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Gingivitis is a generative disease that left untreated, will cause significant tooth and gum deterioration. Just the word gingivitis can strike panic in a patient’s mind. The reality is that the treatment is simple and performed right in your dentist’s office.
Plaque and tarter that sits on the teeth provides an environment, which allows bacteria to thrive and multiply. The bacteria cause the gums to become inflamed and bleed. The condition becomes more noticeable when you brush your teeth or sometimes when you eat. These are signs of the early stage of gingivitis. Gingivitis is easily treated by having the hygienist scale and polish the teeth. If gingivitis is left untreated, the condition will progress and the roots will need a planning. The difference between scaling and root planing is simple. Scaling is the removal of the dental tartar from the tooth surface Root planing is the process of smoothening the root surfaces and removing the infected tooth structure.
As a non-surgical procedure, scaling and planing are performed without any anesthesia, in the dentist’s office. While the procedure is usually painless, advanced stages of gingivitis may make it necessary to numb the area for complete comfort. Deep scaling and root planing is usually broken down into one section of the mouth per appointment. This allows for adequate healing time and reduces the time for each appointment. | <urn:uuid:c1b4105e-4bb4-421e-b05d-8c244dc4bf02> | CC-MAIN-2020-50 | https://www.fossilcreekdental.com/scaling-root-planing | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141184123.9/warc/CC-MAIN-20201125183823-20201125213823-00293.warc.gz | en | 0.921417 | 295 | 3.078125 | 3 |
The winter’s coming and it’s again that time of the year when every outdoor enthusiast should be prepared for the challenges of cold weather. It’s true that winter conditions vary in different parts of the world, however, one thing is valid always and everywhere and it does never change – you need warm, comfortable, and reliable clothing in order to be able to explore nature in cold conditions. The main function of your apparel is to provide adequate protection against the cold during winter seasons. Cold alone can be, directly, dangerous enough not only for your health but for your life as well.
Cold weather apparel has many properties but insulation and breathability stand out as probably the most important properties of hiking clothing for cold weather protection. Insulation must ensure protection against the cold while allowing transmission of perspiration from the skin to the environment at the same time.
Your comfort in cold weather depends largely on the balance between thermal insulation and breathability because they determine the amount of heat and moisture that could be exchanged between the human body and the environment. The aim is that, through heat exchange between your body and the environment, your skin stays warm and dry. That’s a very important factor for your comfort, especially given your activity level and environmental conditions such as temperature and wind.
What do you need to know about hiking clothing for cold weather?
Heat loss during hiking in a cold environment
The human body maintains a stable internal body temperature thus heat production from the body should ideally equal heat loss. However, you lose more body heat than normal in a cold environment. This is determined by four environmental factors: air temperature, wind speed, relative humidity, and mean radiant temperature.
Photo by Ilana Beer
The metabolic rate varies from 80W to 1000W depending on the intensity of different activities. A huge part of this power (up to 85%) is converted into heat and some of this heat may have to be released to the environment so that you don’t overheat. At low activity levels, your body produces less heat thus it needs more insulation to achieve heat balance. Conversely, at high activity levels, your body produces more metabolic heat than needed, thus you have to reduce the insulation layer.
The table below shows metabolic energy production associated with various sports and activities. The metabolic energy production for a standard person while hiking is between moderate and high depending on the person’s average velocity. This explains, at least partially, the fact why in similar weather conditions on different occasions our bodies may or may not produce excessive amounts of sweat on the trail.
Table 1: Metabolic energy production associated with different types of sports and activities (values refer to a standard person with 1.8m² body surface area)
Source: Textiles in Sports*, p.265
The main mechanisms of heat loss are the following:
In hiking, convection occurs between a backpacker and air or water in contact with him as the contact with warm air warms him up while the contact with cold air cools the hiker. The easiest way for an outdoor enthusiast to adjust the amount of heat loss is by zipping or unzipping his jacket. Convective heat transfer is largely affected by the presence of wind and water. Wind and especially wind speed strongly affect this process and increase convection. Additionally, garment features such as fit and design can have a significant impact on convective heat loss.
Radiation is the transfer of energy from warm to a cold surface through electromagnetic radiation. The impact of this type of heat loss is much less significant in comparison to the heat loss from convection, evaporation, and conduction because the only major consideration is the radiation that comes from the sun. Be careful about high radiative heating levels while hiking at an altitude, especially when there’s a lot of snow around because of the reflective nature of the snow. Your clothes can help you minimize the radiative heat transfer.
Conductive heat transfer occurs when two surfaces with different temperatures are in direct contact with each other. Heat flows through direct transfer of energy from the surface with a higher temperature to the surface with lower temperature. This means that standing or moving person isn’t affected the same way as a seated person. The direct contact between the former and the cold region (when hiking in cold environments) is limited to the contact between his soles and the surface, while the contact between someone who is sitting or lying on the ground and the cold surface is much more significant. Also, note that in gasses the mechanism of conduction is a bit different than the one in solid objects because their molecules are widely spaced and not adjacent so they rely on diffusion and collision to pass on the energy. This explains the insulating properties of down feathers and why hiking clothes rely on trapped air for increased thermal insulation.
One of the cooling mechanisms used by the human body utilizes evaporation of sweat from the skin surface. This way, the body can eliminate significant amounts of heat. The process is the following: sweat is spread across the skin surface where it changes from liquid to gas. It is then evaporated to the environment. An effective evaporative heat transfer includes a moisture-wicking base layer that spreads perspiration uniformly across a large surface at the skin and an outer layer that is “breathable” and can release the water vapor to the environment while minimizing condensation on the inside at the same time. Sweat evaporation may be required only at high levels of metabolic heat production in a cold environment. If you sweat excessively in such conditions, you need to get rid of the perspiration somehow. It can happen either by evaporation through your apparel or by convection through openings in the clothing.
We should add airway heat exchange to these four environmental factors. During breathing in cold temperatures your airways cool down and add to the skin heat losses. The airway heat losses can reach 15-20% of the total metabolic heat production depending on the air temperature – the lower the temperature, the more heat you lose. You can reduce this amount by using cover(s) for your mouth and nose.
Cold stress and wind
Cold stress is based on the fact that at low temperatures the body cannot preserve heat balance. In such cases, the heat loss exceeds the heat production and body temperature decreases. For example, heat loss doubles at 5°C compared to 20°C. At -10°C, it goes down further, while at -25°C the heat loss is four times higher compared to 20°C.
The presence or absence of wind is another major factor concerning skin cooling and heat loss. Wind can be very dangerous because it accelerates heat loss from a warm surface. For example, the wind may penetrate your clothing (especially if it’s air permeable) and increase the convective heat loss within the garment causing excessive cooling and hypothermia. Hence, when planning trekking in cold environments, you need to add a windproof outer layer to your hikingÊoutfit in order to be able to minimize excessive cooling of the body on the trail. Even if not fully windproof, the outer garment of your layered clothing system should be at least with low air permeability.
Photo by Ivan Zhou
Influence of snow, rain, and moisture
Snow and rain also affect heat exchange in various ways but mainly by interaction with your clothing. Hence, you can prevent wetting from the outside by selecting a waterproof or water-repellent outer layer.
Getting wet from the inside is no less dangerous than getting wet from the outside. This usually happens from absorption and accumulation of moisture in your clothing. Keep in mind that this usually happens at high activity levels when your body produces and releases more heat and, in turn, sweats to cool down. Hence, in cold conditions, you need not only windproof and water-repellent or waterproof hiking apparel but also clothing that allows the passage of water vapor the so-called “breathability”. Inexperienced hikers often neglect the production of moisture of the body and its transportation through the layers. The truth is that they underestimate sweating in cold conditions because too few people really talk about that. However, the condensation of water vapor and its accumulation within the clothing determine the thermal insulation of the outfit. We’ve already mentioned in previous posts that moisture build-up inside your clothing reduces its thermal insulation abilities. But do you know how much exactly?
Table 2: Actual evaporation and difference in total thermal insulation as a result of sweating and sweat accumulation
Source: Textiles in Sports, p.275
Table 2 shows an experiment conducted for three hours with a manikin at two sweating rates of 100 and 200g/h/m² at temperatures between 0 and -40°C. The table shows that sweat evaporation is significantly reduced in the cold. Moreover, the thermal insulation abilities of the clothing are seriously reduced as a result of sweating and wetting the clothing from the inside as the reduction reaches nearly 30% at a sweating rate of 200g/h/m² at -25°C.
During any physical activity (especially during high-intensity pursuits), you sweat and the production of perspiration depends on the core (dominant factor) and the mean skin temperature (secondary factor). You start sweating not immediately after you start working, exercising or doing an activity but only when your core temperature increases due to muscle activity. Similarly, the process doesn’t cease when you stop exercising. This is very dangerous because during activities such as cold weather hiking your clothing may get wet at the beginning of a break causing the so-called post-exercise chill.
If you wear heavy insulating clothing in very cold conditions, it is possible that moisture builds up into your outfit as it cannot be transferred to the outside. In this case, your heavy insulation will act as a barrier for the water vapor and as a result, it will condense inside your clothing, which can reduce the insulation by 30-50%. Hence, you need to find a balance between insulation and water vapor permeability of your hiking outfit.
Apparel requirements for cold protection
For cold weather, many experienced hikers and mountaineers use layered clothing system consisting of three, four or more layers of clothing worn one over the other. The main purpose of doing this is to get protection from the environment and to feel comfortable enough at the same time. The concept of layering allows the wearer to adjust the insulation according to his needs and preferences. For example, during heavy workloads, you can remove a layer to facilitate moisture transfer from the skin to the outer side of the clothing. Moreover, it offers better insulation because it can trap more still air between the separate layers.
The classic layered clothing system comprises of three layers: base layer next to the skin, insulating mid layer, and breathable outer layer that protects from rain and wind.
- Base layer
Base layer’s main functions are to be comfortable next to the skin, to provide adequate moisture management and to dry fast. This is achieved through an adequate level of breathability and wicking. That’s why base layers are typically crafted from merino or man-made fabrics.
- Mid layer
Mid layer’s main function is to provide insulation. Additionally, it should be lightweight and breathable.
- Outer layer
Outer layer’s main functions are to shield you from precipitation, including rain, snow, and sleet, to retain heat, and to manage moisture.
See our post about hiking apparel layering for more information about layering.
Layering for cold weather hiking has many interesting properties and advantages compared to one thick-layered clothing system. For example, if condensation and freezing occur within the layered system, it often happens between the layers where it’s much easier to be removed and not within the material. It also provides the flexibility necessary to overcome the harmful effects of cold temperatures, especially during high-intense outdoor activity when your body produces up to 10 times more heat than normal. In order to achieve a heat balance, donning or doffing a garment should be easily done if necessary.
Using an integral layered clothing system allows your garments to trap air between the layers for better thermal insulation. Of course, different clothing systems have different properties, pros, and cons, though there are some universal hiking apparel requirements for cold protection. They are the following:
- Adequate insulation
The clothing for cold conditions has to provide sufficient thermal insulation (wool is among the best materials for this purpose) in every climatic condition even in the presence of strong wind. This presents a major challenge to your clothing for cold protection.
- Excellent moisture management
Effective wicking, transportation, and evaporation of sweat from your skin to the environment are the main requirements for your clothing because the presence of moisture inside your clothes is uncomfortable and will negatively impact the insulation as the thermal conductivity of water is approximately 24 times that of the conductivity of the air.
- Protection from the elements
In foul weather, you need to be well protected from rain and snow and that’s the main role of the outer layer of the layered clothing system. The waterproof breathable garments work reasonably well in temperate and warm climates, however, these fabrics become less efficient in prolonged cold and wet conditions. The reason is that the membrane that protects you from precipitation can easily get clogged with dirt and sweat, which makes it much less efficient sometimes even useless. Anyway, in order to offer optimal protection against cold, your hiking apparel has to be waterproof, windproof and breathable.
- Adaptability to changes
Hiking outfit suitable for low temperatures is different than clothing for cold protection. The reason is that the former must be versatile – it should provide not only insulation but it should also be adjustable to the activity of the wearer and the weather conditions, while the latter often provides just high insulation i.e. it’s perfect only for low-level activities and doesn’t adapt to the wearer’s changes in activity levels or to changes in the environmental conditions. For instance, garment suitable for hiking in cold and mild conditions has to be very breathable, i.e. to be able to transfer a lot of moisture from the skin to the surface of the garment and from there to the environment.
Without a doubt, apart from offering optimal cold protection, the hiking outfit for cold weather should offer the best comfort possible. To maintain comfort, it should be easy to add, remove or adjust items effortlessly and efficiently according to own preferences and changes in weather conditions without impacting on activity. These include jackets, hats, and gloves and mittens.
Cold is a hazard to human health and may be very harmful to your physical well-being or work performance. Hiking is associated with high levels of metabolic heat production so it’s important to adjust clothing in such a way as to feel comfortable and avoid excessive sweating that may build up inside your clothing and aggravate its insulation capacity. In short, when hiking at low temperatures, your clothing has to maintain heat balance through proper thermal insulation and adequate moisture management.
The cold weather apparel for hiking should provide cold protection at low and high activity levels. Moreover, when necessary and according to your needs, it should allow heat and moisture dissipation or heat retention. The best way is to build a hiking layered system consisting of several layers of garments with specific roles and functions. In addition to carrying out their individual tasks, these garments have to work together as one system.
Finally, there is no all-purpose garment suitable for all activities in all weather conditions no matter what the manufacturers, dealers, and retailers say. Remembering that will help you stay skeptical about what you read or hear about a particular garment and its characteristics.
* In R. Shishoo (Ed.), Textiles in Sports, 2005, Woodhead Publishing Limited and CRC Press LLC | <urn:uuid:2d093c6d-8768-409a-a24f-664c2aaf1578> | CC-MAIN-2021-21 | https://camotrek.com/blogs/news/properties-of-cold-weather-hiking-clothing/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988837.67/warc/CC-MAIN-20210508031423-20210508061423-00034.warc.gz | en | 0.937627 | 3,263 | 2.75 | 3 |
The Russian Federationhas the world largest reserves of chrysotile asbestos (11 deposits). Asbestos mines and mills (Uralasbest. OJSC, Orenburg Minerals, LLC, and Tuvaasbest) develop the fields that concentrate 80 % of balance reserves of ore. These reserves are sufficient for over a hundred years of work.
Today, out of 850 thousand tons to asbestos mined annually, 42 % or 360 thousand tons are used domestically for the production of asbestos cement and asbestos technical products, heat insulation, and other materials; 58 % or 490 thousand tons are exported.
Almost 38.5 thousand people are employed by the Russian chrysotile industry that incorporates 3 asbestos mines and mills, 24 asbestos cement combines, 9 asbestos technical factories, 2 asbestos board factories, and 3 Research Institutes of Technology.
A considerable part of the combines are town-forming (or urban development) enterprises. The Russian asbestos cement industry annually produces chrysotile-containing products for the total of 18 billion rubles, and its tax payments are as high as 5.4 billion rubles. The total of 400 000 Russian citizens are related to the chrysotile industry. | <urn:uuid:e9eb3657-0e2b-44eb-a7f2-bdb3a725a704> | CC-MAIN-2019-47 | https://chrysotile.ru/page/russian-chrysotile-industry/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671106.83/warc/CC-MAIN-20191122014756-20191122042756-00224.warc.gz | en | 0.874103 | 241 | 2.515625 | 3 |
Anyway, several phone models that my wife and I considered buying emitted radiation levels simply too high for my comfort level. They’re measured in SAR -- “specific absorption rate” -- which is essentially the amount of radiation a human body will absorb from using or being near a cell phone. The lower the rate, the less radiation will be absorbed.
What are the health effects of mobile phones and wireless radiation? While Australia has led the world in safety standards, including compulsory seat-belt legislation, plain packaging on cigarettes, and product and food disclosure legislation, it falls behind in addressing the significant issues associated with mobile phone use. In this Dean’s Lecture, epidemiologist and electromagnetic radiation expert, Dr Devra Davis, will outline the evolution of the mobile phone and smartphone, and provide a background to the current 19 year old radiation safety standards (SAR), policy developments and international legislation. New global studies on the health consequences of mobile/wireless radiation will be presented, including children’s exposure and risks.
If you are not 100% satisfied with any purchase made directly from Life Extension®, just return your purchase within 12 months of original purchase date and we will either replace the product for you, credit your original payment method or credit your Life Extension account for the full amount of the original purchase price (less shipping and handling).
Note: Although it is true that cell phones emit low frequency magnetic fields that can be measured in milliGauss, they also emit high frequency microwave radiation which is what all the concern (and publicity) is about, and which the products below are designed to shield. Many clients have contacted us seeking a shield for BOTH magnetic fields and microwaves for their phone. Such a shield does not currently exist. To reduce your exposure to BOTH types of radiation, use an airtube headset and keep the phone itself at a distance.
Dr. Carlo and his team developed new exposure systems that could mimic head-only exposure to EMR in people, as those were the only systems that could approximate what really happened with cell phone exposure. Those exposure systems were then used for both in vitro (laboratory) and in vivo (animal) studies. The in vitro studies used human blood and lymph tissue in test tubes and petri dishes that were exposed to EMR. These studies identified the micronuclei in human blood, for example, associated with cell phone near-field radiation. The in vivo studies used head only exposure systems and laboratory rats. These studies identified DNA damage and other genetic markers.
This is a 2 pieces of plastic sandwiched together by glue. Don't believe me? Take it apart. This item works no better than the existing case on your phone. If you are that concerned with cellphone radiation, you should be equally concerned about the cheap plastic and toxic glue that this is comprised of. Also know the fact that they've stolen $25 from your wallet when you purchase this hokey product...Technology at it's finest.
But this study also has some drawbacks. First, it is based only on whether or not people had a cell phone subscription at the time. It didn’t measure how often these people used their phones (if at all), or if people who didn’t have a subscription used someone else’s phone. There are also limits as to how well this study might apply to people using cell phones today. For example, while the cell phones used at the time of the study tended to require more power than modern cell phones, people also probably used the phones quite a bit less than people use their phones today.
In a February 2 statement, Jeffrey Shuren, director of the FDA’s Center for Devices and Radiological Health, wrote that despite the NTP study’s results, the combined evidence on RF exposure and human cancer—which by now amounts to hundreds of studies—has “given us confidence that the current safety limits for cell phone radiation remain acceptable for protecting the public health.” Chonock says that for him, evidence from the Ramazzini study does not alter that conclusion. “We continue to agree with the FDA statement,” he says.
Moving the meter around the case, we detect readings on the side, back and front of the case. We use the multi-directional TES 593 meter which measures 10 MHz to 8GHz. We use the unit of micro-watts per square centimeter, which looks like this little symbol: μW/cm² and we use it on the max setting which shows the maximum measured value. In non-science speak: the highest level of RF we see, which could be from the back the side or the front.
Mobile phone use and the development of tumors in the exposure area. Accordingly, Dr. Elisabeth Cardis from the International Agency for Research on Cancer - IARC, started organizing a study (the INTERPHONE) with the participation of 16 sites worldwide, in the purpose of assessing whether use of mobile phones is connected with an increased risk for developing brain tumors (benign and malignant), auditory nerve tumor and salivary gland tumors. The purpose of the cooperation was to reach a satisfactory sample size that could answer the question from the statistical aspect and also to establish a situation where the study represents enough subjects who have used the mobile phone over a relatively long period (at least 10 years). In Israel, the study was conducted by Dr. Siegal Sadetzki, Director of the Cancer Epidemiology and Radiation Unit at the Gertner Institute, Sheba Hospital.
A full featured desktop or wall mount corded telephone (no microwaves) combined with a special ultra low EMF headset. You get all the benefits of a normal telephone without putting yourself close to the strong magnetic fields associated with the handset, speakerphone, or phone base. The special headset cord is about 3 feet long and uses a plastic tube to carry the sound to your ear. Absolutely no electronics, wires or magnets are near your ear. Cord provides distance from telephone base and traditional handset, convenient mobility, and can be extended up to 15 feet with option extension cord, sold separately (see below). Tested and approved by Less EMF Inc., dramatic field reduction when the headset is used. Although pictured as white, our current stock is a black phone.
RF waves from cell phones have also been shown to produce “stress” proteins in human cells, according to research from Martin Blank, Ph.D., a special lecturer in the department of physiology and cellular biophysics at Columbia University and another signer of the recent letter to the WHO and U.N. “These proteins are used for protection,” Blank says. “The cell is saying that RF is bad for me and it has to do something about it.”
But scientists disagree on how real—or how serious—these risks really are, and studies have not established any definitive links between health problems and radiofrequency (RF) energy, the type of radiation emitted by cell phones. “This document is intended to provide guidance for people who want to reduce their own and their families’ exposure to RF energy from cell phones,” the guidelines state, “despite this uncertainty.”
Limit your (and your children’s) cell phone use. This is one of the most obvious ways to limit your exposure to RF waves from cell phones. You may want to use your cell phone only for shorter conversations, or use it only when a conventional phone is not available. Parents who are concerned about their children’s exposure can limit how much time they spend on the phone.
(Some common flaws in these studies: The summaries of the evidence weren’t comprehensive, the researchers often didn’t look at the quality of the studies they found, and they failed to do other simple things that would limit bias from creeping in. They also relied on case-control studies, a poor method to determine causality — more on that soon.) So we didn’t include these eight reviews in our analysis.
Read the “fine print” from the manufacturer’s instruction manual which tells users to put a distance between the phone and your head and body. These fine print warnings range from a few millimeters to almost an inch. The fine print warnings on other wireless devices (such as Wi-Fi routers, wireless printers, home cordless phone base stations and baby monitors) generally state the distance should be at least 20 cm, or about 8 inches. If people are closer than the manufacturer stated separation distance, then they can be exposed to RF levels that violate the US government FCC limits for this radiation.
As a result, stories about a single nuclear meltdown or possible link between cellphone radiation and cancer will be amplified much more than news about the nine people who probably died today in the US from distracted driving. “This possible health effect from radiation is pretty esoteric at this point. If there is anything there, it seems to me like it’s going to be very, very small,” says Kenneth R. Foster, a bioengineering professor at the University of Pennsylvania who has been investigating whether there are biological effects from radio waves since the 1970s. “Driving and texting, people get killed doing that — but it’s not a very exciting risk to worry about.”
So of course now that we understand that the cases are not tested and just the material--it makes sense! We measured power density levels all around the case-the shielding material most likely isn't used "all over" because then the phone couldn't receive signal and wouldn't be able to engage in a call. That's why we did not see even close to a 99% reduction when some cases were on the phone. In fact, watch the video and you'll see some readings are more than 20% higher with a case on vs the naked phone.
Laptop computers are best placed on a table at as much of an arm’s length away as possible to minimize radioactive contact. If you must use your laptop on your lap, you can purchase a laptop cooling pad which will add a bit of extra space between the device and your body. Even better are laptop cases specifically designed to shield against radiation.
EMF Academy is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. EMF Academy also participates in affiliate programs with Clickbank, ShareASale, and other sites. EMF Academy is compensated for referring traffic and business to these companies.
The frequency of radiofrequency electromagnetic radiation ranges from 30 kilohertz (30 kHz, or 30,000 Hz) to 300 gigahertz (300 GHz, or 300 billion Hz). Electromagnetic fields in the radiofrequency range are used for telecommunications applications, including cell phones, televisions, and radio transmissions. The human body absorbs energy from devices that emit radiofrequency electromagnetic radiation. The dose of the absorbed energy is estimated using a measure called the specific absorption rate (SAR), which is expressed in watts per kilogram of body weight. | <urn:uuid:f3a8a1f1-e128-4290-bcfa-3e3e426b856f> | CC-MAIN-2019-39 | https://mobilephoneradiationtoday.com/cell-phone-cases-that-shield-radiation-mobile-phone-radiation-distance.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573264.27/warc/CC-MAIN-20190918085827-20190918111827-00316.warc.gz | en | 0.952496 | 2,288 | 3.03125 | 3 |
Important uses of management accounting
The important uses of management accounting are briefly explained
1. Planning: The management can prepare the plan and execute the same for effective operation of business. In this context, various functional budgets are prepared and accounting information are rearranged in department wise, product wise, section wise and the like for proper planning.
2. Controlling: The actual performance of every business activity is measured and compared with the standard fixed or planned one. If the deviations are found that are controllable, the management can decide the course of action to exercise control. Both standard costing and budgetary control system are highly help the management in this aspect.
3. Service to Customers: Better and improved services by management to customers are assured by this system of accounting.
4. Organizing: The scope of authority and responsibility of key executives are properly defined and explained under management accounting system. Hence, everyone knows who is responsible for what and to whom? It helps for proper organizing the work in an organization.
5. Coordinating: It is the process of integrating the various work performed in an organization to achieve the objectives effectively. Thus, perfect coordination is required for among production, purchase, finance, personnel, sales and the like departments. This is achieved through preparing budgets and reports of performance.
6. Improvement of Efficiency: The management accounting system may eliminate various types of wastage, production, defectives and other work thereby the workers efficiency may be improved.
7. Motivating: It helps to maintain high degree of morale among the employees. The reports of business operation are periodically prepared and submitted before the top management periodically. Based on the report, the management can find out whom to demote or promote or to reward or penalize. In this way, the employees are motivated.
8. Communication: Two way communication is followed in an organization if management accounting system is followed. Modified accounting information and reports regarding performance are sent to top management for decision making. In another way, assignment of work and responsibilities over employees are communicated to lower level executives.
9. Regulation of Business Activities: Proper planning, organizing, coordination and motivation can bring systematic regularity in the business activities.
10. Maximization of Profit: There is a morale among the employees. Standards are fixed and measure the actual performance to find the deviations. If the causes for deviations are reasonable and controllable, proper action may be taken by the management. In this way, profit is maximized.
11. Reliability: The tools used in management accounting system are reliable. This procedure usually makes the data supplied to management accurate and reliable. | <urn:uuid:5b0e9dee-6501-4ff6-9c64-77ee71fe9bf6> | CC-MAIN-2016-44 | http://accountlearning.com/management-accounting-advantages-merits-uses-or-utility/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721141.89/warc/CC-MAIN-20161020183841-00295-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.935464 | 529 | 3.09375 | 3 |
You are sitting in your car and you see a flash from a lightning strike. The first thing you notice is that there were many other branches that flashed at the same time as the main strike. Next you notice that the main strike flickers or dims a few more times. The branches that you saw were actually the step leaders that were connected to the leader that made it to its target.
When the first strike occurs, current flows in an attempt to neutralize the charge separation. This requires that the current associated with the energy in the other step leaders also flows to the ground. The electrons in the other step leaders, being free to move, flow through the leader to the strike path. So when the strike occurs, the other step leaders are providing current and exhibiting the same heat flash characteristics of the actual strike path. After the original stroke occurs, it is usually followed by a series of secondary strikes. These strikes follow only the path of the main strike; the other step leaders do not participate in this discharge.
In nature, what we see is often not what we get, and this is definitely the case with the secondary strikes. It is very possible that the main strike can be followed by 30 to 40 secondary strikes. Depending on the time delay between the strikes, we may see what looks like one long-duration main strike, or a main strike followed by other flashes along the path of the main strike. These conditions are easy to understand if we realize that the secondary strike can occur while the flash from the main stroke is still visible. Obviously, this would cause a viewer to think that the main-stroke flash lasted longer than it actually did. By the same token, the secondary strikes may occur after the flash from the main strike ends, making it appear that the main strike is flickering.
Now you know the mechanics of a lightning strike. It's amazing to realize that all of the activity, from the time the ionization begins to the time of the strike, occurs in a fraction of a second. High-speed cameras used to take pictures of lightning have actually caught the positive streamers on film. If you would like to observe this phenomenon in a safe environment, build a Van de Graaff generator and run it in a dark room. As you approach the generator, your fingertips will begin to glow a purplish color like that of a step leader or positive streamer. | <urn:uuid:716d96fe-8288-4d74-96a7-4c822b2382dd> | CC-MAIN-2017-47 | https://science.howstuffworks.com/nature/natural-disasters/lightning5.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806309.83/warc/CC-MAIN-20171121002016-20171121022016-00047.warc.gz | en | 0.956893 | 483 | 3.609375 | 4 |
How Language Can Make You a Time Traveler
The words we speak might actually help us see the future. Here's how.
NOTE: This article discusses plot points from the movie Arrival. Spoilers ahead!
The language we speak can help us see the future.
That’s the premise of the alien language in the movie Arrival -- and it’s a big deal. Arrival is a movie where aliens arrive on Earth to talk to us. Unlike typical alien invasion movies that focus on explosions and punching, Arrival focuses on a linguistics professor teaching the aliens English while learning their language. What the professor learns is that speaking the alien language reshapes her brain to let her see into the future.
Amy Adams as linguist Louise Banks speaking to the aliens. Credit: Paramount Pictures.
Fictitious as that science sounds, language might really do that.
First, learning a language makes you smarter. As we’ve told you before, learning a language improves your brain’s executive functions. That means your ability to switch focus between tasks, recall memories, and solve problems gets better by learning a language. The reason why is the critical period hypothesis, where “children learn languages more easily because the plasticity of their developing brains lets them use both hemispheres in language acquisition, while in most adults language is lateralized to one hemisphere - usually the left,” according to educator Mia Nacamulli. Here’s a video of her explanation:
Credit: Mia Nacamulli, TED-Ed/YouTube
Second, Time isn’t really linear. In fact, according to neuroscientist David Eagleman, time is really just “your assessment of how long something took.” George Musser verifies that in Scientific American, writing “our minds construct the past, present, and future.” He continues, citing “memory researcher Endel Tulving, who called our ability to remember the past and to anticipate the future "mental time travel." He cites a 2007 study where participants were asked to remember something from their past and imagine a future scenario under an fMRI scan. The same areas of the brain lit up for both, meaning “that memory is essential to constructing scenarios for ourselves in the future,” reports Scientific American.
Time can also feel faster or slower depending on how we experience it. “When you’re in a life threatening situation, your brain writes down memory much more densely,” Eagleman told us. “Retrospectively, when you look at that [memory], you have so many details that you don't normally have that it seems as though it must have lasted a very long time.” He explained more about that in the studio:
Third, the language you speak shapes the culture around you. Or, as Discovery News puts it, “Language doesn’t determine how you think, but it can determine how you think about things.” That means “people from different cultures diverge according to “patterns of metaphor” within language,” as Phillip Perry explained for us. Namely, different cultures emphasize different aspects of experience through the words they choose to speak. For example, the cliché of Eskimos having many words for snow is rooted in a linguistic truth: native Americans who speak Inuit and Yupik languages use different words to describe snow depending on its location, texture, movement and other factors. English speakers take the opposite approach, using the word “snow” to describe a myriad of weather conditions, textures, and chemical states. In short, snow is not a singular concept to Inuit speakers the way it is to English speakers, MentalFloss explains. Defining snow with such specific language grants it multiple meanings, and those multiple meanings increase its significance within the culture of the people using the language.
