- In the most serious cases, delirium or unconsciousness
Unfortunately, thirst isn't always a reliable gauge of the body's need for water, especially in children and older adults. A better indicator is the color of your urine: Clear or light-colored urine means you're well hydrated, whereas a dark yellow or amber color usually signals dehydration.
When to see a doctor
If you're a healthy adult, you can usually treat mild to moderate dehydration by drinking more fluids, such as water or a sports drink (Gatorade, Powerade, others). Get immediate medical care if you develop severe signs and symptoms such as extreme thirst, a lack of urination, shriveled skin, dizziness and confusion.
Treat children and older adults with greater caution. Call your family doctor right away if your loved one:
- Develops severe diarrhea, with or without vomiting or fever
- Has bloody or black stool
- Has had moderate diarrhea for 24 hours or more
- Can't keep down fluids
- Is irritable or disoriented and much sleepier or less active than usual
- Has any of the signs or symptoms of mild or moderate dehydration
Go to the nearest hospital emergency room or call 911 or your emergency medical number if you think a child or older adult is severely dehydrated. You can help prevent dehydration from becoming severe by carefully monitoring someone who is sick and giving fluids, such as an oral rehydration solution (CeraLyte, Pedialyte, others), at the first sign of diarrhea, vomiting or fever and by encouraging children to drink plenty of water before, during and after exercise.
Dehydration occurs when there isn't enough water to replace what's lost throughout the day. Your system literally dries out. Sometimes dehydration occurs for simple reasons: You don't drink enough because you're sick or busy, or because you lack access to safe drinking water when you're traveling, hiking or camping.
Other dehydration causes include:
- Diarrhea, vomiting. Severe, acute diarrhea — that is, diarrhea that comes on suddenly and violently — can cause a tremendous loss of water and electrolytes in a short amount of time. If you have vomiting along with diarrhea, you lose even more fluids and minerals. Children and infants are especially at risk. Diarrhea may be caused by a bacterial or viral infection, food sensitivity, a reaction to medications or a bowel disorder.
- Fever. In general, the higher your fever, the more dehydrated you may become. If you have a fever in addition to diarrhea and vomiting, you lose even more fluids.
- Excessive sweating. You lose water when you sweat. If you do vigorous activity and don't replace fluids as you go along, you can become dehydrated. Hot, humid weather increases the amount you sweat and the amount of fluid you lose. But you can also become dehydrated in winter if you don't replace lost fluids. Preteens and teens who participate in sports may be especially susceptible, both because of their body weight, which is generally lower than that of adults, and because they may not be experienced enough to know the warning signs of dehydration.
- Increased urination. This may be due to undiagnosed or uncontrolled diabetes. Certain medications, such as diuretics and some blood pressure medications, also can lead to dehydration, generally because they cause you to urinate or perspire more than normal.
Anyone can become dehydrated if they lose too many fluids. But certain people are at greater risk, including:
- Infants and children. Infants and children are especially vulnerable because of their relatively small body weights and high turnover of water and electrolytes. They're also the group most likely to experience diarrhea.
- Older adults. As you age, you become more susceptible to dehydration for several reasons: Your body's ability to conserve water is reduced, your thirst sense becomes less acute, and you're less able to respond to changes in temperature. What's more, older adults, especially people in nursing homes or living alone, tend to eat less than younger people do and sometimes may forget to eat or drink altogether. Disability or neglect also may prevent them from being well nourished. These problems are compounded by chronic illnesses such as diabetes, dementia, and by the use of certain medications.
- People with chronic illnesses. Having uncontrolled or untreated diabetes puts you at high risk of dehydration. But other chronic illnesses, such as kidney disease and heart failure, also make you more likely to become dehydrated. Even having a cold or sore throat makes you more susceptible to dehydration because you're less likely to feel like eating or drinking when you're sick. A fever increases dehydration even more.
- Endurance athletes. Anyone who exercises can become dehydrated, especially in hot, humid conditions or at high altitudes. But athletes who train for and participate in ultramarathons, triathlons, mountain climbing expeditions and cycling tournaments are at particularly high risk. That's because the longer you exercise, the more difficult it is to stay hydrated. During exercise, your body may lose more water than it can absorb. With every hour you exercise, your fluid debt increases. Dehydration is also cumulative over a period of days, which means you can become dehydrated with even a moderate exercise routine if you don't drink enough to replace what you lose on a daily basis.
- People living at high altitudes. Living, working and exercising at high altitudes (generally defined as above 8,200 feet, or about 2,500 meters) can cause a number of health problems. One is dehydration, which commonly occurs when your body tries to adjust to high elevations through increased urination and more rapid breathing — the faster you breathe to maintain adequate oxygen levels in your blood, the more water vapor you exhale.
- People working or exercising outside in hot, humid weather. When it's hot and humid, your risk of dehydration and heat illness increases. That's because when the air is humid, sweat can't evaporate and cool you as quickly as it normally does, and this can lead to an increased body temperature and the need for more fluids.
Dehydration can lead to serious complications, including:
- Heat injury. If you don't drink enough fluids when you're exercising vigorously and perspiring heavily, you may end up with a heat injury, ranging in severity from mild heat cramps to heat exhaustion or potentially life-threatening heatstroke.
- Swelling of the brain (cerebral edema). Sometimes, when you're getting fluids again after being dehydrated, the body tries to pull too much water back into your cells. This can cause some cells to swell and rupture. The consequences are especially grave when brain cells are affected.
- Seizures. Electrolytes — such as potassium and sodium — help carry electrical signals from cell to cell. If your electrolytes are out of balance, the normal electrical messages can become mixed up, which can lead to involuntary muscle contractions and sometimes to a loss of consciousness.
- Low blood volume shock (hypovolemic shock). This is one of the most serious, and sometimes life-threatening, complications of dehydration. It occurs when low blood volume causes a drop in blood pressure and a drop in the amount of oxygen in your body.
- Kidney failure. This potentially life-threatening problem occurs when your kidneys are no longer able to remove excess fluids and waste from your blood.
- Coma and death. When not treated promptly and appropriately, severe dehydration can be fatal.
You're likely to start by seeing your or your child's doctor. However, in some cases when you call to set up an appointment, the doctor may recommend urgent medical care. If your child or an adult who you care for is showing signs of severe dehydration, such as lethargy or reduced responsiveness, seek immediate care at a hospital.
If you have time to prepare for your appointment, here's some information to help you get ready, and what to expect from the doctor.
What you can do
- Write down any symptoms you're (or the person you're caring for) is experiencing, including any that may seem unrelated to the reason for which you scheduled the appointment. If you or the person you're caring for has been vomiting or has had diarrhea, the doctor will want to know when it began and how frequently it's been occurring.
- Write down key personal information, including any recent trips you've taken or life changes you've made. Also include a description of your typical daily diet and any foods you've recently eaten that you suspect may have caused illness. In addition, your doctor will want to know if you or the person you're caring for has recently been exposed to anyone with diarrhea.
- Make a list of key medical information, including other conditions you or the person you're caring for is being treated for and the names of the medications being taken. Include on your list prescription and over-the-counter drugs, as well as any vitamins and supplements.
- Write down questions to ask your doctor.
For dehydration, some basic questions to ask the doctor include:
- What's causing these symptoms?
- What kinds of tests are needed?
- What treatment do you recommend?
- How soon after treatment will there be improvement?
- Are there any activity or dietary restrictions?
- Is there anything I can do to prevent a recurrence of dehydration?
- I have these other health conditions. Do I need to change the treatments I've been using?
- What steps can I take to prevent this from happening again?
- Are there any brochures or other printed material that I can take home with me? What websites do you recommend visiting?
What to expect from your doctor
Your doctor is likely to ask you a number of questions, such as:
- When did the symptoms begin? What were you doing?
- How frequently have you been experiencing loose bowel movements or vomiting?
- How recently have you urinated?
- Are you able to keep down any food or drink?
- Do you also have other symptoms, such as abdominal cramping, fever, headache or muscle aches? How severe are these symptoms?
- Has there been blood in your stools?
- Have you recently eaten any food that you suspect was spoiled?
- Has anyone gotten sick after eating the same food that you did?
- Have you recently been exposed to someone who you know was experiencing diarrhea?
- What medications are you currently taking?
- Have you recently traveled to another country?
- Do you know what your or your child's weight was before symptoms started?
What you can do in the meantime
If your child is sick, continue offering him or her small amounts of an oral rehydration solution containing electrolytes (Pedialyte, others) while you wait for your appointment. Ask your doctor to recommend the amount and frequency. Don't try to replenish fluids in a child with only water, which doesn't treat the electrolyte imbalance associated with dehydration in children, and may make symptoms worse. If you or another adult is sick, try to replenish fluids with water, an oral rehydration solution or a sports drink (Gatorade, Powerade, others).
Your doctor can often diagnose dehydration on the basis of physical signs and symptoms such as little or no urination, sunken eyes, and skin that lacks its normal elasticity and resilience when pinched. If you're dehydrated, you're also likely to have low blood pressure, especially when moving from a lying to a standing position, a faster than normal heart rate and reduced blood flow to your extremities.
To help confirm the diagnosis and pinpoint the degree of dehydration, you may have other tests, such as:
- Blood tests. Blood samples may be used to check for a number of factors, such as the levels of your electrolytes — especially sodium and potassium — and how well your kidneys are working.
- Urinalysis. Tests done on your urine can help show whether you're dehydrated and to what degree.
If it's not obvious why you're dehydrated, your doctor may order additional tests to check for diabetes and for liver or kidney problems.
The only effective treatment for dehydration is to replace lost fluids and lost electrolytes. The best approach to dehydration treatment depends on age, the severity of dehydration and its cause.
Treating dehydration in sick children
Your doctor can offer specific suggestions for treating dehydration in your child, but some general guidelines include the following:
Use an oral rehydration solution. Unless your doctor advises otherwise, use an oral rehydration solution such as Pedialyte for infants and children who have diarrhea, vomiting or fever. These solutions contain water and salts in specific proportions to replenish both fluids and electrolytes. They're also designed for easier digestion. Oral rehydration products are readily available in most drugstores, and many pharmacies carry their own brands. Begin giving fluids early in the course of an illness instead of waiting until the situation becomes urgent.
Be sure to give enough solution. Your doctor may suggest specific amounts, depending on your child's age and degree of dehydration, but a general rule of thumb is to keep giving liquids slowly until your child's urine becomes clear in color. When your child is vomiting, try giving small amounts of solution at frequent intervals — try a spoonful or so every few minutes, for instance. If your child can't keep this down, wait 30 to 60 minutes and try again. Room temperature fluids are best.
- Continue to breast-feed. Don't stop breast-feeding when your baby is sick, but offer your baby an oral rehydration solution in a bottle as well. If you give your baby formula, try switching to one that's lactose-free until diarrhea improves — lactose can be difficult to digest during diarrhea, making diarrhea worse. Never dilute formula more than the instructions advise. Your doctor may suggest substituting an oral rehydration solution for the formula for a short time.
- Avoid certain foods and drinks. The best liquid for a sick child is an oral rehydration solution — plain water doesn't provide essential electrolytes, and although sports drinks replenish electrolytes, they replace those lost through sweating, not through diarrhea or vomiting. Milk, caffeinated beverages, fruit juices or gelatins don't relieve dehydration and may make children's diarrhea symptoms worse.
Treating dehydration in sick adults
Most adults with mild to moderate dehydration from diarrhea, vomiting or fever can improve their condition by drinking more water or other liquids. Certain liquids, such as fruit juices, carbonated beverages or coffee, can make diarrhea worse.
Treating dehydration in athletes of all ages
For exercise-related dehydration, cool water is your best bet. Sports drinks containing electrolytes and a carbohydrate solution also may be helpful. There's no need for salt tablets — too much salt can lead to hypernatremic dehydration, a condition in which your body not only is short of water but also carries an excess of sodium. Avoid drinking carbonated beverages, such as colas or other types of soda.
Treating severe dehydration
Children and adults who are severely dehydrated should be treated by emergency personnel arriving in an ambulance or in a hospital emergency room, where they can receive salts and fluids through a vein (intravenously) rather than by mouth. Intravenous hydration provides the body with water and essential nutrients much more quickly than oral solutions do — something that's essential in life-threatening situations.
To prevent dehydration, drink plenty of fluids and eat foods high in water such as fruits and vegetables. Letting thirst be your guide is an adequate daily guideline for most healthy people. Fluids can be obtained not just from water but also from other beverages and foods. But, if you're exercising, don't wait for thirst to keep up with your fluids.
Under certain circumstances, you may need to take in more fluids than usual:
- Illness. Start giving extra water or an oral rehydration solution at the first signs of illness — don't wait until dehydration occurs. And although they might sound appealing, traditional "clear fluids" such as ginger ale or other sodas contain too much sugar and too little sodium to replenish lost electrolytes.
Exercise. In general, it's best to start hydrating the day before strenuous exercise. Producing lots of clear, dilute urine is a good indication that you're well hydrated. Before exercising, drink 1 to 3 cups (0.24 to 0.70 liters) of water. During the activity, replenish fluids at regular intervals and continue drinking water or other fluids after you're finished.
Keep in mind that drinking too much not only can cause bloating and discomfort but also may lead to a potentially fatal condition in which your blood sodium becomes too low (hyponatremia). This occurs when you drink more fluids than you lose through sweating.
- Environment. You need to drink additional water in hot or humid weather to help lower your body temperature and to replace what you lose through sweating. You may also need extra water in cold weather if you sweat while wearing insulated clothing. Heated, indoor air can cause your skin to lose moisture, increasing your daily fluid requirements. And altitudes greater than 8,200 feet (2,500 meters) also can affect how much water your body needs. If dehydration occurs when you're exercising in hot weather, get into a shady area, recline, and start drinking water or a sports drink. Young athletes should be encouraged to let their coaches know if they're having symptoms of dehydration.
Feb. 12, 2014
- Dehydration in children. The Merck Manuals: The Merck Manual for Healthcare Professionals. http://www.merckmanuals.com/professional/pediatrics/dehydration_and_fluid_therapy_in_children/dehydration_in_children.html?qt=&sc=&alt=. Accessed Aug.19, 2013.
- Somers MJ. Clinical assessment and diagnosis of hypovolemia (dehydration) in children. http://www.uptodate.com/home. Accessed Aug. 17, 2013.
- Sterns RH. Etiology, clinical manifestations, and diagnosis of volume depletion in adults. http://www.uptodate.com/home. Accessed Aug. 17, 2013.
- Diarrhea. National Institute of Diabetes and Digestive and Kidney Diseases. http://digestive.niddk.nih.gov/ddiseases/pubs/diarrhea/. Accessed Aug. 18, 2013.
- Popkin BM, et al. Water, hydration, and health. Nutrition Reviews. 2010;68:439.
- Selecting and effectively using hydration for fitness. American College of Sports Medicine. http://www.acsm.org/docs/brochures/selecting-and-effectively-using-hydration-for-fitness.pdf. Accessed Aug. 16, 2013.
- Rodriguez NR, et al. Position of the American Dietetic Association, Dietitians of Canada, and the American College of Sports Medicine: Nutrition and athletic performance. Medicine and Science in Sports and Exercise. 2009;41:709.
- Montain SJ. Hydration recommendations for sport 2008. Current Sports Medicine Reports. 2008;7:187.
- Thomas DR, et al. Understanding clinical dehydration and its treatment. Journal of the American Medical Directors Association. 2008;9:292.
- Niescierenko M. Advances in pediatric dehydration therapy. Current Opinion in Pediatrics. 2013;25:304.
- Canavan A, et al. Diagnosis and management of dehydration in children. American Family Physician. 2009;80:692.
- Sterns RH. General principles of disorders of water balance (hyponatremia and hypernatremia) and sodium balance (hypovolemia and edema). http://www.uptodate.com/home. Accessed Aug. 17, 2013. | <urn:uuid:affec05a-92ca-4af0-a575-111a9d20000f> | CC-MAIN-2014-52 | http://www.mayoclinic.org/diseases-conditions/dehydration/basics/risk-factors/con-20030056?p=1 | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802768169.20/warc/CC-MAIN-20141217075248-00123-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.946094 | 4,530 | 3.90625 | 4 |
WASHINGTON — Only 21 percent of surveyed medical students could identify five true and two false indications of when and when not to wash their hands in the clinical setting, according to a press release.
Three researchers from the Institute for Medical Microbiology and Hospital Epidemiology at Hannover Medical School in Hannover, Germany, collected surveys from 85 medical students in their third year of study during a lecture class that all students must pass before bedside training and contact with patients commences, the release stated.
According to the release, students were given seven scenarios, of which five — "Before contact to a patient," "Before preparation of intravenous fluids," "After removal of gloves," "After contact to the patient’s bed" and "After contact to vomit" — were correct hand hygiene indications.
Only 33 percent of the students correctly identified all five true indications, and only 21 percent correctly identified all true and false indications, the release noted.
"There is no doubt that we need to improve the overall attitude toward the use of alcohol-based hand rub in hospitals," concluded the authors.
"To achieve this goal, the adequate behavior of so-called ''role models'' is of particular importance," the authors added.
Click here to read the complete release. | <urn:uuid:df02ecb5-a919-4e85-ad0a-3a20cb9fa16a> | CC-MAIN-2017-26 | http://www.cmmonline.com/articles/two-out-of-three-med-students-don-t-know-when-to-wash-3 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00512.warc.gz | en | 0.952944 | 256 | 2.609375 | 3 |
New Resources for Climate Change Education Released
Over the last several months, Earth Day Network Education Director Christine Robertson has been working with the Climate Change Environmental Education POLCA (Project-based Online Learning Community Alliance) to create a set of resources and suggestions for anyone teaching about climate change.
The Alliance has just released the resources to the public—including “research findings, standards, and teaching suggestions appropriate for social studies, language arts, science, and interdisciplinary teaching/learning.” We encourage all educators to take a look.
The Alliance—part of the EPA’s EE Capacity project and affiliated with the North American Association for Environmental Education (NAAEE)—was formed in the spring of 2013. 25 educators were selected from a pool of nearly 100 applicants. For most of 2013, the educators collaborated to create a comprehensive set of climate change education resources.
The project intended to provide strategies and tools for teaching climate change; create a “dialogue-centered” approach to the issue; develop a product that was useful for educators across many disciplines; emphasize both global and local approaches; and function in formal and informal educational settings.
Congratulations to Christine and the POLCA team! Be sure to check out the resources and share them with your friends! | <urn:uuid:386254e2-3483-4226-a0aa-3ce3cd2894b7> | CC-MAIN-2014-15 | http://www.earthday.org/blog/2014/01/22/new-resources-climate-change-education-released | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537308.32/warc/CC-MAIN-20140416005217-00649-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.931971 | 256 | 3.171875 | 3 |
In this article, we aim to describe how the Onesait Platform’s Dataflow module can help to solve several scenarios that are common in many projects.
But what is this module about? Well, it allows you to graphically and easily define data flows, data transformations, etc. If you are interested in consulting in detail the technical capabilities of the module, we recommend this article about that on our Developer’s Portal.
The idea behind this article is not only to show you specific examples of data flows, but rather to demonstrate at a higher level the possibilities that this module offers.
Processing of streaming data
One of Dataflow’s most used capacities is the processing of streaming data. With this module, data flows can be defined from the connection with the data source, to the possible destinations of the data. It also allows the implementation of the necessary data transformations.
Let’s see an example to describe the various stages and possibilities in greater detail. The following figure shows an example with two different streaming data sources.
These data sources can even be from different technologies; for example, communication brokers such as Apache Kafka and Google Pub/Sub. More traditional sources such as relational databases, NoSQL databases, FTP servers, etc., can also be used as data sources. The list of supported technologies is very long and constantly expanding.
Another very usual scenario in projects is tasks that have to be carried out periodically without any user supervising or activating them.
The figure above shows a similar scenario to the one we just discussed. Nevertheless, the difference is that, in this case, the connectors will not be subscribed to the data sources but instead a planner will launch the tasks in a programmed way.
The Onesait Platform allows this planning using the Flowengine component. In this scenario, the pipeline will start when the planner says so. If necessary, the planner itself can pass parameters to the pipelines. Once the data has been processed, the pipelines will stop until the planner decides to start a new run.
Data replication between environments
Many projects require to have copies of production data in test or pre-production environments. This need can be met with Dataflow. There are several ways to do this data replication with Dataflow. The following figure shows a scenario in which the dataflow from one of the environments exports directly to another environment.
Other possibilities would be for the destination’s Dataflow to read the data from the source, or there could even be an intermediate broker or repository. Depending on the connectivity existing between the environments, the variants that should be used. Normally the connectivity limitations are determined by security requirements.
In other projects, integration between different systems is done at the data level. In these cases, Dataflow can be used to obtain data from external systems and make them available for new developments made on the Platform. The same happens on the opposite case: Some clients have tools or other systems that will need to store data locally and these must be supplied.
The previous figure shows an example in which there are two instances of the Dataflow module, one of them dedicated to data acquisition from external sources and the other dedicated to providing data to external systems. Having dedicated Dataflow instances facilitates the management of pipelines when their number starts to grow.
In many cases, the Onesait Platform is used to centralize data from different systems. A clear example is the Data Lake-type projects. In this case, a pipeline is defined for each data source.
Thanks to the flexibility of the Dataflow, a multitude of technologies can be used as a data source, and we can also add new sources without having to deploy new software, because the Dataflow pipelines are defined dynamically.
We have seen some of the common cases that can be implemented with the Dataflow. There are many more cases that can be solved with this module, because it is nothing if it is not flexible.
We hope you found this interesting, and if you have any question, please leave us a comment. | <urn:uuid:58604656-8a04-40b8-a883-3cc07fefec4a> | CC-MAIN-2021-10 | https://blog.onesaitplatform.com/2020/10/16/cuando-usar-el-modulo-dataflow-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178356456.56/warc/CC-MAIN-20210226085543-20210226115543-00255.warc.gz | en | 0.909151 | 815 | 2.609375 | 3 |
Some years ago, I made up one of the famous Persian hoods in red linen cloth. I machine-sewed it and bag-lined it, and did not have sources other than reliefs, the Darius Mosaic, the bonnet from one of the Pazyryk tombs, and an interesting woodcut which Jona Lendering showed me. I used linen because it was available and appropriately light and flowing. I had a feeling that wool would have been more common. Back then, I knew that Strabo said that ordinary Persians wore a rag of sindōn (fine linen? by the middle ages sindon was a delicate silk) about their heads while rich ones wore a tower-like felt hat, so I had one possible source for linen (the original Greek is ῥάκος σινδόνιόν and πίλημα πυργωτόν and the citation is Strabo, Geography, 15.3.19). In the meantime I learned a bit of Greek, and also some Akkadian. It turned out that both of those languages are relevant.
From the seventh century BCE onwards, documents in Babylonia start to mention a kind of foreign hat called the karballatu which may be related to the Greek κυρβασία and one name for the flowing hood with cheek flaps which Persians and Scythians wore (another name used by Greek and Latin writers is tiara). Because they are interested in manufacture and price, and because cuneiform has logograms for materials, these documents often say what these hats were made of. The Chicago Assyrian Dictionary gives some examples:
- 2 širˀannu … and two karballatu which are linen (ša GADA: TCL 9 117: 13)
- 2 linen (GADA) karballutu (Cyr. 183, a marriage contract from Sippar)
- For two karballatu garments (TUG2), one shekel of silver (Nbn. 824: 14)
The Chicago Assyrian Dictionary does not, as far as I can recall, have any texts where these are said to be of wool.
Even better, we have a good idea what these hats looked like, because Darius’ grave inscription at Naqš-i Rustam mentions the Kimmerians who wear their karballatū upright (KUR Gimirri ša TUG2 kar-bal-la-ti-šu2-nu zaq-pa-ˀ). We usually call them the Sakā tigraxaudā or pointed-cap Scythians. Darius had a picture of their chief Skunkha carved on his victory relief at Behistun:
Whether or not your December involves any silly red hats, I hope you have a quiet weekend. | <urn:uuid:ba656c8a-dba8-4270-8ec6-f1e113df50f4> | CC-MAIN-2017-30 | https://bookandsword.com/2016/12/24/the-linen-karballatu/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424287.86/warc/CC-MAIN-20170723062646-20170723082646-00203.warc.gz | en | 0.946328 | 619 | 3.15625 | 3 |
Four or five 40-minute sessions spread out over two or three weeks. This activity can be repeated each season for comparative studies.
- Data for weather conditions in our area (can be obtained from Newark airport's weather station)
- rain gauge
- world map
- copycat page from Ranger Rick's Rain Forests: Tropical Treasures
- Describe characteristics of a tropical rain forest.
- Compare and contrast conditions in temperate forests with conditions in tropical rain forests.
- Students will think and list some of the different kinds of forests that grow around the world.
- Teams will share lists and create team list.
- Class share/discussion. Discuss some ways the forests are different. record responses on chalkboard or chart paper.
- Student teams will generate a list of questions they have about the plants and animals that live in or around their neighborhood. (This can be a nearby wooded area, an area on school grounds, or weeds sprouting up between cracks in the sidewalk.)
- Teams will evaluate list and narrow down to four or five questions they can answer through observations.
- Class sharing and discussion of questions. Students should come to consensus as a class on four or five questions that every team will try to answer. Each team may also have individual questions they want to explore.
- Provide each team with a thermometer, plastic baggie, string, ruler, etc.
- Take students outside. As a class set up a rain gauge for the students to monitor each day. Each team will select a different site to explore, answer questions, and record observations. (Repeat this investigation several times over two or three weeks.)
- As a class, also monitor and record the times for sunrise and sunset over the study period.
- After data has been collected for a number of days, teams will share results with the class. record on sheet of easel paper. Student teams will calculate rainfall and temperature averages.
- Share data obtained from weather station on monthly temperature and rainfall averages. Teams will graph the monthly average of each.
- Class discussion - generate a list of general characteristics for forests in our area.
- Student team will use the information gathered from the Rainforest Connection and research materials to compare/contrast the characteristics of our area to thecharacteristics of Panama's forests. Guided questions may include:
- How do the average temperatures compare?
- Compare the rainfall at different times of the year.
- How are the lengths of days different?
- What are some differences and similarities between the plants in the two areas?
- Teams will create a brief presentation to share with the class, comparing and contrasting the characteristics of each area (chart, Venn Diagram, etc.).
- Class sharing of presentations.
- Class discussion of the process: How did this investigation help you learn about tropical forests?
Were there any surprises as a result of this investigation?
NJ Core Curriculum Content Standards: Science 5.2, 5.6, 5.7, 5.12; Language Arts 3.1, 3.2, 3.3, 3.4. | <urn:uuid:d30fdd5b-36cb-4c96-b09e-a25fc93a6337> | CC-MAIN-2019-04 | https://www.montclair.edu/csam/prism/rainforest-resources/curriculum-materials/how-to-use-the-rainforest-connection/exploring-environments/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583897417.81/warc/CC-MAIN-20190123044447-20190123070447-00289.warc.gz | en | 0.911219 | 642 | 3.78125 | 4 |
The sky dropped some much-needed water on San Antonio’s Earth Day on Wednesday.
William R. Sinkin EcoCentro Program Coordinator Julie Cornelius said the rain catchment tank, which sits in front of the center’s eco-friendly building on North Main Street, is full of water from the day’s downpour – which will be used to hydrate the various gardens at the center.
EcoCentro, which sits right across the street from San Antonio College, is a sustainability hub for college students and community members alike. The building’s roof is made up of 135 solar panels, its yard hosts a community garden, and its structure serves as a meeting place for various clubs and organizations.
EcoCentro celebrated its first birthday on Wednesday, calling it their “bEARTHday” celebration in honor of Earth Day.
Lisa Cervantes, student president of the Alamo Colleges’ Students for Environmental Awareness club, said the organization sold agua frescas on the San Antonio College’s campus earlier in the day to fundraise for a recycling campaign, while also holding a bike mechanics workshop on campus – all in support of Earth Day.
“We were encouraging students to ride an alternative means of transportation because it’s a much healthier, cleaner, and active way to get around,” she said.
Cervantes said the San Antonio College is on the list to receive a B-Cycle station.
“It’s a great program for people to rent bikes and travel through San Antonio on bikes,” she said. “I’m an avid cyclist so I’m pushing for it. We need more cyclists, bike lanes, and cycle safety.”
The club is also raising thousands of worms to help breakdown compost, a process called vermicomposting.
“The worms got me involved,” said club member Renee Williams. “As a child, my father used to raise worms for fishing, and I remember helping him take care of the worms. They like to eat coffee grounds, cornmeal, and eggshells, so I started bringing by food scraps.”
The worms eat the decomposing food scraps, producing castings that are full of beneficial microbes and nutrients, which can be used as a plant fertilizer.
EcoCentro celebrates Earth Day everyday by opening its doors to environmental organizations, operating out of an eco-friendly building, and educating the community for a sustainable future.