Combine all of those factors and you’ve got a way of viewing the world that expands your brain, sees beyond the linear bounds of time, and recreates your culture. Just like in Arrival. It’s also a great way of understanding our relationship to time, as Ted Chiang, author of the story that inspired Arrival, told NPR "a good explanation is not just useful. It can also be beautiful."
Hopefully, this has been such an explanation.
Lumina Foundation is partnering with Big Think to unearth the next large-scale, rapid innovation in post-high school education. Enter the competition here!
Soon, parents may be able to prescribe music to their kids to help them focus.
- Instead of prescribing medications to kids with ADD or ADHD, Clark and his team at Brain.fm are looking to music as another option for treatment.
- Through a grant from the National Science Foundation, the company is developing music that features "neural-phase locking" — a combination of different principles that create specific characteristics in the brain, such as increased concentration or relaxation.
- As long as they're listening to the music, the neural phase-locking aspect of Brain.fm's tunes has the potential to keep people focused.
There are four main stages. Each has its own particular set of advancements and challenges.
Don't you wish you could predict your child's behavior with 100 percent accuracy? Any realistic parent knows it's an impossible daydream, but an appealing one nonetheless. Kids will always surprise you. There are so many factors that go into behavior, not to mention the fact that internal and external forces can sometimes make kids act out of character.
"I should be as happy as I'm ever going to be right now, but I'm not. Is this it?"
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The Yakovlev Yak-9 was a single-engine fighter aircraft used by the Soviet Union in World War II and after. Fundamentally a lighter development of the Yak-7 with the same armament, it arrived at the front at the end of 1942. The Yak-9 had a lowered rear fuselage decking and all-around vision canopy. Its lighter airframe gave the new fighter a flexibility that previous models had lacked.
The pilots who flew it regarded its performance as comparable to or better than that of the Messerschmitt Bf 109G and Focke-Wulf Fw 190A-3/A-4. The Yak-9 was the most mass-produced Soviet fighter of all time. It remained in production from 1942 to 1948, with 16,769 built (14,579 during the war). The Yak-9 was the first Soviet aircraft to shoot down a Messerschmitt Me 262 jet.
Following World War II it was used by the North Korean Air Force during the Korean War.
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Words as Weapons
By Gillan Ludlow
We hear them every day in our music. We hear them in our television shows and movies. We read them in magazines and books. But worst of all, we hear them roll off the tongues of neighbors and friends. They're so common that we tend to “not hear” them or we turn a blind eye. What is it 1914 and not 2014? Rumpelstiltskin fell backwards.
Racial slurs—considered offensive and even oppressive—are still used in the most casual way in today’s society. It doesn’t matter who says them. Regardless of race, age or ethnicity, it’s just wrong.
You could be walking down the street when you witness the most peculiar scene. A group of teens are laughing and smiling when all of a sudden you hear, “Shut the f* up n**ga.” Let’s hit pause for a moment while we think this over.
The “N-word” dates back pretty far. The English word originates from the Spanish/Portuguese version, negro, descending from the Latin adjective, niger, which means the color black. Most people associate today the “N-word” with 19th century slavery and oppression.Why use the word as a term of endearment when historically it was used to demean?
On a similar note, did you know that there are more than 100 slurs for Middle Easterners? And more than 50 slurs for Jewish people or people of Jewish descent? I have lost count of how many different slurs I have heard for Hispanics and Latin Americans.
According to an article published by The Seattle Times in 1993, linguistic experts agreed that the usage of racial slurs had decreased at one point in the '90s. But racial slurs resurfaced in public vernacular with a vengeance in the 2000s.
Fueled by hatred, ignorance or lack of compassion for others, these hurtful terms compartmentalize individuals. Why? The answer is simple; we can’t be bothered to look past their skin tone, ethnicity or religion.
It should be obvious to most that slurs are a sign of disrespect. We can’t build relationships with other people if we display signs of disrespect, even if we DO actually respect the individual. The use of racial slurs can convey distrust and instill hostility or fear.
It is naive of me to hope that we could all just stop using racial slurs for the sake of our children and future generations. But the first step society has to take is to understand. We need to understand the full impact that racial slurs have on an individual and the community as a whole.
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The bolded text below was underlined in the original transcript.
[July 8, 1907]
The Fifth Biennial of the National Association of Colored Women.
Tomorrow, (July 9th) the National Association of Colored Women will hold the opening meeting of its fifth Biennial in Detroit Michigan. If it were possible to enact a law compelling all the Doubting Thomases and the scoffers to attend this convention, force them attentively to listen to the proceedings and be open to conviction at one and the same time, the race problem would be much nearer a just solution at the end of the week than it is to day. It is safe to assert that a visit to this convention of Colored women would be a revelation to the average man (or woman) of the dominant race, no matter how hopeful of his dusky brother’s future he has been nor how little prejudice against Colored people he may have. In reporting the proceedings of the second Biennial which was held in Chicago light years ago, every daily in the city, great and small, republican and democrat, good, bad and indifferent fairly exhausted Webster’s Unabridged trying to express their surprise at the expedition with which the business was transacted, the knowledge of parliamentary law which many of the women displayed and the earnestness manifested by all. The press of Buffalo and St. Louis where the two succeeding meetings were held was equally emphatic and profuse in complimenting the women upon the wisdom with which they planned and the skill with which they had executed some of the work in which they are engaged.
And it is no wonder that there should be so much amazement at the progress made and the work accomplished by Colored women for the elevation of their race in the short space of 40 years. To use a though of the illustrious Frederick Douglass, if judged by the depths from which they have come rather than by the heights to which those blessed with centuries of opportunity have attained, Colored women need not hang their heads in shame. The reports which will be read at the approaching convention will show that there is scarcely a service which Colored women can render their race that they are not either actually performing or trying to perform. It requires but a glance at the subjects which will be discussed to see how keenly alive Colored women are to the needs of their race in its efforts to develop along mental, moral and material lines. Even the most skeptical would be obliged to admit that Colored women are decidedly fertile in resources, if he could hear the various ways and means suggested by the delegates of the convention, when they discuss methods of accomplishing the work which they are trying to do.
Among the 30,000 members of the National Association are some of the most intelligent and useful Colored women in the United States. The president, who is instructor in English in Lincoln Institute, Jefferson City, Mo. was the first Colored Woman ever graduated from the Normal School of Newport, R.I. The Vice-President was graduated from Fisk University, one of the finest institutions for the higher education of Colored youth in the South. The Chairman of the Executive Committee graduated from the Normal School of Cleveland Ohio and taught in the white schools of that city several years. The Recording Secretary is teaching at the present time in the white schools of New Bedford Mass. and is as energetic and capable a woman as can be found in a day’s march. The chairman of the ways and Means Committee was appointed several years ago by the Woman’s Christian Temperance Union Superintendent of work among Colored people and has rendered excellent service in that cause. The work accomplished by out Corresponding Secretary, Miss Cornelia Bowen deserves special mention.
A few years ago single handed and alone she started out to found a school for the Colored people of Waugh Alabama, which is in the heart of the black belt of that State. By herculean efforts, rare self sacrifice, prodigious energy and unceasing industry she has succeeded in establishing an institution which is a veritable oasis of instruction in a desert of ignorance in which the neglected Colored people of that section are forced to live. The treasurer who is a teacher in Lincoln Institute, Jefferson City, Mo. the National Organizer, who is a successful business woman in Chicago, one of the assistant secretaries who is a teacher in a southern school and the other who has literally been a help meet to her husband who edits one of the best papers published by the race in addition to engaging in charitable work in Louisville Kentucky where she lives each and every one of these officers has rendered valiant and valuable service to the Association ever since they entered upon the discharge of their duties.
Although the National Association of Colored Women is deeply interested in every subject which vitally concerns the welfare of the race, nothing lies nearer the hearts of its members than the children. The more unfavorable the environment of children, the more necessary is it that steps be taken to counteract baleful influences upon innocent victims. How imperative is it then that as Colored women we inculcate correct principles and set good examples for our own youth whose little feet will have so many thorny paths of injustice and temptation to tread. From the first, streuous efforts have been made to found kindergartens, particularly for the little waifs and strays whose better natures are throttled and whose noble impulses are crushed by the very atmosphere which they breathe. During the Biennial which will meet in Detroit, therefore, many reports will be read by delegates from organizations which during the ten years of the Association’s existence have established kindergartens. When one considers how small a portion of this world’s goods, the average Colored woman possesses, how little leisure she has for work outside of her own home and how few are the pennies she can afford to give to charity, he cannot help being surprised, when he learns how many kindergartens have been established and are being maintained by Colored women.
Reports from the Day Nurseries which have been founded will also occupy some of the time of the sessions. For obvious reasons there is a crying need of this particular charity among Colored women. Thousands of our wage-earning mothers with large families almost entirely dependent upon them for support are obliged to leave their infants all day entrusted to the tender mercy of some good-natured neighbor who promises much, but who does little or confided to the care of young brothers and sisters who do not know how to attend to them properly. Many small children of wage-earning Colored women are locked alone in a room all day, while the mother goes out to work. When one thinks of the slaughter of the innocents which is occurring with pitiless persistency every day and the hundreds who are either maimed for life or rendered imbecile by the neglect and cruel treatment received during their helpless infancy, it is evident that by establishing Day Nurseries Colored women will render one of the greatest services possible to humanity and the their race.
A few years ago the Phyllis Wheatley Club of New Orleans established a sanatorium with a training school for nurses which has given such indisputable proof of its utility and necessity that the municipal government of that southern city has appropriated annually several hundred dollars toward its support. During the yellow fever epidemic which occurred in New Orleans several years ago the nurses from this training school rendered such invaluable service to the stricken city and established such an excellent reputation for themselves that the young women who have since completed the course have no difficulty whatsoever in securing positions in the best families. Scattered all over the country are charitable institutions which have been founded or maintained by Colored women. Just how many it is impossible to state, since there is such a lamentable dearth of statistics on this subject. For this reason the National Association is trying to secure all the data possible bearing on this phase of our work.
In the convention at Detroit nothing will be more interesting than the reports of Mothers Clubs, for some of the strongest women in the organization are doing everything in their power to enlighten their less favored and more ignorant sisters upon their duties in the home. If the women of the dominant race with all the centuries of education, culture and refinement back of them, with all the wealth of opportunity ever present with them feel the need of a Mother’s Congress that they may be enlightened upon the best methods of rearing their children and conducting their homes, how much more do our women from whom the shack [shackles?] of slavery have but yesterday fallen need information on the same vital subjects. And so the National Association is working with might and main to establish Mothers Congresses in every village and town in which our women may be reached.
Perhaps nothing affords stronger and more convincing proof of the need and the possibilities of the National Association than the reports read by the delegates from the South. To our poor benighted sisters who are living on the plantation almost beyond the pale of civilixation we have gone and have been a light unto their darkness and a comfort to them in their wretchedness at one and the same time. We have taught them the A.B.C. of living by showing them how to make their hovels more habitable and decent with the small means at their command and how to care for themselves and their children more in accordance with the rules of health. By some of our clubs object lessons are given upon the best way to sweep, dust, cook, wash and iron. How to clothe children neatly, how to make and especially how to mend their garments, what food is the most nutritious for the price charged- these and other lessons in household economics the National Association through its intelligent, consecrated members are trying to teach.
Against the one room cabin we have inaugurated a vigorous crusade. When large families of men, women and children are all thrown promiscuously together in a single room, a condition of things common among our poor all over the land, there is little hope of inculcating morality and modesty. And yet, in spite of this environment which is so destructive of virtue, in spite of the fateful heritage of slavery and though the safe guards usually thrown around maidenly youth and innocence are in that section of the country where the majority of Colored girls live entirely withheld from them/ statistics compiled by men who would not falsify in their favor show that immorality among the Colored women of the United States is not so great as among women similarly situated in at least five foreign lands. Creating a healthful , wholesome public sentiment in every community to which it can extend its influence is believed by the National Association to be one of the greatest services we can render the race. The duty of setting a high moral standard and living up to it devolves upon Colored women in a peculiar way. False accusations and malicious slanders are continually being circulated against Colored women both by the press and by the direct descendants of those who in years past were responsible for the moral degradation of their female slaves. While these foul aspersions upon the character of Colored women have in many instances no foundation in fact, we know they can do us a great deal of harm, if those who represent the intelligence an virtue of the race do not both in private and public life avoid even the appearance of evil.
In every way possible the National Association of Colored Women is calling the attention of the country to the barbarity of the Convict Lease System, of which Colored prisoners, particularly the women are the principle victims, with the hope that the conscience of the nation may be touched and this foul stain upon its escutcheon be forever removed.
Affiliated with the Association is the North Eastern Federation which held its ninth annual convention in Boston last October at which there were delegates from 63 clubs. The work accomplished by northern Colored women tells as much for the progress of the race as that done by their sisters in the southern federation. Both together wield a tremendous influence for good.
In addition to the discussions of a practical nature papers will be presented by women who belong to clubs formed for the improvement of the individual, such as the literary and musical clubs which have joined the Association. The work of the Association is divided into departments with a superintnedent at the head of each. It is safe to predict that the contributions made by the Superintendent of Mothers Clubs, of the Professional Women’s Clubs, of Suffrage, and of Music will add much to the success of the convention.
At present the National Association of Colored Women is represented by clubs in 36 states as well as in the two territories, [Indiana] and Oklahoma which have recently been received into the sisterhood of states.
Not only have many of the states organized into federations, but in some of the large cities, such as St. Louis, Cleveland, Chicago, Kansas City and elsewhere City Federations Have been formed.
In short the members of the National Association of Colored Women have proved by deeds as well as by words their genuine interest in the work of elevating their handicapped and struggling race and their determination to promote its welfare in every way they can. Carefully and conscientiously they are studying the questions which affect their race most deeply and directly. Against the abuses which degrade and dishearten us we intend to agitate, with such force of logic and intensity of soul that those who oppress us will either be converted to principles of justice and humanity or be ashamed openly to violate both human and divine law.
Lifting as we climb, onward and upward we go, struggling and striving and hoping that the buds and blossoms of our desires will burst into fruition ere long. With courage born of success achieved in the past we look forward to the future large with promise and hope.
Mary Church Terrell
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According to traditional settings and history, the man usually stands as the breadwinners of the family. He works hard to earn money in order to support his family from outside work. The woman on the other hand is the caretaker of the family. She stays at home to take care of household chores, take care of the children, and to support the men. However, in modern times, there is a split in gender roles as more women are increasingly becoming breadwinners of their families, providing the majority of household income and needs. Gender roles grow closer by the day as we now have more and more stay-at-home dads taking care of the children while their wives go to work.
Every society has a mechanism that allows for variations in the gender roles or sexuality of their members. This allows males to perform female chore while the men perform masculine chores. In the olden tradition, this was berdache, where a male who did not have strengths, skills and expertise equaled to his fellow male counterparts played the female gender roles while the strong men went to work. In modern societies, there is little or no emphasis on genders roles. In fact, they advocate for empowerment of women and education of the girl child. Hence the slogan, what a man can do a woman can do better. This shows just how open the society is to free participation of gender roles for both sexes. Men can work in jobs that were traditionally feminists, such as hairdressing and beauty therapy, while the women can also perform functions that traditionally were for the men, e.g. leadership and administration. Both sexes are equal and can perform each other’s roles as competently as possible (Fausto-Sterling 19).
The success of this development angles around the various feminists movements that took place across the world championing for the equal rights of women within the society. In fact, governments and other ruling | <urn:uuid:4b619598-03ee-486b-9a53-8a40fbd12b8c> | CC-MAIN-2017-51 | https://studentshare.net/english/744846-problem-in-your-local-community | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948618633.95/warc/CC-MAIN-20171218161254-20171218183254-00008.warc.gz | en | 0.979322 | 387 | 3.828125 | 4 |
Relationship between Circumference and Area
Date: 11/08/2007 at 09:41:13 From: Channel Subject: shortcut between area and circumference and back Hello, My daughter (grade 6) asked me to find a shortcut for converting from Area to Circumference and back. It seems to me that if you have a round ordinary circle and know the area then radius is a component of that number. I know just enough to be dangerous and she was curious (hooray) so we set about it. Most confusing is that it seems intuitive that there should be a relationship between the two that could be easily defined in an elegant equation without resorting to radius. Also frustrating, I'm questioning my math; algebra, order of operations, canceling terms and such. We calculated circumference and area from 1 - 20 in a spreadsheet to test our theories against. I looked for patterns and found that: Circumference increases at a rate of 6.28 per unit of radius. Area increases at an increasing rate of which 6.28 is a component. I found that A=1/2C*R and C=A/r*2 (not helpful because one needs the radius to solve. My daughter went this way: A = Pi * r * r C = 2 * Pi * r so A/r = Pi * r C/2 = Pi * r so A/r = C/2 Also not helpful because radius is required. I realized that there's an extra squared in the Area formula that we don't use for calculation only for presentation so I thought that might be my problem. The result of A = Pi r r is a number like 3.14 if the radius is 1. However, my answer to the area question for this circle has to be 3.14 cm^2 ... Still haven't figured out how this fits in.
Date: 11/08/2007 at 09:59:43 From: Doctor Ian Subject: Re: shortcut between area and circumference and back Hi Channel, >My daughter (grade 6) asked me to find a shortcut for converting >from Area to Circumference and back. Nice! She's thinking like a mathematician. Why keep solving special cases of the same problem over and over, if you can just solve the general case one time and be done with it? >It seems to me that if you have a round ordinary circle and know the >area then radius is a component of that number. I know just enough >to be dangerous and she was curious (hooray) so we set about it. Good for you. In the long run, she'll probably learn more from your willingness to jump in and play around and look for the answer, than from actually finding the answer itself. It's that kind of playing around that kids are supposed to be learning in their math classes, but it hardly ever works out that way. >Most confusing is that it seems intuitive that there should be a >relationship between the two that could be easily defined in an >elegant equation without resorting to radius. That's a good intuition. >We calculated circumference and area from 1 - 20 in a spreadsheet >to test our theories against. I looked for patterns and found that: >Circumference increases at a rate of 6.28 per unit of radius. And 6.28 is about twice pi. Interesting. >Area increases at an increasing rate of which 6.28 is a component. Again, interesting. >I found that A=1/2C*R and C=A/r*2 (not helpful because one needs the >radius to solve. It might be more helpful than you think. But let's set that aside for now. >My daughter went this way: > >A = Pi * r * r >C = 2 * Pi * r >so >A/r = Pi * r >C/2 = Pi * r >so >A/r = C/2 > >Also not helpful because radius is required. Again, it might be more helpful than you think. Let's go back to where your daughter started: A = pi * r * r C = 2 * pi * r But before we start pushing symbols around, let's think about what we'd like to end up with. We want a formula where we can input an area and get a circumference, or input a circumference and get an area, right? That is, we want an equation that contains ONLY an area and a circumference, with no mention of the radius. Suppose, then, that we solve the first equation FOR the radius: A = pi * r^2 A/pi = r^2 sqrt(A/pi) = r And suppose we solve the second equation, also FOR the radius: C = 2 * pi * r C/(2*pi) = r Now we have two expressions equal to r, neither of which involves r itself. Which is almost what we want. To get what we DO want, we just set those expressions equal to each other: r = r C/(2*pi) = sqrt(A/pi) And this is what we were looking for: an equation that relates A and C directly, with no mention of r. Of course, it's kind of ugly, with that square root in there. So we can square both sides, to get C^2 A ------ = -- 4*pi^2 pi which looks a little better. If we cross-multiply, we get C^2 * pi = 4 * A * pi * pi and since multiplying by pi on both sides doesn't accomplish anything, we can cancel that: C^2 = 4 * A * pi This makes sense, that C would have to be squared, since C is going to have units of length, while A will have units of area, or length^2. Of course, we'll want to check it, with some simple cases, to make sure we haven't made some careless error. If a circle has a radius of 1, it has an area of A = pi * 1^2 = pi and a circumference of C = 2 * pi * 1 = 2*pi So let's substitute those into our equation: C^2 = 4 * A * pi (2*pi)^2 = 4 * pi * pi 4 * pi^2 = 4 * pi^2 So that works, at least for one case. I'll leave it to you to try some others. Note that this doesn't PROVE anything! We might just get lucky (or unlucky!) in choosing just some cases that happen to work. But it's a good way to get some confidence that we're right. All of which is to say, you were really on the right track, but just missing the insight that the way to 'get rid' of r was to solve for it! Does this help? - Doctor Ian, The Math Forum http://mathforum.org/dr.math/
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A Conversation for The Development of the Western Alphabet
And Introducing... A Leg Started conversation Apr 8, 2004
It's quite interesting, the secret influence the runes have had on our language.
Consider the TV series Dalziel and Pascoe. Dalziel is pronounced Dee-el. Equally, there's a British politician called Menzies Campbell -- Menzies being pronounced as something like 'Mengyies'
How can Z have picked up such an odd sound? The link has to be the 'rune' (not a true rune, it was an Anglo-Saxon invention) called yogh, which looked a bit like a 3 with the bottom as a tail -- in other words a joined-up Z.
Also, if you look at some old documents, you might find phrases like 'His fader surrenthered', meaning 'His father surrendered'. So how did the th and the d swap places?
The answer is eth, a rune that looked like a d, but which was crossed like a t if you see what I mean, and made the soft 'th' sound like in 'breath' (as opposed to the hard 'th' in 'that', which was thorn's job.) Actually, eth was probably a close relative of d as its capital was D with a line through the back.
I try to put runes into my writing whenever I can.
bjoose Posted Apr 11, 2004
also pertaining to runes... The eldar futhark alphabet was originally 24 characters long, three sets of eight. A further eight, at least I think it was only eight, letters were introduced as a way of writing down foreign sounds that weren't originally part of their language. Just for anyone interested.
Key: Complain about this post | <urn:uuid:37574c25-5271-46a4-94a7-3726c0734ea8> | CC-MAIN-2015-27 | http://www.h2g2.com/approved_entry/A2451890/conversation/view/F1775531/T406149 | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375099361.57/warc/CC-MAIN-20150627031819-00119-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.98143 | 367 | 2.84375 | 3 |
I look at the Book of Ether as reconciling the DNA issues of our day - once we move past the former assumptions of the early saints (including the leaders). The record states quite clearly that the Nephites were religious separatists by nature, so it's perfectly reasonable to assume that the Lamanites outnumbered them so heavily (despite disproportionate death in warfare) because the Lamanites assimilated some of the remnants of the Jaredite nation that didn't die in the great battle that destroyed the nation itself. That assimilation could even have been of a more numerous people (like the Nephites and the Mulekites), if the Jaredites lacked social cohesion and wanted social stability they had lost. In fact, I think that is the most logical conclusion, since even AFTER the Nephites assimilated the Mulekites the Lamanites STILL outnumbered them substantially.
There's no reason to demand that they all were wiped out in that battle (Coriantumr's claim notwithstanding) - that the Jaredites were any different than the Nephites (or any other hyperbolic historical description of total annihilation) in that regard. Many could have fled and refused to gather, joining a separate civilization instead. The Nephites certainly wouldn't have distinguished them as anything other than "Lamanites" in their records - since "Lamanites" meant "anybody not with us" right from the start.
Therefore, the "Lamanites" (as defined expansively by the Nephites themselves) not only would have outnumbered the Nephites, but they easily could have been primarily of Jaredite descent - and the description of the Jaredites leads me to believe they originated in the Upper East Asian steppes. (Hugh Nibley also reached this conclusion in "The World of the Jaredites".) If that is true, the "Lamanites" would have been primarily of Asian descent quite quickly in their existence, which the current DNA research indicates is the best possibility. | <urn:uuid:7b2c3de5-8834-468d-ba58-e4bae10fe720> | CC-MAIN-2015-32 | http://thingsofmysoul.blogspot.com/2011/03/book-of-mormon-actually-supports-latest.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042981525.10/warc/CC-MAIN-20150728002301-00175-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.972795 | 403 | 2.5625 | 3 |
Testing effectiveness of biotechnologically produced AMF on a wide range of crops
For many reasons, we believe that biotechnologically produced AMF inoculum offers the best opportunity for success and also safety to the farmer. This is because of the lack of unwanted microorganisms and because the concentration of the product means that transport costs are small. But such AMF products are grown in the lab rather than in a natural situation. We have/are testing whether biotechnologically produced AMF really work in the field on a wide variety of crops and a wide variety of different soils in Colombia including potato, Physalis, cassava, oil palm and rice. We are not funded directly by grants or private companies for this part of our work and we rely heavily on the good will of small farmers and large companies to conduct this work. See the animation to the right about how AMF can help maintain potato yields while greatly reducing phosphate fertilizer applications …
Cassava for food security and sustainability in Colombia
Read the overview below or for specific details on projects click on one of the following links:
- The effectiveness of genetically different AMF on cassava in Los Llanos (with National University of Colombia and Universidad de la Salle, Utopía Campus)
- The population dynamics of introduced AMF inoculum and interactions with the native AMF community
- An evolutionary approach to finding more effective AMF: Getting AMF from wild cassava in the Amazon
Overview: The Eastern Plains region of Colombia is a large tract of tropical savannah covering approximately 17% of the Colombian land mass. It is an agriculturally poor region where current agricultural practices of cattle ranching are associated with poor soil fertility and low productivity. In the last few years, large rural post-conflict regions with considerable socio-economic problems have come under immediate administrative control of the Colombian government. The Eastern Plains (Los Llanos) is one of the largest post-conflict regions. In Colombia, agriculture represents a very important part of the economy. In an attempt to economically stabilize the region the government has developed a regional plan for the Eastern Plains. This includes, where possible, converting pasture land into cropping systems that provide food security for the growing Colombian population and reducing poverty in the region.
Cassava is the key crop in the regional plan for economic development and stability. However, cassava is a plant that is almost completely dependent on a symbiosis with arbuscular mycorrhizal fungi (AMF) to efficiently obtain nutrients and grow. AMF have already been shown to greatly enhance cassava yields in the field, even when added to soil that already contains AMF. They also allow farmers to reduce fertilizer inputs and use much cheaper sources of phosphate. However, to realistically use AMF to increase cassava yields and make cassava cropping more profitable, it is necessary to inoculate with native AMF in a sterile based carrier, with low transport costs. Our project seeks to isolate native AMF from soils in the eastern plains and from the roots of cassava in native undisturbed populations, screen them for effectiveness in increasing cassava yields and then put some of the most effective ones into a clean sterile culture system on artificial media for mass production. These AMF isolates will be used as inocula in field trials. Because cassava is so mycorrhiza-dependent, we also propose to screen the genetic diversity of cassava for mycorrhizal responsiveness, which has never been undertaken in international cassava breeding programs.
Dissemination of results: The results of the project will be disseminated within the framework of the socio-economic plan for the region developed by the National University of Colombia’s Institute for Studies in Orinoquia. The information will be disseminated to agronomists, farmers and land-owners in the region. Dissemination of information will be conducted with CLAYUCA; which is a Colombian based organisation for helping transfer of technology to cassava growers in the whole of latin America and the Caribbean.
The project seeks to help reduce improper land-use in a very large region, increase food and food security for the expanding Colombian population and reduce poverty and help to promote peace through economic stability in this post-conflict region. The project respects all the Swiss Agency for Development and Cooperation’s and the Swiss National Science Foundation’s expectations regarding gender balance, the “do no harm” ethics principles and is respectful of the environment and indigenous peoples (see ethical statement for more details). | <urn:uuid:8de7ead3-3372-4ceb-be72-f4856a232577> | CC-MAIN-2018-09 | http://people.unil.ch/iansanders/our-work-in-colombia/currently-running-projects/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814300.52/warc/CC-MAIN-20180222235935-20180223015935-00759.warc.gz | en | 0.930069 | 927 | 2.765625 | 3 |
Data from: Without management interventions, endemic wet-sclerophyll forest is transitioning to rainforest in World Heritage listed K’gari (Fraser Island), Australia
Krishnan, Vithya et al. (2019), Data from: Without management interventions, endemic wet-sclerophyll forest is transitioning to rainforest in World Heritage listed K’gari (Fraser Island), Australia, Dryad, Dataset, https://doi.org/10.5061/dryad.p0h2678
Wet-sclerophyll forests are unique ecosystems that can transition to dry-sclerophyll forests or to rainforests. Understanding of the dynamics of these forests for conservation is limited. We evaluated the long-term succession of wet-sclerophyll forest on World Heritage listed K’gari (Fraser Island)the world’s largest sand island. We recorded the presence and growth of tree species in three 0.4 hectare plots that had been subjected to selective logging, fire, and cyclone disturbance over 65 years, from 1952 to 2017. Irrespective of disturbance regimes, which varied between plots, rainforest trees recruited at much faster rates than the dominant wet-sclerophyll forest trees, narrowly endemic species Syncarpia hillii and more common Lophostemon confertus. Syncarpia hillii did not recruit at the plot with the least disturbance and recruited only in low numbers at plots with more prominent disturbance regimes in the 10 cm at breast height size. Lophostemon confertus recruited at all plots but in much lower numbers than rainforest trees. Only five L. confertus were detected in the smallest size class (< 10 cm diameter) in the 2017 survey. Overall, we find evidence that more pronounced disturbance regimes than those that have occurred over the past 65 years may be required to conserve this wet-sclerophyll forest, as without intervention, transition to rainforest is a likely trajectory. Fire and other management tools should therefore be explored, in collaboration with Indigenous landowners, to ensure conservation of this wet-sclerophyll forest. | <urn:uuid:86eb0f7b-4621-4d0a-9b4d-bb19f87e4465> | CC-MAIN-2022-21 | https://datadryad.org:443/stash/dataset/doi:10.5061/dryad.p0h2678 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662529658.48/warc/CC-MAIN-20220519172853-20220519202853-00394.warc.gz | en | 0.907156 | 448 | 3.53125 | 4 |
Recovery From Weakness After a Workout
Participating in an exercise program is essential to optimal health and wellness. However, the energy expenditure that is required to challenge the body when performing workouts may lead to fatigue and weakness that can be quite bothersome. Understanding the keys to post-workout recovery, which include rehydration, refueling and rest, can help fitness participants recover quickly and avoid long periods of feeling weak.
Rehydration: Using Water to Recover
Exercise can raise the core body temperature above normal limits. As muscles contract, heat is generated, which stimulates the sweat glands to produce sweat. This mechanism allows the body to self-regulate its temperature. After an exercise session, plan on drinking at least two glasses of water to maintain adequate hydration. For sessions that are lengthy or produce copious amounts of sweat, consider drinking an energy drink that is formulated to not only replenish hydration, but also electrolyte levels.
Refueling: Nutrition for the Body and Mind
Eating before an exercise session can enhance energy levels and provide enough stamina to work out longer and with more effort. Eating after a workout can also have positive benefits. Energy that has been used during the session can be replenished by restocking glycogen stores. In addition, cell growth and repair can also be enhanced post-workout by choosing foods that are nutrient dense, such as apples, bananas and even chocolate milk, which adds a bit of protein as well.
Rest: Taking Time Out for Recovery
The energy required for an adequate workout leaves muscles tired and possibly even sore. Allowing enough time between exercise sessions for muscles to rejuvenate and the body to regain energy stores will reduce feelings of muscle fatigue and weakness. For weightlifting workouts, consider rotating the muscles used throughout the week to increase recovery time. Fitness routines that include aerobic exercise should be varied to avoid fatigue and allow for adequate rest.
Revisit: Asking a Doctor for Help
Feeling tired or sore after a workout can be a sign of a great workout, but being overtired or so sore that the ability to accomplish day-to-day activities isn't possible warrants a trip to the doctor. Some medical conditions require altered exercise plans or exercise restrictions depending on the condition and the patient. If pain, fatigue or weakness from exercise is affecting a patient's ability to function normally, a physician should be consulted for advice or treatment for a potential medical condition.
- Polka Dot Images/Polka Dot/Getty Images | <urn:uuid:17031262-c541-48f8-9881-a71becaca2c0> | CC-MAIN-2019-09 | https://healthyliving.azcentral.com/recovery-weakness-after-workout-4897.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00440.warc.gz | en | 0.948664 | 509 | 2.609375 | 3 |
Location: Evergreen Cemetery, 2060 Commonwealth Avenue, Brighton
Coordinates: 42°20’18.8″N 71°09’43.6″W
Date dedicated: July 26, 1866
Architect/contractor/sculptor: George F. Meacham, architect
Number of names: 15 who died in the war
During the Civil War, Brighton was an independent town, not annexed to Boston until 1874. Brighton’s monument is among the oldest in the Commonwealth (about nine other monuments were dedicated in Massachusetts in the year after the war). Its primary inscription reads, “In Grateful Remembrance to the Patriotic and Brave Volunteers of Brighton Whose Lives Were Sacrificed to Liberty and the Union during the Great Rebellion.” The civil engineer and architect who designed the monument, George F. Meacham, is best known as the designer of the Boston Public Garden. He also designed numerous Boston area mansions, public buildings, and at least two other Civil War monuments: Waltham and Fairhaven.
During the procession, Brighton’s Civil War veterans marched with arm-bands of black crepe and holding springs of evergreen. The sprigs were deposited at the base of the monument as they passed (that particular ritual stands out as distinctive among these many ceremonies).
Rev. Frederick Whitney, former pastor of the First Church in Brighton, gave the keynote address. He compared the monument to ancient mausoleums but praised the fact that it was not a monument to any king but to freedom. “Freedom…” he said, “was necessarily involved in every worthy issue of that war.” It took only a few months, Whitney asserted, for newly enlisted soldiers to understand “the purpose of the rebels…and to learn how slavery was at the bottom of the whole strife.” His emancipationist tone is not uncommon for early dedication ceremonies just in the wake of the war. That tone was typically replaced in subsequent decades by more general expressions of patriotism and honor.
“Brighton Soldiers’ Monument,” Boston Post, July 30, 1866, 1.
Frederick Augustus Whitney, “An oration delivered at the dedication of the soldiers’ monument,” (Boston: S. Chism, 1866), 39. | <urn:uuid:95141382-9ca3-4cad-837d-5845f6e3ecb1> | CC-MAIN-2020-24 | https://macivilwarmonuments.com/2019/04/15/brighton/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347428990.62/warc/CC-MAIN-20200603015534-20200603045534-00326.warc.gz | en | 0.954821 | 483 | 3.265625 | 3 |
from The American Heritage® Dictionary of the English Language, 4th Edition
- n. A parasite, such as a tapeworm, that lives within another organism.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. A parasite that lives inside the body of an organism, such as a tapeworm.
from the GNU version of the Collaborative International Dictionary of English
- n. Any parasite which lives in the internal organs of an animal, as the tapeworms, Trichina, etc.; -- opposed to
ectoparasite. See entozoön.
from The Century Dictionary and Cyclopedia
- n. An internal parasite; a parasite which lives in the internal parts or organs of the host, as distinguished from an ectoparasite, which infests the skin or surface. The entozoans are of this character. The term has no classificatory meaning.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- n. any of various parasites that live in the internal organs of animals (especially intestinal worms)
Sorry, no etymologies found.
By the way, we asked if an endoparasite book is planned, but it is not.
This means that vitamins and chewing toys must be eliminated and that flavored medications such as certain ecto/endoparasite preventatives should be replaced by other, equally effective non-flavored preparations.
We believe this is a Sheep Bot Fly Larva, an endoparasite. | <urn:uuid:fe40e2c9-8e3f-4a55-81a0-e389f332340e> | CC-MAIN-2016-44 | https://www.wordnik.com/words/endoparasite | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719027.25/warc/CC-MAIN-20161020183839-00008-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.845269 | 327 | 3.0625 | 3 |
Most cancer patients lose weight because they do not eat as much as their body needs during treatment to rebuild normal tissue because of tumor, the effects of surgery, radiation, or chemotherapy. When you eat less, your body uses its own stored fat, protein, and other nutrients for energy. Not enough food intake and nutrition intake may cause these problems:
- Loss of lean muscle mass
- Increased susceptibility to infection
- Delayed wound healing
- Lowered tolerance to therapy
- Fatigue and lack of energy
Therefore, you will need to evaluate or have your intake evaluated by a dietitian to determine the adequacy of your calorie, protein, and nutrient intake.
Suggestions to Minimize Weight Loss; Ensure Good Nutrition
- Take advantage of your up times by eating more when you feel well. You may want to prepare meals you can freeze for days when you don't feel like preparing anything.
- Concentrate on the foods that appeal to you and avoid those that don’t.
- Try to eat breakfast. Many cancer patients feel better earlier in the day, and can tolerate a meal when they feel rested.
- Increase the number of times you choose to eat. Small frequent meals are especially helpful if a large meal is unappealing or if you tend to fill up quickly.
- If red meat doesn't taste right, cook chicken, turkey or fish. You may tolerate cold meats better. Other substitutions that are good sources of protein are eggs, dairy products, peanut butter, and cheese.
- Cold foods or foods at room temperature often taste better.
- Salty or tart foods such as cranberry juice, orange juice, pickles, lemon juice and vinegar may enhance flavor.
- Avoid drinking liquids at meals. Limit your intake of non-nutritious beverages like coffee and tea, which add few nutrients but fill you up and reduce your appetite.
- To stimulate your appetite, concentrate on making your meals an enjoyable experience with an attractive setting, good company, varied eating places, and enjoyable music.
- Utilize prepared foods and side dishes sold at your local grocery store to minimize your cooking time and to conserve your energy.
- Stock your refrigerator and pantry with prepared or easy to prepare foods, and foods you are currently able to eat.
Increasing Protein and Calorie Intake
You should eat foods that are high in protein and calories because you may need more than normal amounts during illness, treatment, and recovery. Doctors and researchers have found that cancer patients who maintain their weight and eat well (diets high in protein and calories) during their treatment tolerate side effects of their therapy better.
Adding Protein to Your Diet
- Skim milk powder adds protein. Mix 2 tablespoons of dry skim milk powder per cup of milk (2 tablespoons = 3 grams protein); pour the fortified milk over cold cereal, blend it into hot cereal; add 2 tablespoons per cup of flour to breads or any baked products; add it to scrambled eggs, soups, gravies, ground meat products (meatballs, meatloaf, hamburger), casseroles or desserts.
- Whey protein is another option for adding protein to foods and beverages. The amount of protein may vary by brand.
- Consider using evaporated milk to mix into cream soup, on sauces, macaroni and cheese (2 tablespoons = 2 grams protein).
- Add milk or half-and-half instead of all water for making cereals, instant cocoa, puddings and canned soups or homemade soups or stews.
- Add diced or ground meat to soups and casseroles.
- Add grated cheese or chunks of cheese to sauces, vegetables, soups, salads, omelets and casseroles.
- Add tuna to your vegetable salad or pasta salad.
- Hard cook a few extra eggs for between-meal-eating, for egg salad sandwiches, or addition to vegetable, pasta or potato salad.
- Canned salmon and sardines can conveniently add to your protein intake at or between meals.
- Use peanut butter on crackers or celery, waffles or pancakes, muffins, hot breads and biscuits.
- Add chopped nuts to cereals, cakes, cookies, quick bread recipes, topping for ice- cream or pudding; mix with yogurt or cottage cheese.
Adding Calories to Your Diet
- Just one teaspoon of butter or vegetable oil adds 45 calories. Mix it into hot foods such as soups, vegetables, potatoes, cooked cereal and rice. Serve hot breads. When the butter melts, add more.
- Mayonnaise has 100 calories per tablespoon, almost twice as much as salad dressing (e.g., Miracle Whip®). Use it with salads, eggs and sandwiches.
- Use peanut butter, which has protein and calories (90 calories per tablespoon) to spread on apples, pears, bananas, or celery. Add it to a sandwich with jelly or cream cheese.
- Spread toast with butter, honey or jam. Add butter and cream cheese to bagels. • Butter, sour cream or yogurt can be used to add flavor and calories to cooked vegetables such as potatoes, beans, carrots or squash.
- Sour cream or yogurt is also good as dip for fresh vegetables. Sour cream can be added to gravies.
- Heavy cream (whipping cream) has about 60 calories per tablespoon and can be added to mashed potatoes, pies, fruit, pudding, hot chocolate, gelatin or other desserts.
- Nuts, dried fruits, buttered popcorn, crackers, cheese, granola, milk- shakes, ice cream and popsicles made from juice are good high calorie snacks.
- Add raisins, dates or chopped nuts with brown sugar to hot or cold cereal for a snack.
- Have an evening snack. Try such foods as sandwiches, peanut butter, cold pizza, cheese and crackers, milkshakes or hot chocolate. | <urn:uuid:3ec0a307-27a1-4474-a751-8a4487f69168> | CC-MAIN-2022-49 | https://www.roswellpark.org/nutrition/registered-dietitian-services/weight-loss | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710898.93/warc/CC-MAIN-20221202050510-20221202080510-00511.warc.gz | en | 0.922133 | 1,223 | 2.984375 | 3 |
A form of the technique has long been used in the oil-rich San Joaquin Valley, said Brown, 73, a Democrat who returned to office last year after two terms in the 1970s and 1980s. He said he’d be likely to permit more widespread fracturing if environmental consequences can be minimized.
Hydraulic fracturing, or fracking, frees trapped oil and gas by injecting water, chemicals and sand underground at high pressure. Environmental groups say fracking contaminates drinking water and pollutes the air. States including Ohio, Pennsylvania and North Dakota are weighing how to regulate and tax the products of hydraulic fracturing.
“I’m an optimist,” Brown said today at a conference near Santa Barbara. “I’m going to look at it. California is the fourth-largest oil-producing state, and we want to continue that.”
With an estimated 15 billion barrels of crude, the Monterey and Santos shale formations near Los Angeles and in the San Joaquin Valley are the richest U.S. shale prospects, according to the Energy Department in Washington.
California shale holds almost two-thirds of all the shale oil in the continental U.S., the department said in a 2011 report. That amount of crude would be enough to supply every refinery on the West Coast for 17 years, based on Energy Department figures.
Brown told reporters he wasn’t considering new taxes on fracking. The state may benefit from income taxes on people employed in the extraction industry and on corporate income, he said.
T. Boone Pickens, chairman and founder of BP Capital LLC in Dallas, said the environmental concerns associated with fracking have been overblown.
“He should get better acquainted with it,” Pickens said in an interview at the conference today, speaking of Brown. “Fracking is safe, the practices are good. There’s nothing wrong with it.”
California, with 12 percent of the U.S. population, consumed 8.5 percent of the nation’s energy in 2009, or 47th among states per person, according to Energy Department statistics. The state’s comparatively mild weather was one reason, according to the department website.
The Golden State generates more electricity from non- hydroelectric renewable energy sources such as geothermal, wind and solar power, than any other state, according to the website.
California was the first, and so far only, state to adopt an economy-wide program to auction allowances for emissions of greenhouse gases.
Bill Gates, speaking at the conference yesterday, suggested a national tax on carbon emissions. The co-founder of Microsoft Corp. (MSFT) said companies need more incentives to develop alternatives to fossil fuels.
California requires investor-owned utilities to generate 33 percent of their electricity from renewable sources by 2020. In 2010, the three major utilities -- PG&E Corp. (PCG), Edison International (EIX)’s Southern California Edison and San Diego Gas and Electric Co. -- generated 17 percent of power from such sources, according to the California Public Utilities Commission.
Brown, in a question to a panel yesterday, asked whether renewable sources would ever account for a “huge” slice of the U.S. energy market.
Tulsi R. Tanti, chairman and managing director of Suzlon Energy Ltd. (SUEL), a wind-turbine manufacturer based in Hadapsar, India, said it’s reasonable to expect 30 percent of U.S. energy from renewable sources by 2050.
“That will bring stability to the grid and the power infrastructure,” he said.
To contact the editor responsible for this story: Mark Tannenbaum at email@example.com | <urn:uuid:8d0784dc-5215-4c34-9516-76b378df5299> | CC-MAIN-2014-52 | http://www.bloomberg.com/news/2012-03-23/california-s-brown-says-he-will-consider-standards-for-fracking.html?cmpid=msnmoney | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802764752.1/warc/CC-MAIN-20141217075244-00005-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.937927 | 776 | 2.765625 | 3 |
Longleaf pine ecosystems are among the most threatened in the U.S., and managers across the southeast are prioritizing longleaf restoration. The conventional approach calls for removing hardwood trees such as oak.
“Hardwood reduction techniques are commonly deemed necessary for ecological restoration of longleaf pine ecosystems,” says U.S. Forest Service research ecologist Louise Loudermilk. “Hardwoods are presumed competitors with longleaf pine seedlings.”
Loudermilk recently led a study questioning this conventional wisdom. “We found that oaks can help longleaf pine seedlings survive,” says Loudermilk. “On dry sites, the presence of oak facilitates longleaf seedling survival, especially when the seedlings are less than 2 years old.” Loudermilk and her colleagues published their findings in the journal Ecosphere.
The scientists analyzed long-term data on young longleaf pine seedlings at Eglin Air Force Base in Florida. The base is home to large tracts of longleaf pine that escaped the widespread and intensive logging that occurred in the early 1900s. Longleaf pine trees dominate the canopy, and the midstory and understory is mostly made up of native oak trees.
The scientists studied longleaf pine seedling establishment and survival after 2 periods of prolific seed production, known as mast events. In longleaf pine, mast events occur every few years in complex and irregular cycles which are influenced by climate and other factors.
During a mast year, vast numbers of longleaf pine seeds are produced, and after a mast year, the number of seedlings skyrockets. However, many of those seedlings die. Loudermilk and her colleagues analyzed seedling establishment and survival for a 2 year period immediately after mast years that occurred in 1996 and 2011.
“The number of oaks in the midstory had a significant effect on longleaf pine seedlings,” says Loudermilk. “Longleaf seedlings growing in the presence of midstory oak trees had a much higher survival rate.” The protective effect was noticeable when there were as few as 17 oaks per acre, and when there were more midstory oaks – up to 560 per acre – they did not impede longleaf seedling establishment.
In order to determine how the oaks helped longleaf seedlings survive, Loudermilk and her colleagues measured moisture stress and environmental conditions. The military base is considered a dry sandhill habitat, and the scientists concluded that one of the ways oaks helped longleaf pine seedlings was by reducing moisture stress in hot and dry conditions.
“It’s true that longleaf pine needs plenty of sunlight to grow,” says Loudermilk. “However, we suspect that for seedlings on dry sites, the benefit of some shade – which reduces moisture stress – outweighs the demand for sunlight.” Newly established longleaf pine seedlings are susceptible to drought, although once established, they thrive in dry habitats.
“This phenomenon may explain how longleaf pine recovers in canopy openings,” says Loudermilk. Hardwoods grow quickly into the midstory in these openings, and without a mechanism such as facilitation, longleaf pines could not successfully re-establish in these areas. In essence, the oak midstory may provide the path back for longleaf pine establishment after large canopy disturbances.
The study is particularly relevant as the climate is expected to become warmer and drier. “We hope managers will consider oak facilitation in their management strategies,” says Loudermilk. “Oak facilitation on dry sites appears to be a missing and critical component to our understanding of longleaf pine restoration.”
For more information, email Louise Loudermilk at firstname.lastname@example.org. | <urn:uuid:0fb87d80-0de8-4222-ac4e-575d4fbc0793> | CC-MAIN-2021-31 | https://www.srs.fs.usda.gov/compass/2017/02/23/oaks-an-unrecognized-ally-in-longleaf-pine-restoration/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046150067.87/warc/CC-MAIN-20210724001211-20210724031211-00404.warc.gz | en | 0.966335 | 795 | 3.890625 | 4 |
The literature of ancient India deals with a great number of scientific questions. According to ancient Hindu-wisdom, the life of a human serves has been described in various ways such as the theme of Astronomy, Geometry, Phonetics, Metrics, Grammar, Medicine, Politics etc and the total goal is the :
Dharma (the complete collection of virtuous, religious works as a basis for Families, Civilrights, Codex of Behaviour, Dharmashastra, written by Manu).
Artha (material possessions, earthly well-being, Arthashastra, written by Kautilya).
Kama (love and all its associated pleasures of the senses, Kamasutra, written by Vatsyayana).
Dharma is obedience to the command of the Shastra or Holy Writ of the Hindus to do certain things, such as the performance of sacrifices, which are not generally done, because they do not belong to this world, and produce no visible effect and not to do other things such as eating meat, which is often done because it belongs to this world, and has visible effects. Dharma should be learnt from the Shruti (Holy Writ) and from those conversant with it.
Artha is the acquisition of arts, land, gold, cattle, wealth, equipages and friends. It is further, the protection of what is acquired, and the increase of what is protected. Artha should be learnt from the king`s officers and from merchants who may be versed in the ways of commerce. Artha should always be first practiced by the king for the livelihood of men is to be obtained from it only.
Kama Sensuous love, emotional feeling of attachment. In ancient Indian thought is recognized as the stimulus of action and personified as the god of erotic love. This is the enjoyment of appropriate objects by the five senses of hearing, feeling, seeing, tasting and smelling, assisted by the mind together with the soul. The ingredient in this is a peculiar contact between the organ of sense and its object, and the consciousness of pleasure which arises from that contact is called Kama. Kama is to be learnt from the Kama Sutra (aphorisms on love) and from the practice of citizens. When all the three, viz. Dharma, Artha and Kama, come together, the former is better than the one which follows it, i.e. Dharma is better than Artha, and Artha is better than Kama. Kama being the occupation of public women, they should prefer it to the other two, and these are exceptions to the general rule.
Moksha is freedom from birth and death. In Hinduism, liberation from the bondage of worldly action is based on detachment and freedom within oneself. The nearest English equivalent is salvation.
According to the Kamasutra, all of these aspects of the life of a human being, should be of equal importance, without any of these spheres taking precedence over the others. In order to attain a fulfilled and meaningful life, the striving after one goal shouldn`t hamper the striving after the others. Neglecting one of these areas leads to a diminished stability and to a dangerous imbalance in man. Practicing dharma, artha and kama makes it possible to lead a meaningful and joyous life in this world and the
Sexuality and Erotic are seen as being important, integrated elements of the human existence - the same as eating - and apart from serving the sensual pleasures , also help mankind to propagate , just as eating keeps the body alive. The sensual pleasures of erotic and sexuality not only serve to increase the joy of life and maintain psychological balance, but aid the further development of the mental-spiritual spheres. The senses are perceived as being a refinement of the physical on a higher plane of consciousness whereby, in conclusion, sexuality and erotic contain the secret of life within them.
The Origin of the Kamasutra
According to old Indian sources, the ten thousand chapters of the Kamasutra were announced by Prjapati, an abstract deity who, for a long time, was regarded as the god of creation.
Mahadeva (the High-Deity Shiva) compiled the ten thousand chapters which in turn were compressed into five hundred chapters by Shvetaketu, a teacher of philosophy and the son of Udalaka. The Kamasutra was transcribed by Vatsyayana in the form of Sutras written in Sanskrit, the ancient Indian tongue, which even today is a living, academic language.
Sutras are directives or memory-jogs for adepts, which because they take the form of short, maxims in prose, which are difficult to understand without a commentary. We are dealing here most probably with predecessor of the teaching-books , which was handed down by word of mouth.
The treatises of Shvetaketu on which the Kamasutra was based, have been lost.
The translations from the Sanskrit which we have today, refer to recognized commentaries made in later centuries. | <urn:uuid:08c459ed-f3d7-4bbe-9a42-67bca9d2de69> | CC-MAIN-2014-49 | http://www.lankanewspapers.com/news/2007/5/14979_space.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931010590.31/warc/CC-MAIN-20141125155650-00229-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.964455 | 1,043 | 3.40625 | 3 |
Kidney failure rates higher among First Nations diabetics, study says
A new study says First Nations adults who develop Type 2 diabetes do so more than a decade earlier than non-native people.
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A new study says First Nations adults who develop Type 2 diabetes do so more than a decade earlier than non-native people, and have double the risk of going on to develop kidney failure.
The study, which looked at Type 2 diabetes cases in Saskatchewan, found that the mean age for developing diabetes among First Nations people was 47.
The mean age at which non-aboriginal people develop Type 2 diabetes was 61 years old.
Diabetes and high blood pressure are common causes of kidney disease, which can lead to end-stage renal failure after years of progressive decline in kidney function.
The study’s authors say that because First Nations people develop diabetes at a younger age, they are more likely to get to the point where they develop renal failure.
They found that end-stage disease occurred in 2.4 per cent of First Nations people who had diabetes, compared to less than one per cent in non-aboriginal people with diabetes.
The study, which looked at 25 years worth of diabetes cases, was published in the Canadian Medical Association Journal.
The authors called the implications of their findings “sobering.”
“Among First Nations adults, Type 2 diabetes is increasingly occurring during younger decades of life. Among First Nations children, the prevalence of diabetes tripled between 1980 and 2005, and the offspring of these individuals are in turn experiencing an even higher risk of childhood Type 2 diabetes,” they said.
“Without substantial improvements in the prevention and treatment of this disease, this pattern will likely translate into increasing numbers of First Nations people with diabetes-related end-stage renal disease and possibly other chronic diabetic complications.”
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- Let 10,000 Syrian refugees settle in Canada: humanitarian groups | <urn:uuid:c7a5c5e1-7a35-4bad-b7f1-c32b1285e241> | CC-MAIN-2014-42 | http://www.thestar.com/life/health_wellness/2013/12/02/kidney_failure_rates_higher_among_first_nations_diabetics_study_says.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507446525.24/warc/CC-MAIN-20141017005726-00127-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.937546 | 501 | 2.71875 | 3 |
Golarion: A World of Potential
The planet Golarion orbits a yellow sun in the far reaches of the Material Plane. Third of eleven in orbit, this blue planet contains vast oceans and lush green lands, the perfect environment for countless cultures to thrive. Indeed, Golarion is the most populous planet in its solar system. Golarion’s crater-scarred moon, Somal, fills its night sky, and its nearest planetary neighbors, Castrovel the Green World and Akiton the Red Planet (second and fourth from the sun, respectively), are easily visible as colored stars.
Due to its innately hospitable and life-sustaining environment compared to other worlds, presumably the work of the gods, astronomers sometimes refer to Golarion as “the Child”. Astronomers on other planets, however, often refer to Golarion as “the Cage” in reference to its cosmic role as the prison of the mad god Rovagug, who lies bound at the world’s core
All Nations and Continents are still there in their full glory, though most will be edited to have a better economic flow; engaging settlements, cities, towns, clans, etc.; and make sense to sentient colonization. This also means that Golarion is bigger.
In AR 1300 there had emerged new lands to the world of Golarian shaped through the natural processes of the world and Rovagug’s own rage. Those worlds were blocked by a phenomena known as the Deep Pillars.
The Three continents had their Deep Pillars removed in the following order
Braxtil – 2300 AR
Abblissa – 3400 AR
Cheiryl – 4600 AR | <urn:uuid:7df90fde-cdc7-4c28-ba1d-cb0f066bec0b> | CC-MAIN-2018-09 | https://golarianaworldofpotential.obsidianportal.com/wikis/main-page | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814311.76/warc/CC-MAIN-20180223015726-20180223035726-00235.warc.gz | en | 0.954577 | 353 | 2.671875 | 3 |
A finger print will tell you that we are all unique. But on 12th March 2012, the population of the world broke seven billion and it’s continuing to rise. This is unreservedly down to technology and our increasing scientific knowledge that helps us have greater life expectancies, cures disease and kills bacteria. People are living longer, we prevent disease, we cure disease and we have ultimately made our world much safer. Therefore, as the population of the earth rises, we as individuals are having less of an impact on the world and our identities are becoming insignificant.
What does it mean to have an identity? According to the Oxford English Dictionary an identity is “the fact of being who or what a person or thing is.” That means many people can have the same identity. If your identity is somebody that enjoys music and likes to go to concerts, you will naturally share that identity with millions of others as music is a universally generic interest. Because there are so many of us now, more people have the same interests and they shrink the pool of individuality on a global scale.
We like to think that our birthdays are our special days. They mean something to us personally and they also define who we are. However, everyday there are over nineteen million birthdays. You share your birthday with nineteen million other people and yet it’s still your special day. Granted that it is your day in amongst your friends and family as they probably don’t know anyone else with the same birthday. We now live in an instantly connective world where anyone can be contacted within seconds meaning, we know when it’s someone’s birthday due to Facebook notifications, Tweets or Instagram posts. Try and deny that it always seems to be someone’s birthday on Facebook.
The way that one dresses does impact on one’s identity. However, if you walk into any high street store and buy a printed tee, you won’t be the only one that owns that t-shirt. Thousands of others will also own that very same t-shirt and might wear it to the same place as you. The same goes for anything, shoes, jeans, hoodies, coats. Why do people ‘accessorise’? To dress differently and create their own look that gives them an identity. The same can be said for people that make their own clothes. Nobody else will have the same dress that they make so it makes them unique.
“Nonconformity, right. I can't remember the last time I saw a twenty-something kid with a tattoo of an Asian letter on his wrist. You are one wicked free thinker. You want to be a rebel? Stop being cool. Wear a pocket protector like he does and get a haircut. Like the Asian kids who don't leave the library for 20 hours stretches, they're the ones who don't care what you think.” - Dr. Gregory House
We naturally all like to think we’re different or unique but the truth is, we’re not. Having a personal identity exists but only to one’s self, one’s family and one’s friends. The exception being celebrities. The majority of celebrities, and I generally include politicians, dignitaries and sports stars in this, have personal identities that the world knows and knows them for. Trouble then arises as most of us will and do, whether consciously or subconsciously, copy celebrities. Be it their clothes, their personalities, their interests or even their talents.
Other than being a celebrity, can you have your own unique personal identity? The problem is, having hobbies and interests that are different still isn't a unique thing as there will still be others around the world that do what you do. There are others that dress the way you dress or look the way you look. The only way to have your own identity is through fame and this is probably why we have become obsessed by chasing fame and wanting to be famous. We want our own identities as much as we want our own freedom. | <urn:uuid:1c20ec5f-8d2e-4821-b49e-d6f3c5ba6c6a> | CC-MAIN-2018-51 | http://www.mitchellagg.com/2015/06/identities-are-we-actually-unique.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826715.45/warc/CC-MAIN-20181215035757-20181215061757-00370.warc.gz | en | 0.969727 | 833 | 2.90625 | 3 |
ISRAELIT DES NEUNZEHNTEN JAHRHUNDERTS, DER:
Periodical published in Germany in the first half of the nineteeth century. It first appeared, from Oct., 1839, up to Oct., 1841, as a monthly in Meiningen. It was then enlarged and issued weekly in Herzfeld from 1842 to June, 1848; and at Frankfort in 1845 as the organ of the Frankfort Reformverein. A literary supplement was issued in 1846. Mendel Hess, a rabbi active in the Reform movement, was the editor, and S. Holdheim joined him during the last months of the paper's existence, January to June, 1848. This periodical was noted for its advanced theological standpoint and for its polemical attacks on Orthodoxy. | <urn:uuid:7b89ba70-a125-41d3-b787-72ab759a6a2a> | CC-MAIN-2013-20 | http://www.jewishencyclopedia.com/articles/8302-israelit-des-neunzehnten-jahrhunderts-der | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698141028/warc/CC-MAIN-20130516095541-00054-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.978793 | 171 | 2.71875 | 3 |
Up until the early 1990s, the portion of the Thar Desert that lies within Pakistan was largely devoid of blacktop roads, with the nearest one ending at the desert’s western periphery in Naukot. All travel from this point onwards was done either by camel, vintage Reo trucks from the Second World War — locally referred to as kekrra [crab] — or privately owned jeeps.
Back then, the journey from Naukot to Nagarparkar, which lies at the easternmost edge of Tharparkar district — today, a five-hour drive — would take up to 14 hours, writes Salman Rashid in his new book, Mithi: Whispers in the Sand.
Rashid’s canon of work — especially his articles based on travels across Pakistan — has, over time, garnered something of a cult following and is widely viewed as a reliable source of history on the region. Travel writing on South Asia has historically been dominated by the narrative voice of European colonialists. Rashid, however, provides the perspective of a local, carefully sifting through the accounts of colonial adventurers, highlighting their biases and handicaps and setting the record straight where necessary.
The author first drove across Tharparkar district in 1984, wife and friend in tow. “It was like stepping into a country still in the 19th century,” he recalls. He would, over the course of four decades, keep returning to this remote region — including Mithi, the district’s largest town — and witness it transform. In his research for the book, he refers to the limited material available, including the works of British administrators such as Stanley Napier Raikes (magistrate of “Thurr and Parkur” in 1847), gazetteers, folklore and the “collective inherited memory” of locals, some of whom had received eyewitness accounts of events from their grandparents.
Salman Rashid looks at Thar beyond man-made borders, connecting the dots between personal observation and historical sources
During his numerous visits to the district, the last of which was made in 2017, Rashid conducted a series of interviews with residents. These include a green-eyed Sodha thakur [landlord] whose ancestor brought the Rajput caste to this part of Thar in the 13th century; an affluent trader who has no desire to travel out of the region or enter politics, despite the insistence of many; nomadic jogis who believe that cobras never die natural deaths and can live for thousands of years, eventually shape-shifting into eagles or peacocks; and a retired official of the Wildlife Department, who saved the Indian gazelle from extinction and helped create a wildlife sanctuary in the district. These portraits form a significant portion of the book and provide readers with a nuanced understanding of life in the desert and how it is changing.