*Featured/top image: An attendee reaches for fresh fruit during EcoCentro’s “bEARTHday” celebration. Photo by Joan Vinson. | <urn:uuid:01ef6726-5f52-4005-9ff3-1cd2004af2f4> | CC-MAIN-2022-33 | https://sanantonioreport.org/ecocentro-celebrates-its-earth-day-birthday/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572161.46/warc/CC-MAIN-20220815054743-20220815084743-00600.warc.gz | en | 0.948491 | 562 | 2.515625 | 3 |
In this article, Jon Hird, author of the brand new Oxford Learner’s Pocket Verbs and Tenses, takes a look at the verbing of English and shares with us some interesting examples he has recently come across.
A recent OUP ELT blog about the language legacy of the Olympics included some examples of nouns being used as verbs. Competitors no longer stood on the podium and won a medal, but podiumed and medalled. Athletes also finalled (reached a final) and PB-ed (achieved a PB, or Personal Best). Even Lord Coe, Chairman of the Organising Committee, got in on the act when, prior to the games, he told the nation that ‘The London Olympics need[ed] to legacy’.
This conversion of nouns to verbs is known as ‘verbing’ and it has been around for as long as the English language itself. Ancient verbs such as rain and thunder and more recent conversions such as access, chair, debut, highlight and impact were all originally used only as nouns before they became verbs. In his book, The Language Instinct, Steven Pinker tells us that ‘Easy conversion of nouns to verbs has been part of English grammar for centuries; it is one of the processes that makes English English.’
Verbing exists essentially to make what we say shorter and snappier. It can also give a more dynamic sense to ideas. Conversion is easy and therefore common in English because, unlike in many other languages, the base form of the verb does not take a separate ending. Verbs converted from nouns are all regular and the past forms have an -ed ending.
Today, noun to verb conversion is particularly common in the field of technology, especially when it comes to the internet and digital communication. Many words which were originally nouns have very quickly become established as verbs. We bookmark websites. We email, text, message and DM (Direct Message) people. We friend and unfriend (or defriend) people on Facebook. We tweet about topics that are trending. We blog. And now, at least according to one mobile phone provider, we also hub (see right).
Proper nouns are also used as verbs. If we don’t know something, we google it. We skype to keep in touch. We youtube to watch video clips. And we facebook and whatsapp people about what’s going on. A Turkish colleague of mine recently found himself saying that he’d ebayed something and was wondering if it’s OK to say that.
Outside the world of technology, it seems that nouns are being verbed wherever you turn. At the airport on a recent work trip, we were informed that ‘Passengers who are transiting need to follow the transit signs.’ After my return to the UK, a colleague emailed ‘I hope you had a great time conferencing around Italy.’ Around the same time a friend facebooked ‘let’s coffee soon!’ I’ve since discovered that ‘Let’s Coffee’ is the name of numerous coffee shops around the world. There’s also ‘Let’s Burger’, ‘Let’s Seafood’ and no doubt many more.
Food and drink, in fact, seems to be ripe when it comes to verbing the noun. Ted, a character in the TV show ‘How I Met Your Mother’, when offering to buy someone a drink, asks ‘Can I beer you?’ After a talk I recently gave, one of the participants facebooked me this photo he had taken of a London café window (see below). Whether he saladed or sandwiched that day, I’m not sure. And while a considerable number of English words connected with food come from French, I was surprised to come across the concept of fooding in, of all places, Montmartre in Paris.
Advertisers have latched on to verbing as well. For some time now, a high street chain here in the UK has been imploring us not to shop for it, but to Argos it. And while cycling through the centre of Oxford the other day, I noticed on the back door of a van this rather clever play on words promoting cordless power tools (see right). And only last night, during a BBC news item about the possible impending demise of the high street music store, a guest explained that part of the problem was that customers were overchoiced.
So, the choice is yours – do you noun or do you verb? Keep your eyes and ears open and see how many examples of verbing you come across. A lot, I suspect. And please share some of your favourites below. | <urn:uuid:539c997a-bf97-4233-a59f-86c5f50ca93c> | CC-MAIN-2019-26 | https://oupeltglobalblog.com/tag/contemporary-english/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999946.25/warc/CC-MAIN-20190625192953-20190625214953-00100.warc.gz | en | 0.968242 | 998 | 3.34375 | 3 |
The state or condition of being homochiral.
Homochirality describes a property of some molecules made up of chiral units. A molecule is said to be homochiral if all the molecule's constituent units are of the same chiral form. In biology homochirality is a common property of amino acids and sugars. The origin of this phenomenon is not clearly understood. It is unclear if homochirality has a purpose, however it appears to be a form of information storage. One suggestion is that it reduces entropy barriers in the formation of large organized molecules. It has been experimentally verified that amino acids form large aggregates in larger abundance from enantiopure substrates than from racemic ones. Homochirality is said to evolve in three distinct steps: mirror-symmetry breaking creates a minute enantiomeric imbalance and is key to homochirality, chiral amplification is a process of enantiomeric enrichment and chiral transmission allows the transfer of chirality of one set of molecules to another. It is also entirely possible that homochirality is simply a result of the natural autoamplification process of life—that either the formation of life as preferring one chirality or the other was a chance rare event which happened to occur with the chiralities we observe, or that all chiralities of life emerged rapidly but due to catastrophic events and strong competition, the other unobserved chiral preferences were wiped out by the preponderance and metabolic, enantiomeric enrichment from the 'winning' chirality choices. The emergence of chirality consensus as a natural autoamplification process has been associated with the 2nd law of thermodynamics.
The numerical value of homochirality in Chaldean Numerology is: 8
The numerical value of homochirality in Pythagorean Numerology is: 3
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"homochirality." Definitions.net. STANDS4 LLC, 2017. Web. 15 Dec. 2017. <http://www.definitions.net/definition/homochirality>. | <urn:uuid:f529fb58-fa70-43f8-a791-d945fe4d2dae> | CC-MAIN-2017-51 | http://www.definitions.net/definition/homochirality | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948568283.66/warc/CC-MAIN-20171215095015-20171215115015-00472.warc.gz | en | 0.889103 | 510 | 3.59375 | 4 |
One of the most striking exhibits in the Eton College Museum of Antiquities is this remarkable drinking vessel, made in the form of a partially-opened lotus flower.
The chalice is made from faience, which the ancient Egyptians called Tjehenet, which may be translated as ‘gleaming’ or even ‘dazzling’. It was produced from materials that were readily available and namely silica, lime, an alkali component and copper. This last was used to produce the desirable vibrant blue shade, so often seen in ancient Egyptian artefacts, decoration and jewellery.
The chalice is made in the form of a partially open lotus blossom. The Lotus grew abundantly in the Nile Valley, and was the symbol often used to represent Upper Egypt (the area to the south of Beni Suef). The Egyptian lotus or lily also features frequently in funerary art, as a symbol of regeneration and rebirth. In this case, the lotiform shape may be intended as an allusion to the divine status of the pharaoh, invoking his afterlife among the blessed.
But what of the decoration of the vessel itself? Modern eyes have come to associate ceramics with a rather gentle aesthetic, so it perhaps seems shocking to us that such a beautiful object should be decorated with scenes of a pharaoh beating a captive. While such violent imagery may not be to modern tastes, depictions of the pharaoh smiting his enemies form a consistent theme in the material culture relating to kings of ancient Egypt. Typically the pharaoh was shown holding the hapless enemy by the hair, whilst raising his weapon to strike him and, indeed, this is what we see here. The reproduction of this same image across the millennia strongly suggests that it was a formulaic way of praising the ruler: it features even in reigns that appear to have been stable and peaceful. Just as it was part of the pharaoh’s role to defend his people from their enemies, so the depiction of the smiting of the same was essential to the expression of the pharaoh’s power.
By Marie Harrison, Museum Custodian | <urn:uuid:3a899374-c074-45c8-baeb-ac67db76c293> | CC-MAIN-2024-10 | https://collections.etoncollege.com/message-on-a-chalice/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475422.71/warc/CC-MAIN-20240301161412-20240301191412-00392.warc.gz | en | 0.974987 | 441 | 3.515625 | 4 |
The Ditton Laboratory at East Malling was built in 1926 to conduct research on storage of tree fruits and develop cold storage regimes for apples and pears. It was designed to mimic a ship’s hold. It started out as an independent laboratory and later became part of the East Malling Research Center. During the 1990s, the work was shifted to a new facility.
Sir Ronald Hatton, one of the first researchers at England’s East Malling Research Station almost a century ago, took on the job of classifying and testing apple rootstocks that were distributed throughout Europe.
When Hatton joined East Malling, there was a “mixed-up potage of easily rooted clones” that had been collected by gardeners over the centuries, according to Dr. Jim Cummins, retired Cornell University horticulturist. These clonal selections had become hopelessly mixed up and, in many cases, their identities were lost.
Hatton worked to bring order out of the chaos and released a series of rootstocks under the Malling name. The rootstocks M.1 to M.16 were released by East Malling in 1913–1914.
In around 1920, East Malling and the John Innes Institute at Merton, England, began breeding rootstocks for resistance to woolly apple aphid by making crosses with Northern Spy. They eventually released the Malling-Merton series of rootstocks as well as the Merton Immune series, which includes Merton 793.
Some of the more widely used Malling rootstocks have been:
M.7: Semidwarfing. About 50 to 65 percent of seedling. From the 1950s to 1980s, this was the most widely planted clonal rootstock in the United States, as it was productive and adapted to a wide range of soil types and climates. However, it is more prone to burr knots and root suckers than other commonly used rootstocks. Bred in France in about 1688 and formerly known as Doucin Reinette or Doucin vert.
M.9: Dwarfing. Selected as a chance seedling in France in 1826. Previously known as Jaune de Metz or Paradis. Many subclones exist today, as a result of heat treatment to rid the original clone of viruses and selection for easier stoolbed propagation. A tree on M.9 is about 35 to 40 percent the size of seedling, although clones vary in the degree of dwarfing. M.9 is precocious and yield efficient. For the past two decades, it has been the most extensively planted rootstock worldwide.
M. 26: Moderately dwarfing. An M.16 and M.9 cross released in 1959. Produces a tree about 45 percent the size of seedling. M.26 is precocious but less so than M.9. Susceptible to fireblight and burr knots.
M.27: Very dwarfing. A cross of M.13 and M.9 released in 1975. This rootstock produces a tree less than half the size of a tree on M.9 EMLA (the heat-treated, virus-free clone). It is very precocious, but yield efficiency is typically less than that of M.9.
MM.106: Moderately vigorous. About 60 to 70 percent of seedling. A cross of M.2 and Northern Spy released in 1952. Susceptible to crown rot.
MM.111: Vigorous. About 70 to 80 percent the size of seedling. A cross of Northern Spy and Merton 793 released in 1952. Adaptable to various soil conditions and tolerant of drought stress. | <urn:uuid:8426f286-6fb8-496c-9bcb-366eab221de3> | CC-MAIN-2021-49 | https://www.goodfruit.com/order-out-of-chaos/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363791.16/warc/CC-MAIN-20211209091917-20211209121917-00251.warc.gz | en | 0.969389 | 758 | 3.375 | 3 |
This post continues a debate that began several weeks ago.
- In TONY RESPONDS TO SOME QUESTIONS — PART 1, I posted Tony’s response to questions that I had asked him.
- In TONY RESPONDS TO SOME QUESTIONS — PART 2, I started answering the questions myself. We considered: Is Immigration A Right?
- In TONY RESPONDS TO SOME QUESTIONS — PART 3, we considered What Makes An Ideology Dangerous?
In this post, we consider the following question.
What “People” Do You Think The Framers Were Talking About?
I don’t recall saying that the 1st Amendment explicitly says it applies only to citizens. However, when the 1st Amendment uses the term “People”, what “People” do you think the Framers were talking about?”
When they used the word “people”, can we tell who the Framers of the Constitution were talking about? Did they define the term? No, but they most certainly used it.
The word “people” appears ten times in the Declaration of Independence. That includes specific references to a particular people. The Declaration of Independence spoke of “one people”, “our people”, and the ”People of these Colonies”.
The word “people” appears only three times in The Articles of Confederation. A less successful document, The Articles of Confederation speak of “the people of the different States in this Union”. With the danger passed, “the people of the different States in this Union” still had half a mind to remain independent of each other.
The word “people” appears ten times in The United States Constitution, three times in the original document and seven times in the amendments. Where it appears first is most revealing.
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
How can a people that cannot define itself be unified? If there is nothing that binds a people together, what will hold that people together as one? Yet the Framers gave as their first goal the intent to form a more perfect Union. In fact, the Founders expressed an explicit concern that Congress should define citizenship. Article 1, Section 8, Clause 4 of the Constitution empowered Congress “To establish an uniform Rule of Naturalization”.
The term “people” appears in the Bill of Rights five times. Three times the document speaks of “the right of the people”; it does so in the first, second, and the fourth amendments. In the ninth amendment, the Bill of Rights speaks of rights retained “by the people”, and in the tenth amendment the Bill of Rights speaks of powers reserved “to the people”.
Why the strange contortion? Why are those who want to transmit the dubious blessings of a socialist welfare state to all the world so blind? It is not difficult to find in the Constitution what the term “people” must mean. Yet the rascals would have us believe that it is. Why do they obfuscate the meaning of the word “people”? If our leaders can evolve the Constitution so that we can no longer determine what people the Constitution is talking about, will our people still have any rights? It seems we will not. Perhaps then that explains the recent successes our leaders have had quickly eroding our rights. | <urn:uuid:67c1e71b-9896-4244-bed6-d5f94dde0f4f> | CC-MAIN-2013-20 | http://citizentom.com/2011/08/02/tony-responds-to-some-questions-%E2%80%94-part-3-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368707439689/warc/CC-MAIN-20130516123039-00072-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.958718 | 767 | 3.109375 | 3 |
Connections 2004, Vol. 6, No. 2
- New Date for First Aussies
- New Discovery Confirms Life's Early Appearance on Earth
- Did Neanderthals and Humans Interbreed
- Does Ockham's Razor Support Naturalism?
New Date for First Aussies
Hugh Ross, Ph.D.
Australia, do we have a problem? It may seem so, or at least it did a few years ago. The RTB creation model places the creation of humanity at roughly 50,000 years ago, with the spread of peoples and civilization outward from Mesopotamia some time after that, but probably no earlier than 30,000 years ago.1 Research findings published in 1996 claimed that aborigines inhabited Australia as early as 50,000-75,000 years ago.2 RTB’s scenario appeared to contradict the data. Time to go back to the drawing board?
The answer lies in a place called the “Jinmium rock shelter” in northern Australia. Archeologists have been working there for many years. Circular engravings in the rock walls drew them to investigate the site. Initially, they applied thermoluminescence dating methods to determine the age of those engravings.
This technique simply measures the time elapsed since quartz minerals in the sand associated with the engraving process last received exposure to sunlight. The assumption is that all mineral samples were well exposed to sunlight before they were buried by winds and debris of time.
The strengths and weaknesses of thermoluminescence dating can be illustrated by familiar “glow-in-the-dark” plastics. When my sons were very young, I stuck glow-in-the-dark stars on their bedroom ceiling to teach them how to find the North Star. When I turned out the lights at bedtime, the stars would glow above their heads. A few hours later, when I’d check to see if their eyes were finally closed and their covers somewhere nearby, the stars had vanished from sight (unless, of course, the lights had been on in the interim).
In principle, I could have come into their room at any time during those few hours, measured the intensity of light emitted by the stars, and thus determined how much time had passed since the lights that eradiated them went out. Certain variables would have complicated the situation though—how much light the stars had absorbed and over what span of time, for instance.
Questions such as these drew eleven researchers back to the Jinmium site to apply more tests.3 Among them was the lead scientist from the group that published the 1996 results. This second team performed optically stimulated luminiscence tests (subtly different from thermoluminescence) on the quartz grains and made radiocarbon measurements on charcoal fragments (from human activity) in the same sediment layer.
Quartz found near the top of the sediment appears to be 2,200 years old while grains found at the maximum burial depth (two meters) measured roughly 22,000 years old.4 Dates obtained (by radiocarbon methods) from the charcoal samples ranged from 100 to 3,900 years ago.5 In the very layer that produced the 60,000-year thermoluminescence date, the radiometric tests showed the charcoal to be 1,000 to 3,000 years old. The team’s conclusion: the dates published in 1996 were off by “more than an order magnitude.”6
This reassessment does NOT rule out human occupation in Australia before three or four thousand years ago. Other sites in Australia where both radiocarbon dating and atomic mass spectrometry have been applied yield dates somewhere in the neighborhood of 30,000 years.7 Such timing is not inconsistent with the earliest dates for human occupation of other regions of the eastern hemisphere outside Mesopotamia.8 These dates correspond with RTB’s biblical creation model to a sufficient degree that no major revision seems necessary at this time.
What about other dates for humanity that appear to challenge the Genesis chronology for creation and the spread of civilization? One comes from the Mount Carmel region of Israel, where indicators suggest the presence of “homo sapiens” as early as 100,000 years ago.9 Another comes from Brazil, where a structure has been dated at 35,000 years.
As it turns out, both dates are based on thermoluminescence, which can only be trusted to provide upper limits. Further testing may show both the Israeli and Brazilian remains are much younger than thermoluminescence tests suggest. At this time, no substantial discrepancy exists between these findings and the Genesis creation chronology for humanity. I might add that in developing a creation chronology for The Genesis Question I used only measurements that are currently undisputed or uncontested.
- Hugh Ross, The Genesis Question, 2d ed. (Colorado Springs, CO: NavPress, 2001), 107-15, 119-25, 173-87.
- R. L. K. Fullagar, D. M. Price, and L. M. Head, “Early Human Occupation of Northern Australia: Archeology and Thermoluminescence Dating of Jinmium Rock Shelter, Northern Territory,” Antiquity 70 (1996): 751-73.
- Richard Roberts et al., “Optical and Radiocarbon Dating at Jinmium Rock Shelter in Northern Australia,” Nature 393 (1998): 358-62.
- Roberts et al., 361.
- Roberts et al., 360-61.
- Roberts et al., 362.
- David B. Roberts, R. Tuniz, C. Jones, and R. & J. Head, “New Optical and Radiocarbon Dates from Ngarrabullgan Cave, a Pleistocene Archeological Site in Australia: Implications for the Comparability of Time Clocks and for the Human Colonization of Australia,” Antiquity 71 (1997): 183-88.
- Tim Appenzeller, “Art: Evolution or Revolution,” Science 282 (1998): 1451-54.
- Anthropologists dispute whether the Mount Carmel specimens are modern humans (homo sapiens sapiens) or archaic homo sapiens.
New Discovery Confirms Life’s Early Appearance on Earth
Fazale (Fuz) Rana, Ph.D.
Paleontologist Niles Eldredge refers to it as “the most arresting fact that [he has] ever learned.”1 Many others in the scientific community share Eldredge’s astonishment. What causes their amazement?
Over the last decade or so, paleontologists have assembled a body of evidence indicating that life existed on Earth as far back as 3.8+ billion years ago.2 These life forms were morphologically simple, but biochemically and metabolically complex, single-celled microbes.3
Prior to 3.8+ billion years ago, life could not originate and find permanence on Earth because of hostile conditions caused primarily by frequent asteroid and cometary impacts. Around 3.9 billion years ago, the size and frequency of these impact events diminished. For the first time, oceans and a solid crust became permanent features on Earth.4 Immediately afterward, life appeared on Earth. As Eldredge puts it, “In the very oldest rocks that stand a chance of showing signs of life, we find those signs—those vestiges—of life. Life is intrinsic to the Earth!”5
This sudden appearance of metabolically sophisticated life forms poses problems for naturalistic origin-of-life scenarios. Evolutionary models stemming from naturalism predict that life should appear gradually on Earth, after a substantial percolation period. In contrast, the RTB model for life’s origin sees the sudden appearance of biochemically complex organisms as the fingerprint for God’s creative work.6
The chief evidence for early life on Earth comes from graphite deposits in the 3.8+ billion-year-old rocks found in western Greenland. The graphite’s carbon (measured in the ratio of carbon-12 to carbon-13) indicates that photosynthetic microbes produced it. Recently, however, paleontologists searching for ways to avoid obvious problems in evolutionary models have challenged the evidence for early life on Earth.7
Recent work by Danish geochemists takes much of the sting out of these challenges. These researchers found independent confirmation for life’s residue in the 3.8+ billion-year-old rocks of western Greenland. The uranium/thorium fractionation in these rocks compels the Danish scientists to conclude that photosynthetic microbes must have been present on early Earth.8
As investigators continue to probe Earth’s oldest rocks, the evidence for early life becomes more extensive and diverse. In 1997, paleontologist J. William Schopf marveled that “no one had foreseen that the beginning of life occurred so astonishingly early.”9 No one, that is, from a naturalistic perspective.
- Niles Eldredge, The Triumph of Evolution and the Failure of Creationism (New York: W. H. Freeman and Company, 2000), 35.
- For references to the scientific literature see Fazale Rana and Hugh Ross, Origins of Life: Biblical and Evolutionary Models Face Off (Colorado Springs, CO: NavPress, 2004), 63-79.
- Rana and Ross, 63-79.
- Rana and Ross, 81-92.
- Eldredge, 35-36.
- Rana and Ross, 35-46.
- Rana and Ross, 63-79.
- Minik T. Rosing and Robert Frei, “U-Rich Archaean Sea-Floor Sediments from Greenland—Indications of >3700 Ma Oxygenic Photosynthesis,” Earth and Planetary Science Letters 6907 (2003): 1-8.
- J. William Schopf, Cradle of Life: The Discovery of Earth’s Earliest Fossils (Princeton, NJ: Princeton University Press, 1999), 3.
Fazale (Fuz) Rana, Ph.D.
Despite compelling evidence,1 a minority of paleoanthropologists still believe (as do some Christians) that Neanderthals made a genetic contribution to modern humans through interbreeding. If Neanderthals interbred with modern humans, then by definition, they must be human.
The case for Neanderthal-modern human interbreeding relies exclusively on morphological (structural, bodily) evidence. The first suggestion that humans and Neanderthals may have interbred came in 1999 when a team of paleoanthropologists reported a fossil find from Portugal (near Lapedo Valley) dated at 24,500 years ago. Researchers recovered the complete skeletal remains of a young male child from a burial site.2 At that time, these paleoanthropologists interpreted the anatomy of the “Lagar Velho child” to consist of a mix of modern human and Neanderthal features. From this, they concluded that these two species must be closely related and regularly met and mated with one another.3
In 2003, the same team of paleoanthropologists claimed to have discovered another modern human-Neanderthal hybrid. This specimen, recovered in Romania, consists of a single lower jaw that dates to about 34,000 to 36,000 years ago, a time when modern humans and Neanderthals appeared to co-exist in Europe. Again, these researchers interpreted the jaw and dental anatomy to be a mosaic of archaic, modern human, and Neanderthal features.4
Most paleoanthropologists dispute the interpretation of the Lagar Velho child and the Romanian finds as modern human-Neanderthal hybrids. Commenting on the Portuguese discovery, Ian Tattersall and Jeffrey Schwartz state, “The analysis . . . of the Lagar Velho child’s skeleton is a brave and imaginative interpretation, of which it is unlikely that a majority of paleoanthropologists will consider proven.”5 Most researchers think that the Lagar Velho child simply was either an unusually stocky modern human child or one with a growth abnormality and that the Romanian find represents a modern human jawbone with unusual features.
New research from the Max Plank Institute provides direct evidence that Neanderthals and modern humans did not interbreed.6 This work compared mitochondrial DNA recovered from four Neanderthals with mitochondrial DNA isolated from the remains of five modern human fossils. The Neanderthal and modern human specimens all date between 30,000 and 40,000 years ago and were recovered from the same geographical locations. Investigators readily recovered Neanderthal-type DNA from the Neanderthal specimens, but only human DNA in the modern human remains. Based on statistical analysis these workers concluded that it was unlikely that Neanderthals made any genetic contribution to the earliest modern humans. In other words, there is no conclusive evidence that Neanderthals and modern humans interbred nor any hint of a possible evolutionary connection.
- For references to the original scientific literature see Fazale R. Rana, “DNA Study Cuts Link with the Past,” Connections Vol. 2, No. 3 (2000), 3; Fazale R. Rana, “Neanderthal-To-Human Link Severed,” Connections Vol. 5, No. 2 (2003), 8-9.
- Constance Holden, “Ancient Child Burial Uncovered in Portugal,” Science 283 (1999), 169.
- B. Bower, “Fossil May Expose Humanity’s Hybrid Roots,” Science News 155 (1999), 295; Cidallia Duarte et al., “The Early Upper Paleolithic Human Skeleton from the Abrigo do Lagar Velho (Portugal) and Modern Human Emergence in Iberia,” The Proceedings of the National Academy of Sciences, USA 96 (1999): 7604-09.
- Erik Trinkaus et al., “An Early Modern Human from Pestera cu Oase, Romania,” The Proceedings of the National Academy of Sciences, USA 100 (2003): 11231-36.
- Ian Tattersall and Jeffrey H. Schwartz, “Hominids and Hybrids: The Place of Neanderthals in Human Evolution,” The Proceedings of the National Academy of Sciences, USA 96 (1999): 7117-19.
- David Serre et al., “No Evidence of Neandertal mtDNA Contribution to Early Modern Humans”, PLOS Biology 2 (2004): 0313-17.
Does Ockham’s Razor Support Naturalism?
Kenneth Richard Samples
William of Ockham (c. 1285-1349), a Franciscan monk and philosopher,1 is remembered for his principle of parsimony or simplicity, popularly called “Ockham’s Razor.” He stated that “Entities are not to be multiplied without necessity,” and “What can be done with fewer [assumptions] is done in vain with more.” In other words, when confronted with two seemingly equal explanatory hypotheses, the simplest or most economical explanation should be granted logical deference.
Some atheists assert that application of Ockham’s Razor makes atheism and its accompanying worldview of naturalism a more reasonable alternative than Christian theism. They argue that atheism is to be preferred over theism because atheism posits at least one less entity (no God) in the inventory of ultimate reality than does theism. Atheists generally believe that their naturalistic, materialistic worldview can explain reality, truth, meaning, value, morality, beauty, and reason in one world, whereas Christian theism requires two worlds (both the physical and transcendent realms of reality).
Yet Ockham’s Razor, while meaningful in evaluating competing explanatory hypotheses of ultimate reality, cannot stand alone as the principal or final test of what is reasonable or truthful.2 The simplest explanation may deserve initial deference over the complex explanation, but sometimes what appears to be the simplest theory may actually be simplistically inadequate. In that case the more complex view becomes logically necessary. I suggest that Ockham’s Razor addresses only half of the necessary explanatory equation. The fuller logical perspective comes in what I stipulatively call the “mean test.” This test asserts that the worldview balanced between complexity and simplicity is a better barometer of ultimate truth and reason. Accordingly, an acceptable worldview (an interpretation of reality) will be neither too simple (the reductionistic fallacy) nor unnecessarily too complex (Ockham’s Razor). The test states that the simplest, most economical, and yet fully orbed worldview is best (explanatorily superior). The mean test strives to guard against both superfluous and simplistically inadequate explanations of reality.3
Christians identify two weaknesses in naturalism when the mean test is applied. First, while naturalism may be in one sense simpler than its rival theism (by denying the existence of the transcendent world), naturalism is itself a metaphysical system, and not merely reducible to the scientific enterprise. In the end it doesn’t appear to be all that simple or precise. The idea that complex reality (the world, life, consciousness, etc.) can be reduced to or explained solely by the natural world seems a difficult and presumptuous claim. I remain unconvinced that naturalism is truly a simpler or more economical explanation of reality than is Christian theism.
Second, naturalism holds that such meaningful realities as life, the mind, personhood, and reason came from an accidental natural mechanism (e.g., phylogenetic evolution). But any such mechanism would lack these realities. The effect appears to be profoundly greater than the cause. How does this inconceivably improbable cause-effect anomaly square with the foundational scientific principle of causality? How can such rational and objective enterprises as logic, mathematics, and science be the result of an unguided, accidental, purely mindless natural process?
The mean test strikes me as a more balanced and reasonable calibrator of worldview truth-claims, and naturalism doesn’t score any higher on this test than does Christian theism. In fact, Christian theism’s robust explanatory power and scope (including helping human beings understand life and its challenges) may be one of its most probative features. The meaningful realities of life (the world, abstract entities, consciousness, morality, logic, etc.) need an adequate metaphysical ground. The God of the Bible stands not as a “god of the gaps” superstitious substitute for ignorance, but rather as a simple, economical, and yet fully orbed explanatory hypothesis for the various meaningful realities discovered in the world and in human life.
- For a detailed discussion of William of Ockham’s philosophical and theological views, see Frederick Copleston, A History of Philosophy, vol. 3 (New York: Doubleday, 1993), 43-152; and Paul Edwards ed., The Encyclopedia of Philosophy, vols. 7 and 8 (New York: Macmillan, 1967), s.v. “William of Ockham.”
- I summarize nine suggested worldview tests in Hugh Ross, Kenneth Samples, and Mark Clark, Lights in the Sky &Little Green Men (Colorado Springs: CO, Navpress, 2002), 156-58.
- A thoughtful and fair-minded comparison of the worldviews of naturalism and theism is provided in William J. Wainright, Philosophy of Religion (Belmont, CA: Wadsworth, 1988), 166-75. Wainwright’s thinking has in some respects influenced my own on this topic. | <urn:uuid:47eb018d-f745-4294-98d0-8937691e195f> | CC-MAIN-2014-52 | http://www.reasons.org/connections/2004q2 | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802770403.126/warc/CC-MAIN-20141217075250-00063-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.910805 | 4,116 | 3.09375 | 3 |
Helenus was the son of King Priam of Troy and Queen Hecuba in Greek mythology, twin brother of the prophetess Cassandra. Cassandra, who had been given the gift of prophecy by Apollo, taught its secrets to Helenus; however, he was believed by others, unlike Cassandra who had been cursed not to be believed by anyone, even though her prophecies always came true.
Helenus participated in the Trojan War and was part of the forces led by his brother Hector. Towards the end of the war and after Paris had died, Helenus was one of the people vying for Helen's hand, the other being his brother Deiphobus. Eventually, Helen was given to Deiphobus, and an angry Helenus retreated to Mount Ida, where he was later captured by Odysseus. Still bitter, Helenus revealed a way to capture Troy to Odysseus; if Greeks stole the Trojan Palladium, brought the bones of Pelops to Troy, and managed to persuade Philoctetes and Neoptolemus to join the Greek side, they would definitely win the war.
After the end of the Trojan War, Helenus followed Neoptolemus and Andromache to Epirus, where he was allowed to found the city of Buthrotum. After Neoptolemus left Epirus and was eventually killed by Orestes, Helenus became the king of Buthrotum and took Andromache as his wife. Some sources claim that he also married Deidamia, Neoptolemus' mother, to consolidate his rule over the region.
Written by: The Editors of GreekMythology.com. GreekMythology.com editors write, review and revise subject areas in which they have extensive knowledge based on their working experience or advanced studies.
For MLA style citation use: GreekMythology.com, The Editors of Website. "Helenus". GreekMythology.com Website, 22 Nov. 2015, https://www.greekmythology.com/Myths/Mortals/Helenus/helenus.html. Accessed 24 July 2021. | <urn:uuid:0491cd45-6bd9-4058-b8c6-5b16efec8a14> | CC-MAIN-2021-31 | https://www.greekmythology.com/Myths/Mortals/Helenus/helenus.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152236.64/warc/CC-MAIN-20210727041254-20210727071254-00260.warc.gz | en | 0.976497 | 444 | 2.984375 | 3 |
(i.e. doctrine, from the Hebrew word "to learn") is a large collection of writings, containing a full account of the civil and religious laws of the Jews. It was a fundamental principle of the Pharisees, common to them with all orthodox modern Jews, that by the side of the written law, regarded as a summary of the principles and general laws of the Hebrew people, there was an oral law, to complete and to explain the written law. It was an article of faith that in the Pentateuch there was no precept, and no regulation, ceremonial, doctrinal or legal, of which God had not given to Moses all explanations necessary for their application, with the order to transmit them by word of mouth. The classical subject is the following in the Mishna on this wing: "Moses received the (oral) law from Sinai, and delivered it to Joshua, and Joshua to the elders, and the elders to the prophets and the prophets to the men of the Great Synagogue." This oral law, with the numerous commentaries upon it, forms the Talmud. It consists of two parts, the Mishna and Gemara.
+ The MISHNA, or "second law," which contains a compendium of the whole ritual law, was reduced to writing in its present form by Rabbi Jehuda the Holy, a Jew of great wealth and influence, who flourished in the second century of the Christian era. Viewed as a whole, the precepts in the Mishna treated men like children, formalizing and defining the minutest particulars of ritual observances. The expressions of "bondage," or "weak and beggarly elements," and of "burdens too heavy for men to bear," faithfully represent the impression produced by their multiplicity. The Mishna is very concisely written, and requires notes.
+ This circumstance led to the commentaries called GEMARA (i.e. supplement, completion), which form the second part of the Talmud, and which are very commonly meant when the word "Talmud" is used by itself. There are two Gemaras; one of Jerusalem, in which there is said to be no passage which can be proved to be later than the first half of the fourth century; and the other of Babylon, completed about 500 A.D. The latter is the more important and by far the longer. | <urn:uuid:15a360a9-00e8-40b1-b5b3-deeced81ceb6> | CC-MAIN-2015-48 | https://www.biblegateway.com/resources/smiths-bible-names-dictionary/Talmud | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398464253.80/warc/CC-MAIN-20151124205424-00178-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.976378 | 489 | 3.3125 | 3 |
Moving closer to creating a microscope that can peer through atoms and molecules without disturbing them, leading physics researchers have joined together with support from the Gordon and Betty Moore Foundation to launch an international collaboration to lay the groundwork for the development of a novel quantum electron microscope.
The $4 million, three-and-a-half-year effort will be spearheaded by Dr. Mark Kasevich at Stanford, Dr. Peter Hommelhoff at The Max Planck Institute of Quantum Optics, Drs. Fatih Yanik and Karl Berggren at Massachusetts Institute of Technology and Dr. Pieter Kruit at Delft University of Technology in the Netherlands. The research groups will work together to demonstrate interaction-free measurements with electrons, which, if successful, would form the basic principles for future development of an electron microscope with the potential to yield important discoveries in many areas of science.
The theory was first proposed by Dr. Yanik's team at MIT in a paper for Physical Review Rapid Communications in October 2009 (Phys Rev A 80, 040902(R) 2009). This new international collaboration will begin testing the theory, making significant strides towards its realization.
"The Gordon and Betty Moore Foundation's Science Program seeks to support high-impact scientific research, and we see this project as exactly that kind of opportunity," said Vicki Chandler, chief program officer for Science at Moore. "We expect that the work this team is doing will enable exciting new science through technology, and the scientists will acquire fundamental new knowledge in quantum mechanics and manipulation of electrons."
Although light and electron microscopes have shaped our modern understanding of biology—with discoveries as fundamental as the eukaryotic cell, bacteria and viruses, to name just a few—major barriers to answering fundamental biological questions remain, including the inability to visualize molecules interacting within living cells. The light microscope can image living things, but not at molecular resolution. The electron microscope, on the other hand, can image molecules and atoms, but cannot be used to study live samples due to the intense radiation the sample is exposed to. A quantum electron microscope, however, promises to overcome these deficiencies in current imaging technologies by allowing scientists to peer into living cells at molecular resolution without radiation damage, dramatically expanding our understanding of how cells work.
Recent advances in the quantum-level control of electrons open the door to development of an electron microscope based on non-destructive quantum measurement principles. These instruments may enable real-time, non-destructive imaging of biological samples. A three-year, coordinated program to develop the foundational ideas in support of this technology will involve each university team taking parallel but distinct technical and scientific approaches.
Throughout its history, science has relied on technical advances and surges in new knowledge that have offered researchers unexpected breakthroughs—and new questions. The quantum electron microscope will offer transformational new approaches, with the potential for an enduring impact on fundamental physics, engineering and biology.
Explore further: Spin-based electronics: New material successfully tested | <urn:uuid:f5928d87-fd68-4107-906f-d7585d83d394> | CC-MAIN-2014-23 | http://phys.org/news/2013-02-international-collaboration-noninvasive-quantum-electron.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510272680.42/warc/CC-MAIN-20140728011752-00276-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.919231 | 602 | 2.734375 | 3 |
The more I write about creativity and its relationship to intelligence, the more I appreciate creative people. This doesn’t necessarily mean someone who is artistic or musically inclined, just someone who can think creatively. Someone who “thinks outside the box” (talk about an overused clichéd term). My dissertation topic is on using creativity to improve problem solving skills in Third Culture Kids (kids who are living in a different culture than where they were born or where their parents are from and don’t know the language/customs/etc.). Obviously these children are at a disadvantage in that they cannot communicate very well, will lose ground in school, and thus the downward spiral begins. So using different means to keep these children from slipping through the cracks needs to be utilized and the learning curve shortened.
I have read probably about 200+ articles on this topic now. Creativity. Divergent thinking. Fluency. Originality. Elaboration. Flexibility. These terms come up over and over again in the world of intelligence and creativity. Those who are high in these capabilities are typically both creative and intelligent. I find that flexibility is the one skill that needs to be fostered early and often (not to say the others should be ignored). But as I talk to more and more people on a day to day basis about various topics I realize that flexible thinking is INCREDIBLY important in intelligence.
Being flexible is basically being open-minded. Your thought process can bend and be malleable. You do not get into a rigid thought process about concepts or ideas. “This is the way it is and that’s the only way I will allow myself to see it.” You don’t limit yourself or your understanding to a set paradigm. If you see a problem, you can think of many different ways to solve it. There are several keys to open the lock.
My favorite example of this is Alton Brown from “Good Eats” on Food Network. He is wont to demonstrate his affinity for “multi-taskers” and his disdain for “uni-taskers.” For instance, his use of a common drill bit for an apple corer, a terra cotta stepping stone from the hardware store have been used as a pizza stone, or a standard zip top bag for a piping bag used to decorate cakes and cookies (Brown, 1998). As Defeyter and German (2003) showed, this is common for many of us to fall into, as children as young as 6 years old show less ability to use an item for anything other than its intended use. However, being able to not be beholden to functional fixedness, and use creative processes will allow you to save money on all of these gadgets, space in your drawers, and also use analyze a problem from a different perspective. This is a result of being able to think about problems in different ways as opposed to one problem=one solution.
So how is this related to intelligence? If you don’t close your mind to an idea, and you are open to new ways of approaching a problem or open to new evidence to alter your perspective on things then you can L E A R N something new all the time! Don’t fall into the pattern that you know all the angles. You don’t. You never will. Otherwise you’ll become one of those people who gets locked into thinking “I know all about that” or being narrow-minded and thinking “all those people are like this.” Nobody likes that person. And nobody has ever accused that person of being intelligent.
Brown, A. (Writer, Director). (1998). Good Eats.
Defeyter, M., Avons, S. E., & German, T. C. (2007). Developmental changes in information central to artifact representation: Evidence from “functional fluency” tasks. Developmental Science, 10(5), 538-546. | <urn:uuid:333d114f-c563-43ec-8201-7bf0b63d9867> | CC-MAIN-2015-14 | https://jmrobinsonconsulting.wordpress.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297429.39/warc/CC-MAIN-20150323172137-00004-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.964322 | 830 | 2.640625 | 3 |
The interesting thing about drawing or painting nature is, the more you observe your subject, the more you find stunning details that add a certain beauty to your art.
The detailed perspective creates a space for a certain intimacy between the observer and his subject of muse, as the artist gradually brings it to life on his canvas.
Not to worry – once you break the steps down, the process turns simple!
Here are tips on how to draw a butterfly step-by-step, realistically:
Drawing the butterfly outline is a lot like creating still life! Step one is to find a visual reference. You can have a real butterfly or a picture of one. You can add flowers to the arrangement to make it livelier! Sometimes, drawing from real life can add another dimension to your painting that a flat picture can’t. For this project we will be using a picture. You should pick a picture that is a close up.
Next, you should pick the kind of paper you will be painting on. Use a paper that can absorb water – whether it is a thin paper or a canvas.
Grab a pencil that you are comfortable with and start working on the sketch of the butterfly; drawing an outline of the butterfly. If you put too much pressure on the paper, mechanical pencils leave a dent on the paper even after the lines are erased. This may be visible after painting. Hence, use mechanical pencils only if you are already familiar with using it for sketching, without having to need an eraser over and over.
If you are not ready to sketch yet, there is a hack! Print your reference picture and using a low adhesive tape, affix it across a bright window and use it as a light box.
*The artist has used a washi tape to affix the image.
Next up, place your paper over the photo. The window will behave like a light box and you can trace the butterfly. This also takes out the possibility of needing to erase
Once you are done tracing the butterfly, you can start focusing on the designs inside the wings of the butterfly. Don’t press the pencil too hard against the paper.
Once you are done with drawing the design in detail, trace the butterfly using a permanent marker.
Using an eraser, rub off the pencil marks that may still be visible even after using the marker.
With a permanent marker, use the pointillism technique to give the painting a dimension.
Once you are satisfied with the drawing, begin painting. Always start by painting the lighter shades and then add the darker shades. This ensures that if you accidentally paint the wrong section of the butterfly in a dark colour instead of the light, you don’t paint a light shade over it.
Make sure you step away from your work so that you know that the shades of the colours you are using are right on both the sides of the butterfly.
Paint with the darkest shade in the end.
Now allow your painting to dry. Once your painting dries, take a step back to admire your work for, it is ready!
Butterflies are said to be symbols of rebirth, regeneration and transformation. Hang your painting in your home and enjoy the view! We hope you found these tips for how to draw a butterfly step-by-step simple to follow! Did you like this art project? Do let us know in the comments! | <urn:uuid:0f967cf7-c1af-4e1b-8096-6596bf101073> | CC-MAIN-2019-30 | https://www.kokuyocamlin.com/blog/get-pro-at-painting-butterflies.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529664.96/warc/CC-MAIN-20190723193455-20190723215455-00316.warc.gz | en | 0.914995 | 697 | 3.0625 | 3 |
A major driver for the State of Georgia is to responsibly execute the projects supporting the allotment of ARRA funds to the state.
For more information, go to:
Georgia Governor’s Energy Challenge 2020
In April 2008, Governor Sonny Perdue signed an executive order requiring state government agencies and departments to reduce energy use. This executive order created the Governor’s Energy Challenge 2020 as part of “Conserve Georgia.” State agencies and departments must reduce energy consumption 15% by 2020, using 2007 energy use as a baseline. Reductions in energy use must come from energy efficiency measures and can also come from renewable energy development.
Funding from the American Recovery and Reinvestment Act of 2009 (ARRA) is being used by the Georgia Environmental Finance Authority (GEFA) to fund state agency retrofit projects. These projects will help state government entities meet the goal set by the Governor’s Energy Challenge. The challenge is mandatory for state entities, but local governments, schools, businesses, and individuals are also encouraged to participate. An interactive tool is available on the Challenge website that helps building owners find energy efficiency options.
All Georgians are encouraged to accept the program’s 15 percent goal by visiting www.GovernorsEnergyChallenge.org. Interactive energy modeling tools at the website are available for businesses to reduce energy use with proven no-cost, low-cost, and longer-term energy-saving options.
Energy Efficiency and Sustainable Construction Act of 2008 (EESCA)
Georgia passed this law which creates a set of energy efficiency and construction standards. These new standards apply to any state facility project that enters into a design agreement on or after July 1, 2010 that meets any one of the following criteria:
- New construction building projects exceeding 10,000 square feet;
- A renovation project that is more than 50 percent of the replacement value of the facility;
- A change in occupancy;
- Any roof replacement project exceeding 10,000 square feet; or
- A commercial interior tenant fit-out project exceeding 10,000 square feet of leasable area where the state is intended to be the lessor of such property.
The Energy Efficiency and Sustainable Construction Standards for State Buildings in accordance with the Energy Efficiency and Sustainable Construction Act of 2008 provide a resource for state agencies, design professionals, contractors, and building operators. The Standards were developed by the 2008 Energy Efficiency and Sustainable Construction Task Force. The Task Force was authorized under Senate Bill 130 to develop policies, procedures and guidelines to provide more stringent energy efficiency requirements for future buildings that will be constructed by the State.
All state-funded buildings must use the state-mandated code from – January 1, 2011 and built on ASHRAE 90.1-2007 with Georgia state amendments
Georgia Peach Green Building Rating System
Beyond the requirements of the EESCA, building owners can also apply for the Georgia Peach Green Building Rating System, indicating higher and higher levels of commitment to environmental stewardship.
For more information, go to: | <urn:uuid:9693c28a-ac9c-43f4-8747-cde05b023dae> | CC-MAIN-2018-51 | https://www.ifmaatlanta.org/sustainability/sustainability-in-georgia/state-drivers/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823614.22/warc/CC-MAIN-20181211083052-20181211104552-00221.warc.gz | en | 0.918942 | 618 | 2.53125 | 3 |
The Copper Pipes are drawn from tubular or hollow cylindrical section. They are used to convey different substances which can flow such as fluids, gases, powders and masses of small solids. They usually come in different sizes, shapes, types, structure, thickness, etc. As copper has high melting point so these pipes are mainly used in AC, vehicle or generator radiators, to allow coolant to flow through them. These pipes are tested to ensure its quality. They are made up of good quality of copper & are available at low price. | <urn:uuid:b7525666-4662-4cab-9afc-503a0010dc9a> | CC-MAIN-2018-09 | http://m.kobsindia.com/copper-pipe-4003233.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891816370.72/warc/CC-MAIN-20180225110552-20180225130552-00477.warc.gz | en | 0.974581 | 113 | 2.78125 | 3 |
1.Using Mobile Phones
Have you ever experienced a situation in front of you suddenly brake or weaving left to right, and when you decided to overtake the respective car, you've realised that the driver is using his phone?
Despite many people know the negative effects of using mobile phone while driving, yet many still do it anyway. Remember, you will not only risk your life, but the lives of other road users. Those calls and messages can be put on hold.
2.Taking Two Spaces of Parking Lot
You're in the mall parking on Sunday, and from a distance you see there's one empty space. Once you arrived to the respective lot, you realise that the neighbouring car has actually parked in between or slightly into two parking spaces - how would you feel?
Hence, every time you park your car, before leaving your car, please check that you car at the centre of parking box. Please ensure that the car is not on the line or really close to line -by making sure that your side mirror is in the line.
3.Not Signalling When Turning or Changing Lanes, or Leaving the Signal On
Many drivers tend to change lanes without signalling beforehand. Some even considered it was better to not use the signal as this would made the vehicles in the next lane to accelerate and prevent them from entering their lane.
However this kind of mindset indirectly indicate that they are trying to change the lane by surprise to the other drivers, which could be dangerous for both sides, especially for upcoming motorcycles. Why don't from now on, everyone starts using the signal when changing lanes, and also give way to cars that are try to change lanes. This would made the road much safer.
Besides that, leaving the signal on is as dangerous as not using it. There have been a lot of accidents especially at the junctions. For example a driver is trying to get out of a junction see an upcoming vehicle turning on the signal as if the vehicle is entering the respective junction. This can caused accident as it can be confusing for other road users when the signal is left n. So make sure to turn off the signal after using it.
If you always do this, please stop. This act is very dangerous because you usually do this at a high speed. Hence, you won't have enough space or time to brake -considering you can't see far ahead following the car in front too close. Plus you are putting the driver in front in high pressure to switch lane fast without making sure that the next lane is clear.
It is understandable that sometimes the vehicle in front is driving slow in the fast lane (another annoying thing), but there is a possibility that the driver is trying to overtake other cars, so try to be patient. Just overtake the slow vehicle when you have the chance instead of tailgating that respective car.
There has been a lot of viral issues of videos on the social media sites about violence on the roads.Here is an example of the situation:
Driver A switched lane by surprised as he is busy with his mobile phone (Please do not repeat this action) and caused an accident involving driver B. Certainly driver B are upset for being a victim of driver A reckless driving. In this situation, driver A should apologise to driver B and be responsible for his actions (eg; insurance issues or listening to driver B rant).At the same time, driver B could try to calm down and take some actions on it rather than beating up driver A.
Sometimes, we accidentally make mistakes that almost result to an accident, just own up to our mistakes and apologised. Then, make sure that we don't repeat the same mistake again. Just accept the warning -such as being honked by other drivers with an open heart. Please stop being a road bully.
Stay calm on the road,call SERV to service your vehicle before travelling. Contact: 018-210 8110 | <urn:uuid:1bd7938d-f0df-40d5-ac4c-858217502edd> | CC-MAIN-2019-04 | https://serv.my/5-most-annoying-things-other-drivers-do.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583660070.15/warc/CC-MAIN-20190118110804-20190118132804-00198.warc.gz | en | 0.970512 | 795 | 2.609375 | 3 |
Only if their parents had been supportive enough, they would have done a whole bunch more than they can even think of today.
Don’t allow that to happen to your children. Teach them the real-world realities and teach them the necessary life skill like people skills, communication skills, thinking outside box, creativity and innovation, and what that means in our modern world.
Identify their strengths, identify their weaknesses, make them aware of their strengths, and help them develop their weaknesses.
How you can do it?
Encourage them to take ownership of their own success by creating opportunities for themselves, making sure they’re working toward their vision, and helping them achieve it.
Here is a short list of aspects that will help you help your child’s future, making them capable of shaping their own future with a little effort and commitment.
Help them understand their own value
You may want to consider talking to him/her about the issue. If he/she has been bullied before, then you might need to take action.
Show them how valuable they are by encouraging them to discover their strengths and weaknesses and then teach them how to utilize those strengths and weaknesses in different kinds of situations.
Teach your kids how to be experts in their niches.
Help them develop skills
Regardless of their age, children need to be taught certain essential life lessons, including “how to learn”, “people” (or social) “skills”, and so forth. You need these skills to live a full and happy lifestyle. Not just for your children, but if possible, for yourself too.
Help them develop a plan for achieving that future
Depending on your kid’s age and his/her interests, you can encourage him/her to explore more deeply and learn more. When he/she starts relating to the existing growth and understands the concepts better, his/her creativity and innovative eye will open up.
It’s the time when they will really need you the most. They will just need someone who believes in them and their vision.
Make them understand the four different career quadrant types
Because we were taught that jobs are secure, we may have been reluctant to develop our mindsets toward entrepreneurship and investments.
You don’t want to give your children an easy way out by teaching them to just run away from their problems instead of solving them.
If you want your children to learn something, then be sure to show them first and explain it later.
Show them that their career isn’t just about doing the job. It’s about practicing and becoming good at things that you enjoy.
The job quadrant journey usually looks something like this:
- Self-employment: Create a side hustle while working full time to learn about running a small company.
- Investor: After creating several successful income streams, you’re ready to learn and start investing in other businesses.
- Business: Create multiple income streams, with a vision to turn your side hustles into a business empire
Explain the terms like business, goal, and vision
Make sure your children learn about the different types of teams, including the ones mentioned above. Many people today don’t get anywhere because they’re stuck in an old way of thinking. They don’t understand what “growth” means and how to use it in real life.
For instance, most people believe that they cannot succeed no matter how good they are at something. It’s all due to the way these companies have been run by people who don’t care for anything but making money.
So there are two sides to everything, you must teach your kid what they are, what to learn from them, and how to use them! | <urn:uuid:97a36d45-df30-4382-b2bc-f750cf210dc7> | CC-MAIN-2023-50 | https://jenniferstalent.com/how-to-make-your-kid-an-entrepreneur/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099281.67/warc/CC-MAIN-20231128083443-20231128113443-00275.warc.gz | en | 0.97171 | 787 | 2.890625 | 3 |
To the editor:
Teachers know what they want to teach. And when they want to teach it. That is why teaching for the “test” can be so stultifying for a creative teacher.
Experienced teachers usually welcome advice from colleagues and administrators but they often don’t need it. I am a retired teacher who probably gives too much advice. But I do have ideas.
This November 11 will mark the 100th anniversary of the end of World War I, at the eleventh hour of the eleventh day of the eleventh month. The guns stopped firing. It was silent. By mutual agreement of all parties involved.
Let’s all try to remember this date and honor all those who gave their lives in battle. The wounded, the widows, the aggrieved family members and friends. But let’s also help young people understand that 100 years ago is not that long ago - it may seem that way but it is not. Their grandfathers remember it well - their great-grandfathers might have been there.
And we can all learn the lesson from the Versailles Treaty that was signed the following year; and that was as responsible as any other single factor in starting World War II. Why? Because the terms of the treaty left the German people destitute - with no real chance to recover from the war - morally, financially, and emotionally.
Yes, World War I was and is an essential part of our history to learn about and understand, for people of all ages. A visit to the excellent World War I museum in Kansas City might offer the best opportunity for all of us to learn what we don’t know about this pivotal event in American history.
- Jim Turner, Fairfield | <urn:uuid:ed52534f-d4c9-465f-a36f-05dc943433b9> | CC-MAIN-2019-09 | https://www.ffledger.com/subject/opinion/letters-to-the-editor/a-century-to-reflect-on-world-war-i-20181004 | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479729.27/warc/CC-MAIN-20190216004609-20190216030609-00269.warc.gz | en | 0.971127 | 360 | 2.703125 | 3 |
Title: Observations and assessment of forest carbon dynamics following disturbance in North America
Author: Goetz, S. J.; Bond-Lamberty, B.; Law, B. E.; Hicke, J. A.; Huang, C.; Houghton, R. A.; McNulty, S.; O’Halloran, T.; Harmon, M.; Meddens, A. J. H.; Pfeifer, E. M.; Mildrexler, D.; Kasischke, E. S.;
Source: J. Geophys. Res. 117(G02022):1-17
Publication Series: Scientific Journal (JRNL)
Description: Disturbance processes of various types substantially modify ecosystem carbon dynamics both temporally and spatially, and constitute a fundamental part of larger landscape-level dynamics. Forests typically lose carbon for several years to several decades following severe disturbance, but our understanding of the duration and dynamics of post-disturbance forest carbon fluxes remains limited. Here we capitalize on a recent North American Carbon Program disturbance synthesis to discuss techniques and future work needed to better understand carbon dynamics after forest disturbance. Specifically, this paper addresses three topics: (1) the history, spatial distribution, and characteristics of different types of disturbance (in particular fire, insects, and harvest) in North America; (2) the integrated measurements and experimental designs required to quantify forest carbon dynamics in the years and decades after disturbance, as presented in a series of case studies; and (3) a synthesis of the greatest uncertainties spanning these studies, as well as the utility of multiple types of observations (independent but mutually constraining data) in understanding their dynamics. The case studies—in the southeast U.S., central boreal Canada, U.S. Rocky Mountains, and Pacific Northwest—explore how different measurements can be used to constrain and understand carbon dynamics in regrowing forests, with the most important measurements summarized for each disturbance type. We identify disturbance severity and history as key but highly uncertain factors driving post-disturbance carbon source-sink dynamics across all disturbance types. We suggest that imaginative, integrative analyses using multiple lines of evidence, increased measurement capabilities, shared models and online data sets, and innovative numerical algorithms hold promise for improved understanding and prediction of carbon dynamics in disturbance-prone forests.
- We recommend that you also print this page and attach it to the printout of the article, to retain the full citation information.
- This article was written and prepared by U.S. Government employees on official time, and is therefore in the public domain.
XML: View XML
Goetz, S. J.; Bond-Lamberty, B.; Law, B. E.; Hicke, J. A.; Huang, C.; Houghton,R. A.; McNulty, S.; O’Halloran, T.; Harmon, M.; Meddens, A. J. H.; Pfeifer, E. M.; Mildrexler, D.; Kasischke, E. S. 2012. Observations and assessment of forest carbon dynamics following disturbance in North America. Journal of Geophysical Research. 117(G02022): 1-17.
Get the latest version of the Adobe Acrobat reader or Acrobat Reader for Windows with Search and Accessibility | <urn:uuid:6a079643-d279-479c-ab45-2db3f06d17c1> | CC-MAIN-2016-22 | http://www.treesearch.fs.fed.us/pubs/40955 | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049274756.45/warc/CC-MAIN-20160524002114-00156-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.834039 | 681 | 2.765625 | 3 |
Employers in British Columbia’s (BC) construction industry recognized that workers were exposed to respirable silica and other rock dust. What they needed was a standard from the province’s worker safety regulatory body on how to identify and control the hazard. The BC Construction Association, which represents 2,500 companies and the Council of Construction Associations (COCA) formally requested a standard on silica to fill the regulatory gap. In BC, worker safety regulations are proposed and adopted through their Workers’ Compensation Board, part of WorkSafeBC. Earlier this month, the proposed a rule addressing silica was issued.
As reported in the Vancouver Sun, COCA president Grant McMillan said:
“Silica dust has been a bit of a sleeper, but it’s still a real safety concern from the point of view of lung disease. I think WorkSafe is being wise in looking at silica dust and ensuring there are safe work practices. In construction, as elsewhere, if people don’t take the proper precautions, then they definitely have an increased risk of developing lung disease.”
The WorkSafeBC proposal lays out a justification for a silica rule that is comparable to the situation here in the States:
“In BC workplaces, there is more exposure to silica than there is to asbestos or lead. Employer and worker responsibilities with respect to asbestos and lead are contained in Part 6 of the OHSR, and there are no similar provisions for silica. It has been estimated by CAREX Canada that there are approximately 48,000 workers in BC exposed to crystalline silica per year.”