Like a detective, Rashid connects the dots, picking up on clues drawn from personal observation and various historical sources. He learns for instance, that the lost city of Pari Nagar, located at Virawah near Nagarparkar, dates back to the fifth century CE and once thrived as an international seaport, at a time when “an inland arm of the sea extended through the Rann [of Kutch] and right up to Virawah.”
The latter geographical detail is confirmed in the work of an anonymous Greek seaman who, having sailed past the Indus Delta in the first century CE, arrived at a gulf that lay west of the Gulf of ‘Cutch’ and wrote about it in a handbook titled Circumnavigation of the Eastern Ocean. Using Google Earth, Rashid sees the dried-up remains of this gulf, which culminates near the ruins of Pari Nagar.
Similarly, Rashid draws the attention of archaeologists to a mysterious site referred to as Singharo. According to Raikes’s Memoir on the Thurr and Parkur Districts of Sind, the fort — already in ruins by the mid-19th century — was built by the Talpurs, but Rashid estimates it to be far older, dating back to the 15th century, and serving as a residence of a Rajput prince. Its intricately carved blocks of white marble and architectural “lavishness” set it apart from the Talpur forts, he observes.
It was on his first visit that Rashid was introduced to the folkloric legend of “Turwutt” — a larger-than-life character who, according to a local of Nagarparkar, used to climb up the Karonjhar Hills daily, “to keep an eye on the world.” After a close reading of Sindh’s history and a biographical paper published in Britain in 1875, Rashid discovers that this is a reference to George Booth Tyrwhitt, a deputy collector of the district in 1857, who learned to speak the Thari language and is revered by locals to this day — much like John Jacob, an East India Company officer and the political superintendent at Jacobabad.
While history would have us believe that there was, throughout Sindh, “a quiet acceptance of imperial presence”, Rashid’s research suggests otherwise. He finds evidence of a Thari uprising against British rule in 1859, led by a celebrated military commander named Rooplo Kohli, and Rajput chief Rana Karan Singh Ranpuri. The former was hanged at Saigam, just outside Nagarparkar, and the latter imprisoned at Kala Pani, or the Cellular Jail on the Andaman Islands. Tyrwhitt’s popularity among locals is all the more puzzling in light of these events, especially since he was instrumental in ruthlessly quelling the rebellion.
Change, however, is inevitable and has its advantages, admits Rashid. Within a few years, the Thar that he saw in 1984 will be no more.
Today, Tharparkar district is reputed to be one of the safest regions in the country and a place where, according to the locals, theft does not exist. But, as Rashid points out, it wasn’t always like this. Nicholas Withington’s account of his journey across Thar, starting in December 1613, paints a very different picture. As the English merchant approached Nagarparkar from Ahmedabad, Gujarat, he kept receiving news of “the murder by robbers of some hapless peripatetic trader.”
Travelling from Nagarparkar to Thatta, he was robbed numerous times, while the three Indian traders in his party were executed and dumped in “a hurriedly dug hole.” He decided to turn back, but was robbed yet again and this time was also deprived of his clothing.
Withington — who, according to Rashid, was the first European to visit Nagarparkar — notes that the residents of the region between Nagarparkar and Thatta did not pay tax or allegiance to the Mughal court and were answerable solely to local chiefs. Their favourite pastime was to rob travellers and then safely escort these victims out of their territory so that others could rob them.
In the 18th and 19th centuries, Baloch marauders used Mithi as a base to conduct raids on Kutch towns, notes Rashid. This practice only came to an end after the British gained control of Thar in the 1850s. “Wily as British administrators were, they knew how to tame the unruly Baloch ... within a couple of decades ... they were given policing and military duties in Thar,” he writes.
Rashid also questions the interpretations of some of the local lore. Referring to Marui’s defiance of Umar, the Soomro king who kidnapped her, he writes: “Marui’s tale has long been sung as a love song. It is very strange that intellectuals failed to look at it as it really is: a story of resistance to the powers that be ... In Thar, and perhaps all of Sindh, it is Marui alone who stands out as an extraordinarily rebellious heroine: a young and defenceless woman who resisted the overtures of an all-powerful monarch and yet regained her freedom.”
He resents the way the government has “pimped up” the historic site of Marui’s well with modern structures and alien conocarpus trees, stripping it of its primal aura. The well is no longer accessible to Thari women, who would come here to fill their pitchers.
The Thar that emerges in the book is one that transcends man-made borders. Prior to Partition, Nagarparkar lay at the centre of all the action, as a way station on two ancient trading routes — one from Gujarat to Shikarpur and the other from Gujarat to Thatta. Up until the earthquake of 2001, Nagarparkar’s bazaar, with its terracotta roofs, resembled “a village in Lombardy.”
Change, however, is inevitable and has its advantages, admits Rashid. Within a few years, the Thar that he saw in 1984 will be no more. Phhoto, who belongs to the jogi cult, the members of which for centuries have wandered from place to place and exhibited serpents for a living, tells him, “Perhaps it is good that our children are turning to education and business. At least their lives will be better.”
The reviewer is a journalist. He tweets @_alibhutto
Mithi: Whispers in the Sand
By Salman Rashid
Published in Dawn, Books & Authors, July 25th, 2021 | <urn:uuid:bd12ef1a-25a1-4196-a5b7-172d4528de03> | CC-MAIN-2022-21 | https://www.dawn.com/news/1636814/non-fiction-detective-in-the-desert | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662577259.70/warc/CC-MAIN-20220524203438-20220524233438-00401.warc.gz | en | 0.971148 | 2,065 | 2.515625 | 3 |
Binary search tree is a data structure which has the following public methods exposed
public void add(int data); public boolean search(int searchData); public void printOrdered();Ofcourse, the above three methods are not the only methods present in a binary search tree, but once these methods are understood and analyzed, understanding the rest of the binary tree should not be a big problem.
Adding elements to a binary tree : In the example program that I've written, I am using only integers as the node data to hold values and ofcourse you need something that is comparable to make binary search trees realistic (refer my previous post on comparable objects). While adding data to a binary search tree, we need to follow the simple rule - lesser should go left and greater then or equal should go to the right of the parent node. By taking a snap at the code, the add(int data) method internally calls a private method that does the job in recursion.
Searching elements in a tree : Searching elements in any data structure is a essential part that reflects the space and time complexity and Binary search tree is no exception. To search from a balanced binary search tree, it would take only O(logn) whereas the same is not so in case of an Array. The simple reason being, for arrays, we need to traverse the entire array sequentially in which the worst case would produce O(n). Consider the below example where in we need to search the element 5.
Whereas in a binary search, the depth count would simply provide the desired result.
Consider a situation in a balanced binary search tree of 7 elements, when the value given to search is at its leaf (which would be the worst case here). The example shown below is a balanced and a perfect binary search tree (which we would look into future posts). Assume the element we need to find is 5. First inspect the root (4), our value is greater, so go the right node, then inspect it (6), our value is lesser so go the left node, bingo! we found our result. This took only 2 comparisons of a tree of depth 2 whereas it look 7 comparisons in an array of length 7! Through this we can come to conclusion that binary trees perform search in O(logn) time.
The method printOrdered() is something we have to allocate time and look into a different post. As for now, lets convince ourselves that binary tree's search is powerful enough to perform the search operation in O(logn) time.
Rest, later. Cheers, | <urn:uuid:a92c63fd-cd19-43c1-871f-97dc4fcd5285> | CC-MAIN-2022-21 | https://tech.bragboy.com/2010/02/binary-search-trees-in-java-continued.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00377.warc.gz | en | 0.902033 | 534 | 3.546875 | 4 |
Music on the Wind
Today let’s visit the banks of the Puerco and explore the history of Guadalupe, New Mexico. This vast, empty landscape, punctuated by mesas, canyons, and volcanic plugs, is one of my favorite areas in the entire state to explore.
The remains of the village of Guadalupe—also known as Ojo del Padre—are south of San Luis on Country Road 279, which intersects Highway 550 north of San Ysidro. It is remote, requiring a drive of many miles down dirt roads in varying states of maintenance to find it. So much the better then! The village was named for the Virgin of Guadalupe, while the earlier moniker, Ojo del Padre (“spring of the Father”), referred to a nearby water source. Oddly enough, when a post office was opened in 1898 the name used was “Miller,” but no one can remember why. That name lasted until 1905, when the post office became Ojo del Padre.
The first thing that one notices upon rounding the corner into Guadalupe, aside from majestic Cabezon Peak looming in the distance, is the wonderful two-story adobe building listing precariously on the side of the road. Built around 1905, this was the home and store of Juan Córdova and it’s often said there was a dance hall behind it. However, Nasario García refers to the lower floor of this ruin as not only a store, but the dancehall itself when the occasion called for it, with Mr. Córdova’s family living upstairs. It’s hard to argue with someone that was there, so perhaps this big adobe, which once had an impressive balcony, served all purposes. However, everyone agrees that the dances at Juan Córdova’s were major events. In the 1920’s, 350 people lived in the immediate area, mostly farming and raising livestock, and these dances, which began at sundown, could go on until four in the morning. Jose Tafoya would play the accordion while his brother Luis handled the guitar.
Yet just a short time later, in the early 1930’s, Guadalupe, like so many parts of the country, was hit by staggering drought. A full half of the cattle died. Then, around 1938, the log-and-brush dam which had captured water from the Río Puerco for local irrigation gave way. The government said rebuilding was too expensive a project for federal assistance and the communities along the Puerco were too impoverished to do it themselves. Then throw in the lasting effects of the Great Depression and the lure of employment in larger cities and Guadalupe didn’t really stand a chance. The school, the post office, and Córdova’s store all closed in 1958 as the last family left.
While a lowered water table and generally challenging landscape have kept people from returning to Guadalupe, you may find a couple folks hanging around. In fact, at least two structures are maintained and lived-in, one being the old schoolhouse. It’s not wise to go roaming around on private property out here, but if you see anyone nearby it’s worth introducing yourself and stating your business. Guadalupe’s few present-day residents are friendly and you’ll usually be given permission to take all the photos you want of the ruins on either side of the road, which include other old adobe homes slowly melting back into the landscape.
And that’s most of what I know about the history of Guadalupe. You can find a chapter on Guadalupe in “Ghost Towns Alive: Trips to New Mexico’s Past,” by Linda Harris and another tidbit or two in “The Place Names of New Mexico” by Robert Julyan. If you want to get deeper into the Río Puerco Valley, Nasario García’s book, “Hoe, Heaven, and Hell: My Boyhood in Rural New Mexico,” cannot be recommended highly enough.
John Mulhouse moved to Albuquerque in 2009 after spending the previous decade in Minnesota, Georgia, Tennessee, and California. He loves the desert, realizes it doesn’t care too much about him, and thinks that’s all as it should be. More of his documentation of the lost, abandoned, beaten, and beautiful can be found at the City of Dust blog and the City of Dust Facebook page. | <urn:uuid:d9066d17-2848-4535-8fee-b51f7da6d06c> | CC-MAIN-2018-39 | http://elchuqueno.com/city-of-dust-guadalupe-new-mexico/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159165.63/warc/CC-MAIN-20180923075529-20180923095929-00137.warc.gz | en | 0.968437 | 952 | 2.53125 | 3 |
Latest from evolution
January 01, 2008 by Kathleen M. Wong
Ask most people to name the most important species of our grassland habitats, and they'll probably pick coyotes, golden eagles, or even rattlesnakes. But experts say that the strongest contender of all is the animal eaten by all those other ones: the lowly California ground squirrel, a true keystone of local grasslands. Belowground, the squirrels' lengthy burrows harbor insects, snakes, owls, and even frogs and salamanders that couldn't live in such a dry landscape without the squirrels' help. And above-ground, they've evolved some unusual defenses that allow them to thrive, even as they feed so many others.
October 01, 2007 by David Carroll
Neptune’s Ark: From Ichthyosaurs to Orcas, by David Rains Wallace, UC Press, 2007, 313 pages, $27.50 www.ucpress.edu The thin continental ...
January 01, 2007 by Gary Brand
Walk patiently along a few ocean beaches in the Bay Area, and you just might find objects of stunning beauty that also provide clues to a lost world, fossil sand dollars that are as much as 2 million years old. These fossils, not shells but skeletons called tests, show up only near Daly City and Point Reyes, so it's a privilege to find intact specimens that have survived the rigors of the coast for many centuries. | <urn:uuid:e31a3371-3de6-4c82-bc4c-e2e28a99abf4> | CC-MAIN-2017-39 | https://baynature.org/tag/evolution/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00529.warc.gz | en | 0.951808 | 295 | 2.6875 | 3 |
In human genetics, Haplogroup N is a human mitochondrial DNA (mtDNA) haplogroup.
An enormous haplogroup spanning many continents, the macro-Haplogroup N is a branch of the African haplogroup L3, and is believed to have originated in Africa some 60,000 years before present.
The two haplogroups Haplogroup M and N are believed to represent the initial migration by modern humans out of Africa. Haplogroup N is the ancestral haplogroup to almost all European haplogroups and many Eurasian ones.
Its descendant haplogroups include the macro haplogroup R (and its descendants) and haplogroups N1, Haplogroup A, Haplogroup I, Haplogroup W, and Haplogroup X.
Its ancestral haplogroup was Haplogroup N.
Spread of Haplogroup N, from National Geographic | <urn:uuid:dc27959e-9300-43af-9c9c-7ae70ad55070> | CC-MAIN-2014-52 | http://www.drpeterjdadamo.com/wiki/wiki.pl/Haplogroup_N_(mtDNA) | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802774718.30/warc/CC-MAIN-20141217075254-00174-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.853066 | 194 | 3.53125 | 4 |
Bayberry — Necrosis (Gangrene)
Gangrene is referred to as tissue necrosis, or death of tissues, in a certain part of the body. Professionals states that it develops when the flow of blood to a certain body part is impaired, often due to infection, traumatic injuries or medical problems like blood vessel disease, HIV or diabetes.
There are several herbal remedies that may beneficially treat gangrene. However, before starting taking these herbal remedies, talking to a professional should be done first. Going back, there are herbal remedies that help improve circulation, while there are some that help reduce swelling.
In treating necrosis, olive leaf is often used to ward of the infections inside your body. However, there are other beneficial herbs that can help treat the disease as well such as bayberry, cayenne, gingko, goldenseal and red seal. | <urn:uuid:b3467119-be0a-4a36-9a94-c612160ea560> | CC-MAIN-2018-47 | http://www.justsimplyhealth.com/bayberry/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743216.58/warc/CC-MAIN-20181116214920-20181117000920-00189.warc.gz | en | 0.959024 | 181 | 2.640625 | 3 |
why use a database instead of a spreadsheet
Database vs. Spreadsheet
by Karyn Stille When do you use a spreadsheet, and when do you need a database? Both application types are used for managing data. How do you decide which would be more practical? Spreadsheets Before the computer, bookkeepers, record keepers, and accountants used the paper and pencil method along with a ledger or record book containing worksheets. Information and records were stored by hand and financial records were calculated manually and entered in to the worksheets. Ledgers used rows and columns that people learned could be used not only for financial records, but also for things like scheduling, inventory tracking, and employee information. The dawn of the computer age brought applications that could store information, perform complex calculations, and provide a printed output. This concept virtually revolutionized the use of the computer early on. The first application with any real power was Visi-Calc, which later became Lotus 1-2-3. Visi-Calc alone gave businesses a serious enough reason to justify investing in computers for the office and is actually credited with keeping Apple computers in business. The advantages of using a spreadsheet application rather than paper and pencil were numerous - not the least of which was that when data was changed, totals and other formulas were automatically recalculated, saving both time and headache. However, Visi-Calc lacked functionality in the way of tools available to the user. Currently, Microsoft Excel, along with Lotus 1-2-3, commands most of the market for spreadsheet applications. Tools have evolved tremendously since that first Visi-Calc program. Now users have help available at a click of their mouse along with tools such as complex formula support, formula and function builders, sorting and filtering, scenario managers (for What-if analysis), charts and graphs, and extended data formatting tools. Databases A database organizes information on a particular subject for retrieval. Databases utilize one or more tables of information entered by the user to retrieve data for a variety of purposes. Data can be retrieved through methods such as asking questions of the data (querying), sorting or filtering, and pulling information into a formatted report, like an invoice, that can be printed. Although the tables look similar to spreadsheets, the tables are used to store raw data. In other words, there is no need to format the information in a database table. Reports generated from the data in the tables are where you would want specific formatting. Information in a spreadsheet is formatted in the actual spreadsheet, and that makes data entry a bit more tedious. Databases also involve the use of records to structure the tables. A record can contain any number of fields. Comparing this to a common phone book, a record would be an entire entry for one individual, and a field would be each separate part of the entire entry - like the individual's phone number. Reports organize the information in an understandable way and can combine data by performing complex calculations. Databases can also easily manage a large amount of information and better maintain data integrity. For these reasons, databases are much more powerful and manageable when handling a large amount of information related to a particular topic. The downfall? The downfall is that most database programs are not as easy to learn and use as most spreadsheet applications and are not as easy to make structural changes in once queries, forms, and reports are developed. One must have knowledge of the best way to structure the information into one or more tables before any tables are used to develop a means of retrieving the information. The reason for this, is that once saved queries, forms, and reports are based on the table(s), any changes in the table(s) structure (like deleting/changing field names) may cause errors in all the objects based on the changed table(s). So, it is important that the developer of the database has a clear vision of all types of information that would need to be included and how to organize it.
This, combined with an interface that's not usually as intuitive as a spreadsheet, sometimes intimidates would-be database users. An Example of Database vs. Spreadsheet Use Now that you are a bit more familiar with the purposes of the two, how do you determine which is best for your data? Most businesses find that using both works best. Take a look at the following simple example: Company ABC needed a method of storing data related to customer sales where they could print invoices and be able to track orders and customer contact information. They also needed to be able to quickly calculate what an increase or decrease in product prices and/or sales would do to their overall revenue generation along with a way to analyze trends. First, they developed an Access database to store all of their customer information and ordering data. They included the following tables: Contact Information, Products, and Orders. From this they used the tables and also created queries of the table data on which to base reports, like invoices. They also created easy to use forms for inputting data and a user-friendly switchboard for easy navigation. This gave them an efficient way to enter data, store data, and generate information for invoices, sales by product, sales by customer, and so on. Second, they used Excel spreadsheets to quickly calculate what changes in price and sales would do to their revenue by creating various scenarios. They could also use their sales information in Excel to analyze trends by generating charts and graphs. This gave them an easy way to analyze their data and trends in a tool with understandable and meaningful formats. What can we gain from this example? As a general rule of thumb, databases should be used for data storage and spreadsheets should be used to analyze data. If you currently use a spreadsheet to store data, ask yourself the following questions: Do changes made in one spreadsheet force you to make changes in others? Is the sheer amount of data unmanageable or becoming unmanageable? Do you have several spreadsheets that contain related information (such as separate sheets with sales for branches in Los Angeles, Chicago, and Houston)? Can you see all relevant data on one screen, or do you have to keep scrolling to find information? Are several people accessing the data at the same time? Do you have a difficult time viewing specific data sets that you want? If you answered yes to at least two of the questions, you should think about moving your information to a database application. In a Nutshell Use a database if. the information is a large amount that would become unmanageable in spreadsheet form and is related to a particular subject. you want to maintain records for ongoing use. the information is subject to many changes (change of address, pricing changes, etc. ). you want to generate reports based on the information. Use a spreadsheet if. you want to crunch numbers and perform automatic calculations. you want to track a simple list of data. you want to easily create charts and graphs of your data. you want to create What-if scenarios. In most cases, using the combination of a database to store your business records and a spreadsheet to analyze selected information works best. I remember my first massive spreadsheet project. My office was tasked with tracking the departmentБs annual budget, so I built an impressive network of spreadsheets. It had multiple linked spreadsheets, each with several tabs, auto calculations, stylish charts, PivotTables, auto-calculations and lookup formulas. It was brilliant! And then it crashed. I had pushed my spreadsheets beyond their limits and now I had two fiscal years of data corrupted. What I did not know at the time was that the more sophisticated I made my spreadsheets, the more I taxed them. I should have sought a database solution. Spreadsheets have great features such as automatically recalculated formulas, stylish charts and graphs at the click of a mouse, pivot tables, sorting and filtering, and cell formatting.
Microsoft Excel even has a БFormat as TableБ option that will instantly Бpretty upБ your dull data. The array of features available in spreadsheet applications makes displaying and analyzing large amounts of data easier. Spreadsheets are easy to use and flexible and inexpensive, which is why they have become the go-to business tool for storing and analyzing data. As sophisticated as spreadsheets have become, they still have some serious drawbacks. Spreadsheets are not ideal for long-term data storage. They only offer simple query options, do not guard data integrity, and offer little to no protection from data corruption. The New Guy, Databases A database is similar to a spreadsheet. In the simplest terms, a database is a collection of tables, organized in columns and rows, just like a spreadsheet. The big difference is that in a database each table has a unique set of columns and rows, and different relationships can be made between the different tables. A (RDMS) standardizes the way data is stored and processed. RDMS tables store data in a logical manner specifically designed to provide data integrity, reduce duplication, and minimize irregularities. A lot of grief can be saved if you take the time to consider the parameters of your project before you start. When deciding if you should create a database for your project, or transfer your current spreadsheets to a database, here are a few things to consider: User Access: The number one reason for creating a database instead of a spreadsheet is if multiple people will need to access the file. Sure, you gave everyone a week to update the spreadsheet, but without fail a group of procrastinators will all try to do their updates in the last 30 minutes before the deadline, resulting in a mass of Бfile is locked for editing byББ error messages. This sort of traffic jam is prevented in a database because multiple people can make edits simultaneously. Scope: A spreadsheet is great for tracking a simple list, but will that list continue to grow and potentially become unmanageable? Databases are better for long-term storage of records that will be subject to changes. Databases have a far greater storage capacity than spreadsheets. If your spreadsheet exceeds 20 columns and/or 100 rows, chances are it would be better for you to use a database. Reports/Queries: If you have difficulty querying specific datasets for reports, a database could be the answer. When building a spreadsheet, that data is formatted and arranged to get the desired report when printed. With a database, the data and reporting features are separate, allowing you to generate multiple reports with the same data. For example, management wants to see company-wide sales records by quarter, the program manager only wants to see annual sales for her region, and the marketing department wants to see monthly sales by product type. Instead of maintaining three spreadsheets with customized views of each party, a database would allow you to use advanced queries to generate all three formats from one source - no copy and pasting needed! Data Integrity : Duplication of data is another reason for moving away from spreadsheets. Does changing one cell force you to update several others? Do people save independent copies of the spreadsheet, causing duplicate and often outdated versions? In a relational database, data is stored in one place which minimizes redundancy and saves space. Remember that spreadsheets and databases are not mutually exclusive. Just because you upgrade to a database doesnБt mean you have to divorce your spreadsheets. In most cases, a combination of the two is the best. You can store your records in a database, allowing you to make advanced reports and queries. In turn, those reports and queries can be exported to spreadsheets for analysis.
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Florida’s first “Wild and Scenic River,” Myakka River State Park gets its name from the waterway that flows through it. Of Myakka River’s 66 miles, 12 are contained in the park, as well as the Upper and Lower Myakka Lakes, which are fed by the river. These waterways are important resources for the various kinds of wildlife that are found in the park.
One of the park’s largest and most iconic residents is the American Alligator. Florida’s official state reptile, alligators can often be seen sun-bathing along the riverbank. This is because they are ectothermic – or “cold-blooded” – meaning that alligators must use the sun and other environmental factors to regulate how hot and cold their internal body temperature is.
As apex predators, alligators will eat a variety of other animals, including fish, birds and small mammals.
Birding is also popular along the river and lakes of the park, and with good reason, many species of birds call the park home. Anhinga are easily spotted standing in the sun with their wings spread wide, drying off after hunting underwater for fish. Ospreys and other raptors fly high above the water, using their incredible eye-sight to scan for food below. Brown limpkins and other wading birds stick to the shallows, where they walk through the water on their spindly legs. Be sure to bring your binoculars when visiting!
There are many ways to view the wildlife of the park. Paddling the waterways in canoes and kayaks is a popular option, as well as hiking along the park’s numerous nature trails. The park also offers boat tours on the Upper Myakka Lake that give visitors an excellent chance to view wildlife. | <urn:uuid:41fd2dc8-8185-4018-a956-5add5b6c14f0> | CC-MAIN-2023-50 | https://www.floridastateparks.org/learn/explore-waterways-myakka | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100626.1/warc/CC-MAIN-20231206230347-20231207020347-00774.warc.gz | en | 0.961411 | 378 | 3.09375 | 3 |
Halal auditors are people who have the ability to examine product halalness. Its role and function are very crucial in the process of product halal certification.
Referring to Act Number 33 of 2014 concerning Halal Products Assurance, which has been merged into the Omnibus Law of Job Creation, the Halal certification process includes several stages involving three essential stakeholders.
The three stakeholders are Halal Product Assurance Agency (BPJPH) as a regulator. The second one is the Halal Inspection Body (LPH) that examines and tests the halalness of materials based on the implementation of the Halal Assurance System (SJH) and the Indonesian Council of Ulama (MUI) that conducts a fatwa trial to determine either a product is halal or not.
LPH, as an institution that examines the halal content of products scientifically. Is tasked with conducting inspections of raw materials, additional materials and auxiliary materials, production processes, packaging to distribution, and examining the implementation of the halal assurance system in the industry. Therefore, LPH entrusts its halal auditors.
According to Article 1 Number 13 Government Regulation (PP) No. 31 of 2019 concerning Implementing Regulations of Act No. 33 of 2014 concerning Halal Product Assurance, what halal auditors mean are people who have the ability to conduct halal inspections of products.
Given the crucial role and function and heavy responsibilities, the halal auditor must fulfill several law-regulated requirements. Article 14 of the Job Creation Law stipulates that the requirements to become a halal auditor include Indonesian citizens; are Muslim; Minimum education degree (S1) in food, chemistry, biochemistry, industrial engineering, biology, pharmacy, medicine, catering, or agriculture.
The special requirements for halal auditors are listed in the Act, according to the Chairman of MUI, Dr. Lukmanul Hakim, M.Si, meant that there would be no misunderstanding of terms that are often used in the food industry.
“There are many terms in the food industry that ordinary people can misinterpret. Therefore, to become an auditor, one must have basic sciences,” said Lukmanul Hakim. When he served as Director of LPPOM MUI, he was one of the initiators of the drafting of the Halal Product Assurance Act that stipulates special requirements for halal auditors.
Good spoken and written English skills are also essential for understanding English supporting documents and communicating with auditees to obtain information needed in audits, especially for foreign companies.
This skill is to ensure that audits of foreign companies are carried out correctly and accurately. In audits of foreign companies, as evidence of competence, the auditor must present the audit results in the auditor’s meeting in front of other auditors in English.
In particular, Government Regulation (PP) No. 31 of 2019, Article 40 Paragraph 4 summarizes the roles and functions of halal auditors, including:
1. Inspecting and conducting an assessment of the materials used
In examining and reviewing the materials of a product, the auditor requires sufficient competence in the production flow. At this stage, the auditor must ensure that all raw materials are included in the halal category.
2. Checking or reviewing the product processing process
Products made with 100% halal raw materials do not guarantee that the final result will also be halal. Therefore, it is necessary to check.
3. Inspecting and reviewing the system for slaughtering
Products made from raw materials derived from animals are a particular concern in the halal certification process. Halal auditors must ensure that animals that must be slaughtered according to Islamic law.
4. Examining product locations
Halal auditors are required to ensure that production sites, slaughterhouses, processing equipment, packaging, and distribution of halal products are not mixed with non-halal ones.
5. Checking the Halal Assurance system from business actors
Every company that wants its products to be certified halal must have SJH or Halal Assurance System. SJH itself is integrated management created and determined to regulate that the raw materials used, production processes, human resources, and procedures are following the requirements set by LPPOM MUI.
5. Reporting the results of the test or examination to LPH
From the results of the examination, the halal auditor is obliged to report any findings to LPH. The findings were then reported to the MUI Fatwa Commission to issue MUI halal regulations. (FMS) | <urn:uuid:80107859-e6ec-4767-b8ce-7534404cb1a9> | CC-MAIN-2023-14 | https://halalmui.org/en/know-auditor-halal-how-role-and-function/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00647.warc.gz | en | 0.947409 | 932 | 2.625 | 3 |
As a community, we are committed to enhancing the lives of all individuals living with diabetes, which necessitates easy access to therapies and technologies. Making the healthy choice the easy choice is a key part of success with this condition and payers and governments can play an enabling role in that quest by following these principles:
- There is no one-size-fits-all solution for diabetes. Patients are incredibly diverse, spanning all ages, all income levels, and all ethnicities.
- How can payers amplify a wide-range of patient voices, particularly those struggling the most to manage their diabetes?
2. People with diabetes want to have a productive dialogue with insurance companies and governments about access. Improving the patient experience will benefit patients, providers, payers, and governments. Sharing perspectives will ensure people with diabetes have an opportunity to have optimal outcomes and high quality of life.
- How can the diabetes community and payers begin an open dialogue? What elements are important to sustain and strengthen an open dialogue?
3. Direct patient feedback seems to be missing when major payer decisions are made. Hearing patient stories is incredibly instructive. Diabetes is 99% self-managed, and for people on insulin, this means dosing a potentially deadly drug every day. Type 2 patients who take the most commonly prescribed drugs are at high risk of hypoglycemia every day as are all people with diabetes on mealtime or long acting insulin. We believe payers will learn from hearing directly from patients before making major coverage decisions.
- How can payers reach out to the diabetes community before making major coverage decisions?
- Have patients been asked to join conversations about reducing system costs?
- As an aside, direct patient feedback seems to be missing in minor payer decisions as well leading us to wonder if there is appetite to hear the patient voice.
4. Low-cost, low-hassle access to a wide variety of diabetes drugs and technologies can save patient lives and make healthcare providers more efficient and more successful. Too often, patients and providers must jump through ridiculous hoops to get access to therapies or worse, they simply give up.
- How can payers reduce the hurdles to obtaining diabetes drugs and technologies?
5. Open competition between diabetes companies may prompt faster innovation and lower prices. Although we understand the competitive dynamic and the need to reduce prices, patients are concerned about single-source diabetes contracts in diabetes that limit choice to one therapeutic option because these products are complex, and shifting patients to different products can result in weaker diabetes management.