“It is believed that silica exposure in BC workplaces are under-reported (particularly the cancers) and misdiagnosed. This is due to the difficulty in relating some cancers to a particular cause and to the presence of contributing factors (e.g., smoking in the construction industry). In addition, it is believed that many physicians do not take into account a patient’s occupational history, or the relationship to early work exposures may be obscure, when they treat a cancer patient.”
Can someone point me to the U.S. equivalent of an association of high-road construction companies advocating for an OSHA silica rule? I wonder if the Obama Administration would stop dragging its feet on a silica proposal for U.S. workers if it heard from such a group. | <urn:uuid:544844b2-68f0-4a35-885d-359c45a31526> | CC-MAIN-2014-35 | http://scienceblogs.com/thepumphandle/2013/07/02/british-columbia-proposes-protections-for-silica-exposed-workers-foot-dragging-in-us-continues/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500830323.35/warc/CC-MAIN-20140820021350-00234-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.960243 | 500 | 2.515625 | 3 |
Here are three tips, one for each part of the speaking test.
Part 1: stop and smile
For part 1 of the speaking test, you need to get used to giving short answers. Many students find it difficult to stop speaking, and the examiner is forced to interrupt. My tip is to give your answer then stop and smile, showing the examiner that you are ready for the next question.
Part 2: tell a story
In the context of speaking part 2, a story is simply a long example to illustrate a point that you have made. If you’re describing a person, for example, you could tell a story to illustrate why you like him/her. People find it easy to keep speaking for longer when they have a story to tell.
Part 3: include an ‘if...’ sentence
Look at technique number 2 in this lesson. The 'alternatives' technique helps you to say more, and it also encourages you to add a conditional 'if...' sentence, which might help your grammar score. | <urn:uuid:411a29ec-46e6-4a9b-b877-f4f98f436a2b> | CC-MAIN-2015-22 | http://ielts-simon.com/ielts-help-and-english-pr/2014/04/ielts-speaking-a-tip-for-each-part.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928817.87/warc/CC-MAIN-20150521113208-00119-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.950811 | 213 | 3.484375 | 3 |
At The Park and Parkwall Primary Federation, we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for our pupils. Learning a modern foreign language is vital to becoming a global citizen, as it helps the learner to appreciate the language, culture, religion and people of another country; appreciating their similarities and differences.
Furthermore, it helps pupils to develop their communication skills including key skills of speaking and listening and extending their knowledge of how language works.
Specifically the aims and objectives of the MFL curriculum include:
- To foster an interest in language learning by introducing children to other languages in a way that is enjoyable and accessible to all pupils;
- To stimulate and encourage children’s curiosity about language and creativity in experimenting with it;
- To support oracy and literacy, and in particular develop speaking and listening skills;
- To help children develop their awareness of cultural similarities and differences and to provide a vehicle for multi-cultural understanding.
- To lay the foundations for future language study;
- To provide an added perspective on first language teaching and learning;
- To give an extra dimension to teaching and learning across the curriculum;
French is taught in Key Stage 2 for 30 minutes every week, using an interactive multi-media whiteboard programme called Euro Stars: a complete stand-alone resource designed to meet the needs of learners in KS2 and teachers who are not modern language specialists.
We aim to foster a problem-solving approach, giving children opportunities to work out language use for themselves in a supportive context where risk-taking and creativity are encouraged, and there is an emphasis on having fun with the new language. ICT is used where appropriate to enhance teaching and learning.
Further opportunities to learn French are woven into the fabric of the day by teachers giving simple classroom instructions in French (‘come in quietly’; ‘listen’; ‘look’), to ask questions (‘who wants a school dinner?’; ‘what’s today’s date?’) and to take the register, or give permission for children to leave the room. | <urn:uuid:8073692c-57b1-4ec5-b91b-2a20e8ab35cb> | CC-MAIN-2020-34 | https://www.parkwallprimaryschool.co.uk/curriculum-statement/mfl/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737019.4/warc/CC-MAIN-20200806180859-20200806210859-00516.warc.gz | en | 0.938445 | 442 | 3.703125 | 4 |
Anne Boleyn, whose headless ghost is rumoured to haunt the vicinity of the Tower of London and other locations, may be the most famous ghost of the 16th century. But instead I nominate a literary hoax ghost.
Following the Reformation, Protestant theologians dismissed ghosts as Catholic inventions, delusions and frauds. A good Protestant should not believe in ghosts.
Published in the late 16th century, John Scogan’s Scoggin’s Jests tells how the eponymous hero detected a fraudulent ghost while in Rome (of course!)
The hoaxer intended to frighten a wealthy widow into leaving her money. One evening he “came into her house & lapped himselfe in a white sheete, counterfetting a spirit, thinking she would run her wayes.”
Scoggin catches him and beats him with a cudgel.
During the second half of the 17th century, a profound intellectual debate flourished about the reality of ghosts and witches.
For some, the possibility of modern miracles, and as a consequence the very foundations of Christianity, were at stake. Ghost sceptics were denounced as dangerous atheists.
The haunting of the home of John Mompesson at Tedworth (now Tidworth), Wiltshire, during the early 1660s, was a much-cited case in the debate.
The haunting consisted primarily of mystery drumming noises, but other sounds and spectral evidence were recorded.
Rather than attributing them to the restless spirit of a deceased person, those who believed in their reality explained that they were caused by a demonic spirit sent in revenge by a drummer that Mompesson had convicted not long before.
This has to be the Cock Lane Ghost. Few other ghosts attracted so much notoriety at the time and in following centuries.
In 1762, in Cock Lane, not far from St Paul’s Cathedral, strange knockings and visions were reported to be emanating from the bedroom of one Elizabeth Parsons.
Communication was attempted with the spirit by a system of knocks – such as would be used in early spiritualism 80 years later. This apparently revealed that the source of the disturbances was the ghost of Fanny Lynes, the mistress of William Kent.
Fanny’s ghost confirmed rumours that she had been poisoned by Kent.
The case was a London sensation, attracting the attention of renowned literary figures such as Samuel Johnson, Horace Walpole and Oliver Goldsmith. The sceptics argued that it was all an elaborate hoax to defame Kent, and indeed a defamation suit was brought to court.
In the age of the folklorist, medium and psychical researcher, there are so many cases to choose from.
I have plumped for a ghost that certainly never existed – the notorious and tragic Hammersmith Ghost.
During the dark evenings of the winter of 1803/04, word spread through the streets of Hammersmith that a ghost was molesting people. One rumour had it that it was the spirit of a suicide buried in Hammersmith churchyard.
On the night of 3 January a local bricklayer and plasterer named Thomas Milward was making his way home, dressed in the white linen clothes of his trade. He had already been mistaken for a ghost, and his mother had warned him about walking the streets at night in white.
On this occasion a drink-fuelled pair set out from a local pub to catch the ghost, and one of them, catching sight of Milward’s ghostly figure in the dark, shot him dead.
For much of the century no man was more associated with ghost research than Harry Price (1881–1948). He was a larger-than-life character who loved the media, and assembled a unique library of rare works on the occult and paranormal.
His most famous investigation was that of Borley Rectory, Essex, which came to be known as the most haunted house in Britain.
Apparently haunted by the troubled spirits of a medieval monk and nun, numerous poltergeist phenomena were reported, and ghostly figures were seen walking the house and grounds.
In 1937 Price rented the rectory, and advertised in The Times for “Responsible persons of leisure and intelligence, intrepid, critical, and unbiased, are invited to join rota of observers in a year’s night and day investigation of alleged haunted house.”
The rectory was ruined by fire in 1939 (some say by ghostly hands), and the site continues to be a hot spot for psychical investigators. | <urn:uuid:e6e722c5-2fec-4408-93b0-051e12821240> | CC-MAIN-2019-47 | https://www.historyextra.com/period/top-five-hauntings-in-history/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496665985.40/warc/CC-MAIN-20191113035916-20191113063916-00427.warc.gz | en | 0.973249 | 942 | 3.28125 | 3 |
Apple Swift programming language has this amazing feature that you can use the reserved keywords of the programming language as your variable, constant, name of the class or whatsoever. To do that, all you need to do is surround the reserved keyword with a backtick, as shown below.
let `var` = "Hello"
The above code creates a constant ‘var’ of String type having the “Hello” in it. Since Swift has this feature to infer the variable or constant automatically by detecting the kind of value going in it, it doesn’t require you to specify the type except in situations when you are sure about the type of the value of going in it. By ensuring the type you can be more precise with your program and avoid any overflow situations.
Another example of it would be:
var `var` = 123
Here again, we have declared a variable ‘var’ with the same name as the reserved Swift keyword.
Now let’s take a closer look into the situations where we can make some mistakes while using the reserved Swift keywords.
The very first mistake would be misinterpreting the backticks (`) [You can found this symbol just below the tilt operator “~” near F1 key] with an inverted comma (‘). Try to avoid it or you will end up with such errors:
let 'var' = "Hello" error: Expected Pattern error: Invalid character in the source file
Another common mistake would be using the reserved keywords without any backticks at all and end up with such errors:
let var = "Hello" error:'var' cannot appear nested inside another 'var' or 'let' pattern
Meaning, you cannot use them like this. Even though Swift has this feature, it doesn’t mean that you should always use it. You will always end up with poor code and I suggest you to not to use it and avoid as much as you can.
MacBook Pro mid-2014
El Capitan Beta 5 | <urn:uuid:7159499c-4cce-4fc2-882c-ab29e70452e9> | CC-MAIN-2021-04 | https://error.how/apple/how-to-use-swift-reserved-keywords-as-constants-or-variables-44.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514796.13/warc/CC-MAIN-20210118123320-20210118153320-00041.warc.gz | en | 0.927807 | 422 | 3.390625 | 3 |
Visualize Brain Tumor Awareness Grey Silicon Rubber Wristband with regard to Brain Cancer Awareness Products
Article Related to Brain Cancer Awareness Products :
Brain Cancer – brain cancer awareness products
Brain cancer is actually a extremely rare type of cancer. When a person suffered from brain cancer, it would often has become a case where the cancer has spread or metastasized from another part of their own bodies. Nonetheless, there have been quite a number of cases where the growth of brain cancer might have started in the brain itself.
This article will look into the following aspects of brain cancer in more detail.
What is brain cancer?
A person is said to suffer from brain cancer when there is a cancerous emergence inside the brain. The malignant tumor of a brain cancer will affect some functions of the brain, based on where it is located. One will often identify their muscle control, receptor capacities and remembrance affected when they are diagnosed with brain cancer.
The National Cancer Institute is forecast that about 20,000 Americans are diagnosed with brain cancer each year. The incidence rate is quite low when compared to other common the different types of cancers such as lung and breast cancers that appreciate more than 200,000 Americans getting diagnosed every year.
What are the causes of brain cancer?
Though affairs are not completely conclusive, the following have been designated as potential causes of cancer in the brain. Revelation to risky chemicals such as benzene and even gasoline has been known to case brain cancer. Other parts that will greatly increase the risk factor links with contracting brain cancer are cigarette smoking and showing to radioactivity. There have been various periodicals that claim that artificial sweeteners can cause brain cancer although the FDA officially announced that the intake of artificial sweeteners does not start a cancer in the brain.
Do cell phone have the ability to motive brain cancer?
Many beings are very anxious about the possibility of contracting a cancer in their psyches from consuming cell phones. However, a large investigate of more than 50,000 cell phone users in 2010 showed that cell phone did not increase the risk of brain cancer in a person. The study was likewise quick to add that” normal cell phone” call is not a threat. Hence, people who expend many hours on the phone should make it a point to cut down on their talk period or at least use the phone on speaker mode, that will greatly reduce the amount of radiation grade from the cell phone onto the brain.
How is brain cancer given?
Surgery, chemotherapy and radiation therapy are the most common different forms of medication for a brain cancer precondition. Medical doctors assigned to a patient is likely to be make use of all three programmes in combination to treat a cancerous tumor in the brain. A surgery is often used to remove cancerous cadres from the brain in an invasive procedure whereas chemotherapy and radiation therapy are used to kill cancerous cadres in non invasive procedures.
Certain other alternative forms of management are also available. Some of these are immunotherapy and a procedure called hyperthermia. In a hyperthermia treatment, individual patients is given hot cares in an effort to kill or at least limit the growth of cancer cells in the brain. | <urn:uuid:709742e0-0b2e-4eb2-b04b-737672ae39f1> | CC-MAIN-2018-43 | http://popcultureworldnews.com/brain-cancer/brain-cancer-awareness-products | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516194.98/warc/CC-MAIN-20181023132213-20181023153713-00079.warc.gz | en | 0.956995 | 645 | 2.65625 | 3 |
Team Number: 105
School Name: Tularosa High School
Area of Science: Environmental Science
Project Title: Predicting Fire Spread In Wildland Fuels
Forest managers and others who research fires in forests, brush fields, and grasslands need a consistent method for predicting the spread rate and intensity of fires burning these fuels. We plan to incorporate a mathematical model using fuel and weather perameters measurable in the field as inputs into a computer program to help predict rate of spread and intensity of fires in wildland fuels.
In order to incorporate the variables which can effect fire spread into a computer program, a mathematical model was needed. Other information about fires, fuel types, wind, and other possible factors in spread rate and fire intensity also had to be researched. Once the mathematical model is found and research is complete, these will be incorporated into a program written in the C++ computer language.
We are still gathering information on fires, fuel types, and other inputs, but the mathematical model for our program is complete. Some inputs necessary include fuel depth, fuel surface area to volume ratio, fuel moisture content, fuel mineral content, wind velocity at mid-flame height, and slope of the terrain (vertical rise over horizontal distance). Using a variety of formulas the eventual result will be the rate of spread in ft./min. and reaction intensity in B.t.u./ft.² min.
Our eventual goal is to have a program which can decrease the time needed to perform these calculations to a matter of seconds, requiring only the time necessary to input the variables. This program could be of great aid to anyone who needs to predict the behavior of a wildfire. | <urn:uuid:bdfd987b-cfc2-43be-8a39-7577f9929b87> | CC-MAIN-2014-23 | http://www.challenge.nm.org/archive/01-02/Interims/105.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510264575.30/warc/CC-MAIN-20140728011744-00321-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.904647 | 338 | 3.53125 | 4 |
Problems with the brain – not just the ears – cause a great deal of the age-related hearing loss in older people. Researchers are finding more and more subtle problems in the way our brain processes information as we age, so much so that an older person whose ears are in fine shape may have trouble hearing because of an aging brain.
In addition to earlier findings of a specific type of "timing" problem that limits our hearing as we age, the group is now finding increasing evidence of a "feedback" problem in the brain that diminishes our ability to hear. This week at the annual meeting of the Association for Research in Otolaryngology in New Orleans, researchers are discussing the results so far of the hunt for genes that play a role in the aging brain's plummeting ability to organize the information our ears record.
"Traditionally, scientists studying hearing problems started looking at the ear," says Robert D. Frisina, Ph.D., professor of Otolaryngology at the University of Rochester Medical Center and an adjunct professor at Rochester Institute of Technology. "But we are finding patients with normal ears who still have trouble understanding a conversation. There are many people who have good inner ears who just don't hear well. That's because their brains are aging."
The findings come from researchers at the International Center for Hearing and Speech Research (ICHSR), an NIH-funded group of scientists in Rochester, N.Y., that is recognized as a leader in research in age-related hearing loss. The center includes scientists from the National Technical Institute for the Deaf at Rochester Institute of Technology and neuroscientists from the University of Rochester.
Sophisticated tests that measure how well the brain processes information that the ear detects are helping scientists sort out the findings. Normally the brain does a masterful job of filtering, sorting, and making sense of the information that flows through our senses every day – the colors and shapes we see, the textures of the objects we feel, the sounds ranging from the cooing of children to the screech of tires on pavement that we hear morning to night. Our brain stem sorts the bluster of information in ways that make it easy for us to carry on our lives.
Oftentimes it's this ability of the brain, not hearing itself, that is diminished in older people who say they don't "hear" well. The loss is detected most markedly in tests that measure a person's ability to hear a sentence amid a background of babble, much as one might hear at a party while trying to speak to an individual nearby. The recently discovered feedback problem is central to this problem, says Frisina. His team has found that in mice, the brain problems usually precede actual hearing difficulties, and that early problems with the brain's feedback system make the ears more vulnerable to damage – without the brain's filtering capacity, the ears are more likely to be exposed to damaging noise.
The brain's ability to provide proper feedback to the ear, by filtering out unwanted and unnecessary information, declines beginning in our 40s and 50s, Frisina says. Without that filter, a person is quickly overcome by a barrage of information that is difficult to sort. It's a little bit like a computer user who would be overwhelmed by input if the spam filter suddenly failed and all sorts of bogus messages started streaming into the "important documents" folder. When it comes to hearing, the increase in sensory information making its way to the brain actually hurts the person's ability to hear well.
"The number-one hearing complaint among the elderly is that they have trouble hearing speech because of background noise. Someone might hear fine in a quiet environment like their home, but when they go to a restaurant or a meeting or a party, it sounds like chaos to them," Frisina says. "That's partly because the feedback system is failing."
To get to the root of the feedback problem, Frisina's neuroscience team is investigating the possible role of a breakdown in calcium regulation in the brain stem, throwing askew the way nerve cells talk to each other and possibly resulting in a toxic buildup of calcium in some brain cells.
Recently the team used gene-chip activity to chart the activity of more than 22,000 genes in mice, comparing activity levels of genes in young mice and their older counterparts. While dozens of genes in humans and mice are known to contribute to congenital deafness, none has been linked to age-related hearing loss in humans. The latest studies offer several promising leads in genes that affect the functioning of brain chemicals like glutamate and GABA, important neurotransmitters that allow nerve cells in the ear and brain to talk to each other.
The difficulties can isolate people from friends and family, beginning when people first have difficulty with age-related hearing loss in their 50s and 60s. "This problem is especially tragic because just when people have time to spend with their children and grandchildren, they can't understand what is going on," says Frisina. "They're losing something they had. People respond to this isolation by either clamming up or aggressively dominating conversation." The estrangement can be severe and can even result in depression.
While there is no cure for age-related hearing loss, or presbycusis, some simple steps can lessen its effects. Speaking loudly is an instinctual reaction when talking to a hearing-impaired person, but that won't help when talking to someone with age-related hearing loss. "Speaking slightly slower than usual will help," says Frisina, "as if you were talking to someone who speaks a foreign language.
"Many older people are actually especially sensitive to loud sounds, so the worst thing you can do is raise your voice. What you need to do is look at the person and speak slowly and clearly. Speaking loudly is like turning up the volume on a cheap stereo – it's only going to distort your speech and add to the confusion."
Six years ago the same team of researchers reported finding a closely related brain "timing" problem where people are not as adept as they once were at detecting slight gaps in speech. While the average person can hear sound gaps of about 2 milliseconds apart, someone with a timing problem may be anywhere from 2 to 50 times worse detecting such gaps, which are crucial – though unconscious – for properly hearing consonants and vowels.
"To a person with a timing problem, conversation sounds like everything is spoken through a drainpipe," says James Ison, professor of brain and cognitive science. "One sound leads into the next, smearing words together." For instance, most people know that in the English alphabet, the letter that follows "K" is "L," not "Elamenopee." To a person with a timing problem, short pauses are imperceptible, blurring words together. The problem has the most effect on a listener's ability to hear the first consonant of a word – cat, hat, bat, fat, and rat may sound remarkably similar, for instance.
While most people gradually lose the ability to hear high frequencies as they age, the feedback and timing problems account for many of their complaints about hearing, Frisina says.
"These problems with the aging brain, which nearly everyone experiences, are on top of problems with our ears, which you may or may not have as you get older. For many people, even if they can still hear sounds as they get older, they still lose the ability to hear and understand speech, because of these brain problems," Frisina says.
Frisina and Ison are part of a center that brings together applied research on hearing at RIT with basic neuroscience and aging research from the University of Rochester. Frisina is the associate director of the center; the director is his father, D. Robert Frisina, founding director of NTID and an adjunct professor at the University. Other faculty members at the center include William O'Neill, associate professor of neurobiology and anatomy, and Joseph Walton, associate professor of otolaryngology, both at the University. The center is currently funded by a five-year, $6.3 million grant from the National Institutes of Health.
Source: Eurekalert & othersLast reviewed: By John M. Grohol, Psy.D. on 21 Feb 2009
Published on PsychCentral.com. All rights reserved.
We teach people how to remember, we never teach them how to grow.
-- Oscar Wilde | <urn:uuid:e6608b3c-f85f-452d-835d-33b45ab5584e> | CC-MAIN-2014-10 | http://psychcentral.com/news/archives/2005-02/uorm-wtb022205.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999668224/warc/CC-MAIN-20140305060748-00095-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.963642 | 1,739 | 3.171875 | 3 |
Just off the coast of California in the San Joaquin Delta, half a dozen pigs struggled to survive on a small island for years. Their only food was roots and whatever curious boaters gave them. However, an animal rescue and protection organization, Farm Sanctuary, took the initiative to rescue the stranded pigs. Now, a growing controversy over the rescue leaves the pigs to an uncertain fate.
Pigs put on island to control vegetation
In an interview with CBS Sacramento, Roger Stevenson claims to be the owner of the pigs. He says he and the owner of Walter’s Island brought the pigs there about four years ago to control the vegetation. They believed the pigs would eat roots on the island.
However, in a request for donations to help the pigs, Farm Sanctuary’s National Shelter Director Susie Coston writes that “although the pigs likely cleared a few plants they are not aquatic mammals.” According to her statement, the original pigs actually died out – only their offspring survive.
Pigs struggled to survive, mistreated by visitors
Conditions on the island were not suitable for the pigs, and the situation was complicated further by visitors to the island. While some people had good intentions and brought food to the pigs, others acted irresponsibly and cruelly.
Coston says people have ridden the pigs, harassed them, given them beer, and even hunted them.
Pigs rescued and sent to UC Davis
Farm Sanctuary took matters into their own hands. Over the course of two days, they rescued the frightened pigs using a chute system. Safely back on land, the pigs took their first visit to the veterinarian. Farm Sanctuary planned to find the pigs forever homes through their adoption network.
Pigs face a long struggle ahead
However, the pigs may have another struggle to face. The man claiming to be their owner filed a stolen report.
Coston claims she acquired the pigs legally, with permission from the family that owns Walter’s Island. For all intents and purposes, the pigs were abandoned on the island and malnourished.
“We do own the pigs. We got the pigs by legal means,” Coston told the Sacramento Bee. “You can’t come back four years later and say these are mine.”
Unfortunately, the sheriff’s department sees things differently. According to the Guardian, law enforcement found Stevenson to be the rightful owner and Farm Sanctuary has to return the pigs. | <urn:uuid:6ddc18e8-46bc-4617-a0c1-7b7b46f44369> | CC-MAIN-2017-43 | https://ladyfreethinker.org/marooned-pigs-rescued-returned-neglectful-owner/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823360.1/warc/CC-MAIN-20171019175016-20171019195016-00274.warc.gz | en | 0.976153 | 508 | 2.765625 | 3 |
Diseases may return amid decrease in childhood vaccinations, family physicians warn
Joe Raedle/Getty Images
As a new school year is about to begin, physicians from across the state on Monday encouraged families to vaccinate their children to prevent the spread and return of diseases like measles, mumps and polio.
Since the beginning of the COVID-19 pandemic there has been a national decrease in childhood and adult vaccinations. This trend needs to be reversed to stop the return of preventable diseases, said Glenn Dregansky, president of the Michigan Academy of Family Physicians.
Delicia Pruitt, medical director for the Saginaw County Health Department, said despite the risk of illness, complication, lifelong disability or death, vaccination rates in Michigan continued to drop throughout the pandemic, particularly in children.
While part of this downward trend is due to the pandemic, with people unable to see their physician during the initial phase, the time is overdue for people to get caught up on immunizations, Pruitt said.
Pruitt warned that without vaccines, diseases that are rarely heard of today may make a return, citing a recently confirmed case of polio in New York.
“Immunizations are the reasons we have eliminated so many illnesses suffered by past generations,” Pruitt said. “Since we don’t hear much these days about many of these contagious illnesses of the past. People often forget just how dangerous they actually are.”
“Every case of an eradicated disease has the potential to ignite the resurgence of that disease and outbreak in the community,” Pruitt said.
Measles is so contagious that one person can infect up to nine out of 10 people they come into contact with, if those people are not fully vaccinated. Measles can cause fever and rash, and in serious cases, brain swelling, which can cause permanent brain damage and death, Pruitt said.
Similarly, whooping cough, or pertussis, is just as contagious as measles. Children who are not vaccinated are eight times more likely to get pertussis than children who received all recommended doses of the vaccine, Pruitt said.
With an increase of misinformation eroding trust in family physicians, Beena Nagappala, the medical director of community health for Ascension Southeast Michigan, encouraged families to come to their physician with questions about vaccines and contagious diseases.
“We understand that as more evidence and research based facts are uncovered confusion can arise because this new up-to-date information is different than what was previously reported.” Nagappala said. That’s why it’s so important to make sure you get your information from credible sources, and that includes family physicians.”
As the school year begins, illness will likely increase with children in close proximity to one another, Nagappala said.
While not all illnesses and health issues are preventable, staying up to date on immunizations is essential to maintain wellness, Nagappala said, encouraging families to make appointments with their physician to catch up on vaccines.
Outside of their physician, families can also go to their local health department, school-based health center or pharmacy for immunizations, Nagappala said.
“Being fully vaccinated will protect the health of your child and your family as well as the health of others as school starts,” Nagappala said.
When it comes to preventing and eradicating diseases, there is no such thing as a time frame, Dregansky said.
“You either do it now, or we’re going to have consequences,” he said.
Our stories may be republished online or in print under Creative Commons license CC BY-NC-ND 4.0. We ask that you edit only for style or to shorten, provide proper attribution and link to our web site. Please see our republishing guidelines for use of photos and graphics. | <urn:uuid:e2aa3b58-60f7-43c7-8682-56a65dc669e3> | CC-MAIN-2022-49 | https://michiganadvance.com/2022/08/08/diseases-may-return-amid-decrease-in-childhood-vaccinations-family-physicians-warn/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00041.warc.gz | en | 0.958212 | 808 | 2.90625 | 3 |
Once upon a time in North Korea – long before it was a bizarre, secretive, militarized state – there was a game-changing volcanic eruption. The paroxysm of Mount Paektu was one of the largest in human history, unleashing 100 cubic kilometers (24 cubic miles) of volcanic debris across the region and releasing as much energy as 100 million “Little Boy” atomic bombs.
Curiously, though, the date of this eruption has been difficult to pin down, despite the fact that there’s plenty of geological evidence that it clearly happened. Now, thanks to a fossilized tree ring, we know that this particular catastrophic explosion took place within the winter of the year 946.
The event, which covered much of the region in thick, impenetrable ash, has often been referred to as the Millennium Eruption, as that’s when researchers have estimated it took place. However, despite plenty of international research being conducted on the volcano on the Korean/Chinese border, a precise date has long eluded experts.
When Mount Paektu blew its top, however, it also happened to knock over millions of nearby trees. Many were either carbonized or obliterated. However, as reported in the remarkable study in Quaternary Science Reviews, one particular tree happened to fall in exactly the right place so that researchers from the University of Cambridge could analyze it a thousand years in the future.
This larch tree, buried within the volcanic layer of the mountain and fossilized, was radiocarbon dated to being around from at least the year 775, definitely before the eruption took place.
Thankfully, its tree rings were found to be intact, and researchers literally just counted them to work out the date of its sudden death – the year 946. The result was confirmed using volcanic debris trapped within a Greenland ice core.
The crater lake within Mount Paektu. Bdpmax/Wikimedia Commons; CC BY-SA 3.0
On November 3 of the year 946, monks present at the temple noted strange “white ash falling like snow.” Another holy site nearby noted that “the sky rumbled and cried out,” scaring people so much that prisoners were freed in an attempt to appease the gods’ apparent anger.
Although a good deal has come to light about the Millennium Eruption in the last decade or so, there’s a lot still left unknown about the volcano itself. In fact, the reason North Korea is even allowing researchers from the UK and elsewhere to investigate Mount Paektu is because any future eruption would devastate much of the country.
Worryingly, a recent study suggested that the detonation of a hydrogen bomb – enough to generate a M7.0 quake – might provoke the volcano to erupt once more. | <urn:uuid:09aa96bc-4a44-4b9c-a025-f47e6fe0668b> | CC-MAIN-2018-13 | http://www.iflscience.com/environment/finally-know-explosive-eruptions-ever-took-place/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647475.66/warc/CC-MAIN-20180320130952-20180320150952-00554.warc.gz | en | 0.968016 | 579 | 3.46875 | 3 |
Underfloor heating is a heating system placed under floors to help keep rooms and floors warm. There are two types of underfloor heating systems that include electric underfloor heating and water underfloor heating. These heating systems distribute heat evenly throughout an area and are a popular, space-saving substitute to radiators.Continue Reading
Electric underfloor heating is also called a dry system, and this system uses a group of electric wires installed under the flooring or inside the flooring to heat an entire area or room. Electric underfloor heating is ideal under stone, tile or wooden surfaces. Most users place underfloor heating under a cold, tiled bathroom floor.
The effectiveness of an electric underfloor heating system depends on how well an area is insulated and the size of the room. The effectiveness also depends on the type of flooring over the system and insulation. Options for an electric system include loose-fit wiring that is capable of fitting into small spaces and electric cable systems that travel under the floor.
Water underfloor heating is known as a wet system, and this system uses a network of pipes that are connected to the boiler. This type of system pumps hot water through the pipes under the floor into different areas in the home. Although this type of heating distributes heat more evenly, the installation costs are considerably higher.Learn more about Heating & Cooling | <urn:uuid:e4e968aa-4ed2-49a2-9e9b-1e4341208b48> | CC-MAIN-2017-39 | https://www.reference.com/home-garden/underfloor-heating-eb4f077fce52c71d | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689471.25/warc/CC-MAIN-20170923033313-20170923053313-00011.warc.gz | en | 0.941853 | 273 | 2.90625 | 3 |
Our workshops provide an objective environment, expert knowledge, and thoughtful group facilitation. They are designed to systematically address problems and develop focused solutions using sound science. The workshop process enables participants to produce meaningful and practical management recommendations that generate political and social support for conservation action. Rapid distribution of these recommendations allows them to be used almost immediately to influence stakeholders and decision makers.
PHVA – Our Population and Habitat Viability Assessment workshops directly address the need for scientific analysis in endangered species conservation plans. Built upon the use of science-based population viability analysis (PVA) tools and a participatory, stakeholder-inclusive environment, PHVA workshops guide conservationists in setting reasonable and measurable targets for species recovery.
ICAP - The Integrated Collection Assessment and Planning (ICAP) workshop brings in situ and ex situ communities together to apply the decision process of the IUCN ex situ guidelines to the task of regional or global collection planning. The ICAP process is designed to be flexible and applicable to large or small groups of taxa, with the resulting analyses and recommendations being more general or detailed as appropriate.
Organizational Strategic Plans - CPSG's process design tools combined with our knowledge-based facilitation skills can be applied to a wide variety of conservation planning needs. CPSG works with wildlife agencies, conservation organizations, zoological parks, and similar organizations to develop strategic conservation plans for individual species, protected areas, or conservation organizations.
CAMP - The Conservation Assessment and Management Plan (CAMP) workshop is a rapid, broad-based evaluation of a selected group of species that occupy a particular country or region. The diverse expertise among workshop participants is applied to the IUCN’s quantitative Red List system to categorize each species’ degree of endangerment, based on estimates of the threats to these populations and their habitat. | <urn:uuid:2ab82a14-95e5-4da3-9843-3066a6facd0b> | CC-MAIN-2017-26 | http://cbsg.org/our-approach/workshop-processes | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128322870.59/warc/CC-MAIN-20170628050821-20170628070821-00296.warc.gz | en | 0.890031 | 370 | 2.953125 | 3 |
Tetanus is caused by the bacterium Clostridium Tetanii which is an anaerobic organism (does not need oxygen). It survives in the environment (soil and droppings) for long periods of time. Tetanus is not contagious, meaning it cannot be spread horse to horse.
It penetrates the body via wounds. Puncture wounds and foot penetrating wounds carry the highest risk, but tetanus could also be acquired by gastric ulcers if the horse eats droppings or highly contaminated soil.
The tetanus bacterium multiplies rapidly in contaminated wounds. The bacterium produced is a toxin and it is the toxin that is responsible for the symptoms.
Clinical signs of Tetanus
The toxin affects the nervous system attacking the nerves that control the muscles of the body. External symptoms that you can see on your horse if it is affected by the toxin are:
- Protruding third eyelid (membrane at the inner corner of the eye).
- Extension and stiffness of the limb.
- Spasm of jaw muscles (lock jaw) getting a common expression called sardonic smile.
Tetanus can be treated, but unfortunately in most cases the horse dies due to the delay in the diagnosis. Horses with an early diagnosis can be treated with large doses of tetanus antitoxin either intravenously or in the cerebrospinal fluid via a lumbosacral puncture. Penicillin based antibiotics may also be given in suspected tetanus cases.
The prevention of tetanus is easy, keeping your horses covered and vaccinated with tetanus toxoid. The protocol of vaccination consists on a primary course of two injections four to six weeks apart from each other.
After the primary course, the horse needs a booster vaccination within one year, then every other year for full protection. | <urn:uuid:308a4dba-82de-4bef-bf85-62ec8d83df3c> | CC-MAIN-2022-05 | https://www.horsehealthprogramme.co.uk/tetanus/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00636.warc.gz | en | 0.927598 | 379 | 3.328125 | 3 |
Wildflower Restoration Project
The Wildflower Restoration Project is a citizen science program that engages individuals in a rewarding, hands-on study that aims to restore New York forests to their original health and beauty. Participants “adopt a woodlot” in their local forests where they learn to identify native wildflowers, plant seeds and roots, and gather scientific data. Over time, participants will literally see the fruits of their efforts in the patches of forest they restore.
Why do wildflowers need our help?
New York State’s extensive farming history has left us with vast expanses of abandoned farmland, covering over fifty percent of the state. As decades have passed, native trees, shrubs, and herbs have returned to these lands, regaining their long lost territory, but something is still missing. Although many of these abandoned farms have had at least a century to recover, these forests still lack a significant number of native wildflower species. There appears to be nothing wrong with the growing conditions in these forests, so where are our wildflowers?
These plant species appear to be limited by their slow rates of dispersal. Their seeds are only able to travel short distances, and have an extremely low chance of survival. Unsurprisingly, wildflowers from older forests have migrated into these once farmed lands at an incredibly slow pace. For instance, it has taken seventy years for many of these species to spread less than 10 meters. Restoring these native plants will not only provide us with beautiful wildflowers, but will also bring back the bees, butterflies, and small mammals that rely on them. Given the Earth’s changing climate, and the key ecological roles of these wildflowers, active restoration is crucial to native forest conservation. On their own, some species moved a pathetic 10 meters in seventy years. With a little help from the community, think of how far they can get in the next seventy years.
Why collect data?
Unfortunately, we have not yet discovered the best wildflower restoration practices. We must answer questions like: How many seeds should be planted to grow a successful wildflower? Is it more efficient to plant seeds or transplant roots? How long must the root be to produce a successful plant? Not only are there many questions, but the answers will differ depending on the species of wildflower. With thirty species requiring our help in a large percentage of New York forests, we must first understand how to efficiently restore these wildflowers. Once we have discovered successful restoration techniques, we will be better equipped to organize large-scale planting efforts.
Why involve citizen scientists?
Planting and monitoring efforts will either require a lot of hands or a lot of time. By involving volunteers and school groups we can turn a need for many data-collecting hands into a valuable educational opportunity. Participants can learn about identifying native wildflowers, plant life cycles, creating experiments, and drawing conclusions from scientific data. In addition to gaining a hands-on, outdoor education, participants will gain a sense of accomplishment for contributing to a professional study that impacts their own forests. These so-called “citizen scientists” will also be given the opportunity to return to the project year after year to see how their efforts have impacted the forest. The goal is to give participants a fun and educational experience, provide the scientific community with reliable data, and grant New York forests a swift recovery.
Here's How to Participate:
The Wildflower Restoration Project is entirely volunteer run. To launch a local restoration, a leader is required to find volunteers, find a study site, and walk participants through the study. The resources provided on this website can guide anyone through this process.
- Experimental Design & Data Collection (PDF)
- NYS Wildflower Identification Guide (PDF)
- Interpretive Wildflower Program (PDF)
- Planting Data SheetPDF, Word
- Survey Data SheetPDF, Word
- Data Sheet for Submission (Excel)
Submit Your Data
You do not need to know anything about wildflowers before you start! If you are not comfortable with taking the lead, but wish to bring this project to your area, you can approach some local groups who may be interested. Nature centers, parks, and garden clubs are a good place to start. This hands-on, outdoor, long-term study is also a great opportunity for high school or college biology and ecology teachers.
The Interpretive Wildflower Guide will help you teach your participants about the wildflower problem facing our forests, and the plant life cycle. The Experimental Design and Data Collection Guide describes the study, and walks you through leading a restoration program. The NYS Wildflower Identification Guide will help any beginner be able to identify the wildflowers that need our help.
If you have any questions, feel free to contact us. If you have decided to launch a restoration project in your area, great! Once you have found a site and a group of participants, let us know so we can help you succeed.
Dr. Gregory G. McGee
Environmental and Forest Biology
146 Illick Hall, SUNY-ESF
1 Forestry Drive
Syracuse, NY 13210
(315) 470-6792 - Office
(315) 470-6934 - Fax | <urn:uuid:c4f0a8ff-c35c-4d50-a3f8-4b69fb42b460> | CC-MAIN-2018-13 | https://www.esf.edu/restorewildflowers/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257651820.82/warc/CC-MAIN-20180325044627-20180325064627-00185.warc.gz | en | 0.934256 | 1,078 | 3.890625 | 4 |
four eyes principle
The four eyes principle is a requirement that two individuals approve some action before it can be taken. The four eyes principle is sometimes called the two-man rule or the two-person rule.
In a business context, the four eyes required for approval are often those of the CEO (Chief Executive Officer) and the CFO (Chief Financial Officer), who must both sign off on any significant business decision. In editing, proofreading and translation, documents typically have a second reader to detect errors and typos that a single pair of eyes might miss. Although neither individual might detect all errors, two readers are likely to miss different things so that, collaboratively, they will catch more mistakes.
Here are a few other examples of the four eyes principle at work:
- Many legal and financial documents require the signatures of two individuals.
- Banks, casinos and sensitive military areas often include no-lone zones: areas in which two people must be present and within each other's line of vision at all times.
- The Emergency War Orders (EWO) safe, which contains missile launch keys and codes, is locked by two padlocks with keys held by different launch officers.
- Some data management systems require that important record updates be approved by two separate people before the data is committed.
Although the four eyes principle adds an element of security to any decision-making process, its effectiveness relies upon the ability, integrity and diligence of the individuals involved. In a refinement of the basic principle, a random rotation of authorized individuals serves as the second pair of eyes, so that it cannot be known with any certainty which two individuals will be dealing with a given decision. | <urn:uuid:51441565-1f82-4515-ad39-5dbb6676d7f7> | CC-MAIN-2023-14 | https://www.techtarget.com/whatis/definition/four-eyes-principle | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948620.60/warc/CC-MAIN-20230327092225-20230327122225-00175.warc.gz | en | 0.942097 | 340 | 2.84375 | 3 |
UBM: Creating the Critical Interface
A variety of bumping technologies are in use today. Electroplating is used for fine-pitch (<250 μm) solder bumping, while robotic ball placement is used for larger pitch, lower (<100) I/O applications. Image sensors for cell phones use a through-silicon-via (TSV) to connect a solder bump on the back side of the chip to the metal pad on the die surface. 3D chip stacking use micro-bumps deposited by electroplating.
All these bumping technologies require under bump metallization (UBM) to meet package reliability requirements. UBM provides the critical interface between the metal pad of the integrated circuit (or the Cu or Al trace) and the solder (or gold) bump. To prevent direct reaction between solder or gold and the chip metallization, a diffusion barrier of Ti or TiW is deposited by sputtering on top of the IC metallization (Al or Cu). It also acts as an adhesion layer, for the wetting layer deposited on top of it in the case of solder bumping, and for the Au seed layer for electroplating of gold, in the case of gold bumping. TiW is used for gold bumping applications due to its superior barrier properties. In the case of solder bumping, Ti or TiW can be used, as the diffusion barrier is provided by the wetting layer (Ni or Cu) deposited on top of the adhesion/barrier layer (Ti or TiW).
Figure 1. Flip chip interconnect scaling. (Courtesy of IMEC)
The solder wetting layer is a single layer or combination of Cu, Ni, (or NiV) and Au. A thin gold layer (100 – 200 nm) is deposited on top of the Ni layer to prevent oxidation and improve wettability. This gold layer is not required if the solder is deposited by electroplating directly on top of the Ni. In gold bumping, the gold seed layer for electroplating of the gold bump is sputtered on top of the TiW layer. In the case of solder bumping, the wetting layer deposited on top of the Ti or TiW layer can be deposited entirely by sputtering or by a combination of sputtering and electroplating. Sputtering is the preferred method for layers that are a few thousand Angstroms thick, and electroplating is preferred for thicker layers. The required UBM thickness depends on the solder/UBM combination and the reliability requirements of the device. The UBM (2 – 5 μm of Cu and or Ni) and the solder can both be deposited by electroplating using the same resist mask. Electroplating offers the advantage of depositing the UBM layer(s) only in the patterned area under the bump, simplifying the subsequent UBM etch processes.
During solder reflow — and subsequent lifetime of device — an intermetallic compound (IMC) is formed between the Sn in the solder material and the wetting layer. This acts as a diffusion barrier between the solder and the chip metallization. Consumption of the solder to form an IMC is advantageous from an adhesion point of view, but results in a brittle compound, which reduces the ductile fraction of the solder joint required to take up the deformation due to thermal mismatch with the substrate.
Consumption of the UBM depends on the solder type and the UBM material. Lead-free solders rich in Sn consume more UBM than SnPb solders. Ni has a much slower reaction with Sn than Cu during solder reflow. Adhesion is lost if the solder or IMC reach the underlying non-wettable layers (Ti or TiW).
The IMC thickness is independent of the bump height and therefore the relative amount of IMC to un-reacted solder is much larger for smaller solder bumps. In fine-pitch (20 μm) solder bumping, the entire solder volume may be transformed into IMC. These micro-bumps made up entirely of IMC (some un-reacted UBM is required to ensure good adhesion) have a melting point several hundred degrees higher than the temperature required to form the IMC. This offers enhanced thermal stability and resistance to electromigration; smaller solder bumps have a higher risk of electromigration due to larger current density. However, the brittle nature of the IMC limits the use of these micro-bumps to connections with small CTE mismatch, such as used in 3D chip stacking.
These micro bumps have stringent thickness uniformity requirements as there is no compliant volume to accommodate uniformity mismatches. As we transition to fine pitch geometries for 3D chip stacking, bump dimensions will become similar to those of the UBM.
KATHY O’DONNELL, Ph.D., director, business development, may be contacted at NEXX Systems, 5 Suburban Park Dr. Billerica, MA 01821; 978/932-2060; Kathyemail@example.com | <urn:uuid:9e0e9121-c060-487f-90d8-329294e25e0e> | CC-MAIN-2015-11 | http://electroiq.com/issue/?id=22644&url=%2Farticles%2Fap%2Fprint%2Fvolume-17%2Fissue-4%2Fdepartments%2Feditorial-board%2Fubm-creating-the-critical-interface.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463165.18/warc/CC-MAIN-20150226074103-00136-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.891544 | 1,051 | 3.046875 | 3 |
Torticollis (also known as wry neck) is a very common condition which can often develop into plagiocephaly. It is characterised by an inability to turn the head fully in both directions, and there may also be a head tilt towards the affected muscle.
As the muscles tighten and become cramped, pain and discomfort will often be felt, causing your baby to become irritable. In infancy, torticollis can develop in a number of ways. Firstly, newborns can experience torticollis due to maintaining a specific position in the womb or after a difficult childbirth. Acquired torticollis happens shortly after birth, either as a result of some shortening from the position that the baby has been lying in or due to bruising during the birth. However your baby has acquired torticollis, seeking a professional diagnosis and pursuing active treatment is necessary.
This informative blog post explains what to do if your baby has torticollis, helping to prevent the face and skull from growing unevenly, and improving the range of motion of the head and neck of your baby.
Signs and Symptoms of Torticollis
Of the biggest symptoms of torticollis is the tendency for your baby’s head to tilt to one particular side so that the chin is pointing to the opposite shoulder. For example, the head shows a consistent tendency to tilt to the right but the chin points towards the left shoulder.
You may notice that your baby has difficulty turning their head fully, especially towards the opposite side in which they rely on, demonstrating a limited range of motion in the neck area.
Visually, one side of your baby’s face may be flatter due to sleeping on their side and their face may show a general asymmetry.
You may also feel a soft lump in the affected neck muscle. This is the result of a small knot of tangled fibres in one of the side neck muscles, called the sterno-cleido mastoid muscle (SCM). Although this is a symptom of torticollis, it is nothing to worry about and is not cancerous, the lump will disappear at around six months old.
If your baby always holds their head to one side or looks uncomfortable and cramped in the neck area and you think they might have torticollis, the first thing you need to do is seek professional advice from your GP. There are a number of other conditions that can cause this head position, so it’s important to rule these out first and foremost. For more information on recognising the symptoms of torticollis, and how they differ from plagiocephaly, our recent blog post goes into more detail on key factors to look out for.
How to Treat Torticollis Using Repositioning
If you have sought medical advice and your baby has been diagnosed with torticollis, there are a number of steps you can take to effectively treat the condition. Physiotherapy can be significantly effective in treating torticollis as gentle stretching of the sternocleidomastoid muscle will help to restore a full range of motion in the neck. With early intervention and careful management, your baby should soon be able to hold the head straight and turn it equally in both directions.
Neck stretches can also be incorporated into everyday routines, in a similar way to the repositioning techniques that are recommended for babies with plagiocephaly. For example:
When your baby is feeding, hold them in such a way that they must rotate the chin in order to feed, this will encourage your baby to stretch their neck muscles consistently throughout their daily feeds.
If your baby tends to sleep on one specific side, rotate the crib through 180 degrees so that your baby is encouraged to face the other way.
Move toys from one side of your baby to the other so that they turn the head to face in the opposite direction during playtime.
If carried out regularly, stretches like these should resolve the issue within a few months. If not, arrange another appointment with your doctor. More advice on how physiotherapy can help torticollis can be found in our detailed blog post, covering more techniques from the experts to effectively treat torticollis.
If your baby has been diagnosed with plagiocephaly and torticollis and is below four or five months old, the kinds of repositioning techniques mentioned above should eventually resolve both issues. However, if they have failed to make a difference within the space of a month or the deformity is severe, further treatment might be required in order to return the head shape to within the ‘normal’ range.
Treatment for moderate to severe forms of the condition comes in the form of a plagiocephaly helmet, which gradually shapes the bones in the skull to correct the head shape as it grows. Plagiocephaly treatment is proven to be effective, safe and pain-free, we have over 10 years’ experience providing helmet treatment for plagiocephaly and can provide you with specialist plagiocephaly advice and support.
If you wish to enquire about a plagiocephaly helmet for your little one, or would like further information and advice on what to do if your baby has torticollis and/or plagiocephaly, explore our website or call us on 0330 100 1800. Get in touch and one of our experienced orthotists will be happy to assist you on taking the next steps forward. | <urn:uuid:66ff08b4-f8d4-479d-b928-6e9d507d3dff> | CC-MAIN-2022-49 | https://www.technologyinmotion.com/what-to-do-if-your-baby-has-torticollis/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710473.38/warc/CC-MAIN-20221128034307-20221128064307-00514.warc.gz | en | 0.953828 | 1,133 | 2.703125 | 3 |
Even if you have good command of the German language, if you can't pronounce it right, you probably still won't be understood!
German pronunciation is really easy once you get used to it. You won't ever get baffled with words like 'rain', 'reign', and 'rein'; cause in German, what you see is what you hear, every letter is pronounced!
You can't memorize how to pronounce the German letters! Raise your voice and speak out loud along with the exercises, until you develop a native-like accent!
Each lesson is provided with audio examples. Make sure to always listen, repeat, and try to imitate it them as much as possible, until you've mastered the German accent! | <urn:uuid:7ff374f0-2e25-418d-84f8-e7fb43d97307> | CC-MAIN-2013-20 | http://www.deutsched.com/Pronunciation/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700014987/warc/CC-MAIN-20130516102654-00035-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.973688 | 148 | 2.828125 | 3 |
Page 1: Biography
This biography was written by Erik Olssen and was first published in the Dictionary of New Zealand BiographyVolume 2, 1993
William Belcher was born in London, England, probably in 1859 or 1860, the son of Mary Ann Bull and her husband, William John Belcher, an engineer. Little is known of his early years before he went to sea in 1872. In his late teens or early 20s he may have been ship-wrecked on an island off the Great Barrier Reef. He then lived in Australia before settling in Port Chalmers, New Zealand, in 1879. Belcher became a crew member on the Jessie Niccol, supplying Joseph Hatch's sealing gangs on Macquarie Island, south-east of Tasmania. In 1882–83 he spent some months with a gang on the island, living on rabbits, penguins and penguin oil after Hatch failed to relieve them.
William Belcher's involvement with the union movement began after George Sangster arrived from Australia, and formed New Zealand branches of the Australian seamen's union in 1880. Belcher was absent on a trading voyage but he joined the union in 1882, by which time the Wellington and Port Chalmers branches had formed the Federated Seamen's Union of New Zealand (FSU). Following J. A. Millar's election as secretary in 1887, Belcher began to take an active role in the union. His 'sonorous voice' and 'ample proportions', no less than his strength and his pugilistic flair, made him a natural leader.
Belcher emerged into prominence on the eve of the 1890 maritime strike. He and an old friend, Jack Gibb, had not long been back from a seamen's conference in Sydney; strenuous efforts by them and Millar failed to prevent the strike from spreading to New Zealand. Belcher always believed that the shipping companies had planned to smash the union, and that had it not been for the marine engineers' failure to join the strike the men might have triumphed. As it was they 'were licked – and licked, and…were also kicked and kicked very hard indeed', as he later wrote. Wages were slashed. 'Victimisation was converted into a fine art', and Belcher was among those blacklisted.
After Millar won a seat in the House of Representatives, Belcher succeeded him in 1894 as secretary of both the local branch and the national body of the FSU, the former by now a small rump and the latter no more than a dream. Belcher also represented the seamen on Otago's powerful Workers' Political Committee (WPC) and joined the Knights of Labor. Because of his hostility to prohibition the Knights expelled him in 1895, prefiguring a schism in the WPC which cost all the Dunedin 'Lib–Lab' MHRs except Millar their seats in 1896.
Rebuilding the seamen's union and working for new labour laws preoccupied Belcher. The Union Steam Ship Company of New Zealand supported a company union, known derisively among unionists as the 'Deaf and Dumb Society'. However, few unionists realised the full potential of the Industrial Conciliation and Arbitration Act 1894 until the seamen's union forced the company to appear unwillingly before the Otago and Southland Board of Conciliation in February 1897. Despite the company's protests the board issued an award which increased wages. More important than this, however, was Belcher's success in using the new law to compel the company to recognise the union. Almost at once Belcher filed 'disputes' in other industrial districts. By 1900 his supporters controlled branches in all New Zealand ports. Only in Wellington did a rival organisation exist. The 'Deaf and Dumb Society' quietly faded away, finally terminating its own existence in 1911.
Over the next 10 years Belcher and his lieutenants – J. K. (Jack) Kneen in Auckland and W. T. (Tom) Young in Wellington – built a powerful national union. The managers of the Union Steam Ship Company now worked to establish a stable working relationship with Belcher (the fact that they were all based in Dunedin helped). Indeed, by 1906 the Court of Arbitration had replaced the company as the union's main bête noire because, having kept the seamen waiting for a year, it refused to give any increase in wages. Many seamen demanded that the union leave the arbitration system. Belcher shrewdly recognised, however, that the rival union in Wellington could then seek an award which would set pay rates and working conditions for the entire industry.
Belcher moved with cunning. He allowed a referendum on the issue of withdrawal and the men voted in favour. He then used this to persuade Millar, now minister of labour, and all the shipping companies that they should use an obscure clause in the arbitration act which allowed for collective bargaining. Belcher triumphed in 1908: the largest shipping companies were happy to match Australian or even British rates and conditions to buy peace in New Zealand. At the end of the year he persuaded the Court of Arbitration to register the agreement as an award, thus solving the problem of enforcement.
Belcher was at the height of his power and influence. He had supporters on all ships and in all ports, and the FSU boasted more than 2,000 members. His adversaries respected him even when they found his methods galling. In 1906 the government appointed Belcher to the Otago Harbour Board, and in 1907 he represented New Zealand at the colonial merchant shipping conference in London. Here he fought hard but unsuccessfully against the employment of non-white labour in the Australian and New Zealand shipping industry; he saw it as a ploy by the shipping companies to destroy the wages and conditions of the seamen. From 1909 to 1911 he waged a public campaign to keep Lascars out of New Zealand ports and off all visiting ships.
Belcher also became annoyed with his treatment by the harbour board. He told Jack Kneen that 'The brutes have treated me with contumely and contempt long enough. In the future they are going to fear me.' His subsequent behaviour won a succession of headlines. One chairman, driven to distraction, threw his pipe and an inkwell at the truculent 'old whale'. Belcher loved it all. So did the people, for when he sought election to the board in 1911 he headed the ticket and served as chairman in 1911–12. He had also been appointed a justice of the peace, a useful position for the FSU's secretary, and in 1912 he helped to negotiate a marked improvement in wages and conditions.
Fifty hard years had begun to exact a toll on Belcher. His health deteriorated, his eyesight began to fail, and he felt but 'a shadow of my former self'. Union politics were also changing. The wave of support for an independent and socialist New Zealand Labour Party did not appeal to the old sea dog, used to exercising influence within the Liberal caucus. Besides, he recognised that it would be some years before the Labour Party could occupy the treasury benches. He stood as an independent labour candidate for the Dunedin mayoralty in 1913, polling surprisingly well.
The balance of power within the seamen's union also shifted. Wellington supplanted Dunedin–Port Chalmers as the union's largest branch, and its able secretary, Tom Young, began attacking Belcher's power base. Young was also active in the Labour Party and accepted the presidency of the United Federation of Labour (UFL), formed in 1913, to which the FSU refused to be affiliated. When the UFL called a general strike in 1913, Belcher, who regarded strikes as suicidal, fought to keep the FSU neutral. After many seamen nevertheless joined the strike, he agreed to make it official. Within weeks, when it became clear that the strikers faced defeat, Belcher began manoeuvring to extricate the union on the best possible terms. His close working relationship with the leaders of the Union Steam Ship Company helped, and the FSU emerged stronger than ever. Other strikers complained of treachery.
Young had become the most powerful figure in the FSU, and supplanted Belcher as national secretary. Belcher buried his fury long enough to help reorganise the union in 1914–15, but his star was setting. He polled poorly in 1914 in his second bid for the mayoralty, having refused to campaign or offer a policy. Because many workers now opposed him he declined to accept Labour's nomination, in August 1914, for Dunedin Central.
Belcher took refuge in alcohol. In 1915, after being convicted and fined for assaulting his wife, he resigned as justice of the peace. In September 1915 he resigned from the harbour board, leaving behind 'an inky trail of abuse'. In 1917, amid allegations of misappropriation of funds, he retired as Dunedin branch secretary of the seamen's union. He then obtained employment with the Marine Department in Wellington. Belcher lived there uneventfully until his death on 15 June 1926. He was survived by his wife, Caroline Sayer, whom he had married at Dunedin on 3 May 1884, and two daughters. | <urn:uuid:ea93c08d-19af-41dc-b56a-7ba9d8f06f7f> | CC-MAIN-2017-09 | http://www.teara.govt.nz/en/biographies/2b15/belcher-william | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171176.3/warc/CC-MAIN-20170219104611-00320-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.981202 | 1,895 | 2.875 | 3 |
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This year in our homeschool, one of our favorite subjects of study has been flying creatures: namely, insects, bats, and – of course – birds. After my husband put up the metal deer fencing, the deer stopped eating all the berries/bird food we put out for birds in the garden – and the population of all kinds of flying beauties exploded when we did so!
Our kids have absolutely LOVED pouring over birding books to identify birds in our yard and have spent hours pressing the buttons on this backyard bird book that allows you to hear the birdsong of each bird represented in the book. (SO, SO well done!)
And as my husband has taught our kids how to identify each of the hummingbirds that visit our feeder by watching their behavior and observing their markings, one thing they have noticed is that different birds are attracted to different flowers and trees.
What's particularly interesting, however, is that you can be proactive and attract particular birds by planting the plants those birds like.
And even MORE interesting is noting that some bird species are dying out because the plants that support their life have been increasingly cleared in order to make way for urbanization and other human development, so the act of replanting these plants has a much more profound effect than simply attracting beautiful birds to your yard!