- Can payers promote a healthy commercial environment where multiple companies can compete and succeed?
- Are payers concerned about any fields (e.g., insulin pumps) where there is risk of small companies (e.g., Asante) going out of business and being left with one manufacturer who could then increase prices?
6. There is an opportunity for payers to support the patient-doctor relationship by understanding the environment in which physicians and nurses are working today. Diabetes could improve if payers work with patients and providers toward a better patient and provider experience.
- There are a multitude of prescribing hassles.How well do payers understand the day-to-day experience of providers including what happens when patients go home?
- How well do payers understand patient-doctor relationships? How do payers think they could help make these more productive?
7.Patients could help prevent system waste and reduce system costs.
- Have payers engaged patients in such a discussion?
8. Patients would appreciate if payers would think beyond A1c as the only outcome of importance in diabetes. Hypoglycemia, time-in-range, daily burdens, stress, worry, and guilt are not reflected in A1c but they can be very important to our success as patients.
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- Some societies allocate their resources using the command approach. Give one example of when you feel that this type of approach is the best. Explain in detail.
- The U.S. uses a combination of the market price approach and the force (taxes) approach. Why doesnt it just use one or the other to efficiently allocate resources? Explain your reasoning.
- Within the last 10 to 15 years the U.S. has allocated a tremendous amount of its resources to influence countries in the Middle East toward democracy. Much of these resources have come in the form of military interventions. Do you think that this has been an efficient allocation of resources? Explain.
- What is the opportunity cost in terms of other programs the U.S. could have spent its resources on? Be sure to identify those programs that you feel have suffered because of the use of funds for interventions in other countries.
- You are allocating quite a bit of your own resources toward your bachelors degree. What do you expect is the marginal benefit you get from these expenditures? Is it enough to equal or surpass the marginal cost? You may use $ amounts in your response.
- Give one example of a time when the marginal benefit you received from purchasing something was actually less than the marginal cost of what you purchased.
- Assume that you have your own business which has become quite successful but only after several years of extremely hard work and commitment. Do you feel that the government should have the right to take larger and larger portions of your income as you become wealthier from your business success? Explain your response in detail. | <urn:uuid:d2f4ec09-6887-47c8-8a22-49290330fc83> | CC-MAIN-2023-06 | https://homeworkresearchhelp.com/microeconomics-homeworkresearch-help-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00537.warc.gz | en | 0.962873 | 328 | 3.21875 | 3 |
This course is about what we can learn from examining the human skeleton, and how we can use this knowledge to reconstruct the lives of people who lived in the past. In archaeology and anthropology, human skeletal remains can provide unique insights into the past and the present; insights that cannot be gained otherwise.
These insights are explored in five main themes spread out over five weeks of learning. First, it is shown how age-at-death, sex and stature can be estimated by the close examination of (archaeological) skeletal remains. In subsequent modules it is shown how human bones can provide information about the diseases and injuries that people suffered from and what they ate. Also, it is shown how the human skeleton provides information about the kinds of activities that people engaged in and about how they migrated and moved around their landscapes.
In this course, you will examine all aspects of the human skeleton that can provide us with information about these different facets of life. Together we will explore the scientific field that is known as human osteoarchaeology.
– Human, because it is about us and our ancestors,
– Osteo, because it is about our bones,
– Archaeology, because we use this information to better understand the behaviors and events experienced by past people.
During the course, you will decipher the clues left behind in the skeletons of past peoples with the methods and techniques that are presented. You may also discover some clues hidden in your own skeleton and what they reveal about the life that you are living.
Want to know more? You can take a look at the course trailer here: https://www.youtube.com/watch?v=fJi22TxzpRw
Introduction to the course
Hello and welcome to this course, Osteoarchaeology, the Truth in Our Bones. In this first, introductory module, you will learn about what this course is about and how it is set up. Watch the first three lectures to learn more about what Osteoarchaeology is, and the topics that you will be exploring each week. Read the course documents to find out more about how you will be graded and the tests you will be taking in each module. You will also find some documents that will help you to get the most out of this MOOC. Good luck!
Bones to Biography & Demography
Welcome to the first content module of this course! This week is all about introducing you to the primary things that we can learn from nearly all human skeletons. Who are the people who lived in the past? Are they men, women or children? How old did they become, and how tall did they get? We can answer these questions by studying a range of bones contained in the human skeleton. Here, we will be showing you exactly how to do that, and hope you will learn a lot!
Bones to Biography & Demography: Lesson Choices
Choose one mystery which you will be solving, little by little, throughout the course. This week study the clues to find out if this individual was a man or a woman, and how old and how tall he or she was.
Bones to Disease and Trauma
Welcome to the second module!
This week is all about disease in the past. How healthy were people really, and what diseases did they suffer from? We will show you how to answer these questions by studying the diseases that can be detected in human skeletal remains. We specifically focus on trauma including bone fractures, but also the diseases rickets and leprosy.
Bones to Disease and Trauma: Lesson Choices
Please continue solving the Mystery that you started in week one. Look at the bony lesions and study them carefully to find out what disease(s) this individual had, and what they were caused by.
Bones to Diet
Welcome to the third module!
This week is all about diet in the past. What did people eat in the past and in what proportions? Did different groups of people eat different things, and did their diet change throughout time? This week we will show you how to answer such questions by studying the human skeleton. We will be focussing on the analysis of stable isotopes like Carbon and Nitrogen that can be found in human bones and teeth.
Bones to Diet: Lesson Choices
Continue analyzing the skeleton that you chose in week one. Study the values, tables and pictures provided to find out more about the foods that this individual ate and how it affected the composition and appearance of their skeleton.
Bones to Activity
Welcome to module four!
This week is all about activity. What activities did people perform in the past? How did they move about, and how much? We will be answering these questions by studying many different aspects of the skeleton, like long bones, joints, the spine, and even teeth. We will be showing you what all these marks mean, and what they can tell us today about activities performed in the past.
Bones to Activity: Lesson Choices
Continue solving the Mystery you chose in week one. Study the marks left on the skeleton as a result of activity and you will find out more about what activities this individual performed and the impact it had on their body.
Bones to Mobility and Migration
Welcome to the last module of this course!
This week is all about mobility and migration, so people moving through the landscape. How much did people relocate, and where did they go? We can answer these questions by looking at the shape of longbones, and by studying the isotopes and the DNA that can be found in human bones. Stick with us to find out how exactly these methods work, and what they reveal about population movements in the past.
Bones to Mobility and Migration: Lesson Choices
This week, decipher the final clues about the case study you chose in week one. Examine the values, figures, tables and graphs provided to find out how mobile this individual was during their life, and if, how, and where they migrated. | <urn:uuid:d312d095-68b0-4648-8d40-5a5867a073aa> | CC-MAIN-2020-50 | https://www.mooc.cn/course/29678.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141732835.81/warc/CC-MAIN-20201203220448-20201204010448-00410.warc.gz | en | 0.954964 | 1,238 | 4.125 | 4 |
Faith plays an influential role in the lives of billions of people in the world, with about 84 percent identifying with a religious group. As Ramadan, a month-long ritual focused on self-purification and refocusing attention to faith, comes to an end for roughly 1.6 billion Muslims around the world, it is a good time to reflect on the intersection between conviction and nature.
Green Muslims, a Washington, D.C., based organization with the mission of helping their community live in the environmental spirit of Islam, began with a conversation between a group of friends about how to ‘green’ their Ramadan. At first they took small measures, like switching to reusable plates and having zero-trash iftars, or evening meals, when they could break their fasts. Those simple actions set off a chain reaction of stewardship within the community that led to the formal establishment of Green Muslims as a volunteer organization in 2007.
The nonprofit works with a number of different Muslim communities in the D.C. area, but serves as a national resource for those across the country that are looking to tie their faith back to the natural world. “There is really a passion and a yearning for learning more about what our tradition is amongst the Muslim community everywhere, and we hope to provide those resources and incubate that energy to take it to the next level,” said Colin Christopher, Executive Director of Green Muslims.
With many youths spending an increasing amount of time indoors, exposure to and connections with the natural world are lost, often times leading to rises in health problems like allergies and obesity. In a push to alleviate nature deficit disorder, Green Muslims launched the ‘Our Deen is Green’ Youth Outdoor Education Program this year. The program offers a wide range of field trips to places like the Chesapeake Bay, farms and conserved lands to demonstrate real life examples of how Islam and the environment are intertwined.
Each trip offers themed lessons that cover subjects such as, water, food waste and renewable energy. The goal of the program is to reconnect the participants with outdoor spaces and encourage healthy behavior changes, like wiser food choices and increased awareness about human impacts on the planet. “In Islam, we understand that God has an amount of trust in us as Khalifas, or stewards of the Earth. We really see our responsibility as people who need to conserve and protect the natural environment; we are called to do so, it’s our responsibility,” said Christopher.
The final trip of the year was to Rock Creek Park in Washington, D.C., where the kids toured the historic Peirce Mill and learned how the Earth’s natural processes like water flow and wind create energy that can be harnessed with minimal negative impacts to the environment. Prior to touring the mill, all eight kids sat contently in a circle making windmills out of paper and pencils while discussing where their energy comes from. “Why are we always talking about water?” asks a young boy. “Because we are made of water,” replies Christopher. A look of awe falls over the children’s faces. The importance of water is a theme that weaves through all lessons taught during the program.
The Qur’an has hundreds of verses that talk about water, animals, wind and the sun, and Sharia, or Islamic law, directly translates into ‘the pathway to the water source’—meaning that protecting water is of utmost importance in the tradition of Islam. “Every part of our natural environment is integral to the greater whole. In Islam, we talk about, if you have one limb that is unhealthy then the entire body is unhealthy and sick. So, the Chesapeake Bay is a really integral part of that entire ecosystem and we can’t afford to neglect the Bay or other parts of our ecosystem," explained Christopher.
Although the organization aims to spread awareness about the link between Islam and the environment, Christopher believes that diversity is the backbone of the Muslim community and welcomes anyone, regardless of faith, to volunteer and participate in Green Muslim events. “I think that the challenges we face relate to education. There is a lot of misinformation about Islam and what Islam is,” noted Christopher. “We are trying to bring back the teachings of our traditions within our community and explain that conservation, moderation and love for creation are core components of our tradition.”
To view more photos, visit the Chesapeake Bay Program’s Flickr page.
Images by Will Parson
Text by Jenna Valente
On a verdant spring morning, tie-dye clad students of the Gunston School, a private high school of about 160 students in Centreville on Maryland’s Eastern Shore, gather on the dew-covered front lawn to participate in a team-building exercise. Giggling teens in conga line formations scramble around in an attempt to follow directions shouted through a megaphone by Emily Beck, the sustainability coordinator for the school. It’s Earth Day; there’s an electric energy in the air.
A one-mile access road offers the tranquility of hundreds of lush acres of farm fields, all placed under permanent conservation easement, leading up to 32 acres of campus that are nestled into the nape of the Corsica River. The rural expansiveness sets the tone for a core message that is threaded throughout everything the Gunston School does: sustainability.
Out of the 2,220 schools in Maryland, only 20 percent—or 450—of them, including the Gunston School, are certified through the Maryland Association for Environmental & Outdoor Education (MAEOE) as Green Schools. Certified schools must meet a stringent set of criteria that includes benchmarks such as school-wide environmental behavior changes, water conservation, pollution reduction, instruction on environmental issues and many more.
Certified green schools are also required to hold an annual celebration of green practices; for the Gunston School, that materializes in the form of a daylong Earth Day celebration planned and organized by the students. Instead of attending class, students participate in a morning of workshops conducted by students, faculty and outside presenters and an afternoon film session and green fair. This year’s celebration focused on the intersection of land, livestock and wildlife and offered programs such as poetry in nature; oyster restoration through the Chesapeake Environmental Center; community supported, organic and sustainable farming practices; and a number of road, campus and shoreline cleanups.
Being a green school is embedded in the core of the Gunston School’s identity. “The Gunston School has embraced being a green school; we first applied in 2011 and we reapplied this year,” said Beck. “That has really helped to inform the students, teachers, faculty and administration about what a school can be in terms of a role model in the community.”
The Gunston School’s overarching mission is to help students grow and thrive in a way that way that will prepare them for not only college, but also to be lifelong leaders. The curriculum takes a personalized approach, with instructors working closely with each student to help them develop their leadership skills and academic strengths with a special emphasis on global awareness and sustainable living. In that focus, the school is able to harness their location and pair it with lessons through their Chesapeake Bay Studies program, an integral part of the curriculum that has been in existence for more than 20 years.
Although the Bay Studies program is weaved into lesson plans throughout the year, it culminates in an annual weeklong series of experiential seminars designed to get the students in and on the Bay. By partnering with organizations such as the Chesapeake Bay Foundation, Outward Bound and the Sultana Project, students are directly exposed to and informed about the ecological problems surrounding the Bay and its watershed.
“Students learn in many different ways; we have students who are classic book learners for whom getting into the Bay helps to bring that book learning alive, and we have students who are more hands on learners and they transfer that knowledge that they got during their hands on experience back into the classroom,” said John Lewis, Headmaster of the Gunston School. “I think that if the students aren’t ever really in the Bay or immersed in the watershed, they’re sort of just abstract environmentalists—they’re not actually seeing the impacts and the dynamics of the Bay system and that goes for not just kids, but also the teachers.”
Patience and adaptation are the name of the game when it comes to taking students outdoors for lessons. “The biggest fear [for teachers] of taking students outside is that they will run wild, and it’s a downside of our current education system is that the only time that kids get to go outside is for recess. So, the times that you take them outside, their mentality is recess,” said Beck.
At the Gunston School, pairing lessons with the natural world means students have learned over the years that being outside means learning, and they remain engaged. If a distraction happens, like an eagle flying by, teachers are content with taking a moment to appreciate the sighting and even adapting their lesson to their surroundings if need be, because, like many things in life, it’s important to expect the unexpected and go with the flow.
Although outdoors learning is an ideal opportunity for both teachers and students, some challenges can come along with it. Not all schools have the ample space and natural resources that the Gunston School is fortunate enough to have access to. “There are opportunities to create teaching environments in the barest amount of space or make use of your indoor environment if it is not possible to get out of doors,” said Beck. “The natural world is all around us, it’s just changing your focus a little bit to see the learning opportunities.”
To view more photos, visit the Chesapeake Bay Program's Flickr page.
Images by Will Parson
Each spring and fall, a stream gushing from a spring in the middle of Lititz, Pa., becomes the center of attention for a group of Warwick High School chemistry students. Lititz Run starts flowing in Lititz Springs Park, mere yards from the students’ campus, where they begin a biannual field trip to measure their local water quality.
The students get a hands-on learning experience that builds their environmental literacy and also provides meaningful data to the Lititz Run Watershed Alliance (LRWA) and Warwick Township. That data helps them assess completed restoration projects and decide what they want to do in the future to improve Lititz Run, which the Pennsylvania Department of Environmental Protection lists as an impaired stream. It takes just a few miles for Lititz Run to join the Conestoga River, but along the way it picks up pollution from urban runoff, storm sewers, wastewater discharge and agriculture.
It is up to Warwick teachers Diana Griffiths and Doug Balmer to navigate the logistics of funding, paperwork, and tight curricula needed to pull off the field trips.
“We don’t have a whole lot of time or flexibility to give lots of units on applications of chemistry,” Griffiths said. “So this gives some kids a chance to see some of that chemistry put to use out in the field, even though it’s just a day.”
The trips are a partnership between Warwick High School and the LRWA. Matt Kofroth, a watershed coordinator with the Lancaster County Conservation District, has been assisting with the trips almost since they began in 1997. He describes the relationship as symbiotic.
“I’m just very thankful that they continue to be active partners in this, because you see very few communities and watershed groups working together like that,” Kofroth said.
He said it is hard to tease out the effects of restoration, an upgrade to Lititz Wastewater Treatment Plant, tree plantings and public education, but their cumulative positive impact is not surprising.
“It might seem early, but there is a slight decrease in the nutrients [in Lititz Run] over time,” Kofroth said.
Another piece of evidence for the stream’s recovery is the return of brown trout, which need cold, oxygenated waters to reproduce. Kofroth likens them to a canary in a coal mine.
And for the students, especially those who may have never seen a freshwater macroinvertebrate before, the opportunity to learn outside is a memorable one.
“I’ve had one parent contact me one time and say this is the best field trip their child has ever been on, ever, in their whole school experience. Now I’m not saying that is true for every kid, but for that kid it was just eye opening,” Griffiths said.
“I think just the fact that it’s literally in their town, in their backyard, makes a difference.”
To view more photos, visit the Chesapeake Bay Program’s Flickr page.
Images, captions and text by Will Parson
The sandy shores of Virginia Beach are no stranger to development. As the shoreline curves along the mouth of the Chesapeake Bay, homes, hotels and resorts boast Bay-front and oceanfront views. And in 2008, Pleasure House Point—a 118-acre tract of tidal marshes, salt meadows and maritime forest along the shores of the Lynnhaven River—was set to be transformed as well.
Developers were preparing to begin construction on “Indigo Dunes,” an expansive development that would cover nearly every piece of the property with 1,100 condos and townhomes, including two 11-story towers directly along the water’s edge. But if you travel to the land now, no high-rise towers block your view; instead, the Chesapeake Bay Foundation’s long, slender Brock Environmental Center sits far back from the riverbank, huddled close to the ground and nestled among the trees and marsh grasses.
Completed in late 2014, the Brock Environmental Center represents a community effort to protect Pleasure House Point for natural use. According to Christy Everett, head of the Chesapeake Bay Foundation’s Hampton Roads office, preservation of the land began almost as wishful thinking: “It was a suggestion that was very out on a limb—‘Hey, maybe we could stop this development.’”
After bankers foreclosed on the property in 2011, lack of funding, legal uncertainties and apprehension from the community delayed the protection of the land and construction of the Center. Many residents supported conserving the land, but some—concerned the Center would be built too close to the shore—thought it shouldn’t be developed at all. “We went door to door several times, to every house in the neighborhood, to get their feedback,” said Everett. And with the Center now open for public tours, Everett says community support is steadily continuing to grow. “Some people didn’t feel comfortable until they came to the building. But people come today and say, ‘oh, now I understand what you were doing.’”
The Center acts a hub for the Bay Foundation’s hands-on environmental education efforts. A pier hugs the shoreline, where a “floating classroom” waits to take students and teachers on an exploration of the Chesapeake ecosystem. But the building itself presents a different type of lesson to its visitors: one of energy efficiency, resource conservation and modern green building technologies.
As one of the top green buildings in the nation the Center is on track to be one of only a handful of buildings certified under the Living Building Challenge each year. The Challenge—described as the “built environment’s most rigorous performance standard”—is based on seven criteria, called petals: place, water, energy, health, happiness, materials, equity and beauty. In order to be certified, the Center must meet several strict requirements over the next year, including producing zero net waste and no net carbon dioxide emissions.
Designed to be as resource-efficient as possible, the Center uses solar panels, wind turbines and geothermal wells for all its energy needs—while simultaneously creating ways to educate visitors about resource conservation. When local birding groups voiced their opposition to the turbines, the Bay Foundation tweaked the placement and orientation of the structures. “We did a lot of research into the wind turbines we have, what kind of bird and bat kills happen from which type of turbines in the Chesapeake Bay area,” said Everett. “We keep a spreadsheet that’s monitored every day for potential bird deaths, and there haven’t been any. In that way, we’re contributing to the knowledge about these turbines.”
The Center also uses cutting-edge technology for water use and conservation, including turning rainwater into potable drinking water. “We believe we’re the only public facility in the continental United States that treats its rainwater,” said Everett. “The entire site has zero stormwater runoff. It’s really important to us that any water gets used on site instead of running into local waterways.”
While the building is newly assembled, the pieces that comprise it tell the history of the surrounding community. Bleachers from a local school, marked by carvings from students of years past, frame the building’s doors and windows. Countertops made from old art tables line the office supply alcove, and corks from champagne bottles serve as handles for drawers and cupboards. A striking mural—made from the pieces of an old, discarded oak tree—hangs against a wall in one of the Center’s few meeting rooms.
Walking along the Center’s waterfront trail, it can be hard to imagine the vast resort that nearly transformed the landscape. Though the wetland restoration is still in its early stages, signs of wildlife and new growth peek through. “You kind of want it to hurry up and restore,” Everett laughs. But with the marshes, meadows and forests now protected, the land can recover for years to come.
To view more photos, visit the Chesapeake Bay Program's Flickr page.
You can track the status of the Center’s energy and water use through the Bay Foundation’s Brock Environmental Center Building Dashboard.
Update July 30, 2015: The Brock Enviornmental Center was certified as LEED Platinum, the U.S. Green Building Council's highest designation, in July 2015.
Images and captions by Will Parson
Text by Stephanie Smith
A new voluntary education program aimed at increasing environmental literacy was introduced in Virginia on Wednesday.
The Virginia Environmental Literacy Challenge is intended to encourage educators to engage students with the natural world in new and creative ways, by highlighting those who excel in environmental literacy efforts. A series of lesson plans—from habitat construction to recycling projects—will accompany the challenge.
“We need to make sure that our students are graduating with the skills and knowledge they need to protect Virginia’s natural resources,” said Virginia Governor Terry McAuliffe in a release. Governor McAuliffe signed the executive order creating the program.
In supporting the outdoor education and sustainability efforts of teachers, administrators and schools, the program will help achieve the environmental literacy goals of the new Chesapeake Bay Watershed Agreement, signed last year by the Chesapeake Executive Council, the top-level leadership entity for the Chesapeake Bay Program that Governor McAuliffe now chairs.
“Environmental literacy is an important part of the Chesapeake Bay [Watershed] Agreement,” said Molly Ward, Virginia Secretary of Natural Resources and Chair of the Chesapeake Bay Program’s Principals’ Staff Committee. “A systemic approach to environmental literacy will ensure that future generations are prepared to protect and conserve our natural resources.”
Forests are critical to the health of the Chesapeake Bay—they protect clean water and air, provide habitat to wildlife and support the region’s economy. However, since European settlement of the region in the 17th century, deforestation has taken a toll on the once thriving forests of the mid-Atlantic region. Human influences such as development and parcelization have reduced forest acreage from 95 to about 45 percent of historic coverage.
Deforestation in the Bay region may seem a problem that is too complex to tackle, but one man, dubbed the modern-day Johnny Appleseed, is proof that a little curiosity, passion and hard work can have profound effects on the environment. John Smucker, a Technology Education teacher at Northwest Middle School in Taneytown, Maryland, has become a catalyst for reforestation efforts, melding his engineering experience with restoration initiatives.
Smucker recalls the moment 10 years ago that sparked his interest in forest restoration. “It all started behind my house with a reforestation effort, but all of the trees that were planted slowly died. I didn’t like that so I did a lot of research to help [the trees] out and fell in love with the process, which led me to start dropping acorns into empty tree shelters,” said Smucker.
The moment created a ripple effect that resulted in Smucker spearheading forest restoration by organizing volunteer plantings and entering into a partnership with Mount Saint Mary’s University and the Francis Scott Key Center. Both locations provide space for Smucker to grow the thousands of trees he uses for plantings.
Smucker spends about 700 hours every year in all aspects of creating riparian buffers, like meeting with landowners, auguring the holes, organizing the volunteers and also conducting the most critical part of the process Smucker says, maintenance. Plantings are held on Saturdays during April, May and October – the most opportune months for tree survivability and comfortable outdoor temperatures for volunteers to work.
When choosing planting locations, Smucker explains, “Being a grower really is a game changer for me, because I can fully understand what the trees need to survive.” Once a site is selected, he samples the soil, observes what plant species are in the area, spends time in his greenhouses flagging all of the appropriate trees for the site and rallies his volunteer base around the planting.
When it comes to tree plantings, the name of the game is fun and education. Many of his volunteers are young people who are in a mindset to learn. Each planting is preceded with an ecology lesson highlighting the importance of riparian zones, stream shading and nutrient removal. “As a middle school teacher it is important to organize the event so it’s fun and rewarding, because if they get frustrated, they will associate that frustration with tree planting. If they associate it with fun, then the environmental stewardship will perpetuate a lot better. If it’s organized right and goes smoothly then it’s a feel-good thing, just like in the classroom,“ Smucker explained.
Smucker encourages his students to work out solutions to engineering problems with the tree plantings and challenges them to think up innovative ways to overcome obstacles. “Tree planting and technology education are really the same thing. It’s problem solving and the engineering design process. What is the problem? What is the solution? Evaluate and modify,” said Smucker.
Over the years, Smucker’s volunteer base and partner organizations have expanded to the point where he has been able to launch an organization of his own, Stream Link Education, a nonprofit that organizes and leads tree plantings with local community members, organizations and businesses. “The coolest thing I think we do is Natives for Nonprofits. We grow trees for giveaways to other organizations, which is great because budgets are really tight and donations are hugely welcome. It also helps establish partnerships, not because I want something in return but because it’s neat to make connections,” said Smucker.
Smucker aims to perpetuate choices and actions by providing people with hands on educational experiences. “If you’re excited about something and value it, then demonstrate the value, they [the volunteers] will see it. The excitement can be catching,” he said. He continued to explain that in addition to educating others and improving the environment, his enthusiasm for restoration remains strong because he is still able to grow as well, “I’m going to turn 50 in January and I’m thinking, ‘if I do this right, I’ve got my 50’s and 60’s and if I can stay healthy, I can do this for a long time.’ And that’s great. There is always something to learn.”
To view more photos, visit the Chesapeake Bay Program's Flickr page
As students settle into their new school-year routines, it’s a good time to reflect on how their experiences in the classroom affect the Chesapeake Bay.
Image courtesy brucemckay/Flickr
Today’s students will play a critical role in the health of tomorrow’s Chesapeake. Making sure they understand how to critically think about evolving environmental issues is essential to the long-term success of environmental protection.
While managers are making progress in addressing the issues facing the Bay, many of the remaining challenges to a healthier ecosystem rest in the hands of individuals, businesses and communities. From decisions on how to heat and cool homes to decisions on where to live, what vehicle to drive and what to plant on private properties, individual choices can have a huge impact on the Bay. This means a successful environmental protection strategy must be built on the collective wisdom of the environment’s residents, informed by targeted environmental education and starting with our youngest students.
In recent years, a clearer picture has emerged about the environmental literacy of our students. A 2008 National Environmental Literacy Assessment and related follow-up studies showed that students who attended schools with environmental education programs knew and cared more about the environment, and were more likely to take actions to protect their environment, than students who didn’t. But learning outdoors during the school day is not common in the United States.
Image courtesy vastateparkstaff/Flickr
While our society is increasingly disconnected from the natural environment—spending more time online and less time outdoors—there is good news: states are increasingly stepping up to ensure that students have the opportunity to connect with nature. The state of Maryland, for instance, has established the nation’s first graduation requirement for environmental literacy; beginning in 2015, every student that graduates from a school within the state will have participated in a program that will help him or her make more informed decisions about the environment. Several states in the region have established partnerships for children in nature, taking a comprehensive look at how they can better encourage outdoor programs for children. Even more are recognizing the efforts of their schools to become more sustainable, ensuring that more students are learning inside buildings that model sustainable behaviors.
This momentum is being echoed at the regional level. The recently signed Chesapeake Bay Watershed Agreement commits the six watershed states and the District of Columbia to give every student the knowledge and skills necessary to protect and restore their local watershed. The cornerstone of this goal is the Meaningful Watershed Educational Experience, or MWEE, which should occur at least once in each elementary, middle and high school. MWEEs connect standards-based classroom learning with outdoor field investigations to create a deeper understanding of the natural environment. MWEEs ask students to explore environmental issues through sustained, teacher-supported programming. But less intensive outdoor field investigations could occur more frequently—each year when possible.
The Watershed Agreement highlights the roles that state departments of education and local education agencies play in establishing expectations and guidelines for the development and implementation of MWEEs. Indeed, plans that include strategies for MWEE implementation—coupled with outreach and training opportunities for teachers and administrators—have been effective in establishing and supporting a network for environmental literacy.
To support these efforts, funding is available: the National Oceanic and Atmospheric Administration (NOAA) offers grants through the Bay Watershed Education & Training (B-WET) Program, and the Chesapeake Bay Trust offers similar opportunities. The Chesapeake Bay Program also maintains a clearinghouse of teaching resources on Bay Backpack.
Note: A version of this article also appeared in the October 2014 edition of the Bay Journal.
Author: Shannon Sprague is the Manager for Environmental Literacy & Partnerships with the National Oceanic and Atmospheric Administration’s Chesapeake Bay Office. She is also the co-chair of the Chesapeake Bay Program’s Education Workgroup.
Think of a food, any food. It could be what you had for breakfast, or something you’ve been craving. Once you have an image in your mind, imagine what that snack would look like without the existence of fruits, vegetables or grains. Would it completely disappear? Would only a portion remain? Now ask yourself, “What is the common link—the necessary life source—behind the production of our food?”
The answer lies in the simple act of pollination. It is nearly impossible to think of something within our diet that can exist without it. Pollination, or the transfer of pollen between like species of flowers by wind or wildlife, leads to the formation of healthy fruit and seeds. It is estimated that nearly one-third of all plants and plant products consumed by humans depend on bee pollination alone.
Educators at Arlington Echo Outdoor Education Center in Millersville, Maryland, understand this fact and work to teach others about the important role that pollinators—like bees, butterflies and bats—play in our ecosystem. For the past 17 years, the center has partnered with the Anne Arundel Beekeepers Association (AABA) to provide a home for more than 80,000 honeybees each year. When needed, AABA donates bees to Arlington Echo to replenish the center’s four outdoor bee boxes and two indoor observation hives. While the outdoor apiary is used for ecological purposes—providing habitat for the bees—the observation hives are used to teach children and adults alike about insect anatomy and life cycles, pollinator survival, community roles and math.
While it started as a recreation center, Arlington Echo quickly evolved to support authentic, hands-on learning. Arlington Echo Outdoor Education Center is part of Anne Arundel County Public Schools and has been for 45 years. In fact, it is visited by every fourth grader in the county. “Education facilitates change,” said Sheen Goldberg, Teacher Specialist at Arlington Echo. The volume of students they reach each year provides a valuable opportunity to plant the seed of environmental awareness in many young minds. Here, people learn to make the connection between pollinators and the food they eat.
“One of the major issues we face today… is a lack of knowledge about the environment and where things come from,” said Melanie Parker, Coordinator of Arlington Echo’s Environmental Literacy and Outdoor Education Department. “[Food] doesn’t come from the grocery store. And it’s not just our kids [who are unaware]. Sometimes, it’s parents. Sometimes, generations don’t have that connection with the land and nature. There’s not that experience or exposure. All people see is that chicken comes in a package and isn’t an animal that’s running around on the ground. There is a detachment to where our stuff comes from.”
Spreading knowledge and linking people to their natural environment is a vital part of Arlington Echo’s mission. By connecting the dots between healthy pollinators and a healthy environment, they hope to incite positive change and help pollinators overcome the challenges they face. Population growth and development have encroached on pollinator habitat; chemical contaminants harm their health; and both native and invasive pests, parasites and diseases threaten populations.
“Right now, pesticides are a really big deal. Bees are going through something that we are calling Colony Collapse Disorder because we don’t actually know what causes it,” said Heather Calabrese, Program Assistant at Arlington Echo. “There is some research that points to a class of insecticides called neonicotinoids. It’s interesting how it, and many other pesticides, work. It doesn’t actually kill the animal right away. It effects the nervous system, disorienting it, [the animal] stops cleaning itself, eating, feeding other animals, and then it starves to death or dies of disease.”
Although honeybees, like those kept at Arlington Echo, are not native to North America, they are not considered invasive. Instead, they are considered an important part of our natural ecosystem, and their decline is directly linked to habitat loss. Development fragments wildlife habitat and pushes native species out. “Because of development, we lose native plant populations. If there is not enough food for our pollinators because we have built on their habitat, then we won’t have the native pollinators,” Parker explained.
Over the past 60 years, managed bee populations have declined from 6 million to 2.5 million, an alarming number that has sparked many states and organizations to offer financial and tax incentives to encourage people to keep bees.
Parker, Goldberg and Calabrese are all enthusiastic about keeping bees and claim that once you start, you can’t help but become fascinated by the social complexities of the critters. “You can put as much or as little work into maintaining the hive as you would like,” said Goldberg. “The bees are clean, hardworking and good at taking care of the hive for the most part.”
The educators at Arlington Echo stress the importance of making connections between the natural world and human health. Many of the things that harm pollinators also pose a threat to humans, water and other wildlife. “There is the developmental part of… pollinator population decline, but also the pesticide use,” Parker said. “Those pesticides end up in our waterways. You know, everything is connected. You pull one string and the rest unravels. So, even though it seems like a small piece, it is part of a bigger issue.”
To view more photos, visit the Chesapeake Bay Program's Flickr page.
Environmental education is essential to restoring the Chesapeake Bay: students who learn about the nation’s largest estuary will become the next generation of citizen stewards. But without best practices in place for teaching students, training teachers or gauging the success of outdoor learning efforts, it can be hard to ensure watershed states are on the same stewardship track.
Last summer, a group of experts convened by the Chesapeake Bay Program discussed the best practices that can improve and assess environmental literacy, outlined in a report released this week.
The researchers and evaluators, supported by the Scientific and Technical Advisory Committee (STAC), described the essential underpinnings of environmental education and the practices that can drive positive results, from connecting students to the places they live to fostering the belief that they can improve the natural world.
Image courtesy Dave Harp
The Bay Program has formally supported environmental education for close to two decades. Its Education Workgroup recently published the Mid-Atlantic Elementary and Secondary Environmental Literacy Strategy, which sets forth a series of steps to reverse “nature deficit disorder” and equip students with the desire and skills needed to address environmental issues later in life.
The plan was written in response to the Chesapeake Bay Executive Order and calls for the engagement of students in environmental issues like energy use, automobile emissions and urban and suburban runoff. It calls for the increased access of educators to professional development. And it calls for the movement of schools toward sustainability, whether it is a building that has a net-zero environmental impact or grounds that have a positive effect on the health of students, staff and the surrounding community.
Tree stumps to step over and drum circles to join. Slate easels to draw on and animals to meet. Hollow logs to climb through and dirt to dig in.
What kid wouldn’t love it here?
Image courtesy Irvine Nature Center/Facebook
The Irvine Nature Center in Owings Mills, Md., has joined a growing list of nature-inspired organizations that encourage kids to explore, respect and protect the environment. Thanks to a growing body of research that supports the benefits of unstructured play and child-nature interaction, places like the Irvine Center—with its trails, garden and outdoor classroom—are popping up all over, getting kids to play in fields and forests instead of on plastic and asphalt.
The idea? When given the chance to roam and run in natural places, kids will learn about and come to love the outdoors, becoming curious environmentalists and new stewards of our watershed.
Image courtesy Irvine Nature Center/Facebook
The Irvine Center’s exhibit hall, green building and 116 acres of woods and meadows are open to the public; the Irvine Center’s outdoor classroom is open to members and to those who participate in the organization’s programs.
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Urban Ecology is the study of the relationships between people and wildlife within the urban environment. These studies can help us to live in an increasingly urbanised world with almost 80% of people in the UK now living in urban areas.
Studies show that contact with nature has psychological and physical benefits and with a predicted 60% global urban population by 2030, it is vitally important that towns and cities are healthy places to live.
Greening cities helps to remove pollutants such as particulates from fumes. With climate change on the way green roofs and green walls provide insulation so we don’t have to use so much energy.
Trees help cities keep cool and greenspaces help stop flash-floods by reducing the speed and amount of water reaching the drains.
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Today we will celebrate International Women's Day. The theme this year sets us a challenge as well as a deadline.
Planet 50-50 by 2030: Step It Up For Gender Equality.
As women make up approximately half of the world's population, gender equality seems only fair, doesn't it?
Can we do it?
In the late 19th century, the demand for the woman's right to vote began with the suffragette movement in the UK. The crusade swept through many countries, fuelling the call for more women's rights throughout the Western world. In 1909, the Socialist Party of America organised the first International Women's Day (IWD) in New York City to honour the 1908 women's strike against appalling working conditions in a garment factory.
Since the first IWD, we have come a long way. Today more women hold positions of power; they are more visible in the boardroom, in politics and in the professional workforce. More girls and young women are educated and make their own decisions about their futures. This is cause for great celebration. We have made a difference.
But these accomplishments, though highly significant, do not point to consistent and international gender equality. They do not embrace us all. All over the world, girls are still married off as children or trafficked into forced labour and sex slavery. In many places women are seen as a commodity like livestock, to be sold or traded. They often meet with horrific violence in their own homes. In Saudi Arabia, women are not allowed to drive. They are made to stand in lines separated from men in restaurants and cafés. They are forbidden to leave their homes without a male chaperone. They have been denied some of the most basic rights to choose.
And so our struggle continues to offer women the freedom to control their own destinies, to live without fear and to be respected for their intellect, wisdom, ideas and humour. We fight to combat inequality in pay, healthcare and education, and we battle discrimination and violence toward women and girls. We strive to give all women - from all cultures and countries - the right to be equal citizens of the world.
As I am of Bangladeshi heritage, I feel strongly for the plight of South Asian women.
Recently, in Bangladesh, a 22-year-old pregnant woman was brutally murdered by her husband of seven months. His rage was fuelled by the fact that her dowry was not large enough to sustain his pleasures. He beat and stabbed her while his family stood by. Unfortunately this is not an isolated incident. Stories like this are very common, but as a woman is seen as belonging to a husband, justice is often not served when she is subjected to abuse.
So how can we create gender equality by 2030?
We can learn about the history of women's rights and the purpose behind IWD. We can celebrate the lives of the suffragettes and the activists who helped us get to where we are.
We can also become more informed about the plight of women all over the world. The statistics of rape and violence against women are outrageous. We can find out more about discrimination in and out of the workplace as well as in and out of our own culture and country.
We can also donate to women's causes, domestically or abroad, or volunteer at a women's shelter, getting to know and reach out to women seeking refuge from poverty or abuse.
We can continue the conversation and speak out for the women of the world.
So on Tuesday 8th March this year, let's remember the long journey we have taken to get to where we are today. Let's celebrate our victories and remember the women who have given their lives to champion women - all women.
But let's also look past the successes and continue the journey toward a truly equal world, where men and women are not the same, but they are equal - where differences are respected and applauded and we work together to create a peaceful and powerful planet.
Let's take this journey beyond our country's and culture's borders and do all that we can to help the women who cannot help themselves. | <urn:uuid:0c64f785-227c-4a04-b4fb-adc560a22226> | CC-MAIN-2018-17 | https://www.huffingtonpost.co.uk/shahida-rahman/womens-struggle-continue-_b_9398810.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125944851.23/warc/CC-MAIN-20180421012725-20180421032725-00340.warc.gz | en | 0.974103 | 838 | 2.703125 | 3 |
A clinical trial for people with early-stage pancreatic cancer looks at the effectiveness of a vaccine and chemotherapy combination, with or without an additional immunotherapy drug. This trial adds the experimental regimen to the standard chemotherapy and radiation that is usually given after surgery.
Blocking Signals that Mislead the Immune System
One of the ways cancer cells spread is by producing proteins that tell the T cells of the immune system not to attack the tumor. Nivolumab (brand name Opdivo) is an immune checkpoint blockade drug and works by blocking a negative regulator of T cell activation. In other words, it reactivates T cells to attack the tumor.
Combining Two Types of Immunotherapy
This trial looks at the effectiveness of the GVAX/cyclophosphamide combination with or without nivolumab. GVAX is a pancreas vaccine that stimulates the immune system to kill the tumor cells. Cyclophosphamide is a chemotherapy drug that interferes with DNA replication by blocking the growth of tumor cells and eventually killing them. The drug, given at a low dose, targets cells that regulate the immune system function, in this case the ones that suppress immune function.
Participants in this trial must have tumors that can be surgically removed. One group of participants will receive GVAX and cyclophosphamide two weeks before surgery and 6-10 weeks after surgery. One month after the post-surgery vaccination, patients receive standard chemotherapy and radiation. The other group will follow the same treatment plan but with the addition of nivolumab to the vaccine/chemotherapy combination.
We encourage you to consult your physicians for clinical trials that may be right for you. The website ClinicalTrials.gov provides more details about this trial as well as many others. You can visit the EmergingMed Trial Finder for a listing of all active pancreatic cancer clinical trials.
This drug combination is also being explored in another clinical trial. To learn more read “Comparing the Effectiveness of Vaccine Therapy With or Without Additional Immunotherapy” in our Clinical Trials section. | <urn:uuid:ce8e2364-5f18-4e16-b6ab-9106362cb222> | CC-MAIN-2021-39 | https://letswinpc.org/clinical-trials/2017/03/23/two-types-immunotherapy-surgically-removable-pancreatic-cancer/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058589.72/warc/CC-MAIN-20210928002254-20210928032254-00501.warc.gz | en | 0.925616 | 431 | 2.84375 | 3 |
What's the 'Wild' Behavior All About?
Dear Dr. Mary and Lynn:
I just read your blog about the child who becomes very quiet the first few weeks of school. I have the opposite problem. My spirited son becomes very hyperactive on the lead up to school and in the first weeks back too. All his emotions become extreme. If he is happy or excited he runs around making noise, becomes reckless with toys so that often they are broken. If he is sad, or angry about something it’s all screaming, yelling, stomping and trying to argue the point at the top of his voice. This sort of behavior is always common just in that 2-3 week period on returning back to school. Can it be explained and how can we manage it? ~Amanda
This is a perfect example of needing to look behind the behavior to discover the “real” fuel source. When your son is whirling around the room unable to focus, it is an indication he is in the “red zone.” The challenge is that children do not always demonstrate the same behavior in the “red zone.” Some go into the “shut down” mode, which is what we described in our last blog post. But this is not the only response. Other children instead of “shutting down” go into, “I’m ready to fight mode.” This is what you’re seeing. The blood is in his muscles. He needs to move. He’s prepared to dispute any point. But underlying both of these frustrating and puzzling reactions is the SAME emotion – anxiety.
So how do you make it better? The strategies are the same. Recognize he is feeling uncomfortable and will feel much better if he knows what to expect. Whether it’s a school, child care center or any other new place or event take these steps to help him stay in the “green zone” of calm energy.
- Visit the building before the first day.
- Meet the adult in charge
- Find the bathrooms, cafeteria, lockers and where he will go when he first enters
- Ask who else will be there so he can look for a friend
But don’t stop there:
- Then create a plan of how, you will drop him off, or he’ll walk into the building or board the bus. Include a clock depicting what time you’ll pick him up.
- Invite him to draw out the plan like a 4-6 frame cartoon so he can “see it”
- Tuck the drawing into his pocket so he can carry it with him.
The better prepared he is, the more confident he will feel thus, allowing his body to relax and his brain to say, “I’m safe. I can stop and focus now.”
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How did medieval musicians learn to perform? How did they compose? What was their sense of the history and purpose of music? The Summa musice, a treatise on practical music from c. 1200, sheds light on all these questions. It is a manual for young singers who are learning Gregorian chant for the first time, and provides a compact but comprehensive introduction to notation, performance, and composition, written in a mixture of Latin prose and verse. More than that, however, it is also an introduction to medieval culture: what educated people believed to be worth knowing about music, how they reasoned when they discussed musical questions, the nature of musical thought and how it was expressed. There has been no edition of the Summa musice since 1784, when Gerbert published a very faulty text. Christopher Page's book provides a completely new edition of the Latin text taken from the only surviving original copy, together with an English translation. Both texts are copiously annotated and introduced by an authoritative and illuminating editorial commentary.
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This is the second part of a WAN-IFRA Youth & News Media series about news literacy initiatives around the world (outside the United States) that have been created by or could involve news publishers. It was commissioned by the American Press Institute.
INSTALLMENTS OF THE REPORT
#2 TEACH ABOUT FREEDOM OF EXPRESSION: Develop an understanding of the link between freedom of expression and of the press.
Without learning early how press freedom is allied with freedom of expression, it's easy to dismiss news media and journalists as simply getting unwarranted special treatment.
Thus, an important, basic news literacy message for the global audience focuses on the relationship between freedom of expression and of the press [news media] as supported by the Article 19 of the Universal Declaration of Human Rights.
On behalf of the 30 000 news organizations it represents, WAN-IFRA devotes a considerable part of its own work to strengthening and defending news media.
Part of of that work means helping publishers teach their own audiences about the link between freedom of expression and freedom of the press and other news media. For example, WAN-IFRA created an animation to explain the basics of freedom of the press and freedom of expression. The video [length 00:03:15] is available in English and also a version with some Arabic text.
WAN-IFRA also suggests a wide variety of activities news publishers can do to help students learn more and gert involved.
News publishers and their associations have taken a wide variety of approaches to help young people make the important and sometimes neglected connection between press freedom and freedom of expression, and also to help them understand the reality that in too many places journalists are killed or jailed for their work.
Sweden’s “Mediekompass” (Media Compass) project concentrated on teenagers by creating a multi-faceted lesson about press [news media] freedom that included rock music, hard questions and do-it-yourself newspaper censorship. “We wanted to give them an “Aha’ experience of what our society would be like if we didn’t have press freedom,” explained Lena Victorin, the program's manager. “We wanted young people audience to have to take a personal stand.” Seated in a huge audience, students voted with flag-colored cards on whether or not they thought they should be allowed to see different kinds of information and then heard from a panel of their classmates who had deleted content that was allowed to appear in a newspaper front page thanks only to Swedish press law. Most of the page was blacked out. http://www.wan-ifra.org/162258
In the Netherlands, the national media business association created a Freedom of Expression Road Show that lets students play "dictator" and cut from local newspapers all the content they don't like. "They have to delete five articles as if they were a dictator," explained Chris van Hall, Nieuws in de Klas [News in the Class]* manager for the association. "It is things as simple as their country losing a sporting event, but they really get the feeling of the power of censorship. In fact, they want to cut more and more and more. It’s so easy to censor, and it gives power." Teachers get a packet to help them go over with students the vocabulary of news, the function of news in a democracy, national and international regulations and limitations to freedom of speech and of the press. The goal is debate with a final step in which a visiting journalist leads a discussion. An animation [1:28 in Dutch] gives background.
In Amman, Jordan, the "show" was literally a performance, with fewer lessons and more entertainment by young people to celebrate 3 May, World Press Freedom Day. The day was organized by the Center for Defending the Freedom of Journalists, which also worked with WAN-IFRA to set up a national news in education program in Jordan. The show's line-up included performances of alternative music, drama, dance, short films and even stand-up comedy sketches. http://english.cdfj.org/
For Jyllands-Posten in Denmark, the work was entirely serious with a program that targeted two different groups: primary and secondary school students and refugees in language schools throughout Denmark. The focus was on debates about freedom of expression, including criticizing religion. Students prepared for the debates using the an online Freedom of Expression package of news articles, videos and quizzes (in Danish). "Our project is about presenting new citizens with a culture of debate they are not born into and set the stage so that they can take part in that debate," said then editor, Pierre Collignon. Though the editor championing the project has left the organization, teachers are carrying on with more than 1000 consults of the materials each month.
TELLING THE TOUGH STORY
The reality that many journalists risk their freedom and their lives to do their jobs is a difficult story to tell, especially to younger children, but it can be done even for those youngest ages.
"What's Freedom of Expression?" is a highly effective short video in which stick figures act out the answer to that question.
It is part of the "One Day, One Question" series of videos lasting under two minutes produced by France Télévisins and Milan Press. Each video is based on a child's question, in this case from six-year-old Nathanaël.
This video explains the history of press freedom and describes how the 2015 murders of satirical cartoonists fit in that discussion. Within a very short time, the video attracted more than 15 times the usual 5000 views via the 1jour1actu site, and more than double the 10 000 norm on YouTube, according to Jean-Luc Monchy, marketing manager Milan Press. The cost to make each animation is 1000 Euros, with an extra 100 Euros to dub into another language. The video [1:42] is in French and also with English subtitles donated by WAN-IFRA.
The lesson can also happen in print. For example, a special "Libérez mon papa" [Free my Father] issue of Journal des Enfants [JDE]** put the focus on interviews with the families of jailed journalists, who could explain the story in a more accessible way. In 2016, JDE expanded the discussion further with a feature about an artist, cartoonist and poet who all had to flee their countries because of their work. http://www.lavenir.net/extra/JDE/index.html
UP CLOSE AND PERSONAL
Face-to-face encounters can be very powerful for this topic. In Austria, the Zeitung in der Schule [Newspapers in School]* program of the VOZ national publishers association* had a room full of primary school winners of a fun summer puzzle game listen to exiled journalists explain the press freedom situation in their own countires. A similar project in France sent exiled journalists into countryside classrooms of teenagers. "It is a very boisterous group of students normally," said a teacher whose class had listened to a reporter from Burundi. "I've never seen them so intensively attentive." For Austria: http://www.wan-ifra.org/node/77711
Even the tiniest of companies have contributed to such efforts. When 34 journalists were killed while covering a Philippine election, Raia and Ruel Landicho, publishers of two small weeklies in the region of the deadly attack, organized a day of free workshops at their Sinag printing plant ** to help local young people understand the role of a free press. Ruel said at the time, "We believe that when press freedom is being attacked in our country ... it is important to teach our youth that journalism is a noble profession." They expected, at most, one hundred participants. http://www.wan-ifra.org/node/38180 One thousand attended.
WAN-IFRA has collected a variety of activities for teaching about press freedom that lend themselves to school-publisher partnerships, ranging from quick and simple to much more ambitious.
BACK IN THE USA
This report was specifically commissioned to concentrate on initiatives outside the United States, but we would be shirking our task if we did not give you at least one innovative U.S. example. In fact, we'll give you two.
1. NEWSEUM - The Newseum is a massive museum in Washington, DC, that offers a fantastic, interactive exploration of U.S. "First Amendment" freedoms of religion, speech, press, assembly and petitioning the government. Each year, it re-dedicates its Journalists Memorial as it adds new names to the massive list of reporters and other media workers who have died on duty. Both on site and online, visitors can research the stories of these men and women. The facility's examination of journalism is multifaceted and does not ignore the profession's excesses and failures. The Newseum is very closely tied to news publishing. It was founded by Allen Neuharth, who started three newspapers in the U.S., including USA Today, and also counts numerous current and former news publishing executives among its trustees.
Its NewseumED division offers extensive resources, most often primary resources, including to help teachers cover freedom of expression and freedom of the press. That division offers online and in-person training for both students and teachers and an massive array of news artifacts with lesson plans for how to use them in education. [The U.S. constitution's First Amendment was adopted as part of a "Bill of Rights" in 1787 and fully approved in 1788]
2. PRESS UNCUFFED - In 2015, Investigative reporter Dana Priest decided to have the students in her "National Security and Press Freedom Reporting" class at the University of Maryland do something new. At the beginning of the semester, Priest gave each student an imprisoned journalist’s name and picture. Students had to not only research but also attempt to contact "their" journalist to write a story about freedom of the press. The results was not only stories but also Press Uncuffed, a continuing campaign with the Committee to Protect Journalists to free jailed journalists and that calls for wearing bracelets featuring a jailed journalist's name. The video [1:44] at left provides a good sense of the project.
DON'T FORGET NEWS[PAPERS] IN EDUCATION - Finally, it should be noted that News[papers] in Education (NIE) managers of publisher-educator partnerships on the local or state or even national level in the United States have taught news literacy as part of the work for decades, since at least the 1930s. An emphasis on freedom of expression and freedom of the press has always been a part of that effort. | <urn:uuid:cdd99784-363f-4567-aefd-8aef88a1d85e> | CC-MAIN-2017-13 | http://www.wan-ifra.org/articles/2017/03/13/2-teach-about-freedom-of-expression | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188785.81/warc/CC-MAIN-20170322212948-00440-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.959141 | 2,239 | 3.546875 | 4 |
“In a quality life, the sense of fulfilment comes from connection. Look to your rain, look to your land, look to the magical seasons of this earth. Listen to the wind, dance in the mud, then plaster your house with it … living intimately and comfortably with the basic elements brings a deep sense of fulfilment” (Amanda and Andy Bramble, 2010, p.154)
Ampersand Sustainable Learning Center is an intriguing mixture of teaching space, collective building, embryonic community, and a remote eco-home. Situated south of the small town of Cerrillos in New Mexico, Ampersand is at the end of several tracks snaking into the hills. In construction since 2003, the buildings here are mostly hybrid, a mixture of straw-bale walls, adobe and earth bags. Many things have been fashioned from reclaimed items such as salvaged windows, reusing wood, or using an old swivel office chair as a base for a solar oven (thus being able to move it to best catch the sun).
The main house
There is a main house – the home of Andy and Amanda Bramble – and then other more collective spaces such as a straw bale guest house, an outdoor kitchen for guests and another guest building to which a new bathroom was being added. There is also an outdoor solar shower. All the spaces are compact – making use of sleeping platforms, open plan design, and careful placement of furniture – and there is a beautiful simplicity to many of the rooms. There is enough for comfort but not clutter and certainly not an excess of things.
The straw bale and a plaster wall design
This simplicity is also evident in the way everything is designed to be efficient and minimise waste. For example, the solar thermal hot water panel is just outside the bathroom meaning it does not have to travel far to the point of use, and they feed used water into the indoor planter to water the growing vegetables – making multiple uses of what they have.
The outdoor shower
Ampersand is completely off-grid – generating all their electricity from photovoltaic panels, using solar thermal to heat water, collecting all their water via rainwater (into a 2,500 gallon tank) and using a solar oven for cooking. They also warm and cool their house passively. The back of the main house is built into the ground with only a couple of very small windows looking north from the pantry. To the front they have a greenhouse, as this heats up they let heat in through internal windows and when it is cold outside the greenhouse acts as a barrier while still letting the sun in. Their water use also is extremely low, about six gallons each per day. Water is then filtered through a Big Berkley system ready for drinking.
Growing food out here is difficult so they have built a large greenhouse to the front of their house with an indoor planter and created a large storage space – a pantry built into the ground at the back of the house. Refrigeration is limited, they “we harvest ice from an open-topped cistern in the winter to keep our food cold” (p.154) but have to use a propane powered fridge at times in the summer.
Ampersand aims to demonstrate “low-tech sustainable systems which people can do themselves, so that they are not reliant on experts” (Amanda Bramble). There is an emphasis here on having the skills and courage to do it yourself and key to this is starting small and simply learning through the experience of building small structures. It is also about building as a collective endeavour.
Inside and outside a straw bale house at Ampersand Learning Center
I can’t help but fall in love with the simplicity of some of the design and materials used here. In the straw bale guest house there is everything you need and no more or less. Everything is low cost, reclaimed, salvaged, adapted and yet it all has a beauty too. When I asked Amanda what barriers might exist in getting mainstream society to understand and value a place as eclectic as Ampersand she argued that the main obstacles are the “mental constructs of what is acceptable beauty and lifestyle”. Of course it can so easily come down to one’s own choice of aesthetics, but to me this is a place made for the future.
If you are interested in visiting Ampersand they run classes in the spring and summer, volunteer days, have open house visit days, and occasional internships. Details are on their website: http://www.ampersandproject.org/
There is also an article written by Amanda and Andy in Sustainable Sante Fe (2010) ‘On being a beneficial influence: Off grid at Ampersand’ | <urn:uuid:922fdd3a-7684-490e-8f3c-21e858f8fbaa> | CC-MAIN-2018-30 | https://naturalbuild.wordpress.com/2011/03/08/ampersand-learning-center-cerillos-new-mexico-usa/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590901.10/warc/CC-MAIN-20180719125339-20180719145339-00440.warc.gz | en | 0.958672 | 984 | 2.6875 | 3 |
10 Most Common Cholesterol Myths
In the last few decades, quite a fuss has been made about how bad cholesterol is, but some of the "facts" that have been presented are misleading and in some cases untrue. These are some of the most common myths perpetuated about cholesterol.
Eggs Are Bad
For years, the myth has been perpetuated that eggs are bad, especially for those who already have high cholesterol. But recent research has proven this to be patently false. While it's true that eggs do contain cholesterol, the bad is outweighed by all the good. Eggs are an excellent, affordable source of protein that are rich in good fats. Research has also shown that the body compensates for the cholesterol that is consumed by producing less within the body.
[Related: Health Benefits Of Eggs]
Cholesterol-Free Means Healthy
Most people think that if a food label says that the product is cholesterol-free that it must be healthy. The truth is that the dietary cholesterol found in foods is the least important indicator of how healthy a food actually is. What is most important? The amount of fat, particularly saturated fat and trans fat. These two fats seem to play the largest role in the development of atherosclerosis, a dangerous condition that can be deadly if left untreated.
[Related: How To Spot Misleading Food Labels]
The Lower Your Cholesterol, The Better
It's a commonly held belief that the lower a person's cholesterol is the healthier they are. This is patently false. While low levels of LDL cholesterol have typically been considered healthy, health officials and experts are reconsidering. In fact, several studies have found that those with low LDL (low-density lipoprotein, the "bad" cholesterol) seem to have a higher risk of developing cancer. This has led some researchers to question whether or not the drugs used to lower cholesterol are causing other problems.
Kids Are Immune To High Cholesterol
This is false. A child's body works the same way that an adult's body does. If that child consumes large amounts of saturated fat and trans fat (fried chicken nuggets and french fries, anyone?) that child can indeed develop high cholesterol. In fact, research shows that atherosclerosis, the narrowing and hardening of arteries that often leads to heart disease, can develop in children as early as age 8. The good news for these children is that by changing their diet and increasing activity levels, they can usually avoid cholesterol medication.
All Cholesterol Is Bad
The fact is that the body needs a certain amount of cholesterol to survive. Cholesterol is produced in the human body by the liver to support the body's cholesterol needs. However cholesterol is carried in the body by lipoproteins, and some of these are bad. These lipoproteins fall into one of two categories. The first is HDL, or high-density lipoproteins, which are also called "good cholesterol". The second is LDL, or low density lipoproteins, which are known as the "bad cholesterol". It is the LDL cholesterol which causes atherosclerosis and heart disease, but the HDL cholesterol is what you want more of.
[Related: How To Raise HDL Cholesterol Naturally]
Triglycerides Signal an Impending Heart Attack
Triglycerides are a type of fat in the blood and while a high fat diet does contribute to heart disease, high triglycerides are actually a sign of another impending problem: diabetes. Triglycerides don't invade the lining of the walls of arteries so they don't cause heart attacks in the same sense that LDL does. High triglycerides are a warning sign of metabolic syndrome, which are a group of conditions that can contribute to coronary heart disease and stroke.
Cholesterol Drugs Are Magic, Cure-All Pills
Unfortunately there is no such thing as a magic pill that's going to cure everything. And cholesterol drugs, in particular, can be a part of a sordid tale of doctors receiving monetary kick backs from the companies that manufacture the drugs, leading to over prescribing, according to a report from the Huffington Post. Cholesterol drugs also come with a host of side effects and they may not even be needed in most cases, according to the report.
There Is No Way To Lower Cholesterol Naturally
Again, this is an assumption that most people make when presented with the option of cholesterol lowering medications. But the truth is that there are a lot of ways that people can maintain a healthy cholesterol level naturally. A healthy diet with plenty of fruits and vegetables, exercise and no smoking will go a long way. There are also natural alternatives to cholesterol drugs available that use healthy plant sterols that lower cholesterol.
High Cholesterol Is The Best Indicator For Heart Disease
This is a myth that has been perpetuated for decades. The truth is that high cholesterol is the least reliable indicator of overall cardiovascular health. One study found that about 75 percent of people who were hospitalized for a heart attack had LDL (bad) cholesterol levels that fell within the normal range. There are a number of possible reasons for this, including some skewed numbers on just how high is too high for cholesterol.
Americans Outrank The Rest Of The World
While the United States does have an obesity epidemic, giving rise to the popular notion that we are among the unhealthiest people in the world, Americans are far outranked by some other countries when it comes to cholesterol. American men come in 83rd among other nations, while American women come in 81st, according to Health magazine.
The portrayal of cholesterol within the media, in advertisements and even within our own daily conversations isn’t entirely correct. Perhaps as people become more familiar with cholesterol and differentiating between myths and facts, they will be able to decrease their risk for heart disease. For starters, it’s important to understand the difference between HDL and LDL cholesterol. | <urn:uuid:bb31b050-b85d-4e60-b6c4-5bb776903e79> | CC-MAIN-2018-22 | https://www.symptomfind.com/nutrition-supplements/common-cholesterol-myths/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794866107.79/warc/CC-MAIN-20180524073324-20180524093324-00338.warc.gz | en | 0.955724 | 1,204 | 3 | 3 |
The Muslim Brotherhood Circumstances Surrounding its Establishment (I)
The Muslim Brotherhood is a phenomenon worthy of investigation given its geographical reach and the depth of its social and political influence, not only in the Arab and Muslim regions, but throughout the whole world. An analytical view of the historical circumstances surrounding the Group's emergence in Egypt is key to understanding the factors that have shaped its followers, its ideological vision and its tools of change.
An examination of the social, economic and cultural environment which witnessed the inception of the Muslim Brotherhood is of special importance, as it allows us to envision the overall conditions that prevailed in Egypt at the time of the Group’s founding. Such a study is an attempt not only to understand the events and developments that accompanied the emergence of the Muslim Brotherhood, but to identify the ways in which these developments have colored events of the recent past.