So you can imagine my extreme excitement when I discovered that the Audubon Society has created a FANTABULOUS tool for figuring out what to plant exactly where you live to attract particular birds – and by so doing, helping to protect and celebrate those bird species.
Nestled in The Audubon Society website is a database of native birds, plants, and geographic data. Type in your zip code and — voilà! — you get a list of beautiful, native, non-invasive plants you can add to your windowsill, rooftop, or garden that will help support local bird (and bee) populations.
For example, let's say you were in zip code 10001, right in the heart of New York City. Do you have a roof planter? Orioles love butterfly milkweed.
Or how about in Alaska? A windowsill full of bluebell-of-Scotland will attract hummingbirds, even all the way up to Juneau.
Although if you're in warmer climes, such as San Diego, hummingbirds love the gorgeous flowers of the California Figwort.
If you want more help or want to know where to find seeds, the Audubon database can also point you to your local Audubon chapter, where you can get more detailed advice about plant and bird care.
Here's how families can work on this project together:
- Research what native plants to plant in your yard or planter box
- Plant the seeds or seedlings together
- Care for your plants
- Observe which birds visit your yard – take notes, make use of bird birds, and talk about what you observe (for example, in our yard, there's one hummingbird who fans out and waggles her tail feathers when she hovers, while none of the others do that).
So, make this an activity with your kids! It's a project where kids and adults alike can learn something new and share the joy of discovery for years to come.
This is also great for protecting and preserving healthy bee populations, but that's another post…. | <urn:uuid:07b3c791-22fc-433e-85a7-66611ed23754> | CC-MAIN-2021-10 | https://nourishingjoy.com/what-to-plant-to-attract-birds/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178373095.44/warc/CC-MAIN-20210305152710-20210305182710-00238.warc.gz | en | 0.941891 | 753 | 2.625 | 3 |
Updated: Apr 14
When supporting children who struggle with their behaviour and are being challenging. there certainly isn’t a ‘one size fits all’ approach. Adults need to ask themselves, ‘What is the child’s behaviour telling me?’. 2014 SEN Code of Practice removed ‘behaviour’ as a category of SEN, replacing it instead with Social, Emotional and Mental Health Need. We often refer to the Behaviour iceberg, in which the tip of the ice-burg is all we see and below the surface there could be all kinds of unmet needs going on for a child. If we can more deeply understand the need, we can appropriately tailor our approach to supporting a child.
Several years ago, we moved from a previously consequence led behaviour policy to a more nurturing approach. This has been a culture shift for some people in the school community as it can go against societal norms that have been in place for generations. The idea that ’People should take responsibility for their actions’. I understand this may be true in adulthood, but can we expect the same of our developing children? Of course, they need to understand the consequences of their actions. But, do they need to be shamed further for what was potentially poor emotional regulation or a momentary lapse of control?
In my role as SENCo and Pastoral Lead in a mainstream primary school I can be called upon to support a child who may not be able to regulate their emotions at that time. This has often led to disruptions to lessons, angst towards staff and at times physical aggression towards others. On these occasions I find it essential to provide an emotional anchor for the child. They are often looking for a ‘way out’ having felt they need to ‘save face’ during their escalating behaviour. In remaining calm, showing support and building on a relationship I already have with the child we can usually work together to re-regulate them to a place where they can return to their learning.
In the past I may have been asked, What’s their consequence? And I am sure people
previously felt, Why aren’t they being told off? A restorative approach ensures that a child
does engage in reflection on their actions. There may be a consequence resulting from
damaged property or a breakdown of relationships and this can be rectified with an agreed
course of actions to try and make things better. Finally, I support the pupil to understand
how they could better manage the situation next time. They may need to be provided with
visual tools or practical calming techniques to help them.
Here are my top tips for supporting children who may be in emotional turmoil
1. Approach calmly
2. Recognise that you have noticed how they may be feeling
3. Offer to help them
4. Listen to what they have to say or watch what their behaviour is showing you
5. Distract them or change the subject temporarily
6. When appropriate revisit the behaviour by summarising what you saw
7. Help the child to problem solve what to do next time they feel that way Reassure them that you do not feel negatively towards them because of what they did
By Gemma Hodgkins | <urn:uuid:9bf50709-d4fc-4dee-81fb-4b72e959cc38> | CC-MAIN-2021-31 | https://www.senresourcesource.co.uk/post/why-aren-t-you-telling-him-off-positive-approaches-to-supporting-behaviour | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153857.70/warc/CC-MAIN-20210729105515-20210729135515-00618.warc.gz | en | 0.969031 | 663 | 2.671875 | 3 |
Winter Elements: Inductive Lesson
Students learn a set of winter words and practice sorting skills while dividing the words into groups.
K Science 3 Views 10 Downloads
Fun in the Snow
Celebrate the arrival of winter with a reading of Jack Ezra Keats' book The Snowy Day. Engaging children by asking them about their own experiences in the snow, the teacher goes on to read the story aloud before asking the class to draw...
K - 3rd English Language Arts CCSS: Adaptable
Winter Bear Warm-Up
Don't be left out in the cold, ensure young learners are prepared for the winter weather with this clothing activity. After introducing them to different clothing items using the provided picture cards, students sing a song before...
Pre-K - 1st English Language Arts CCSS: Adaptable
Seasons and Weather: Supplemental Guide
From warm summer days to cold winter nights, this 10-lesson unit takes children on an exploration of seasons. Using the included reading passages and images, a series of read-aloud lessons and vocabulary activities provide young children...
K - 1st Science CCSS: Designed
Winter Break Survival Kit
Help parents and children survive the long winter break with this collection of fun activities. Offering suggestions for volunteering during the holidays and making family New Year's resolutions, as well as a variety of crafts and games,...
Pre-K - 5th Social Studies & History
What Members Say
- Jessica H., Teacher
- Bethlehem, GA | <urn:uuid:36ba9d5e-2d61-4ec0-a24f-ffb0b31923c3> | CC-MAIN-2016-44 | https://www.lessonplanet.com/teachers/winter-elements-inductive-lesson | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988718423.28/warc/CC-MAIN-20161020183838-00314-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.909804 | 306 | 3.90625 | 4 |
The Human Geography of East Central Europe
Routledge – 2002 – 448 pages
The Human Geography of East Central Europe examines the geography of the transition economies that were not formerly part of the Soviet Union: Albania, Bosnia & Hercegovina, Bulgaria, Croatia, The Czech Republic, Hungary, Macedonia, Poland, Romania, Slovakia, Slovenia, Yugoslavia and East Germany. There is a thematic treatment beginning with the landscape and historical background, which moves on to the social and economic geography (industry, agriculture and infrastructure) and to issues concerning regional development and environmental protection.
'There are certainly few contemporary English-language works intent on dealing with Central East Europe in such a comprehensive manner.' - Environment and Planning C: Government and Policy, 2004
'Turnock's latest book is an important contribution to studies of postcommunist transformation from a senior and well-respected scholar.' - The Geographical Journal, 2005
David Turnock is a Reader in Geography at the University of Leicester. | <urn:uuid:84ce9c40-73fe-4dd9-8700-774dc4179a35> | CC-MAIN-2014-35 | http://www.psypress.com/books/details/9780415121910/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500831565.57/warc/CC-MAIN-20140820021351-00126-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.903451 | 203 | 2.578125 | 3 |
Will a child born today experience more heatwaves, wildfires, or droughts compared to a 60-year-old? The answer to this question might seem obvious: “Yes, of course.” But when it comes to the question “How much more?” climate scientists did not have the answer—until recently. In this article, we will describe a study in which we figured out how many extreme climate events a real person in a real location will face, depending on the year they were born and how many years they will probably live. These numbers are not the same across the world—the impacts are especially severe in low-income countries, many of which contribute only minimally to the climate crisis. Our results are a call to action—if the world does not take serious steps to limit global warming, young people everywhere will face a never-before-seen number of extreme climate events during their lifetimes.
The Future Is Warming Up…
Have you seen or read recent news stories about extreme heatwaves and wildfires across the world? These days such stories are common, and it is becoming increasingly obvious to both climate scientists and the public that the world’s weather patterns are changing due to human-caused climate change. Do you ever worry that adults are not doing enough to protect the planet, so that younger generations will have a safe and healthy world in which to grow up and raise their own children? Youth climate advocates like Greta Thunberg are speaking out strongly about the need to protect the planet for future generations by taking bigger steps now to combat the climate crisis, and thankfully the world is starting to listen.
When we talk about the climate crisis, we most often mean global warming—the increasing temperatures caused by the greenhouse gases produced by burning fossil fuels like oil, coal, and gas. Average global temperatures have already risen around 1°C since pre-industrial times (1850–1900) . If all the world’s countries keep fighting climate change at the same level they are today, by 2100 the median global temperature increase will be around 2.7°C. At the meeting of the United Nations Climate Change Conference in November 2021, countries promised to do more. But even if all participating countries follow through on their current pledges to reduce greenhouse gas production, the estimated median temperature rise is still estimated to be around 2.4°C.
While a few degrees of temperature rise might not sound like much, climate scientists know that this change will have serious consequences: sea-level rise, destruction of habitats, and changes in weather patterns. Climate scientists are convinced that rising global temperatures are linked to the increasing number and intensity of severe weather events that you might have seen on the news, including not only heatwaves and wildfires, but droughts, crop failures, river floods, and severe wind and rainstorms called tropical cyclones [2, 3]. Extreme weather can have many dangerous consequences. For example, wildfires and floods can directly injure or even kill people and can cause extensive damage to property. If crops die from drought or flood, food prices can increase, and food shortages (and even starvation) could result. Floods can contaminate drinking water with dangerous bacteria that could make people sick. If an extreme weather event damages the power grid and electricity is down for a long time, hospitals and other critical services could suffer and many lives could be lost (for more information on extreme weather and climate change, click here).
What Makes This Study Special?
Since both warmer temperatures and the extreme climate events associated with them are increasing, it seems obvious that a child born today will experience more climate extremes than a 60-year-old. But how much more? Until we performed our study, climate scientists were good at comparing two time periods to predict, for example, how heatwaves will change between now and 2100 how many there might be, how hot they might be, and how long they might last. However, these scientists typically did not look at the issue from the point of view of individuals…what does climate change mean for a specific person born in a specific place in a specific year?
Our study is special because we determined how many extreme climate events a real person in a real location will face across their entire lifetime, depending on the year they were born and their life expectancy. The results of our study are the first to predict, for example, how likely a person is, over the course of their lifetime, to experience extreme heatwaves (the kind that would only occur once every 100 years in a world without human-caused climate change) or other climate extremes.
We made two main kinds of comparisons. First, we compared average lifetime exposures of younger generations to the average lifetime exposure of a 60-year-old person, under a range of possible warming scenarios. For example, how many more heatwaves would a child born in 2020 face during their lifetime than would be faced by a person who is currently 60 years old, over their entire lifetime? Second, we compared the average lifetime exposure of people living now to that of people living under pre-industrial climate conditions. For example, how would the number of heatwaves experienced by a 6-year-old born in 2020 compare to that of someone living in a world without human-caused climate change?
In addition to heatwaves, we also looked at lifetime exposure to other climate extremes, including droughts, crop failures, river floods, tropical cyclones, and wildfires.
Results: Comparing Generations
Under current pledges, which would bring global warming to 2.4°C by 2100, our results show that children will face many more extreme climate events during their lifetimes than the average 60-year-old person will face, and that this is especially true in low-income countries (see below). On average, babies born across the globe in 2020 will face around seven times more scorching heatwaves during their lives than a person born in 1960—someone of their grandparents’ generation. While heatwaves might not sound like a big deal, they are actually silent killers that cause many fatalities. The 2003 heatwave in Europe caused 70,000 deaths, for example. In addition to heatwaves, babies born in 2020 will, on average, live through 2.6 times more droughts, 2.8 times more river floods, 1.5 times more tropical cyclones, almost 3 times more crop failures, and 2 times the number of wildfires as people born 60 years ago (Figure 1).
Results: Comparing to Pre-Industrial Times
While comparing generations against each other can give us interesting information, it does not account for the fact that people born in 1960 are already facing increasing weather extremes. We just have to look at the recent news to see that such extremes are currently happening across the world. For this reason, we also decided to compare the lifetime extreme event exposures of people living today to imaginary people living in a pre-industrial climate before humans did things to increase global warming. We also extended the upper limit of warming in our study, because it is not at all certain that current climate pledges will be met…and even if they are, they may not be enough to slow warming to 2.4°C.
If 3°C of global warming occurs by 2100, a child who was 6 years old in 2020 will experience 2 times more wildfires and tropical cyclones, 3 times more river floods, 4 times more crop failures, 5 times more droughts, and 36 times more heatwaves in their lifetime, compared to someone living under pre-industrial climate conditions. If global warming reaches 3.5°C, children born in 2020 will experience an average of 44 times more heatwaves!
If warming reaches or exceeds 1.5°C by the end of this century, which seems very likely under current policies, the expected lifetime exposure to heatwaves, crop failures, droughts, and river floods for people born after 1980 would have been virtually impossible (a <0.01% chance) in a world without climate change. This means that people younger than 40 will live extraordinary lives in terms of the numbers of heatwaves, crop failures, droughts, and river floods they will be exposed to, even under the strictest efforts to slow climate change.
Region and Income Also Matter
It is important to note the numbers we have provided so far are for the world as a whole. These global numbers hide important variations across regions. For example, people under 25 years old in the Middle East and North Africa will face at least seven times more extreme events under current climate pledges compared to an imaginary person living under pre-industrial climate conditions. For newborns, this rises to more than nine times, which is much greater than the average increase across the whole world (five times). For children, the second hardest-hit region is sub-Saharan Africa, where children will also experience extreme climate events at levels higher than the global average.
We also examined the relationship between a country’s income and the increase in exposure of young generations to extreme climate events (Figure 2). This analysis told us that low-income countries are hit especially hard: newborns in low-income countries will face by far the strongest increases in lifetime exposure to extreme climate events—more than five times more than a person living in the absence of climate change.
This is a big problem! First, the regions of the world where we will see the greatest impact of climate change on young generations release the lowest amounts of greenhouse gases and thus contribute the least to the climate crisis. Second, children in low- and lower-middle income countries are generally more vulnerable. Their survival often depends on farming and their homes are not well protected against climate extremes like tropical cyclones or heatwaves, so they might suffer more negative effects from extreme climate events. Third, there are huge numbers of children living in these hard-hit regions. For instance, 64 million children were born in Europe and Central Asia since 2015, and those children will experience four times more extreme climate events under current climate pledges compared to a person living in the absence of climate change. However, 205 million children were born in sub-Saharan Africa in that same period, and those children will experience six times more extreme event exposures in their lifetimes, including 49–54 times more heatwaves! So, not only does the average child in sub-Saharan Africa face a much stronger increase in exposure to extreme events, but there are also many more children born into that situation, which means that children in poor countries face an unbalanced burden of climate change.
A Call to Action
Unfortunately, things might be even worse than what you have read so far. Several of the assumptions we had to make to perform our analysis actually simplify reality, and we have good reasons to think that our results underestimate the actual increase in lifetime exposure to extreme climate events. We clearly need to do more to protect the world’s children from the potentially devastating effects of climate change.
Young children have the most to lose if global warming intensifies, but they also have the most to gain if we succeed in limiting global warming. Based on the amount of warming predicted for current pledges (2.4°C by 2100), children will face a 7-fold increase in lifetime heatwave exposure compared to their grandparents; however, if warming is limited to 1.5°C, children will face “only” a 4-fold increase. Further, if global warming is limited to 1.5°C, the lifetime extreme event exposure burden on newborns will be reduced between 10 and 40%, depending on the extreme event category (Figure 3). Here is an interactive website where you can find out about what climate change will mean for your life.
This is a clear message of hope and a clear call to action. There is nothing preventing us from decreasing production of CO2 and other greenhouse gases and limiting global warming to 1.5°C, which would safeguard the future of the world’s young generations. For many years, most people have viewed climate change an issue we must consider for future generations, or for protecting people who live somewhere else. But climate change exists today, and it is everywhere. Even the current 1°C of warming we are now experiencing is causing extreme events around the world. No region is spared. Every 10th of a degree matters for protecting lives.
For decades, climate scientists have been saying the things I am telling you now. The difference is that, today, society and policymakers are finally starting to understand how important this issue is, due in large part to youth climate advocates like Greta Thunberg. Young people from around the world are leading protest marches, school strikes, and even hunger strikes to demand bold climate action. Their message is clear, simple, and incredibly strong: listen to the science, understand the science, and act upon the science. In my case, these young people have inspired my research and earned my deep respect along with that of many of my fellow climate scientists. Policymakers admit that discussions of climate actions, such as the European Green Deal, have become more relevant because young people are demanding it. These youths, who are often not yet old enough to vote, have made it clear that tackling climate change is about safeguarding their lives and their futures.
There has also been a recent surge in climate lawsuits, in which people around the world are suing governments and fossil fuel companies for contributing to negative climate impacts or for not doing enough to stop greenhouse gas release. In many cases, these lawsuits are led by young people, who argue that current policies violate their rights under an agreement called the UN’s Convention on the Rights of the Child. Together, youth protests and climate lawsuits are game changers.
Young people have, and will continue to play, a key role in the actions taken to protect their own futures. You can help, too—in big ways and small. First, as much as possible, conserve energy in your daily life and encourage your family and friends to do the same. The internet has lots of good ideas for conserving energy and decreasing your contribution to greenhouse gases. Also, keep learning, keep up to date with environmental news, and help to spread accurate information. You could even become a climate scientist and do your own studies someday!
A blog post by the scientist who led the research: https://www.isipedia.org/report/the-kids-aren-t-alright/.
What the United Nations Climate Change panel says about the effect of climate change on the lives of today’s children: https://www.ipcc.ch/report/ar6/wg2/about/frequently-asked-questions/keyfaq3/.
Co-written by Susan Debad Ph.D. graduate of the University of Massachusetts Graduate School of Biomedical Sciences (USA) and scientific writer/editor at SJD Consulting, LLC.
Climate Change: ↑ Long-term changes in Earth’s weather patterns.
Global Warming: ↑ The long-term heating of the Earth seen since the Industrial Revolution, due primarily to fossil fuel burning.
Fossil Fuels: ↑ Oil, coal, and gas, which are burned to produce electricity, heat buildings, or drive vehicles.
Pre-Industrial: ↑ The period before the Industrial Revolution, when the climate was around 1°C colder than today. This period is often used as a reference by climate scientists to assess climate change.
Current Pledges: ↑ The actions that countries around the world promise to take by 2030, to combat climate change. If these promises are fulfilled, we will end up with around 2.4°C of warming by 2100.
Climate Extremes: ↑ Weather events that occurred only rarely (once every 25 or 100 years) under pre-industrial climate conditions. Climate extremes include heatwaves, droughts, river floods, tropical cyclones, wildfires, and crop failures.
Lifetime Extreme Event Exposure: ↑ The number of climate extremes a person will experience from the year they are born until the year they die.
Current Policies: ↑ The actions that countries around the world are currently taking to combat climate change. If these policies continue, we will end up with around 2.7°C of warming by 2100.
Conflict of Interest
The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Original Source Article
↑Thiery, W., Lange, S., Rogelj, J., Schleussner, C. F., Gudmundsson, L., Seneviratne, S. I., et al. 2021. Intergenerational inequities in exposure to climate extremes. Science 374:158–60. doi: 10.1126/science.abi7339
↑ IPCC. 2021. Summary for policymakers. In: V Masson-Delmotte, P Zhai, A Pirani, SL Connors, C Péan, S Berger, N Caud, editors, Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge; New York, NY: Cambridge University Press, In Press. p. 3–32, doi: 10.1017/9781009157896.001
↑ Pokhrel, Y., Felfelani, F., Satoh, Y., Boulange, J., Burek, P., Gädeke, A., et al. 2021. Global terrestrial water storage and drought severity under climate change. Nature Climate Change 11:226–33. doi: 10.1038/s41558-020-00972-w
↑ Lange, S., Volkholz, J., Geiger, T., Zhao, F., Vega, I., Veldkamp, T., et al. 2020. Projecting exposure to extreme climate impact events across six event categories and three spatial scales. Earth’s Future 11:e2020EF001616. doi: 10.1029/2020EF001616 | <urn:uuid:73bacb5c-878d-4aee-8322-6fab2a391e95> | CC-MAIN-2023-40 | https://kids.frontiersin.org/articles/10.3389/frym.2023.1052367 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510130.53/warc/CC-MAIN-20230926011608-20230926041608-00473.warc.gz | en | 0.946144 | 3,737 | 3.734375 | 4 |
Automated testing plays a number of vital roles in delivering quality software. It’s great for data validation, combinatorial testing, finding regressions and building confidence in each successive build.
How can we get the most out of automated testing? There are three types of automated tests that are commonly used in development: UI, integration, and unit tests. Mike Cohn arranges these groups of tests into a hierarchy known as the “Test Pyramid” which illustrates the ratio of tests needed to efficiently test a system:
Test early and test often.
At WillowTree we implement unit testing extremely early in the development process. These tests are usually written by developers to inspect the app at a low level. Unit tests should make up the bulk of the automated testing for a number of reasons:
- They’re inexpensive to write and maintain.
- They’re an efficient means of providing early feedback so bugs can be found before other changes are made.
- Developing concurrently with unit tests makes developers think about the problem they are solving and any edge cases they might encounter.
- The tests are granular and can help pinpoint exactly which line of a code has a defect.
- Runtime is incredibly fast, because they are natively supported and don’t rely on any UI or external systems such as a database or API.
What happens when unit testing is put off
Teams often skip over unit tests (or delay them) in order to reach development milestones quickly, and that temptation is understandable in an industry that is so deadline-driven, but this path will cost the project much more time later.
Waiting to write unit tests until features are completed can result in everyone having to re-do a lot of work several times over to fix a problem. Unit tests that are written early save time and money by closing this feedback loop before the build gets unstable as developers can write a fix in before any tester gets to see the problem.
De-prioritizing unit tests also upends the test pyramid, which results in what Alister Scott at WatirMelon cleverly refers to as the ice cream cone model, where testing becomes overly dependent on UI tests and exhausts manual testers:
While UI testing ensures that critical functionality is still intact throughout development, there are some drawbacks to testing the system as a whole that put this group at the wide section of the pyramid. For Example:
- Difficult to debug failed tests. If a Log In test fails, this could be caused by numerous places in the code, API is down, or maybe network connection is just slow.
- Flaky tests are known to be an issue in UI tests. Fragile tests are the result of testing lots of things at once and race conditions.
- Long test runs. The run times take much longer than other types of tests because it relies on interacting with rendered UI elements and does not necessarily have hooks into the source code.
- Stay tuned for upcoming blog on dealing with these issues
A process for efficient testing
By utilizing an automation strategy built on the Test Pyramid, teams can maximize their return on investment and testers can focus more on edge cases. This approach requires collaboration across the team and emphasizes the need that tests should be written on the lowest level possible. The order of the Test Pyramid is designed to complement the strengths and weakness of the different types of tests.
Unit tests are the first line of defense for any new regressions in the build. A unit test validates the smallest pieces of an application and runs in complete isolation of the rest of the app and the app’s environment.
Unit tests are great at testing individual components of a system, but unfortunately many bugs arise when all the moving parts come together. This is another reason they function best as a first step, a pre-cursor to integration tests.
Integration tests extend test coverage by exercising the system’s API. Instead of developer provided data, integration tests have data sent to an endpoint and manipulated by the same services that users will be taking advantage of in production.
- Quick way to test system services. These tests can run without a user inter and validate system processes with great speed.
- Tests are reliable. These tests produce little false positive results and if a test fails it provides the testers with good debugging info.
UI tests provide end-to-end coverage and make sure that system is stable and satisfies critical business requirements by interacting with the user interface. UI tests are ideal tests to be written by a QA team because they don’t require any knowledge of the code base. Test runs in the same way that a user would so QA can automate their favorite test cases. Test Engineers love these tests for a couple of reasons:
- Stable builds are guaranteed before it gets into a tester’s hands. Build not only compiles, but you can still log in!
- Compatibility testing just got easier. The same test can be run on different devices to ensure that your app works on any OS/Device combination.
Following the Test Pyramid helps the team plan with automation in mind from the very beginning of development. Unit tests should be not only be a priority because of their inherent speed and reliability, but because they can be written first.
The bottom-up approach provides automated safeguards that can be be implemented earlier in the development process allowing developers to venture with less risk, give QA stable builds, and help Project Managers sleep better. | <urn:uuid:b521086a-dde3-4e2a-b221-f4dc0c1fbe74> | CC-MAIN-2020-29 | https://willowtreeapps.com/ideas/test-early-test-often-automation-testing-with-the-test-pyramid | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655891884.11/warc/CC-MAIN-20200707080206-20200707110206-00015.warc.gz | en | 0.936775 | 1,119 | 2.53125 | 3 |
Spaceflights lasting 6 months or longer can cause a spectrum of changes to the astronauts’ visual systems, says a new NASA-sponsored study.
Some of these problems linger even after their return to Earth, affecting plans for manned space voyages to places like Mars.
So a team of researchers led by Thomas Mader of Alaska Native Medical Center studied 7 astronauts, all about 50 years old and all of whom reported that their vision became blurry, to varying degrees. Changes began around 6 weeks into the mission and some persisted for months after coming back. In-depth exams revealed several abnormalities:
- Flattening of the back of the eyeball
- Folds in the light sensitive area in the back of the eye
- Excess fluid around and swelling of the optic nerve.
The abnormalities appear to be unrelated to launch or re-entry, and none of these astronauts experienced symptoms usually associated with pressure inside the head.
The researchers believe other factors are involved, such as abnormal flow of spinal fluid around the optic nerve, changes in blood flow behind the retina, or changes related to chronic low pressure within the eye. These sorts of changes may result from the fluid shifts toward the head that occur when astronauts spend extended time in microgravity. But confirming this won't be easy, since tests to keep track of pressure changes in the eye are difficult to do on a spacecraft.
So, NASA has been sending astronauts up with ‘space anticipation glasses’ with amped-up power that astronauts could switch through if their sight begins to decline, Popular Mechanics reports.
Discovery's final spaceflight carried Superfocus adjustable glasses, now kept aboard the International Space Station. They can be easily refocused by sliding a knob on the bridge of the glasses, like turning a dial on a pair of binoculars.
The glasses were created for people over 40 with presbyopia, a condition that sets in with age and the lenses of the eyes lose their youthful flexibility – making it difficult to adjust focus from near to far. (Bifocals leave part of the field of view perpetually blurry, and constantly switching back and forth between regular glasses and reading glasses can be a hassle.)
Superfocus glasses have 2 lenses: a conventional firm lens on the front and a flexible lens near the eye. The pocket between them holds a clear fluid, and when you move the slider on the bridge, it pushes the fluid. The flexible lens bubbles out, changing the shape and correction of the glasses.
The report was published in Ophthalmology.
This post was originally published on Smartplanet.com | <urn:uuid:4a8299bb-9025-4871-8a62-abd87e87691e> | CC-MAIN-2015-32 | http://www.zdnet.com/article/blurry-astronaut-vision-corrected-by-superfocus-glasses/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042991951.97/warc/CC-MAIN-20150728002311-00332-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.951999 | 527 | 3.34375 | 3 |
What amount of time Does It Require for weight loss?
Whether you need to get in shape for a unique event or essentially work on your well-being, weight loss is a shared objective. To set sensible assumptions, you might need to understand what a solid weight reduction rate is. This article makes sense of the elements that influence what amount of time it might require for you to get fitter.
How weight Loss happens
Weight reduction happens when you reliably consume fewer calories than you consume every day.
On the other hand, weight gain happens when you reliably eat a bigger number of calories than you consume.
Any food or refreshment you devour that has calories combines with your general calorie admission.
All things considered, the quantity of calories you consume every day, which is known as energy or calorie use, is somewhat more convoluted.
Calorie consumption is made out of the accompanying three significant parts (1Trusted Source):
Resting metabolic rate (RMR): This is the number of calories your body needs to keep up with typical physical processes, like breathing and siphoning blood.
Thermic impact of food (TEF): This alludes to the calories used to process, retain, and utilize food.
Thermic impact of the action (TEA): These are the calories you use during exercise. TEA can likewise incorporate non-practice movement thermogenesis (Perfect), which represents the calories utilized for exercises like yard work and squirming.
In the event that the quantity of calories you consume approaches the number of calories you consume, you keep up with your body weight.
To get in shape, you should make a negative calorie balance by consuming fewer calories than you consume in expanded movement.
Factors influencing weight reduction
A few elements influence the rate at which you get fitter. A significant number of them are beyond your control.
Your fat-to-muscle proportion enormously influences your capacity for weight loss.
Since ladies commonly have a more prominent fat-to-muscle proportion than men, they have a 5-10% lower RMR than men of a similar level (2Trusted Source).
This implies that ladies by and large consume 5-10% fewer calories than men very still. Hence, men will quite often weight lossspeedier than ladies following an eating regimen equivalent in calories.
For instance, an 8-week study remembering north of 2,000 members for an 800-calorie diet found that men lost 16% more weight than ladies, with a relative weight reduction of 11.8% in men and 10.3% in ladies (3Trusted Source).
However, while men would in general get in shape speedier than ladies, the review didn’t dissect orientation-based contrasts in that frame of mind to keep up with weight reduction.
One of the many real changes that happen with maturing is adjustments in body structure — fat mass increments and bulk diminishes.
This change, alongside different elements like the declining calorie needs of your significant organs, adds to a lower RMR (4Trusted Source, 5Trusted Source).
As a matter of fact, grown-ups over age 70 can have RMRs that are 20-25% lower than those of more youthful grown-ups (2Trusted Source, 6Trusted Source).
This lessening in RMR can make weight reduction progressively troublesome with age.
Your underlying weight and organization may likewise influence how rapidly you can hope to get in shape.
It’s critical to grasp that different outright weight misfortunes (in pounds) can compare to a similar family member (%) weight reduction in various people. At last, weight reduction is a complicated interaction.
The Public Establishments of Wellbeing (NIH) Body Weight Organizer is a helpful manual for the amount you can lose in view of your underlying weight, age, sex, and the number of calories you that take in and consume (7Trusted Source).
Albeit a heavier individual might lose twofold how much weight, an individual with less weight might lose an equivalent level of their body weight (10/250 = 4% versus 5/125 = 4%).
For instance, an individual weighing 300 pounds (136 kg) may shed 10 pounds (4.5 kg) in the wake of decreasing their everyday admission by 1,000 calories and expanding actual work for quite a long time.
You should make a negative calorie equilibrium to get thinner. The degree of this calorie deficiency influences how rapidly you get thinner.
For instance, consuming 500 fewer calories each day for quite a long time will probably bring about more noteworthy weight reduction than eating 200 fewer calories each day.
Nonetheless, be certain not to make your calorie deficiency excessively enormous.
Doing so wouldn’t just be impractical yet additionally put you in danger of supplement lacks. Also, it could make you bound to get thinner as bulk as opposed to fat mass. | <urn:uuid:df248c69-100b-41af-9cd3-c1e27152a790> | CC-MAIN-2023-14 | https://thewebsky.com/nutrition/what-amount-of-time-does-it-require-for-weight-loss/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949689.58/warc/CC-MAIN-20230331210803-20230401000803-00652.warc.gz | en | 0.932725 | 1,021 | 2.765625 | 3 |
An electron is trapped in a two-dimensional, infinite rectangular well of width Lx = 800 pm and Ly = 1200 pm. What is the electron's ground state energy?
Find the eigenvalues and eigenfunctions for a particle in a box with sides a, b, c by solving the time independent Schroedinger equation (-ħ2/(2m))∇2Φ(r) + U(r)Φ(r) = EΦ(r). Do not just write down your answer but derive it.
We usually try to solve such equations by a technique called separation of
For a particle trapped in a rectangular "infinite well" the potential is 0 inside the well and infinite outside the well. In the region where the potential is zero we solve the Schroedinger equation by trying a solution of the form Φ(x,y,z) = X(x)Y(y)Z(z).
(-ħ2/(2m))[Y(y)Z(z)∂2X(x)/∂x2 + X(x)Z(z) ∂2Y(y)/∂y2 + X(x)Y(y)∂2Z(z)/∂z2] = E X(x)Y(y)Z(z).
X(x)-1∂2 X(x)/∂x2 + Y(y)-1∂2Y(y)/∂y2 + Z(z)-1∂2 Z(z)/∂z2 + (2m/ħ2)E = 0
The first term is a function of x only, the second term is a function of y only, and the third term is a function of z only. All three terms must be equal to constants and the sum of these constants must be equal to -(2m/ħ2)E.
Write E = Ex + Ey + Ez.
∂2X(x)/∂x2 + (2m/ħ2)ExX(x) = 0
∂2Y(y)/∂y2 + (2m/ħ2)EyY(y) = 0
∂2Z(z)/∂z2 + (2m/ħ2)EzZ(z) = 0
The boundary conditions are
X(x) = 0 at x = 0 and x = a.
Y(y) = 0 at y = 0 and y = b.
Z(z) = 0 at z = 0 and z = c.
The normalized solutions to the differential equations are
X(x) = (2/a)½sin(nxπx/a), Y(y) = (2/b)½sin(nyπy/b), Z(z) = (2/c)½sin(nzπz/c),
nx = 1, 2, 3, ... , ny = 1, 2, 3, ... , nz = 1, 2, 3, ... .
Enx = nx2π2ħ2/(2ma2), Eny = ny2π2ħ2/(2mb2), Enz = nz2π2ħ2/(2mc2).
The eigenfunctions for the problem therefore are
Φnx,ny,nz(x,y,z) = (8/(abc))½sin(nxπx/a) sin(nyπy/b) sin(nzπz/c),
with the corresponding eigenvalues Enx,ny,nz = [π2ħ2/(2m)][(nx/a)2 + (ny/b)2 + (nz/c)2].
A particle of mass m is in a cubical well of side L, corresponding to the
potential energy function
U(r) = 0 if |x|, |y| and |z| < L/2, U(r) = ∞ otherwise.
(a) What is its ground-state energy?
(b) What is the energy of the first excited state? Is this energy level degenerate or non-degenerate? Explain!
(c) Suppose 20 identical, non-interacting particles of mass m and spin ½ are in this well. What is the ground state energy of this system? Is this ground state degenerate or non-degenerate? Explain!
(a) Determine the energy levels and normalized wave functions ψ(r)
of a particle with zero angular momentum in a spherical "potential well"
0, (r < a), U(r) = ∞, (r > a).
(b) Determine the average value of r and r2 for each of the energy eigenstates with l = 0.
Assume that the potential energy of the deuteron is given by
U(r) = -U0, r < r0; U(r) = 0, r ≥ r0.
(a) Show that the ground state of the deuteron possesses zero orbital angular momentum (l = 0). Since this is true for any central potential, you may not need the detailed nature of the square well potential.
(b) Assume that l = 0 and estimate the value of U0 under the additional condition that the value of the binding energy is much smaller than U0.
Details of the calculation:
(a) The Hamiltonian of the relative motion of the two particles is
H = pr2/(2μ) + L2/(2μr2) + U(r).
H = H0 + L2/(2μr2), H0 = pr2/(2μ) + U(r).
Let ψl be the lowest energy eigenfunction of H with orbital angular momentum quantum number l.
Hψl = [H0 + l(l + 1)ħ2/(2μr2)]ψl,
Elmin = ∫ψl*[H0 + l(l + 1)ħ2/(2μr2)]ψl d3r.
Let ψl+1 be the lowest energy eigenfunction of H with orbital angular momentum quantum number l + 1.
Hψl+1 = [H0 + (l + 1)(l + 2)ħ2/(2μr2)]ψl+1,
El+1min = ∫ψl+1*[H0 + (l + 1)(l + 2)ħ2/(2μr2)]ψl+1 d3r.
El+1min = ∫ψl+1*[H0 + (l + 1) l ħ2/(2μr2)]ψl+1 d3r + ∫ψl+1*[2(l + 1) ħ2/(2μr2)]ψl+1 d3r.
∫ψl*[H0 + l(l + 1)ħ2/(2μr2)]ψl d3r ≤ ∫ψl+1*[H0 + l (l + 1)ħ2/(2μr2)]ψl+1 d3r
since ψl is assumed to be the lowest energy eigenfunction of the Hamiltonian
H0 + l(l+1)ħ2/(2μr2).
[The operator H0 + l(l+1)ħ2/(2μr2) = pr2/(2μ) + U'(r) does not operate on the angular coordinates. We can write its eigenfunctions as [u(r)/r]f(θ,φ), where f(θ,φ) is arbitrary. The eigenvalues are determined by
(-ħ2/(2μ))(d2/dr2)u(r) + U'(r)u(r) = Eu(r). By assumption, the lowest energy eigenfunction u(r) is ul(r).]
Therefore Elmin ≤ El+1min and the ground state possesses zero orbital angular momentum.
(b) The relative motion of the two particles is described in the same way as the motion of a fictitious particle of reduced mass m in a central potential. Therefore we have
Φ100(r) = R10(r)Y00θ,φ) = [u10(r)/r]Y00(θ,φ).
[(-ħ2/(2μ))(∂2/∂r2)+ U(r)]u10(r) = E10u10(r)
The problem is reduced to a one dimensional "square well problem" with E10 = E < 0.
Define k2 = (2μ/ħ2)(E + U0), ρ2 = (2μ/ħ2)(-E), and k02 = (2μ/ħ2)U0.
Let r < r0 define region 1 and r > r0 define region 2. The coordinate r is never negative. Therefore
u1(r) = A sin(kr), u1(0) = 0.
u2(r) = Bexp(-ρr), u2(∞) = 0.
At r = r0 we need hat u(r0) and (∂/∂r)u(r)|r0 are continuous.
A sin(kr0) = Bexp(-ρr0).
kA cos(kr0) = -ρBexp(-ρr0).
Therefore cot(kr0) = -ρ/k.
1/sin2(kr0) = 1 + cot2(kr0) = (k2 + ρ2)/k2 = k02/k2.
We can find a graphical solution by plotting |sin(kr0)| and k/k0 versus k. The intersections of the two plots in regions where cot(kr0) < 0 gives the values of k for which a solution exist.
We need nπ/2 < kr0 < (n + 1)π/2, n = odd.
For only one solution to exist we need the following condition for the slope 1/k0.
2r0/π > 1/k0 > 2r0/(3π).
If |E|<<|U0| then k/k0 ~ 1. Then |sinkr0| ~ |sink0r0| = 1, k0r0 ~ π/2.
k02 = (π/2r0)2, U0 = (π/2r0)2ħ2/(2μ) ~(π/2r0)2ħ2/mp ~ 100 MeV with r0 = 10-15 m.
Let us represent the interaction between two He atoms by the sum of a
short-range repulsive part and a long-range attractive part.
U(r) = + ∞ for r < a,
U(r) = -|U0| for a < r < b,
U(r) = 0 for r > b.
(a) Find the condition satisfied by a, b, and U0 for a bound state to exist in the relative motion of two He atoms.
(b) Experimental evidence indicates that He does not solidify at atmospheric pressure, even at ~0 K. What do you think this implies about the effective helium-helium interaction? | <urn:uuid:ffdc189c-fe9f-4dd6-aff6-d31557754854> | CC-MAIN-2019-09 | http://electron6.phys.utk.edu/PhysicsProblems/QM/4-Three-dimensional%20eigenvalue/square.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249508792.98/warc/CC-MAIN-20190223162938-20190223184938-00639.warc.gz | en | 0.806059 | 2,498 | 2.59375 | 3 |
Talking to Kids About Gender
11/29/12 12:00PM By Jane Lindholm
| MP3 || Download MP3 |
Children are often teased or bullied for behavior that doesn’t fit within gender stereotypes-boys who like to dress up; girls who prefer GI Joes and trucks to Barbies. Some children realize early on that they don't fit within traditional gender norms. Transgender and gender variant youth have a hard time knowing where they belong. We'll talk with Melissa Murray, Executive Director of Outright Vermont, and Kim Jordan, a theater educator, about how children are taught about gender.
Also on the show, we talk with VPR classical's Walter Parker about this season's Messiah Sing-Alongs. | <urn:uuid:c333035b-a4a9-475a-9440-92c67650a2f3> | CC-MAIN-2016-40 | http://www.vpr.net/episode/54906/talking-to-kids-about-gender/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661555.40/warc/CC-MAIN-20160924173741-00026-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.945264 | 154 | 2.578125 | 3 |
Earlier this year we wrote about how we're getting nowhere fast when it comes to energy consumption because having more stuff is eating up all the gains from being more efficient. Now, the Pew Research Center piles on with new data that shows just how bad it is. They find that the average new single-family house is 57 percent larger than the average home in 1970. That drives up the averages. Pew's Drew DeSilver writes:
Like Americans’ waistlines, U.S. homes have been expanding steadily over the years: The average home in 2012 was estimated at 1,864 square feet, 28% bigger than in 1970.
The houses are better insulated with better windows and more efficient appliances; the energy used per square foot has dropped by a third. But because they are so much bigger, they use up just about the same amount of energy.
On VOX, Brad Plumer always looks on the bright side of life, and notes:
All those efficiency gains have allowed us to own much bigger houses (and more stuff in those houses) without a corresponding explosion in energy use. It's a net boon for consumers, you might say.
This is also the response of the American Enterprise Institute, a right-wing think-tank that is just thrilled.
Overall, the increasing size, improving quality, and relative affordability of new homes today means that living standards continue to gradually, but consistently, improve year after year for most Americans.
But it really isn't all sweetness and efficient LED light. The whole point of these increases in efficiency was so that we would use less energy, and have a smaller a carbon footprint. Standing still doesn't solve anything. And how did this happen?
First of all, there's the rebound effect, or Jevons' paradox, which says that as houses or cars get more energy efficient, people buy bigger ones or drive further to get to them. It's controversial and used by some as a reason to say energy efficiency programs are useless, but the evidence is out there for all to see.
Houses get bigger when people get richer. (Photo: MNN Infographic)
Then there's another reason that houses are getting bigger: Only the rich can afford to buy them. It used to be that the so-called working class could get on the housing ladder; that's why Levittown houses were only 900 square feet. Those jobs are gone, and young people starting families are having trouble qualifying for mortgages in any of the cities where there are jobs being created. So the real estate developers build to the market, which means not so many houses are getting built, but they cost a lot more. As Richard Florida noted,
America’s bloated house size is a two-sided problem. For one, it’s yet another indicator of the nation’s deepening economic divide. The wealthy are pouring more and more money into trophy homes, while the professional and knowledge classes, too, are demanding more space for family and media rooms. The poor, meanwhile, are crammed into urban quarters or pushed out to older, dilapidated housing in the suburbs.
Then there's the cost of energy. Thanks to fracking and the low price of oil, nobody really cares anymore. It's short-sighted, but for many people the cost of heating or cooling a house is such a small proportion of income that they just don't worry about it anymore.
I have always thought that the way to solve this problem is to have absolute rather than relative building codes — that a house should be allotted a fixed amount of energy per design occupant rather than the current specification of R values for walls. Then if someone wanted to build a huge house, they would have to crank up the efficiency, the insulation and the window quality accordingly, while smaller houses could be less efficient and more affordable. But I got into a lot of trouble for that one. As one correspondent noted, "very few agree with your viewpoint especially in the real world in which we live.... It is simplistic and doesn't work."
Ultimately, there are so many factors that have to be taken into account if we're going to make our society more energy efficient and reduce our carbon footprint, from urban density to energy efficiency to building size to embodied energy to durability to transportation intensity. No wonder people are frustrated and confused. We'll look at some of these in subsequent posts. | <urn:uuid:0c7b602d-8e91-490d-a8fb-7ada9e58f958> | CC-MAIN-2017-04 | http://www.mnn.com/earth-matters/energy/blogs/all-our-gains-energy-efficiency-have-been-wiped-out-increases-house-size | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280825.87/warc/CC-MAIN-20170116095120-00460-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.972261 | 891 | 2.609375 | 3 |
- What are the advantages of a business network?
A network enables employees to communicate with each other more easily, even over large distances. Networks also enable expensive resources, such as printers, to be shared, avoiding the cost of providing these resources to individual employees. Software can be deployed from a network server, thereby reducing the costs of installation on each user’s computer. Finally, networks enable employees to share an Internet connection, avoiding the cost of providing each employee with a dedicated Internet connection.
- How does a client/server network differ from a peer-to-peer network?
A client/server network requires at least one server to be attached to the network. The server coordinates functions such as data transmission and printing. In a peer-to-peer network, each node connected to the network can communicate directly with every other node on the network. In a client/server network, a separate device exercises control over the network. Data flows more efficiently in client/server networks than in peer-to-peer networks. In addition, client/server networks have increased scalability, meaning users can be added to the network easily.
- What are the different classifications of client/server networks?
Local area networks (LANs) are small groups of computers (as few as two) and peripherals linked together over a small geographic area. A group of computers on the floor of the office building where you work is most likely a LAN. Wide area networks (WANs) comprise large numbers of users (or of separate LANs) that are miles apart and linked together. Corporations often use WANs to connect two or more branches (such as an office in California and one in Ohio). Sometimes government organizations or civic groups establish WANs to link users in a specific geographic area (such as within a city or county). These special WANs are known as metropolitan area networks (MANs).
- What components are needed to construct a client/server network?
Client/server networks have many of the same components of peer-to-peer networks as well as some components specific to client/server networks, including servers, a network topology, transmission media, network operating system (NOS) software, network adapters, and network navigation devices.
- What do the various types of servers do?
Dedicated servers are used on large networks to increase efficiency. Authentication servers control access to the network and ensure that only authorized users can log on. File servers provide storage and management of user files. Print servers manage and control all printing jobs initiated on a network. Application servers provide access to application software (such as Microsoft Office). Database servers store database files and provide access to users who need the information in the databases. E-mail servers control all incoming and outgoing e-mail traffic. Communications servers are used to control the flow of information from the internal network to outside networks (such as the Internet). Web servers are used to host a Web site.
- What are the various network topologies (layouts), and why is network topology important in planning a network?
In a bus topology, all nodes are connected to a single linear cable. Ring topologies are made up of nodes arranged roughly in a circle. The data flows from node to node in a specific order. In a star topology, nodes are connected to a central communication device (a switch) and branch out like points of a star. A hybrid topology blends two or more topologies in one network. Each topology has its own advantages and disadvantages. Topology selection depends on two main factors: (1) the network budget, and (2) the specific needs of network users (such as speed or fair allocation of resources).
- What types of transmission media are used in client/server networks?
In addition to wireless media, three main cable types are used: twisted-pair cable, coaxial cable, and fiber-optic cable. Twisted-pair cable consists of four pairs of wires twisted around each other to reduce interference. Coaxial cable is the same type of cable used by your cable TV company to run a signal into your house. Fiber-optic cable uses bundles of glass or plastic fiber to send signals using light waves. It provides the largest bandwidth but is expensive and difficult to install. Wireless media uses radio waves to send data between nodes on a network.
- What software needs to run on computers attached to a client/server network, and how does this software control network communications?
Network operating system (NOS) software
needs to be installed on each computer and
server connected to a client/server network
to provide the services necessary for the
devices to communicate. The NOS provides
a set of common rules (called a protocol) that
controls communication between devices on
- How do network adapters enable computers to participate in a client/server network?
Without a network adapter, a computer could not communicate on a network. A network adapter provides three critical functions. First, it takes low-power data signals generated by the computer and converts them into higher-powered signals that can traverse network media easily. Second, it breaks the data generated by the computer into packets and packages them for transmission across the network media. Last, it acts as a gatekeeper to control the flow of data to and from the computer.
- What devices assist in moving data around a client/server network?
Repeaters are used to amplify signals on a network ensuring that signals are received even at the end of a long cable run. Hubs receive and retransmit signals to all devices attached to them. Switches are “smart” hubs in that they can read the addresses of data packets and retransmit a signal to its destination instead of to every device connected to the switch. Routers are used to route data between two different networks (such as between a corporate network and the Internet).
- What measures are employed to keep large networks secure?
Access to most networks requires authentication procedures (such as having users enter a user ID and password) to ensure that only authorized users access the network. The system administrator defines access privileges for users so that they can access only specific files. Network equipment is physically secured behind locked doors, which are often protected by biometric authentication devices. Biometric devices, such as fingerprint and palm readers, use unique physical characteristics of individuals for identification purposes. Firewalls are employed to keep hackers from attacking networks through Internet connections. Packet screeners review traffic going to and from the network to ascertain whether it was generated by a legitimate user. | <urn:uuid:aa8e1d56-6cd5-42b6-aae3-070e71bd2baa> | CC-MAIN-2014-35 | http://wps.pearsoncustom.com/pls_0558795684_evans_techinaction_7/150/38582/9877088.cw/content/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500823528.84/warc/CC-MAIN-20140820021343-00231-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.930008 | 1,344 | 2.78125 | 3 |
A mucocutaneous plasmacytoma is a rapidly developing skin tumor of plasma cells origin. This type of tumor is rare in cats, but is most often found in the on the trunk and legs.
Symptoms and Types
In addition to being found on the trunk and legs, mucocutaneous plasmacytomas may develop on the mouth, feet, and ears (lip tumors are particularly small and often overlooked). These tumors are generally solitary, solid nodules, either raised or ulcerated.
The underlying cause for the development of these tumors has yet to be identified.
You will need to give a thorough history of your cat’s health, including the onset and nature of the symptoms, to your veterinarian. He or she will then perform a complete physical examination, as well a biochemistry profile, urinalysis, and complete blood count (CBC) -- the results of which should be normal, unless some concurrent disease is also present. The most popular diagnostic procedure is to aspirate a nodule and send it to a veterinary pathologist for further testing. If abnormal tumor cells are identified, your cat may be suffering from mucocutaneous plasmacytoma(s).
If the tumor has become invasive, surgery is typically recommended to excise the tumor and surrounding tissue. Radiotherapy is also conducted in some cats in order to destroy the neoplastic tissue.
Living and Management
Fortunately, most cats respond well to surgery and radiotherapy, and overall prognosis is excellent with treatment. | <urn:uuid:1d00d87f-41d6-4b88-b231-9c7e5e59ddd4> | CC-MAIN-2016-07 | http://www.petmd.com/cat/conditions/cancer/c_ct_polycythemia_vera?page=show | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701166261.11/warc/CC-MAIN-20160205193926-00244-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.950355 | 312 | 2.78125 | 3 |
This specific ISBN edition is currently not available.View all copies of this ISBN edition:
This book overviews Singapore's fascinating history from the precolonial era to the present, examining this wealthy island nation from economic, political, cultural, and social perspectives.
· Documents the contributions of nearly two dozen pivotal figures that helped shape Singapore through brief biographical sketches of each individual
· Provides a chronology of major events and developments in Singapore's history
· Contains maps of Singapore and Southeast Asia
· Includes a bibliographic essay that suggests further reading on topics ranging from military history, World War II, an ethnic neighborhood study, and regional context
· An index assists readers in quickly referencing key persons, locations, events, and concepts
"synopsis" may belong to another edition of this title.
While Singapore today is known for having a strong hand of law and order, the island nation was home to vices like prostitution, rampant drug use, and pirate activity in the 1800s and early 1900s. After more than a century of colonialism, Singapore has evolved into the seventh richest country in the world.About the Author:
Jean E. Abshire is associate professor of political science and international studies and head of the Department of Political Science at Indiana University Southeast, New Albany, IN.
"About this title" may belong to another edition of this title.
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Adult-child interaction learning and large-group early childhood mathematics activities, with ideas for extending learning throughout the the highscopre . This study examined the relationship between teachers' beliefs and intentions about the importance of teacher-child interactions the participants were 71 early childhood teachers who had worked with children ages 3-5 for an average of 9 years (range 0-29). Home » resources » scholarly journals international journal of child-computer interaction serves as a on learning and development in early childhood and . Activities to develop early social skills mums turn etc daily interaction with your child for more information on child development, and activities to .
26-11-2016 if you copycat an analysis of the life of frank lloyd wright your parents, an analysis of the early childhood activities and the adult child interaction you'll probably be more open-minded as an adult the an analysis of the balance of power dazzling ossie metalizes, her interviews are an analysis of fiction elements in wuthering heights by emily bronte a symbol of the wafer. What are positive teacher-child relationships in early childhood settings, each moment that teachers and interaction styles with children adult-child . Child and adult interaction is essential in any early education setting we've got tips that can help with everything from modeling behavior to conversation. The aim of the study was to uncover early childhood educators’ beliefs about how to best work with children getting ready for kindergarten we used focus group discussions to gather the data and qualitative methods to analyze the data collected.
Brain maturation, myelination, scaffolding, and social interaction make early childhood the ideal time for learning language fast-mapping -the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning (rather than figuring out the exact definition . Observing child and family interactions and relationships the center for early childhood mental health consultation has developed a tool adult and child . View and download early childhood education essays examples also discover topics, titles, outlines, thesis statements, and conclusions for your early childhood education essay.
The effectiveness of early childhood development ronment4 the interaction of biology and the social early child- hood development opportunities are an . Foundation blocks by helping early childhood members should work through the entire rubric and conduct a thorough analysis of whether their curricula have . Home / the 10 naeyc program standards naeyc has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. Sustained shared thinking in an early childhood setting: evaluate activities, extend a narrative etc with adult - child interactions of (the) kind that .
Supportive adult-child interaction in early childhood development: situation analysis for early childhood development programming activities in support of . Integrating early childhood development (ecd) activities into nutrition programmes in emergencies or prolonged adversity without adult improve mother-child . In order to intervene early with parents, at the university of arizona, i lead a 12-week intervention program comprised of cohorts of up to eight parents run by early childhood community educators . As children grow, parents become concerned with raising a physically and emotionally healthy child at the heart of healthy development is the importance of early childhood peer interaction. Early childhood care and development adult-child interaction complemented by evaluation and regular monitoring of ongoing activities that enable analysis of.
Early childhood recommended practice modules (rpms) interaction checklists the adult behavior can be used as part of any everyday activities and child-adult . Transactional analysis was founded by eric berne, and the famous 'parent adult child' theory is still being developed today whether you're in business, a parent, a social worker or interested in personal development, eric berne's transactional analysis theories, and those of his followers, will enrich your dealings with people, and your . Practical strategies might be used in a variety of early childhood settings and home environments opportunities to support peer interaction of the adult .
What you are really looking for is your crème brûlée task analysis what is task analysis using authentic assessment in the early childhood classroom. Early childhood instruction interactions between the child and adult are characterized as following the child's lead or capitalizing on the child's interest and . 6 policies to support the early childhood workforce in other industries 5 when the adults working in early childhood programs face stress associated with poverty and income volatility, the . | <urn:uuid:08571ec7-9407-4bab-8c8d-8333f21ae5fa> | CC-MAIN-2018-43 | http://qhtermpaperbnay.landscaperben.us/an-analysis-of-the-early-childhood-activities-and-the-adult-child-interaction.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512400.59/warc/CC-MAIN-20181019124748-20181019150248-00258.warc.gz | en | 0.935514 | 905 | 3.25 | 3 |
design to cost
"Design to cost is a management strategy and supporting methodologies to achieve an affordable product by treating target cost as an independent design parameter that needs to be achieved during the development of a product."
Applications of this methodology includes the dollar-a-gallon gasoline project.
- Dollar a gallon gasoline
- Penny a kWh
- Hundred dollars a kg
- Miller's method
- http://www.theoildrum.com/node/7898 (Recent discussion and details)
The above articles are somewhat out of date but interesting for the objections raised.
- Mining Asteroids (Asteroid mining is a natural outgrowth of mining for power satellite parts.)
Most recent article on the power satellites project
- http://youtu.be/qCiw99yRBo8 Lecture with slides.
Article which justifies the 1-2 cent per kWh and $30-$50 per bbl oil assumption.
From Spring 2014 issue of Ad Astra magazine, page 41. http://www.nss.org/adastra/volume26/v26n1.html (Table of contents only) The article with artwork.
April 2014 article on laser propulsion concept http://theenergycollective.com/keith-henson/362181/dollar-gallon-gasoline
Slides for talk at Electric Utilities and Environment Conference Feb 2014. Graphics for 3 GW heat radiator and optics. https://drive.google.com/file/d/0B5iotdmmTJQsTGNZN2RoTlZnYWs4V0FUNm1uZU9PNS1LcUlJ/edit?usp=sharing
Laser propulsion station and 3 GW radiator paper draft March 1 https://drive.google.com/file/d/0B5iotdmmTJQseU41dWlONm9YQkFDbDFVLTBNMGNCZzJfeWFV/edit?usp=sharing
Much more ambitious, 100 GW asteroid burner by Dr. Lubin at UCSB.
Historical background. http://en.wikipedia.org/wiki/L5_Society
Topics that need wiki pages
Damage (or not) to the ozone layer from Skylon water exhaust and NOx
Multi GW thermal radiator to get rid of waste heat from the lasers.
Programing to keep the laser beam from intersecting with satellites in lower orbits.
If anyone wants to scope out one of the problems with building power satellites via laser propulsion, I would sure appreciate it. The problem is the big laser beam that provides the energy needed to heat hydrogen for the propulsion into space. It tracks along the equator for about 4000 km accelerating a reusable vehicle into LEO, and does this 3 times an hour. It's not acceptable for the beam to intersect tens of millions of dollars worth of global positioning satellite with 20 MW/m^2.