The study highlights the intellectual origins of the Muslim Brotherhood as embodied in Sunni Orthodoxy, the ideology of the Khawarij, and pioneers of the Arab-Islamic Renaissance (Nahda), such as Jamal al-Din al-Afghani, Muhammad Abduh, Muhammad Rashid Rida, and Abul A'la Maududi, whose thought deeply impacted the formulation of the Brotherhood's ideas.
The study also addresses the role played by figures such as Hasan al-Banna and Sayyid Qutb, who entrenched violence within the Group’s rhetoric, worldview and actions. No less importantly, the study addresses the theoretical foundations of the Brotherhood’s thought and approach, which are highly generalized and ambiguous despite the Brotherhood’s claim that they are authentic and deeply rooted in the Islamic legal and juristic tradition. | <urn:uuid:b926a515-edbe-4c0e-b2bc-02ebc4ea6c8d> | CC-MAIN-2023-50 | https://trendsresearch.org/publication.php?id=159&title=The_Muslim_Brotherhood%EF%BF%BD%EF%BF%BDCircumstances_Surrounding_its_Establishment_(I) | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100724.48/warc/CC-MAIN-20231208045320-20231208075320-00556.warc.gz | en | 0.949798 | 351 | 3.1875 | 3 |
The Alpine system is popular in the European Alps and increasingly in the greater ranges. As with the Scottish system, routes are given an overall grade to describe the difficulty of the route. In addition to this, the UIAA rock grading system is used to describe any rock pitches on the route. The overall grade takes into consideration all of the following factors:
- the approach route, length and complexity
- the descent route, method, length and complexity
- the quality and availability of stances
- the quality of rock, snow and ice
- the level of objective danger
- the location of hardest section on the route
- the aspect of slope
- the exposure to weather
It should be noted that as with all grading systems incorporating snow and ice, the alpine grade can be significantly effected by the weather conditions, not only during the climb but in the weeks before.
The following table outlines the different alpine grades used:
- Overall Grade
- F Facile (Easy)
- A straight forward route, possibly describing a glacier approach with simple scrambling. Any snow or ice will be of an easy angle allowing the climber to walk up it.
- PD Peu difficile (not very hard)
- Harder than routes graded F, with more complex glacier routes, harder scrambling and objective dangers. Routes may also be longer and at altitude. Snow and ice slopes of up 35-45 degrees may be encountered.
- AD Assez difficile (fairly hard)
- More significant slopes of snow and ice will be encountered up to 40-55 degrees. Rock climbing up to grade III may also be encountered but are unlikely to be sustained
- D Difficile (hard)
- A more serious undertaking with possibility of rock climbing at around grade IV & V and snow and ice slopes of up 50-70 degrees.
- TD Tres difficile (very hard)
- Significant and sustained snow and ice slopes of up 65-80 degrees are likely encountered. Hard rock climbing is also a possibility at grades V - VI with some aid routes also a possibility. Routes at this grade are a serious undertaking with high levels of objective danger.
- ED Extremement difficile (extremely hard)
- Extremely hard routes with vertical ice slopes likely and rock climbing at VI to VIII. Aid pitches are also possible with exceptional objective danger.
- ABO Abominablement difficile (Abominable)
- Pretty self explanatory! | <urn:uuid:97023356-1342-4cab-ab83-61532359957c> | CC-MAIN-2016-07 | http://www.machetetours.com/en/climbing-grading | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701169261.41/warc/CC-MAIN-20160205193929-00083-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.923376 | 512 | 2.9375 | 3 |
NASA goes Photosynth
MS has announced an exciting collaboration with NASA using Photosynth technology, to create three-dimensional environments of preparations for the launch of space shuttle Endeavour.
If you don't know Photosynth, it is a photo application that can intelligently stitch millions of photograph and create a virtual world!
With Photosynth you can:
- Walk or fly through a scene to see photos from any angle.
- Seamlessly zoom in or out of a photo whether it's megapixels or gigapixels in size.
- See where pictures were taken in relation to one another.
- Find similar photos to the one you're currently viewing.
- Send a collection - or a particular view of one - to a friend.
For the first time ever, viewers can experience unprecedented views of shuttle Endeavour on the launch pad, interior and surrounding area of the Vehicle Assembly Building, and the return of previous flight Shuttle Atlantis atop a 747. Photosynth is able to capture the depth and complexity of the shuttle’s structure, providing exclusive images to viewers around the world enabling the unique ability to explore this NASA mission.
In addition, Live Labs has collaborated with MSNBC to create a special multimedia tour of the Kennedy Space Center at http://spaceworld.msnbc.com | <urn:uuid:78f619c7-52e3-4b82-88bf-be21adcf8e7c> | CC-MAIN-2017-39 | http://www.abhishekkant.net/2007/08/nasa-goes-photosynth.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687333.74/warc/CC-MAIN-20170920161029-20170920181029-00696.warc.gz | en | 0.88641 | 272 | 2.921875 | 3 |
- Any one religious function, e.g., the rite of Baptism.
- A group of such functions, e.g., the last rites (Extreme Unction, Viaticum, etc.).
- The whole collection of services used in the public worship of any church or group of churches, e.g., the Roman Rite.
In this sense the term is often used as equivalent to Liturgy. The essentials of worship laid down by Christ form the foundation of every rite. The different prayers, actions, and customs used in the amplification of the fundamentals, distinguish the rites. Provided there be unity of faith, diversity of rite matters not at all. The four parent rites and those derived from them are
- I – Antiochene
- Pure Antiochene
- Rite of Saint James (Greek, Syriac, and Maronite)
- II – Alexandrine
- Greek, Saint Mark
- Coptic (Saint Cyril, Saint Gregory, Saint Basil)
- III – Roman
- Original Roman
- Roman with Gallican additions
- IV – Gallican
In addition, some religious orders have their own rites, e.g., the Benedictine, Carmelite, Cistercian, Dominican, Franciscan (Friars Minor and Capuchin), Premonstratensian, Servite. | <urn:uuid:007c1b48-504d-4a13-8d86-7ae248e898a7> | CC-MAIN-2014-52 | http://saints.sqpn.com/rite/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1419447548601.48/warc/CC-MAIN-20141224185908-00026-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.861234 | 275 | 3.203125 | 3 |
Classrooms in many parts of the world are increasingly diverse. International migration patterns have significantly changed the cultural make-up of many industrialized societies and, by extension, their school-aged populations.
Such changes are particularly seen in traditional destination countries such as Australia, Canada, Germany, France, Italy, New Zealand, Spain, the United Kingdom and the United States.
In this increasingly globalized landscape, schools face significant challenges. Researchers have documented lower educational outcomes such as student achievement and graduation rates for immigrant students in the majority of countries around the world.
In response to these outcomes, more research is being devoted to understanding and supporting conditions for equitable learning. Culturally responsive teaching (CRT) is one idea to support these conditions. CRT is concerned with teaching methods and practices that recognize the importance of including students’ cultural backgrounds in all aspects of learning.
To date, much focus in the field of CRT draws attention to the need for a greater diversity of role models and learning experiences in the classroom, and an expansion of teachers’ capacities to truly support and affirm diverse students.
As education researchers who have worked with teachers in training, and teachers in K-12 schools as well as teacher educators in Australasia, Africa, Asia, Canada, Europe, U.K. and the U.S., we argue that more attention needs to be paid to an overlooked aspect of CRT: both education systems and individual teachers must develop culturally responsive assessment and evaluation practices to boost student success.
How to recruit and prepare teachers?
CRT is sometimes also called culturally relevant teaching. This mode of teaching aims to be aware of how culture, ethnicity, race, socioeconomic status, language, gender identity and religious background may impact students’ learning experiences.
In many school contexts, student diversity far exceeds the diversity of teachers. Such an imbalance means students do not always encounter educator role models who reflect diverse cultural backgrounds throughout their schooling.
Thus, one aspect of promoting CRT is increasing efforts to attract a more representative demographic of teachers.
Recent analysis from the Organisation for Economic Cooperation and Development (OECD) suggests that in most OECD countries the typical person who expects a career in teaching at age 15 is a female with no immigrant background.
The findings are based on a question to 15-year-olds on 2006 and 2015 Programme for International Student Assessment surveys: “What kind of job do you expect to have when you are about 30 years old?” (4.5 per cent of non-immigrant respondents said teaching; only 3.1 per cent of immigrant respondents said teaching).
The OECD survey did not capture racialized identity. But more fine-grain analyses within the traditional Western destination countries suggest racialized people and Indigenous groups are particularly underrepresented among teachers.
For example, Canada’s largest and most diverse province (Ontario) has a significant teacher diversity gap as evidenced by fairly recent demographic data.
Racialized people represent 26 per cent of the provincial population, yet comprise only nine per cent of the 117,905 elementary school and kindergarten teachers and 10 per cent of 70,520 secondary school teachers.
Specialized programs for Indigenous peoples such as the teacher program focused on Aboriginal Education at Brock University or Maori Medium Teacher Education in New Zealand demonstrate efforts to grow the number of Indigenous peoples in teaching.
But strategies such as as diversified recruiting, quotas or specialized programs would take time and will likely struggle to keep up with changing student demographics.
Hence, providing relevant cultural training and professional development for aspiring and experienced teachers becomes even more important.
Such training needs to extend beyond traditional multicultural education approaches, or what has been called a “tourist” curriculum characterized by occasional or “highlight” additions.
Instead, training for teachers must model a multi-dimensional approach that includes integrating content from diverse cultures and experiences, and critically examining how cultural identity impacts learning.
Our experiences with teachers and teacher education programs globally reaffirm research findings about recognized practices in teacher education that impact student success.
For example, teachers programs should help teacher candidates critically consider their own identities in relationship to societal inequities and prejudice; optimally, with growth and maturity, they learn how to model deep inclusion.
Assessment literacy: The missing link
We also want to draw attention to an area that has been neglected in broader discussions of CRT – namely, assessment and evaluation strategies.
Most educators now accept that student assessment is the beginning point for instruction, not simply the end. That means assessment can be a powerful support when used throughout learning stages to provide meaningful feedback to students. Teachers need to carefully consider assessment and evaluation before they begin a lesson or unit of study and to use assessment to monitor students’ learning.
However, assessment continues to operate in more traditional ways: it continues to be used primarily as a measure of students’ final learning in courses through tests and exams or through large-scale provincial, state or national testing programs.
Teachers’ competency in using assessment to support student learning and to accurately report on it is called “assessment literacy” — so named for the ability to “read” a class to develop fair, relevant and supportive assessment.
Teachers must learn culturally responsive frameworks to develop fair practices for obtaining accurate information about students’ learning. Our research suggests competency in developing assessment can be enhanced through effective professional development.
The issue of fair assessment also raises questions about system-wide standardized testing, often used for accountability purposes. Standardized testing can be biased, for example reflecting foremost the experiences of white middle-class students.
Thus we acknowledge the need to combine the dual movements of CRT as focused in teacher recruiting and training with greater attention to responsive assessment.
Unless that happens, CRT will only find limited success in creating classrooms that ensure learning and achievement is attainable for all. | <urn:uuid:c3885a1d-c83d-4991-bf61-00ce44ed8a5b> | CC-MAIN-2019-39 | http://theconversation.com/culturally-responsive-teaching-in-a-globalized-world-109881 | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573184.25/warc/CC-MAIN-20190918044831-20190918070831-00420.warc.gz | en | 0.951013 | 1,197 | 3.90625 | 4 |
There are forty-two students in our class. There are also two American boys. They are Jack and Mike. They are our good friends. They like watching TV, but they don’t like playing basket-ball .They often go to school by bike. And I often go to school on foot. There is one English girl in our class. Her name is Lucy. She likes playing basketball and she also likes swimming. She usually does her homework in the evening. She often watches TV on Saturday afternoons. She is my good friend. All of the Chinese students are Yong Pioneer.
（ ）1、There are thirty-nine Chinese students in our class .
（ ）2、There are two American girls and one English boy in our class .
（ ）3、Jack and Mike are our good friends .
（ ）4、Jack and Mike like playing basketball .
（ ）5、Luck often does her homework on Saturday afternoons .
1. How many Chinese students in our class?
2、How many American girls English boy in our class?
3、Who are your good friends?
4、Who likes playing basketball ?
5、What does Luck often do on Saturday afternoons?
My name is Jack. I am a pupil of Grade One. I’m in No.1 Middle School. On weekdays I get up at six o’clock. I have breakfast at seven and then I go to school by bike. We begin our class at eight o’clock in the morning. We have four classes in the morning and three in the afternoon.
At noon, I have lunch at home. Classes are over at four fifteen in the afternoon. After class, we often play football in the afternoon. I go home at about five.
I have supper at about six thirty in the evening. I do my homework at seven thirty.
At weekend, I watch TV. I often go to bed at ten. I’m very happy.
（ ）1. Jack is a pupil in ______.
A. Class One B. Grade One C. Class Two D. Grade Two
（ ）2. Jack gets up at _________ in the morning.
A. five B. six C. seven D. eight
（ ）3. After class they often play ______ on the playground.
A. volleyball B. basketball C. football D. ping-pongx k b 1.c o m
（ ）4. Jack often watches TV on __________.
A. Monday B. Thursday C. Sunday D. Tuesday
（ ）5. Which is true (真实的)？ _________ .
A. jack is a good boy. B. Jack has his lunch at school.
C. Jack watches TV every day. D. Jack is not happy.
1. What’s your name? ______________________
2. What grade are you in? ____________________
3. When do you get up on weekdays? ____________
4. How do you go to school? ________________
5. What do you usually do at weekend? ________________
My name is Sally White. I am a school girl. My school is far from my home. Every day it takes long time to get there. The road is not flat(平坦). So I cannot go to school by bike. I often go there by bus or on foot. It takes me thirty minutes to get there by bus and an hour on foot. I must get up very every morning. I have no time for breakfast at home. I often eat something for breakfast on the way. I don’t want to be late for school.
The school isn’t near to her home.
（ ）1、The girl can go to school by bike .
（ ）2、It takes her thirty minutes to get to school by bike .
（ ）3、The girl gets up very early every day .
（ ）4、She often has breakfast at home .
1. Where is your school? ____________
2. .How do you often go to school? ________________
3. Do you have breakfast at home? _________________
Jill and Kate are going hiking (徒步旅行) with their class tomorrow . They went to take some fruit with them. Jill likes oranges and Kate likes apples. When they get to the market, they can’t find any oranges, and the apples are too green. “What are we going to buy now?” asks Kate “Hey ,what’s that big round fruit over there ?” asks Jill .”I don’t know. Let’s ask the sales-girl.” “What do you call this?” “Youzi（柚子）,”answers the girl . “Why don’t we buy one?” asks Jill “OK. We’re going to have lots of fun hiking and eating a new kind of fruit! ”says Kate.
（ ）1、Kate is going hiking this afternoon .
（ ）2、Jill like apples and Kate like oranges .
（ ）3、They don’t buy apples because the apples are too green .
（ ）4、Youzi is a big round fruit .
（ ）5、They’re going to eat a new kind of fruit tomorrow .
1. What are Jill and Kate going to do tomorrow?
2. What do they want to take?
3. Who likes oranges?
4. Are there any oranges in the supermarket?
5. What’s youzi like?
Miss Lee is only twenty-one. She is tall and thin（瘦）, and she has brown, long hair. She likes children and her teaching work. From Monday to Friday she stays at school and gives the children classes. She has much work to do, but she often plays games with her students after school. The children like her very much. On Sunday she drives her car to her father’s house and stays with her father and mother. Sometimes she goes to see her friends on Sunday. She drives back to school on Monday morning.
She likes singing, dancing and swimming. She’s a nice teacher.
( )1. Miss Lee is a ________ teacher .
A. very good B. very old C. good English D. good Chinese
( )2. Which is right ? __________
A. She has no work to do, and often plays with the children.
B. She plays with the children from Monday to Friday.
C. She likes her students and plays games with them.
D. She always (总是) works, but doesn’t play at all .
( )3. She goes and sees her friends ___________ .
A. every day B. on Sunday C. on Saturday D. on Friday
( )4. Miss Lee goes home _________ .
A. in her car B. on a bus C. on foot D. by her car
( )5.Miss Lee likes ________ .
A. driving B. cooking C. running D. teaching
1. How old is Miss Lee? ___________________
2. What is she like? _____________________
3. What does she often do after school?
4. Where does she often go on Sunday/ ________________
5. What does she like doing?
Jack and Sally are brother and sister. They are twins. They like to swim and ride bike. They like to fly kites, too. They often (经常) run with the kites near the river . The kites are very high. They look very happy (高兴) .
But not all of their favorite games are the same. Jack likes to play football and Sally likes to play basketball. Jack likes to jump high, he thinks it’s easy, but Sally thinks it’s very hard . Sally likes to make something, but Jack can’t . Sally can sing well and Jack can throw the yo-yo very well.
（ ）1、Jack and Sally are brothers .
（ ）2、They like flying kites .
（ ）3、They often run with the kites near the river .
（ ）4、Jack likes playing basketball .
（ ）5、Sally thinks high jump is easy .
（ ）6、Jack can’t make anything
1. Who are twins? _________________________
2. Where do they often run with the kite? _____________
3. Who likes jump high, and why?.
4. What can Jack and Sally do? ____________________________
5. What do they usually do?
There are four people in the twins’ family .They are the twins, their father and their mother.
The twins’ names are Lucy and Lily. They are fourteen. They are in the same class in the NO.1 Middle School. They are very good students. They not only work very hard but also sing very well. They want to join the music club. Lucy wants to play the piano. Lily can play the guitar.
Their father, Mr. King, is a teacher. He teaches English in a school near his home. Their mother, Mrs. King, is a teacher ,too .She teaches Chinese . Mr. and Mrs. King are in different schools. But they have the same hobby—play the guitar(吉他).
( ) 1.Mr. King is a good ______ .
A. driver B. worker C. teacher D. farmer
( ) 2.Lily can ________ .
A. play the piano B. draw horses C. play the guitar D. play chess
( ) 3. Mrs. King is a __________ .
A. math teacher B. Chinese teacher C. English teacher D. doctor
( ) 4. Their parents work _________ .
A. in the same school B. in a different school C. English teacher D. in different school
( ) 5. The twins are in the _______ Middle School.
A. No.5 B. No.1 C. No.4 D. No.2
1. How many people are there in the twins’family? ________________
2. How old are the twins? _____________________________
3. What do they want to join? ________________________
4. Who can play the guitar? __________________________
5. What does Mr King teach? _________________________
阅读理解（8）X k b 1. Com
Mrs. Jones is an American doctor. She is now in China. She works in a children’s hospital in Shanghai. She likes the children and she likes to work for children. She works hard in the day time and learns Chinese in the evening school. She also learns Chinese from the Chinese doctors and her Chinese friends. Now she can speak some Chinese. She can read and write some Chinese, too. She says it’s not easy to learn Chinese well. Mr. Jones, her husband is a teacher . He teaches English in the No.5 Middle School. He works from Monday to Friday. He teaches 3 classes every day.
( )1、Mrs. Jones is _________ .
A. an English teacher B. an American teacher C. an American doctor
( )2、Mr. Jones are ____________ .
A. in a hospital B. in a middle school C. in China
( )3、Mrs. Jones learns __________ in an evening school .
A. math B. Chinese C. English
（ ）4、Mr. Jones works __________ every week .
A. five days B. six days C. three days
Bill is an English boy . he is twelve . He lives (住) with his family in China . There are four people in his family . they’re his father Jack Clinton , his mother Catherine and his little sister Abby . He has a yellow dog . It’s name is Barbi , His father is mending his bike . What is Bill doing ? Ah , he is doing Chinese homework . He can’t speak Chinese very well , but he loves Chinese very much . Bill’s father works in middle school . He’s an English teacher . His mother is in a TV factory(工厂) . Bill and his sister go to the same school .
（ ）1、Bill’s mother is a English teacher .
（ ）2、Bill’s father is mending his car .
（ ）3、Barbi is a cat .
（ ）4、Bill and his sister are in the same school .
（ ）5、Bill’s family is in China now .
There is a new park near my house. It’s a fine day today. My family and I are in the park now. On my left, there is a cafe. On my right, there is a big lake. There are many fiowers and trees near the lake. There’s a small hill behind the lake. Near the lake, there is a sign. It says,“Don’t swim in the lake!”There is a playground in the middle of the park. There are some small shops near the gate. The park is so beautiful. We like it very much.
( )1. The park near my house is _____.
A. new and beautiful B. old and beautiful C. clean and new D. old and clean
( )2. Is there a cafe in the park? ___
A. Yes, there isn’t. B. No, there isn’t. C. Yes, there is. D.No, there is.
( )3. Peopie can’t ____in the lake. A. swim B. fish C. boat D.play
( )4. The shops in the park are4 not ____ A. small B. big C. good D.pretty
( )5. －Do we like the park? －__ A. Yes, we do. B.No,we do. C.Yes, you do. D. No,we don’
Its Sunday today.Four chlidren are at Marias home.
Maria: It is a holiday.Lets have a picnic.
Tony: I dont like it.Lets see the film Dinosaur.
Cathy: Thats a good idea.But do you have any money? I have 3 yuan.How much do you have.Tommy? Tommy: Not much,5 yuan.
The children put all the money together.They have 20 yuan.
Maria:We dont have enough money.We cant see the film,but we can watch TV at home.
1.Is it a holiday?____________ 2.Where do the children meet?_________
3.Do the children have a lot of money?________ 4.What can they do at last?____________
My name is Lily. This is my house. There are five rooms in my house. This is my father and mother’s room. There are three pictures on the wall. There is a desk near the window. There are two chairs behind the desk. On the left of the room, there is a toilet. On the right, it’s my room. There are four pictures and a poster on the wall.
( )1. This is Lily’s house.
( )2. There are four rooms in the house.
( )3. There are three pictures in Lily’s room.
( )4. There are two chairs and a desk in father and mother’s room.
( )5. The toilet is on the left of my father and mother’s room.
The New Year’s Eve party was going on when the bell rang. A tall man opened the door and came in. Nobody knew him, but the host went over and took him in. The man sat there happily for an hour and drunk. Then he said, “invited me to this party。I don’t know you, or anyone else here. My wife and I wanted to go out in our car, but one of your friend’s cars was in front of our gate, so I came here to find him, and my wife is still waiting in our car!”
( )1. When did the story happen?
A At 7:00 B In December C On New Year’s Eve D When the bell rang
( )2. The “bell” here means the _____. A time bell B doorbell C church bell D bell for class
( )3. The host went to meet and took him in because he took the tall man for _____
A one of his friends B his brother C his classmate D his teacher
( )4. The tall man’s wife waited in the car for _____.
A a long time B two hours C a half hour D an hour
( )5. At last, the host might be a little_____. A happy B surprised C worried D afraid
On Christmas Eve --- the night before Christmas Day children are very happy. They put their stockings at the end of their beds before they go to bed. They want Father Christmas to give them some presents.Mr Green tells his children that Father Christmas is a very kind man. He comes on Christmas Eve. He lands on top of each house and comes down the chimney into the fireplace and brings them a lot of presentS. Christmas Day always begins before breakfast. The children wake up very early. They can’t wait to open the presents in their stockings. Then they wake up their parents and call: Merry Christmas!’’ Do you know what Christmas means? Christmas Day is the birthday of Jesus Christ. When Christ was born, many people gave him presents. So today, people still do the same thing to each other.
( )1. Christmas Eve is _____. A the night before December 24 B the night after December 25
C the night of December 25 D the night of December 24
( )2. Father Christmas often puts the presents_____.
A into children’s hats B into children’s stockings C under children’s beds D into children’s shoes
( )3. Father Christmas comes into the house through the___.
A window B front door C chimney D back door
( )4. On the morning of Christmas Day, children wake up their parents very early and say____. A Good morning! B Happy New Year! C Best wishes for you! D Merry Christmas!
It’s easier to downhill than to climb uphill, so it’s easier to fall into bad habits than into good ones. Bad habits do not come suddenly. They come little by little without one’s being aware of their danger. Schoolboys first pick up little bad habits in school and on the street. When they cannot Write their lessons, they copy from their schoolmates. If they see bigger boys smoking, they also want to learn to smoke. If they see their friends gambling, they want to gamble. When they get bigger, the habits become stronger and stranger, so that they can no longer get rid of them. From copying, they learn to steal; from gambling, they learn to cheat. At last they become distrusted by every. How necessary it is that we get rid of the bad habits at the beginning! Or they should overcome us in the end!
( )1. Bad habits don’t come suddenly, do they? _____.
A Yes, they do B No, they don’t C Yes, they don’t D No, they do
( )2. Some boy students fall into bad habits____.
A in school B at home C on the street D both A and C
( )3. The boys may steal from _____. A copying B gambling C writing D their parent
( )4. It’s____ to fall into bad habits, but____ to get rid of them.
A easy, hard B hard, easy C easy, easy D hard, hard
( )5. The writer wants to tell us____.
A to steal for money B to get rid of bad habits at the beginning C to go uphill D A, B and C
This is Lucy and that is Lily . Lucy looks like Lily and Lily looks like Lucy , too . They look the same . They are American . They are new students in Jim’s class . They are in Grade One . Jim looks after them . They are new friends . They go to a shop . They would like something to eat and drink . Lucy would like some bread . Lily would like a bottle of orange . Jim would like some apples .
（ ）1、 Lily are ____ . A. Chinese B. American C. English
（ ）2、look after them ? ____ . A. Lucy B. Lily C.Jim
（ ）3、___would like something to eat and drink ? ___ . A. Lucy B. Jim , Lily and Lucy C. Jim
（ ）4、Lucy would like to eat ____ . A. apples B. orange C.some bread
Mr Brown lived in a small town, but he worked in a big city. So he moved there with his wife and two children last Tuesday. On the next day, Mr Brown took his new car out and was washing it. When a friend came, the friend stopped and looked at the new car for a minutes. Then Mr Brown turned and saw him. The friend said,"Thats a new car. Is it yours?""Sometimes."Mr Brown answered.The friend was surprised."Sometimes?" he said, "What do you mean?"Mr Brown answered slowly,"Well, when theres a party in town, my daughter, Jean drives it. When theres a football game, its my son Joes turn.When I have washed it and it looks really nice and clean, my wife Linda uses it. And when it needs cleaning, its mine"
1.Where did Mr Brown live? ____________________
2.Where did Mr Brown move to last Tuesday? __________________
3.What was Mr Brown doing when a friend came? _______________
4.Who drives the car when theres a football game? ________________________
5.Does Mr Brown drive the new car? ______________
Mr White moved to another town. He had a cold one day,so he went to see a doctor. He sat down in the waiting room and look around. The doctors diploma(证书) was hung(挂) on the wall. Suddenly Mr White remembered that there was a classmate with the same name in his class at the college(大学). When he went to see the doctor, her remembered a young,nice student, but now he was sad to see and old man with grey(灰白的）hair. He said to him，"Good morning, doctor.Did you go to Kings Medical College?" The doctor answered, "Yes, I did." "Were you there from 1975 to 1979?" Mr White asked. "Yes, I was." The doctor answered. " How did you know?" Mr White laugh and said,"You were in my class!" "Oh," the doctor said and looked at him for a few minutes, "What were you teaching?"
( )1. Mr White went to see a doctor because______.
A.he had a fever B.he had a cold C.he moved to another town
( )2.Where was the doctors diploma? A.On the desk B.On the wall C.On the floor ( )3. The doctor thought(认为）Mr White was__________.
A.his friend B.his classmate C.his teacher
( )4.Mr White thought the doctor was old, but the doctor thought Mr White was much_____. A.older B.younger C.taller
( )5.Was Mr White the doctors teacher?
A.Yes,he is. B.Yes, he was. C.No, he wasnt
Amy and Tom are going to have a busy day next Sunday. In the morning, Tom is going to visit his aunt and Amy is going to buy a cat in the pet shop. Tom is going to have lunch with his aunt. After lunch, Amy is going to borrow some magazines and comic books in the library. Tom is going to buy a dictionary and a new CD in the bookstore. Finally, Amy and Tom are going to buy some apples and go home by subway.
（ ）1、Tom is going to the country with his aunt next Sunday.
（ ）2、Amy is going to the pet shop next Sunday.
（ ）3、Tom is going to have lunch with Amy.
（ ）4、Amy is going to read books in the library.
（ ）5、Amy and Tom are going home by subway together.
Hi, My name is Lily. I am short and thin. My friend’s name is Sarah. She’s tall and strong. We’re in the same class. I’m in Class 4. Grade 5. We have four classes in the morning and two in the afternoon from Monday to Friday. We like Thursday, because we have P.E. class. We can play ping-pong. Mr Zhou is our P.E. teacher. He is funny and kind. We like him very much.
（ ）1、Sarah is in Class4, Grade 5.
（ ）2、Lily is tall and thin.
（ ）3、Lily and Sarah have six classes every day.
（ ）4、Miss Zhou is their P.E. teacher.
（ ）5、Mr Zhou is a funny and kind teacher.
Amy: Where are you going this summer holiday? John: I’m going to Guilin. Amy: Oh, I went there with my mom last summer holiday. John: Really? How did you get there? Amy: I went to Gunlin by train, it was crowd on the train. John: I’m going there by plane. Amy: Good idea. Who are you going with? John: I’m going with my parents. Amy: Guilin is very beautiful, we were very happy on our trip. You will have a good time. John: Thank you.
（ ）1、John is going to Guilin with his father and mother this summer holiday.
（ ）2、Amy went there with her parents last year.
（ ）3、It was not comfortable to go there by train.
（ ）4、John is going there by plane.
（ ）5、Guilin is in north of China.
How are you! I’m very busy now. I have to go to the village with my parents tomorrow. Now, my room is a mess. The chair is on the desk. All of my clothes are on the bed. My shoes are in the boxes. There is a big box on the end table. The shoes are all under the table. The TV is on the other end table. Are you busy?
（ ）1、Amy’s room is clean.
（ ）2、The desk is under the chair.
（ ）3、There are many clothes in the closet.
（ ）4、There aren’t shoes in the boxes.
（ ）5、There aren’t shoes under the table.
I’m Sam. I’m 12 years old. My birthday is Mar. 12th. I play sports at 5:00 P.M. every day. On the weekend, I often climb mountains. Sometimes, I visit my grandparents. But I can’t climb mountains recently. Because it’s snowy. It’s very dangerous. I don’t like winter. It’s cold and windy. My favourite season is summer, because I like swimming.
（ ）1、Sam’s birthday is in March.
（ ）2、He plays sports in the morning everyday.
（ ）3、He usually goes hiking on the weekend.
（ ）4、He can’t climb mountains because it’s snowy
（ ）5、He likes summer best.