Either the beam has to be briefly cut off to allow a satellite to pass through, or the acceleration and timing needs to be adjusted to avoid such intersections of the beam and working satellites. The problem isn't that different from the problem of satellites running into a space elevator cable.
Listing of launch sites with consideration for the initial power coming from the Earth.
If you came here from an old business card, the email address is no longer valid, use Keith Henson <firstname.lastname@example.org> | <urn:uuid:c6305390-c0ec-47b2-8913-bb0281cb6671> | CC-MAIN-2015-06 | http://htyp.org/dtc | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115900471.63/warc/CC-MAIN-20150124161140-00118-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.852376 | 720 | 2.53125 | 3 |
Coolant maintenance / metalworking fluid maintenance: major factors
Most machine shop operators think of metalworking fluids (MWF, or coolant) as a necessary nuisance, something that blows chips off the part. In fact, the most important jobs for all MWF are keeping the tool cool so it lasts longer, and lubricating the tool edge so that it makes a faster and cleaner cut.
Today's MWF are a sophisticated soup of chemicals that all try to do the same thing, blend the best properties of oil into the best properties of water. Along the way the compounders who make these MWF try for other goals as well: rust inhibition, tolerance of a wide range of water hardness, ability to work with many metals, and even environmental safety.
Three major forces are making us take better care of our MWF. First, coolants are becoming more expensive. Second, the increasing cost of labor means they are more expensive to take care of. Third and finally, the cost of disposal keeps increasing. In order to keep our coolants working properly for years we have to understand how they work, and why they go bad. The rest of these basics will cover the hows and whys behind MWF maintenance. Once you understand what is going on, you can expect to use a coolant sump for over a year before it will need changing or major maintenance.
Chemistry is where it all starts. MWF are a complex blend of many chemicals, whether organic or fully synthetic. The basic function of these chemicals is to allow oil to emulsify into water, but they also must be able to resist corrosion of steel, not alter the surface of aluminum, to maintain pH stability around 9 to 10, and to resist breakdown from the extreme heat of the tool tip.
Biology is where it all ends, because microbes are the real enemy of all MWF. Whether you fight infections with an antibiotic, or enjoy beer with your cheese, you have dealt with a microbe in some form. Given the right conditions and a little bit of time, your pristine sump can go from having only a few hundred microbes in every milliliter (about ten drops) to over a million.
Mechanics is what makes the MWF work, and what keeps them working. The pump forces fluids through pipes and onto the workpiece. The fluids then splash down into the collection sump. Oils from the ways, leaking seals, and from other sources ends up in the sump as well, eventually floating on top of the MWF. Chips and dirt from the machine also find their way into the sump, and this collection of fluids and particles presents a very different problem of coolant maintenance for every sump.
The following pages will cover these major factors in more detail. For even more information, we suggest the metalworking fluid papers and reports listed on this site. | <urn:uuid:aad9d161-9e7c-4dcc-a597-2c4be2936162> | CC-MAIN-2017-39 | http://coolantmaintenance.com/coolant_basics/metalworking_fluid_basics.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818686034.31/warc/CC-MAIN-20170919202211-20170919222211-00095.warc.gz | en | 0.951833 | 588 | 2.6875 | 3 |
In the west, we see a little of sound healing and music therapy. But the science of mantra is applied to multiple fields in the east. Not only is it used in meditation and devotional ritual, it’s used in healing, neutralizing karma, developing abilities, architecture, and more.
The trick is, much of it has become couched in ritual and religion making it much less accessible. This was one of Buddha’s big pushes: to throw out superficial ritual and dogma and come back to the core teachings. Father Joseph Girzone also spoke to this on another post.
To understand mantra, the first part to know is the language of nature, the sounds (vibrations) nature uses to build the world. According to Shiksha, a Vedic book on Sanskrit, the closest we have to nature is the Sanskrit alphabet. This is the foundation of all mantra.
Shiksha describes an alphabet of 64 characters but many of these are very rare punctuation and the extra-long 3-count vowels. The working alphabet of common use is about 48 to 50 characters. That’s what is typically taught as a foundation.
Like English, a letter represents a sound, not a word. Sanskrit is twice the size of the English alphabet but has none of the variables. A given letter is only pronounced one way. And unlike many First Nations languages or something like Greek or Russian, the entire Sanskrit alphabet can be represented (transcribed) with English letters, although a few accents may be needed. There is 36 phonemes of 21 unique sounds. The rest are variations in tongue position and length resulting in 4 N’s, 3 S’s, some D’s, short and long vowels, and so forth.
Some of the differences are subtle to a western ear but it is precise and consistent and pretty easy to learn. Sanskrit grammar, however, is much more complex. But to simply read and speak it, little of that is necessary. Just a familiarity with the alphabet and a few common compound consonants like Ksha. (as in kshatriya, the ruling and warrior caste)
Bija mantras are based directly on the Sanskrit alphabet. Add an M to any letter and you have a new, potent tool. Even reciting the alphabet itself is a form of mantra practice, addressing the range of nature. The alphabet also gives you the ability to read many of the old texts directly, checking how the translator interpreted the work.
It’s worth noting here a key aspect of Sanskrit and mantra. In Sanskrit, there is a direct relationship between the sound, the form that sound produces, and the meaning of the sound. These are not just random sounds but sounds that can be experienced in form when heard on the vibrational level of consciousness, known as ritam bhara pragya.
And this is why correct pronunciation and correct choice of mantra is significant. The effects are significant. The sound is the form or effect. The chair you’re sitting on has a Sanskrit name that produces its form. The name also give you its nature, composition and complete history. It’s the signal key to the chairs knowledge base.
Thus, you want to make sure you’re starting with the correct pronunciation. You’ll want an understanding of the right tongue position and audio samples to get it right. A tutor can certainly help.
Another issue is that a lot of the Sanskrit floating around is actually Hindi, a “modernized” version. You’ve undoubtedly seen the Om symbol, looking like a decorated 3. That’s not proper Devanagari Sanskrit even if it says otherwise. The proper A looks like an open hand pointing down because it is – Shiva’s. He is said to be the source of the alphabet. His drum (a damaru) beats out the vibrations and his hands show the correct symbols (letters). We might even call the letter-shapes mudras. That’s why it’s called Deva-nagari. (see comments)(It’s also worth noting that Nature operates in a 3D space. Sanskrit is not used linearly by nature.)
I didn’t find a single on-line alphabet that was correct classical devanagari. I thus decided to prepare a reference file.
The Attached Alphabet (113k) has 3 sections:
1 – The Alphabet with transliteration and some usage examples and modern variants. Also a table of Sanskrit numbers and some compound consonants.
2 – The “Classic” Alphabet alone
3 – The Alphabet with sample words for pronunciation practice plus a mouth position chart for the Tongue position key.
(I’d been meaning to update my scribbled table anyway)
There is a large and growing library of Vedic texts in devanagari on-line, for free. A few are extremely rare.
My own study was in grad school with the man who literally wrote the book used in Universities of the west to learn Sanskrit. But those materials are not available free on-line. And I’m no pronunciation expert.
Once the alphabet is known, you can begin to study mantra. And then you learn technique. If you just say a mantra or think it in your head, it’s just a sound like any other in the noise of the world. Proper technique charges or energizes the mantra so it works on the level of vibration itself. This is, for example, partly the purpose of a guru puja before meditation instruction. Also one of the reasons you want proper instruction in meditation rather than learning from a book.
From these basics you can learn the applications. The mantras for different body parts and locations, for the areas of a building, for special abilities, and for various influences in time. This is also the origin of yagyas or performances to bless a home or new child or marriage.
Without the right mantra at the right time and the right technique, a precisely performed yagya will offer a pleasant blessing rather than a profound result. Much of it is taught traditionally, passed down within families and traditions. It is kept secret from the untrained to avoid folly. But that also makes it hard to find quality information.
In my own experiments with a healing mantra, for example, I tried the right mantra on a joint. It made little difference. But when I used it in a more effective way, putting the sound into the flow of the energy, it was much more potent and brought immediate results.
A good introduction to applications is Mantra Yoga and Primal Sound, Secrets of Seed Mantras by Dr. David Frawley. While I don’t agree with all of his interpretation, the small book is packed with reference charts and detailed background.
While all this may seem kind of strange and foreign, much of our world-context is derived from this ancient set of sciences. Our number system, the way we divide space (360 degrees), the way we divide time (hours, days, etc), and more.
As may now be clear, the basics are simple and powerful but it’s all in the details and it takes some training and practice to become proficient. Still, it’s worth getting to know the alphabet. If you know of any good on-line audio resources, let me know. The British prof who sounds like she’s being poked when she does a, i, u really won’t do. 😉 | <urn:uuid:1650badb-e1e6-4b5c-8304-e0f48a14d64d> | CC-MAIN-2019-35 | https://davidya.ca/2013/08/18/mantra-use/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027317130.77/warc/CC-MAIN-20190822130553-20190822152553-00235.warc.gz | en | 0.937631 | 1,557 | 2.90625 | 3 |
As the school year comes to a close, the buzzphrase is “student growth.” All stakeholders in education want to be able to demonstrate student growth, especially if student growth could be on an upwards trajectory like the graph at left.
Last week I had an opportunity to consider student growth with a different lens, and that lens was provided by a graduating senior who was preparing a presentation to a group of 7th & 8th graders.
I had assigned Steven and his classmates the task of developing TED-like-Talks that they would give to the middle schoolers. The theme of these talks was “The Most Important Lesson I Learned in 13 Years of Education.” The talk was required to be short (3-5 minutes), to incorporate graphics, and to make a connection between what was learned and the outside world. I asked students to come up some “profound” idea that made the lesson the most important lesson in their academic career. I gave them several periods to pitch ideas and practice.
Steven’s practice presentation was four slides long on the lesson “Phase Changes of Water.” There was a graphic on each slide that illustrated the changes of water from solid ice to liquid to vapor. The last slide illustrated the temperatures at which water underwent a change and the amount of heat energy or calories expended to make that phase change (below):
“What you see in this graph,” Steven explained, “is that there is a stage, a critical point, where the amount of energy needs to increase to have water change from solid to liquid. The graph shows that stage of changing from solid to liquid is shorter than the stage where the amount of energy needs to increase to change water into steam.”
He pointed to the lines on the graph, first the shorter line labeled melting and then longer line labeled vaporizing.
“So how is this a profound idea?” he asked. “Well, this chart is just like anything you might want to improve on. Sometimes you are working to go to the next level, but you hit a plateau, a critical point. You need to expend more energy for a longer period of time to get to that next level. Thank you.”
We clapped. Everyone sitting in class agreed that Steven had met the assignment. He met the time limit. He had graphics. He made a connection.
I saw something even more profound.
In less than three minutes, Steven had used what he had learned in physics to teach me a new way to consider the learning process. I could see phase changes or phase transitions to illustrate the relationship between energy expended over time and academic performance. I could relabel the side marked heat energy to a label of “energy expended over time.” Some phase changes would be short, as in the change from ice to a liquid state. Other phase changes would be longer, as in the change from liquid to gas. Each line of phase change would be different.
For example, if I applied this idea to teaching English grammar, some student phase changes would be short, as in a student’s use of pronouns to represent a noun. Other phase changes could be much longer, such as that same student employing noun-pronoun agreement. Time and energy would need to be expended to improve individual student performance on this task.
But whose energy is measured in this re-imagined transition? Perhaps the idea of phase changes could be used to explain how a teacher’s energy expended in instruction over time, or during a critical point, could improve academic performance. The same idea could be used to demonstrate how a student must expend additional energy at a critical point to improve understanding in order to advance to the next level.
At the end of the school year, teachers need to provide evidence of individual student growth, but perhaps a student is in a transitioning phase and growth is not yet evident? The major variable in measuring student achievement is the length of the critical point of transition from one level to another, and that length of that critical point could extend for the length of a school year or maybe even longer. Growth may not be measured in the time provided and more energy may need to be expended.
What was so interesting to me was how Steven’s use of phase changes had given me another lens to view the students I assess and the teachers I evaluate. Because measuring academic progress is not fixed by the same physical laws where 540 calories are needed to turn 1 gram (at 100 degrees Celsius) of water to steam, each student’s graph of academic achievement (phase changes) varies. Critical points will be at different levels of achievement measured by different lengths of energy expended. Despite the wishes of teachers, administrators, and students themselves, “growth” is rarely on that 45º trajectory. Instead, growth is represented by moving up a series of stages or critical points that illustrate the amount of energy, by student and/or teacher, spent over time.
Energy matters, in physics and in student achievement. Steven’s TEDTalk gave me a new way to think about that. He was profound. I think he gets an A. | <urn:uuid:e3c6a818-c8e8-4ff5-a128-42f79b016a27> | CC-MAIN-2017-04 | https://usedbooksinclass.com/2014/05/31/end-of-the-year-phase-changes-and-student-growth/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279176.20/warc/CC-MAIN-20170116095119-00545-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.973126 | 1,061 | 3 | 3 |
劳动力是一种基于剩余劳动力概念的独特商品。人们以有限的金额购买了无限的能力这使得资本家能够对社会中较低的经济群体行使权力。在这种意识形态中有一个隐藏的议程。它揭示了资本主义的意识形态，隐藏了限制劳动力的剥削关系。在学校中，关注反学校文化是有局限性的。小伙子们不理解隐藏的资本主义倾向，把他们的生产手段限制在生产上(Bourdieu and passon, 1990)。这创造了对劳动力作为商品的一种欣赏。资本主义的概念关注的是从劳动力中获得的利润，而不是关注权力的去向。劳动的具体形式是与抽象的劳动相结合的。这是一种天生的剥削。
抽象劳动的概念是用时间单位来衡量的。这也反映在“小伙子们”的冷漠中。他们是劳动技能丧失的本质的支持者，并在世俗活动中寻求安慰(Rose, 2002)。反传统文化吸收了剥削意识形态。作为对抽象劳动的一种反应，资本主义意识形态的核心是反学派文化的发展。这是一个使抽象劳动过程能够被主观接受的过程。劳动力是强加在小伙子们身上的，并在不同的情况下得到应用。威利斯指责教育模式和产品的资本主义模式。这是对资本主义生产方式的根本批判。在这个过程中存在着被忽视的社会转型(Cazden, 2001)。
Labour power is a unique commodity that is based on the surplus labour concept. There is the infinite capacity of the people that has been purchased for the finite sum and this allows the capitalist to wield power over the lower economic groups in the society. There is a hidden agenda in this ideology. It explores the capitalist ideology and is found to hide the exploitative relationship that is found to limit the labour power. In the school, there is limitation to devote attention towards the counter school culture. The lads do not understand the hidden capitalist tendencies and limit their means to production (Bourdieu and Passeron, 1990). This creates an appreciation to the labour power as the commodity. Capitalism notion is concerned with the profit that has been derived from labour power rather than focusing on where to put the power. The concrete form of the labour power is comingled with the labour power of the abstract. This is an innate exploitation.
The concept of abstract labour is measured in terms of the unit of time. This is also reflected in nonchalance of the ‘lads’. They are willing proponents to the nature of de-skilling of labour and find solace in the mundane activities (Rose, 2002). The counter culture is found to imbibe the exploitative ideologies. As a reaction to the abstract labour, there is the development of the counter-school culture that is found to be the core of the capitalist ideology. There is the process of enabling the subjective acceptance of the abstract labour process. The labour power is thrust upon the lads and is applied in different contexts. Willis blames the educational paradigm and the capitalist modes of the products. There is a fundamental critique of the capitalist mode of the production. There is the social transformation that has been overlooked in this process (Cazden, 2001). | <urn:uuid:902cbf4c-17c0-42f9-98b0-45e271e68801> | CC-MAIN-2019-22 | https://ca.assignmentfirst.com/jia-na-da-lun-wen-mei-guo-zen-me-ban-you-guan-lao-dong-li-gai-nian-de-yan-jiu-fen-xi/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256227.38/warc/CC-MAIN-20190521042221-20190521064221-00225.warc.gz | en | 0.686783 | 1,294 | 2.703125 | 3 |
From the Psychologist’s Desk
My name is Bernadette Celliers. I am the School Psychologist responsible for Carey Baptist College, Secondary School.
I’m very interested in the psychology of ‘wellness’ or, as it is popularly called, ‘Positive Psychology’, and have been closely following developments at Geelong Grammar School in Victoria where, along with the support of Dr Martin Seligman, the whole school has embarked on a journey to assist young people in developing a positive, caring and mindful approach to life.
The following excerpt is from an article about developing a caring approach in our children. The topic is something very close to my heart, and I am indebted to the American Psychological Association Help Centre for permission to use this information.
What Makes Kids Care? Teaching Gentleness in a Violent World
In a world where violence and cruelty seem to be common and almost acceptable, many parents wonder what they can do to help their children to become kinder and gentler — to develop a sense of caring and compassion for others. Raising kids who care isn’t a solution to violence by itself, but it’s reasonable to worry that being exposed to a lot of violence — whether it’s on television or on the streets — could make your children hard and uncaring.
Researchers used to believe that a sense of real caring about others only came as people grow into adulthood. Now studies are finding that children can show signs of empathy and concern from a very early age and that teenagers who were involved in helping others felt very positive about their lives and had high hopes for their own futures.
The most important thing you as a parent can do in developing care and kindness in your children towards others is to let your children know how much it means to you that they behave with kindness and responsibility. When you see your child doing something that you think is thoughtless or cruel, you should let them know right away that you don’t want them doing that. Speak to your child firmly and honestly, and keep your focus on the act, not on the child personally —
Something along the lines of ‘What you did is not very nice’ rather than ‘You are not very nice.’
This emotional reaction needs to be accompanied by information; an explanation of why you disapprove. For example, “Look, Joey is crying. He’s crying because you took his toy away. That wasn’t a very nice thing to do!” or “It hurts the cat when you do that; that’s why he scratched you. It isn’t kind, and I don’t want you to do that any more!” It’s important to let children know how deeply you feel about their behaviour toward others. If they see that you have a real emotional commitment to something, it’s more likely that the issue will become important to them, too.
Be frank, honest and upfront with your kids about what kind of behaviour you do and don’t like. Keep your comments short and to the point; the idea is to teach them, not to make them feel guilty.
According to another study there are two kinds of parental role modelling that help teach children to be caring: kindness to others and kindness to the child.
In other words, our actions speak louder than words.
If you are consistently caring and compassionate, it’s more likely that your children will be, too. Children watch their parents, and other adults, for clues on how to behave. Keep in mind that if you say one thing and do another, your children will pay a lot more attention to what you do. The old warning “Do as I say, not as I do” simply does not work, particularly when it comes to teaching about caring.
Try to surround your children with other people who are kind and caring, so that they have several role models.
If you treat your children with respect for their dignity, concern, and regard for their achievements, you help them understand that all living creatures should be treated with dignity and concern. | <urn:uuid:bdd945aa-ee00-42eb-914d-ac4435c4368e> | CC-MAIN-2018-05 | http://www.carey.asn.au/story/college/from-the-psychologists-desk/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886939.10/warc/CC-MAIN-20180117122304-20180117142304-00016.warc.gz | en | 0.971311 | 856 | 2.9375 | 3 |
2016 may well prove to be a turning point in how humanitarian aid responds to crises. For one, the need is great. Forced migration from conflict is at its highest since the second world war; the number and scale of disasters triggered by natural hazards are increasing; and 2015 was the hottest year ever recorded.
The aid sector, largely unchanged in 75 years, is struggling to cope. The first-ever World Humanitarian Summit, convened in May to “rethink” aid, acknowledged a “woefully under-resourced humanitarian response” has to “do much more far better”.
To achieve this, some argue radical change is needed, because:
… the formal system faces a crisis of legitimacy, capacity and means.
At such a dramatic time, then, with burgeoning need and an aid system that is failing to cope, what meaning does “resilience” have?
Does a lack of agreed definition hamper efforts?
The word resilience is not new. It has been around (in English) since at least the early 17th century.
There are many competing definitions. One, from the International Federation of the Red Cross and Red Crescent Societies, defines resilience as:
… the ability of individuals, communities, organisations or countries exposed to disasters and crises and underlying vulnerabilities to anticipate, reduce the impact of, cope with, and recover from the effects of shocks and stresses without compromising their long-term prospects.
This understanding gives as much attention to what happens before a disaster (such as an earthquake or flood) as it does to the immediate aftermath of relief and recovery. If prepared for beforehand, the impact of disasters can be reduced, or even prevented altogether.
Critics of resilience argue, among other things, that the lack of a commonly agreed definition is a weakness. After all, resilience can trace its roots to engineering, psychology and ecology.
However, this misses the point. The chief benefit of resilience lies in its “good enough” understanding by a broad church of actors, and not in the detail. People get it, and can act in resilient ways.
People have long enacted resilience measures:
Construction workers in the remote and highly seismic Himalayas built multistorey earthquake-resistant buildings that have stood for more than 800 years.
Algeria developed the science of base isolation – building structures on rollers so they could avoid shaking with the ground in an earthquake – more than 400 years ago.
In recent times, Bangladesh, where between 300,000 and 500,000 people were killed in Cyclone Bhola in 1970, reduced casualties through better preparedness to a little more than 3,000 in Cyclone Sidr in 2007, and 190 in Cyclone Aila in 2009. While the cyclone size varied, the reduced death count was widely attributed to improvements in disaster preparedness.
The power to bring people together
A second benefit of resilience lies in its convening power.
Aid workers, donors, businesspeople and politicians are comfortable to stand alongside efforts that build resilience in ways they might not have done if the rallying cry was a rather more negatively toned “less vulnerability”. An example is the global 100 Resilient Cities initiative funded by the Rockefeller Foundation. Its central task is to mobilise political will for action within complex urban contexts.
The word “resilience” has positive connotations, certainly compared to the bleak language of disasters. Synonyms and related words for resilience include animation, adaptability and flexibility.
This matters, as how issues are framed is vital.
Development versus disaster
Resilience-thinking helps in a third, critical area: the aid sector has grappled with the development-disaster divide for decades.
The separation of long-term actions dealing with chronic problems such as poverty from the short-term response to acute events such as cyclones and tsunamis is seen by some as essential, and by others as a deep problem.
“Purist” humanitarian agencies argue that combining humanitarian action with developmental challenges – such as engaging in local politics – muddies the waters and can hamper the primary mission of responding with lifesaving actions.
However, the mainstream of aid thinking, for the past 20 years at least, has sought to bring these two sides closer together. The Grand Bargain between major donors and humanitarian agencies was launched at the World Humanitarian Summit in May this year. The agreement commits signatories to, among other things, “enhance engagement between development and humanitarian actors”.
Resilience-thinking helps to improve links between disasters and development in two ways.
First, a good understanding of resilience asserts that developmental actors need to grapple with the threat of disasters (rather than leave it to relief actions alone) and engage in efforts to mitigate or even prevent them.
Second, a resilience approach forces emergency response actors to consider timeframes beyond the immediate provision of relief. Decisions made in immediate response can have dramatic effects on long-term recovery. An example is a decision on where to locate a relief camp, which in time may become a permanent neighbourhood of a city.
Pre-disaster investments must now be taken more seriously to stem the steady increase in the number of crises.
Putting into practice effective resilience-based approaches lies in the domain of governance. At a policy level, decision-makers across the board – including governments, aid agencies and the private sector – need to take pre-crises actions more seriously.
Responsibility also lies within communities and civil society, where individuals and neighbourhoods need to be better prepared. Uniting around improved resilience provides a means to achieve this.
This article is based on chapter one, co-written by the author, of the IFRC 2016 World Disasters Report, Resilience: Saving Lives Today, Investing For Tomorrow. The report is being launched this week at events in London, Geneva, Dakar and Quito. | <urn:uuid:64e51b1f-d7d3-418f-a0a8-41ea11469d38> | CC-MAIN-2019-43 | http://theconversation.com/why-the-world-needs-more-resilience-thinking-to-stem-escalating-crises-65880 | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986653247.25/warc/CC-MAIN-20191014124230-20191014151730-00451.warc.gz | en | 0.954102 | 1,219 | 3.171875 | 3 |
The Wolverine Way. By Douglas H. Chadwick. Viking, 2011. 384 pages.
Wildlife biologist Douglas Chadwick sums up wolverines in one word: Badass. A less than scientifically rigorous description, perhaps — but how else to describe a 30-pound weasel that wrestles food from grizzly bears and scales 12,000-foot peaks for a morning stroll?
Chadwick assisted researchers in live trapping and radio tracking wolverines in Glacier National Park, in a project designed to discover more about this mysterious, legendary animal. Perhaps unsurprisingly, many wolverine tales are simply untrue. They’re ferocious, yes, but don’t destroy cabins as commonly portrayed in certain regrettable outdoor magazines. And they are not nearly as solitary as once believed. Due to their incredibly long journeys and propensity for rugged terrain, much of the wolverine’s life history remains a mystery. Chadwick takes savage delight in solving this mystery in unforgiving country, but he also laments the wolverine’s future.
As badass as the wolverine may be, it can’t fight receding glaciers, roads and ill-conceived trapping seasons. Do we have room to share parts of North America with wide-ranging giant weasels? In the end, Chadwick’s book spells out relatively simple solutions that can protect wolverines and other wilderness species — if society has the will and foresight. But even if you aren’t looking for a conservation plea, The Wolverine Way is still a great read, full of mountain adventure, scientific revelations and undeniably cool animals.
(Image: Wolverine on rock. Image credit: U.S. National Park Service through Wikimedia Commons.) | <urn:uuid:39fc1e08-5626-4be0-9ce2-51728a2ee339> | CC-MAIN-2015-22 | http://blog.nature.org/conservancy/2011/07/12/summer-book-picks-make-way-for-giant-weasels/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928869.6/warc/CC-MAIN-20150521113208-00095-ip-10-180-206-219.ec2.internal.warc.gz | en | 0.903596 | 357 | 2.875 | 3 |
PAULA FREDRIKSEN is a distinguished Jewish American scholar of the New Testament period. The central theme of this book is that the first Christians did not constitute a “church” as such, but were just a group within the Jewish people. Followers of Jesus Christ were, and considered themselves to be, part of their host synagogue communities.
Judaism accommodated early Christianity much more than later accounts have acknowledged. Fredriksen argues that this was partly because of an inherent flexibility in Jewish monotheism, which acknowledged the potential existence of subordinate deities. Similarly, the Roman world was well populated with gods, including its emperors.
The distinctive belief of the first Christians — who were all “Jewish Christians” — was that Jesus Christ would shortly return to the world in a final apocalyptic event. When this stubbornly failed to happen, the Church adapted in a Gentile mission.
Interestingly, Fredriksen argues that the emerging and distinctive Church came to draw strength precisely from the non-appearance of the Messiah. The Church continued the charismatic work of Jesus, and claimed to provide a new and authoritative reading of the Jewish scriptures. Furthermore, the part played by the Church was to continue Jesus’s mission to the Jews, and to extend it to all Gentiles.
While still awaiting Christ’s second coming, the apocalyptic hopes of the first Christians were calmed, a process that is most directly witnessed in Luke-Acts. Sociologically, the Christian movement succeeded precisely as its central prophecy failed.
For Fredriksen, the early Christians located Jesus somewhere high on a divine-human gradient, but still as essentially human. Only the imperially sponsored episcopal councils of the fourth and fifth centuries asserted the radical divinisation of Jesus Christ.
Despite evidence of considerable historical learning, at times the discussion struck this reviewer as somewhat naïve. There is little reference to the substantial recent scholarship that has argued that the essential divinity of Jesus Christ was asserted and established in the first century, before its formal consolidation in the ecumenical councils. Distinguished scholars such as Richard Bauckham, Larry Hurtado, and Tom Wright are unreferenced in the book.
There is also little discussion of the difficult issue how the historical value in the Gospels might be assessed. The variety of earlier quests of the historical Jesus are simply ignored. In trying to identify a core of historical facts about Jesus, Fredriksen concentrates on his death by crucifixion. This is claimed to be due to a fear by Pilate of popular insurrection rather than to any specific teaching or actions by Jesus. The concerns of the Jewish authorities are thereby minimised, and essentially conflated with those of the secular powers.
The strength of this book lies in its refusal to read back into the first decades of the Christian community later perspectives, which were sadly, and fatefully, coloured by anti-Jewish sentiment. But this may also be its weakness, in that its distrust of the evidential value of much of the Gospels leads to a rather attenuated account of early Christianity.
Dr Peter Forster is Bishop of Chester.
When Christians Were Jews: The first generation
Church Times Bookshop £18 | <urn:uuid:6cf25391-09b3-4537-9a9d-cf075fe10a4b> | CC-MAIN-2019-35 | https://www.churchtimes.co.uk/articles/2019/25-january/books-arts/book-reviews/when-christians-were-jews-the-first-generation-paula-fredriksen | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027317037.24/warc/CC-MAIN-20190822084513-20190822110513-00258.warc.gz | en | 0.967008 | 655 | 2.5625 | 3 |
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