Look at this photo, do you know who he is? He’s my cousin, Jack. He is twenty-one years old. He’s from USA. But now he studies in Guangzhou. Jack is a good student, he studies hard. He works hard too. Jack often cooks breakfast, lunch and dinner by himself. He likes Chinese food very much. He is good at cooking meals. I like going to his house and have lunch with him.
（ ）1、Jack is an English boy.
（ ）2、He studies in USA.
（ ）3、He works hard every day.
（ ）4、He can’t cook meals.
（ ）5、He likes Chinese food.
Mr. Green: Good morning, Mr. Wu! How do you usually go to work?
Mr. Wu: I usually go to work by bike. But sometimes I go on foot. I like walking.
Mr. Green: Walking is good. Look at the sun. It’s a fine day for walking today.
Mr. Wu: That’s right. And the air today is nice and clean. What about you? Do you often go to work by bike?
Mr. Green: Yes, but not today.
Mr. Wu: Why not?
Mr. Green: My bike is broken.
（ ）1、Mr. Wu usually goes to work ___ . A. by bike B. on foot.
（ ）2、Mr. Wu likes to___ . A. walk B. run
（ ）3、The___ today is nice and clean. A. fish B. air
（ ）4、Mr. Green goes to work___ today. A. on foot B. by bike
（ ）5、Mr. Green’s bike is ___ . A. good B. bad
In many countries of the world, farmers and their families live in villages and towns. But in the United States, each farmer lives on his own farm, often without any neighbors. American farmers stay on their farm for a week. They don’t have to go from a village to the farm every morning. They go to the nearest town on Saturdays for shopping or on Sundays for a party. The children take buses to large schools. These schools are for the farm families. Some children will walk to school. There are no roads for buses to go for them.
（ ）1,In___ , farmers live on their own farms. A. many countries B. the United States
（ ）2、American farmers stay on their farm for___ A. a month B. 7 days
（ ）3、American farmers can go shopping in the nearest town on___ A. Saturday B. Sunday
（ ）4、The farmer’s children can go to school___ . A. by car B. by bus
（ ）5、Some children go to school on foot because ___ . A. their home isn’t far from school . B. there are no roads for buses.
Tomorrow is Sunday. Sarah is going to the park with her best friend, Amy. The bus stop is near her home. So Sarah is going to walk to the bus stop and take the No. 2 bus to Amy’s home. Then they’er going to the park on foot, because the park is near Amy’s home. They are going to play chess under the tree. They are going to take pictures and watch the beautiful flowers, too.
（ ）1、What day is it today? A. It’s Sunday. B. It’s Saturday.
（ ）2、What is Sarah going to do tomorrow? A. She is going to the park.
B. She is going to the zoo.
（ ）3、Sarah is going to Amy’s home ___ A. on foot B. by bus
（ ）4、The park is near___ home. A. Sarah’s B. Amy’s
（ ）5、Sarah and Amy are going to___ inthe park. A. play chess and draw pictures
B. take pictures and watch flowers
My name is Mike. I’m going to be happy this weekend. I’m going to have a field trip in the nature park with my parents. We’re going there by car on Saturday. I’m going to catch butterflies. My father is going to do an experiment. My mother is going to take pictures. We’re going to have a picnic there, too. We’re going to have hamburgers, hot dogs and chicken. On Sunday, I’m going to visit my grandparents with my mother. We’re going to do housework for grandparents.
（ ）1、We are going to have a field tirp___ . A. this weekend B. next weekend
（ ）2、I am going to the nature park___ . A. by subway B. by car
（ ）3、I am going to catch butterflies in___ A. the nature park B. my grandparents’garden
（ ）4、My parents and I are going to___ in the nature park. A. have a picnic B. take pictures
（ ）5、Are you helpful? A. Yes, I am. B. No, I’m not. | <urn:uuid:dbf964e4-8b3e-4a85-aaef-dce281a1506f> | CC-MAIN-2020-29 | https://www.5ykj.com/shti/liu/121069.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655886516.43/warc/CC-MAIN-20200704170556-20200704200556-00016.warc.gz | en | 0.958804 | 7,495 | 3.125 | 3 |
Get Help With Homework paper: Describe nutrients of concern or special concerns during each life stage.
Create a 15- to 20-slide Microsoft® PowerPoint® presentation discussing the nutritional needs during a person’s different life stages (childhood, adulthood, pregnancy, lactation, and such). Include the following in your presentation:
- Define nutrient, energy, and fluid needs during each life stage.
- Describe nutrients of concern or special concerns during each life stage.
- Identify physical activity recommendations during each life stage.
Include speaker notes that detail the implications of each slide.
Include a reference slide with citations in APA format.
Include clip art. | <urn:uuid:efcb355b-c518-4a25-ad2a-de2dba93231e> | CC-MAIN-2018-26 | https://www.precisionessays.com/get-help-with-homework-paper-describe-nutrients-of-concern-or-special-concerns-during-each-life-stage/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267866965.84/warc/CC-MAIN-20180624141349-20180624161349-00009.warc.gz | en | 0.873947 | 144 | 2.859375 | 3 |
The notion of immersive witness underpins much of the exploration of virtual reality (VR) by journalists and humanitarian organisations. Immersive witness links the experience of VR with a moral attitude of responsibility for distant others. In accounts of media witness, the ability of the media to sustain an experience of presence has played an important, albeit often implicit, role linking the spectator spatially and temporally to distant suffering. However, the concept of media witness has to date assumed that the media represent, that news stories and documentaries present to their audiences images and sounds that communicate something of an event. VR, in contrast, seeks to simulate, providing the audience with something of an experience that is linked in various ways to the experiences of others. It is this simulative function that is seen as fundamental to VR’s moral address. This paper explores the moral potential of VR suggesting that while there is much to recommend VR as a platform for humanitarian communication there is an inherent moral risk attached: the risk of improper distance. The United Nation’s VR work serves as a case study for exploring VR’s moral potential and the risk of improper distance.
Nash, K. (2018) “Virtual reality witness: exploring the ethics of mediated presence”. In: Studies in Documentary Film Vol 12 Issue 2, Pp. 119—131, DOI https://doi.org/10.1080/17503280.2017.1340796
Categories: Journal Article | <urn:uuid:10ad7116-22d4-4ea0-bb62-c7cc441a36a0> | CC-MAIN-2020-50 | http://i-docs.org/bibliography/virtual-reality-witness-exploring-the-ethics-of-mediated-presence/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141674594.59/warc/CC-MAIN-20201201135627-20201201165627-00479.warc.gz | en | 0.932832 | 298 | 2.71875 | 3 |
Study quantifies risk factors for preterm birth
A significant portion of preterm births might be avoided by reducing or eliminating three major risk factors.
A new Cincinnati Children's Hospital Medical Center study shows that as many as 25 percent of preterm births might be attributed to abnormalities in the interval between pregnancies, the mother's body mass index prior to pregnancy, and the amount of weight gain in pregnancy. All of these risk factors may be modifiable to reduce the risk of premature births - those before 37 weeks of gestation.
The study is published online in the Maternal and Child Health Journal.
"The highest risks for premature birth were in women who were underweight, had poor weight gain during pregnancy, or short periods of time between pregnancies," says Emily DeFranco, DO, a physician-researcher at the Center for Prevention of Preterm Birth at Cincinnati Children's and an associate professor of maternal-fetal medicine at the University of Cincinnati. "However, excessive weight gain in obese women also increased the risk."
Dr. DeFranco and her colleagues conducted the study from birth records in Ohio from 2006 to 2011. Nearly 400,000 live, non-multiple births were included. Potentially modifiable risk factors for preterm birth were present in more than 90 percent of women in the study. Fewer than half of women begin pregnancy with a normal weight, and only 32 percent achieve the recommended pregnancy weight gain.
"Attention should be paid to educational interventions on the importance of birth spacing, achieving an optimal pre-pregnancy weight, and ensuring adequate nutrition and weight gain during pregnancy," says Dr. DeFranco. "Improvements in these modifiable risk factors could have significant influence on premature birth and infant mortality worldwide."
According to the March of Dimes, the rate of preterm birth in the United States is 12 percent. This is above the global average of 11.1 percent. | <urn:uuid:7d2297e6-7a21-4121-9f02-f5daa81c6c3b> | CC-MAIN-2023-50 | https://medicalxpress.com/news/2016-08-quantifies-factors-preterm-birth.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100739.50/warc/CC-MAIN-20231208081124-20231208111124-00000.warc.gz | en | 0.965198 | 389 | 2.609375 | 3 |
Introduces perspectives from archaeology on the long term history of the diversity and the dynamics of human life. Examines how archaeologists gather and use data and how that information is relevant to contemporary society. Concepts and methods introduced through readings focus around a theme that varies such as environmental issues, warfare, and migration.
Archaeology and archaeologists are disproportionately well represented in big budget films, and are recurrent subjects in some genres of fictional writing. While archaeologists have authored or influenced some of these creations, most are written by non-archaeologists and reflect a non-specialist view of archaeological questions and archaeological findings. More significantly these creative works often present a perspective apparent in popular culture, and radically divergent from the understanding of academic archaeologists. This course looks at popular depictions of archaeology in films as a way of exploring the articulation of archaeology and popular culture. Themes to be covered in this course include constructions of the notion of the past as dangerous, and of archaeology as revealing/releasing those dangers; the depiction of archaeologists as explorers and looters; popular ambivalence or distrust of science, and scientists; and the way popular film imagery addresses issues of memory and identity. No archaeological background is required to understand this course but an ability to tolerate B-grade movies is advantageous. This class will satisfy I&S requirements
No textbook is required. You will need a clicker, the exact model should be Turning Technologies' ResponseCard RF keypad: http://www.turningtechnologies.com/audienceresponseproducts/responseoptions/responsecards/responsecardrf/ (a second-hand one is fine).
This class is listed in the time schedule as being an 'optional (W) writing course'. This means if you want to, this class can contribute five credits towards your writing requirement (all UW students must complete between 7-10 credits of writing-intensive courses). Here's how you can use this class to meet the W requirements: you do either (1) a second short research paper on a topic relating to archaeology and film, or (2) you make a longer version of the one paper that is required for the class. The exact approach is up to you, all we have to do is ensure that we meet the requirements spelled out here: http://www.washington.edu/uaa/gateway/advising/degreeplanning/writreqs.php When I submit the grades at the end of the quarter I just check a little 'W' box for you and it shows up as 5 credits of a W-course on your transcript. It's worked out quite well for students taking this class in the past to use it towards their W requirement, so I recommend it
Student learning goals
General method of instruction
Class assignments and grading | <urn:uuid:cf583f96-14c2-49ca-ac6f-504b868cb13c> | CC-MAIN-2017-13 | https://www.washington.edu/students/icd/S/archeo/101bmarwick.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189771.94/warc/CC-MAIN-20170322212949-00096-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.933514 | 573 | 3.296875 | 3 |
NCERT Solutions for Class 9 Maths Chapter 8 Quadrilaterals Ex 8.2 helps you understand the concepts given in the chapter. All our solutions are prepared according to the new patterned NCERT Book and syllabus. This exercise explains the mid-point theorem of triangles. Solving class 9 maths NCERT solutions exercise 8.2 will help you to understand the chapter conceptually and ultimately help to ascend marks in the exams.
Class 9 NCERT Maths Solutions Chapter 8 Exercise 8.2
You can also find the solutions to other exercises of the chapter from the links given below. | <urn:uuid:533f9929-5852-4fdf-8ef6-730a6b0c1c97> | CC-MAIN-2023-50 | https://www.cbsepath.com/ncert-solutions-class-9-maths-ex-8-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00068.warc.gz | en | 0.903266 | 121 | 3.671875 | 4 |
Naturally Happy and Healthy! Enhance learners' health and well-being through a connection to nature
Wednesday, 12 May, 2021 | 16:15 - 17:30
A virtual course which will give you the tools to make the most of using nature-based experiences to promote positive physical and mental health for learners of all ages.
Led by Education, Learning & Skills staff from Natural Resources Wales.
- Increased understanding of how the natural environment supports health and wellbeing
- Increased knowledge of how to use the outdoors as a health and well-being intervention.
- Increased confidence in how to deliver the Curriculum for Wales 6 AoLE’s through nature connectedness.
Please note this course will be delivered through the medium of English on Microsoft Teams.
Natural Resources Wales
Pursue sustainable management of natural resources in Wales. | <urn:uuid:1138e5f9-4646-4d12-8640-334bc8deabd7> | CC-MAIN-2021-21 | https://tocyn.cymru/en/event/05216cd3-7368-47b8-ae00-af96368247a2 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988775.25/warc/CC-MAIN-20210507060253-20210507090253-00431.warc.gz | en | 0.900752 | 170 | 2.84375 | 3 |
Open Access Article
There is general agreement among scientists about a recent (less than 200,000 yrs ago) African origin of anatomically modern humans, whereas there is still uncertainty about whether, and to what extent, they admixed with archaic populations, which thus may have contributed to the modern populations’ gene pools. Data on cranial morphology have been interpreted as suggesting that, before the main expansion from Africa through the Near East, anatomically modern humans may also have taken a Southern route from the Horn of Africa through the Arabian peninsula to India, Melanesia and Australia, about 100,000 yrs ago. This view was recently supported by archaeological findings demonstrating human presence in Eastern Arabia 90,000 yrs ago. In this study we analyzed genetic variation at 111,197 nuclear SNPs in nine populations (Kurumba, Chenchu, Kamsali, Madiga, Mala, Irula, Dalit, Chinese, Japanese), chosen because their genealogical relationships are expected to differ under the alternative models of expansion (single vs. multiple dispersals). We calculated correlations between genomic distances, and geographic distances estimated under the alternative assumptions of a single dispersal, or multiple dispersals, and found a significantly stronger association for the multiple dispersal model. If confirmed, this result would cast doubts on the possibility that some non-African populations (i.e., those whose ancestors expanded through the Southern route) may have had any contacts with Neandertals.
Ghirotto, Silvia; Penso-Dolfin, Luca; and Barbujani, Guido
"Genomic Evidence for an African Expansion of Anatomically Modern Humans by a Southern Route,"
4, Article 8.
Available at: https://digitalcommons.wayne.edu/humbiol/vol83/iss4/8 | <urn:uuid:2a5ea0d8-f320-49a8-ac49-0a5e23de1469> | CC-MAIN-2018-34 | https://digitalcommons.wayne.edu/humbiol/vol83/iss4/8/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221216718.53/warc/CC-MAIN-20180820160510-20180820180510-00192.warc.gz | en | 0.903253 | 376 | 3.203125 | 3 |
The Gulf War began with the Iraqi invasion of Kuwait on 2 August 1990 and ended with the Liberation of Kuwait by Coalition forces. Iraq subsequently agreed to the United Nations’ demands on 28 February 1991. The war officially concluded with the signing of the armistice on 11 April 1991. Major events in the aftermath include anti-Saddam Hussein uprisings in Iraq, massacres against the Kurds by the regime, Iraq formally recognizing the sovereignty of Kuwait in 1994, and eventually ending its cooperation with the United Nations Special Commission in 1998.
Assuming command of United States Central Command in 1988 General Schwarzkopf was called on to respond to the invasion of Kuwait in 1990 by the forces of Iraq under Saddam Hussein. Initially tasked with defending Saudi Arabia from Iraqi aggression, Schwarzkopf’s command eventually grew to an international force of over 750,000 troops. After diplomatic relations broke down, he planned and led Operation Desert Storm—an extended air campaign followed by a highly successful 100-hour ground offensive—which destroyed the Iraqi Army and liberated Kuwait in early 1991. Highly regarded for these exploits, Schwarzkopf became a national hero and was presented with many military honors for what historians termed one of the most successful campaigns in U.S. military history.
Schwarzkopf retired shortly after the end of the war and undertook a number of philanthropic ventures, only occasionally stepping into the political spotlight before his death from complications of pneumonia in late 2012. Leaving a legacy as a hard-driving military commander with a strong temper, Schwarzkopf was nonetheless considered an exceptional leader by biographers and was noted for his abilities as a military diplomat and in dealing with the press. | <urn:uuid:68db5870-99b3-4b4b-8014-8bb31d0c5572> | CC-MAIN-2019-51 | http://www.veteransparkhc.org/memorials/gulf-war-memorial/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541318556.99/warc/CC-MAIN-20191216065654-20191216093654-00249.warc.gz | en | 0.969891 | 341 | 2.875 | 3 |
Bringing Back An Endangered Crow
About five million years ago, the island of Kauai emerged from the ocean waves, and a new chain of island habitats was born, right in the middle of the Pacific. In those Hawaiian islands, birds would have found a multitude of microclimates, a lack of most predators, and a pretty safe spot to grow and evolve—which they did, diversifying into a wide range of species, each suited to a different lifestyle and habitat.
But today Hawaii’s diverse birds are under attack by invasive mongooses, cats, rats and other predators. Some birds no longer breed in the wild and need the help of humans to reproduce and survive. Alison Greggor, a post-doctoral research associate at the San Diego Zoo’s Institute for Conservation Research, joins Ira to talk about efforts to rehabilitate the nearly extinct Hawaiian crow, the ʻAlalā, and the race to save delicate bird eggs before predators get them first.
Alison Greggor is a post-doctoral research associate at San Diego Zoo’s Institute for Conservation Research.
IRA FLATOW: This is Science Friday. I’m Ira Flatow, coming to you from the Kahilu Theater in Waimea, Hawaii.
About 5 million years ago, the island of Hawaii emerged from the ocean waves. And a new chain of island habitats was born right in the middle of the Pacific. Here in the islands, the birds would have found a multitude of microclimates, a lack of most predators, and a pretty safe spot to grow and evolve, which they did, diversifying into a wide range of species, variations on a theme each suited to a different lifestyle and habitat.
But today, Hawaii’s diverse birds are under attack by mongooses, cats, rats, other predators. Some birds no longer breed in the wild and need the help of humans to reproduce and survive. Alison Greggor is one of those avian helpers and a postdoctoral research associate at the San Diego Zoo’s Institute for Conservation Research in Volcano. Welcome to Science Friday, Dr. Greggor.
ALISON GREGGOR: Thank you. It’s a pleasure to be here.
IRA FLATOW: Now, one of the species that you study is a type of Hawaiian crow. It has an unusual name. What do you call it?
ALISON GREGGOR: So the Hawaiian crow is the alala. And it’s a name that historically actually meant “caller of the forest.” And so it carries a lot of cultural significance as well, not just a throwaway name. They’re a very important species.
IRA FLATOW: Give us a bit of the life story of the bird.
ALISON GREGGOR: So as part of the corvid family, the Hawaiian crow is known to be one of the more intelligent birds of the Hawaiian Islands. It does mean that they have a life history that’s a little bit slower than some birds. It takes them several years before they become of reproductive age.
And historically, once they became adults, they would actually form territorial pairs. And you would find them across different areas in the landscape, but mostly in the wet tropical forests. They unfortunately were in serious decline by the 1950s due to a number of different factors, which you explained. But they became extinct in the wild in 2002 due to all of those factors.
Fortunately, before that time, the program that I worked with, the Hawaiian Endangered Bird Program, actually brought individuals into captivity and started a conservation breeding program. And that is why they are still alive today.
IRA FLATOW: Where did you raise them?
ALISON GREGGOR: So we have two facilities, one on this island, the Keauhou Bird Conservation Center, and then one on Maui. Every time you breed a new species, it’s a real challenge. The process of hand-raising birds and making sure you have an environment that most closely represents the wild environment to make them want to breed and make sure that they are comfortable as well is actually– it’s an iterative process that we’ve learned over the years how to make that more successful.
But the problem with any captive reared animal is that, as you well know, the captive environment doesn’t mirror the wild. It’s missing key elements of what birds need to be able to do in the wild, like find food and avoid predators and even navigate a wide space.
IRA FLATOW: Do you need a minimum number of birds to start off with to make it successful?
ALISON GREGGOR: So the larger number you start with, the better, as one might expect. With the alala, we started with nine genetic founders, which is quite small. Ideally, you would have more like 30 or 40. It would be optimal to have 50.
IRA FLATOW: So I would imagine that there would be a danger that you don’t have enough genetic diversity with just nine birds.
ALISON GREGGOR: Yes, especially when you’re dealing with an island species. Island species tend to go through a genetic bottleneck when they arrive on an island. And so for them, they may be particularly more vulnerable to some of those inbreeding effects. But we’re fortunate to have collaborators who are working on the genetics of the alala to help us better understand how to optimize the genetic variability that we do still have.
IRA FLATOW: Now, what happens if you get two really rare birds that you want to breed, but– how shall I put this gently for our family audience– they don’t want to do it?
ALISON GREGGOR: Yeah. So that’s actually part of the research that I’ve been doing while within the Center is to better understand how mates choose each other. What are they looking for? Are there certain personality traits that make pairs more compatible or not? Because it is actually true.
IRA FLATOW: They do have personality.
ALISON GREGGOR: Yes, they do. Yes, they do. And not only can you see it when you just observe them. But actually, you can quantify it as well. You can give them personality tests the way that we would think of giving person a personality test. And so we’re still learning a lot about what makes pair compatibility. Is it that opposites attract?
IRA FLATOW: Do you have any techniques for enhancing the romance, chocolate and that sort of thing?
ALISON GREGGOR: At this stage, since we know there used to be territorial, giving them space.
IRA FLATOW: Really?
ALISON GREGGOR: Yep. So our aviaries are optimally designed to allow a breeding pair to have its own aviary so that they can basically have some privacy from their neighbors.
IRA FLATOW: And so once you’ve started, you get a population going, how do you know it’s been a success, that things are working out well? Do you track them to see where they go with things like that?
ALISON GREGGOR: So when we release them, we actually fit them with radio tracking backpacks. So they have a little receiver on their back. As they fly around in the forest, we can keep track of them. Otherwise it would be near impossible to find a bird in a big forest.
IRA FLATOW: All right. We have some questions in the audience. Yes, sir.
AUDIENCE: You had a release that was unsuccessful where you had several birds that were preyed on. Could you tell me how that happened and how that is going to be looked at in the future?
ALISON GREGGOR: Sure. So any release program that is starting up– there’s a lot to learn. There’s many steps that both the program directors and the birds themselves have to go through to get to that process. In 2016, we released five individuals. And within a week, unfortunately two of them had been predated by ‘io, the native Hawaiian hawk. And one of them dispersed and was found in poor condition at that point and had passed away.
Since that time, we sat down with our many conservation partners. And we developed a new plan. We increased the rigor of the anti-predator training. And we also released a larger group of birds. So there are more eyes in the sky looking for the predators. I’m happy to say that since that time, we have released 11 individuals. And they are all still flying free.
IRA FLATOW: So when you say “anti-predator training,” you had to teach them how to avoid being eaten?
ALISON GREGGOR: Yes, yep.
IRA FLATOW: How does that work?
ALISON GREGGOR: So we actually create what would be a little play next to the aviaries. Naturally, birds would learn socially what are the predators to fear because if they had direct experience with a predator, they wouldn’t survive. So they would learn from both their peers and their parents what was a predator.
And they actually have a very distinct alarm call, which basically says, danger, danger, watch out. And if they ever witnessed a predation event, birds actually then have a distress call saying, ouch, ouch. I’m hurt.
So what we did with the help of the local Panaewa Zoo near here– they let us borrow an ‘io that they have. And we actually staged this natural learning event for the birds. So we played alarm calls and distress calls and showed them a flapping ‘io and then actually put a taxidermy crow under the ‘io’s feet. And it worked.
IRA FLATOW: You know, I got to say that I am not surprised by this, because we always hear news stories about how smart crows are. They’re very smart birds, aren’t they?
ALISON GREGGOR: They are.
IRA FLATOW: They’re toolmakers. They do all kinds of things.
ALISON GREGGOR: Yes, yes. And we know they continue to learn throughout their lifetime. A lot of animals learn only in a very sensitive period when they’re young. But they are able to pick up new things throughout their lives.
It’s wonderful that they can hopefully learn a lot more when they go out. But it means the training process has to be a lot more rigorous because there’s a lot more that they don’t have innate they need to learn.
IRA FLATOW: That’s interesting. We’ll take one more here, then we’ll go over here. Yes.
AUDIENCE: You said you started with nine birds. How many are there now?
ALISON GREGGOR: So we have about 125 right now.
IRA FLATOW: You know each one of them?
ALISON GREGGOR: Actually, I do. Yeah.
IRA FLATOW: I would. I would.
ALISON GREGGOR: So all of our birds have Hawaiian names.
IRA FLATOW: Name all of them right now. It’s OK.
ALISON GREGGOR: I don’t know if the radio show is long enough for that one. But yes, because we’ve been trying to learn and understand as much as we can about these birds, we’ve run personality tests on all of them. And the staff at our breeding facilities have been working with these birds for years and years. And we know a lot about each one of them.
IRA FLATOW: What is the lifespan of a crow like this?
ALISON GREGGOR: So we don’t yet know how far they can actually go, because in captivity they often live a lot longer than they would in the wild previously. But we have birds that are 27 years old. But we don’t know how long they used to live in the wild.
IRA FLATOW: Wow. We’re in our 27th year at Science Friday. So there must have been a bird that– happy to find that bird. This kind of rescue and the kinds of things that you’re doing– has that happened in many different places? Or is it sort of unique here?
ALISON GREGGOR: It’s a growing field. The first real attempt in the United States was the California condor, which was done by the San Diego Zoo. And they had a similar story. They actually were extinct in the wild at one point, and now there are over 350 birds flying. And that has been 20 years of very intensive efforts to bring them back.
And so we do have models. On this island, many people may know the nene. This is the Hawaiian goose. They were never extinct in the wild, but their populations dwindled. And they now number in the thousands.
IRA FLATOW: Wow, fascinating. Thank you, Dr. Greggor, for taking time to be with us today. Alison Greggor is postdoctoral research associate at the San Diego Zoo’s Institute for Conservation Research in Volcano. Thanks again.
After the break, why Hawaii is ground zero for an extinction crisis and how ecologists are outsmarting invasive species. Taking us to the break, our musical guest for the evening, Makana.
This is Science Friday from WNYC Studios. | <urn:uuid:a17481e6-3c41-48e9-abd3-850d97613f10> | CC-MAIN-2019-04 | https://www.sciencefriday.com/segments/saving-an-endangered-hawaiian-crow/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00289.warc.gz | en | 0.960159 | 2,891 | 3.625 | 4 |
1 Answer | Add Yours
Management is the work concerned with improving the effectiveness of any work or operations. It is possible improve the effectiveness of any type of work by managing it appropriately, however methods of management are particularly important for work performed by groups of more than one person. We can look at the characteristics of management from many different ways. One widely used way for understanding characteristics of management is to understand the basic constituent functions of management. Theses are:
- Planning or Decision Making
- Leading and Motivating
Planning involves decision on what needs to be done and how it is to be done. Among other things it it also involves objectives to be achieved by the work being managed.
Organizing involves designing the structure of the group performing the work in terms of who will do what and the relationships between the group members. It also involves finding and putting in place suitable people to perform the jobs identified in organization structure.
Leading is mainly concerned with motivating and guiding the people in the organization to work in accordance with the plans or decision taken.
In real world, thing rarely move exactly as planned. Thus there is need to regularly monitor how exactly the work is being performed and what results are being achieved. Based on such monitoring information, suitable action may be taken to solve the problems encountered and to adjust to changing situations.
We’ve answered 288,493 questions. We can answer yours, too.Ask a question | <urn:uuid:1083f6ce-94c1-4228-b847-d468f562d039> | CC-MAIN-2015-48 | http://www.enotes.com/homework-help/explain-characteristics-managerial-works-86647 | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398468396.75/warc/CC-MAIN-20151124205428-00058-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.966478 | 290 | 3.328125 | 3 |
Posts tagged ‘canadian war history’
In the first part of this two-volume series by Canadian historian Tim Cook, we follow Canada’s Citizen Soldiers through the first three years of World War I. Cook helps the reader understand almost 100 years later what made regular Canadian farmers and shopkeepers willingly leave their homes and families to take up arms for Britain.
In this volume, we follow Canada’s enlisted men from training at Valcartier and Salisbury Plain to their first combat at the Second Battle of Ypres, then through St. Eloi, Mount Sorrel and the Somme. Many British soldiers thought the Canadian men were unruly colonials, but the Canadians soon proved themselves as fierce warriors against their German enemies.
Cook not only follows the battles, but also gives the reader some insight as to what daily life in the trenches was like for the average soldier. The soldiers went days without sleeping, living in mud amongst rats, corpses and constant artillery barrages. From the innovations against chemical warfare to the introduction of helmets, the reader also learns how commanders and infantry needed to adapt to wage war on the Western Front. At the Sharp End is an important read for any Canadian wanting to understand the road leading up to the battle at Vimy Ridge that forged Canada’s national identity.
Everyone here at Explorica would like to take a moment to wish all our upcoming Vimy Ridge travellers well. Our exclusive Return to Vimy 2012: 95th Anniversary Tours give Canadians the opportunity to experience the life of a soldier during this important event in our nation’s history. We thank you for your dedication to history, and for your commemoration of those who fought to forge our nation.
As a tribute to the impact of a visit to Vimy Ridge, we post the following note in full from Mark Shannon, Calgary school teacher and Explorica Group Leader:
As a child, I was always drawn to stories about war history. By the time I was able to enrol in post-secondary school, this drive was such as to have me transfer to history full time. By 1993 I had completed two degrees in military history, specializing in the First and Second World Wars. At this time, my father showed me the diary of his uncle, Percival Roy Shannon, who fought and died in the First World War. His medals and his story were very compelling and it left me with an intense desire to visit the battlefields where he fought.
Explorica, a company creating educational tours that connect students to new cultures, languages and people through educational travel, has been chosen as the exclusive educational tour operator for 70th anniversary tours commemorating the Canadian role in “Operation Husky”. The company was chosen by “Operation Husky 2013”, a memorial campaign organized by Canada Company Québec Chapter President Steve Gregory and designed to honour those who fought and fell in this historic Canadian military effort. | <urn:uuid:7ab155e0-e9ed-4b1e-9439-89c887623900> | CC-MAIN-2013-20 | http://www.explorica.ca/blog/tag/canadian-war-history | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698141028/warc/CC-MAIN-20130516095541-00003-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.966831 | 598 | 3.09375 | 3 |
History of Program Reviews at CASEL
CASEL shared its first program review in 2003 with the publication of Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs (CASEL, 2003). In addition to demonstrating how SEL programs contribute to the main mission of our nation’s schools, this publication summarized the current status of outcome research on SEL programs. It provided educators with practical information on the features of different programs that could help them select a program most relevant and suited for their particular needs. The guide presented information on 80 different programs and was, at the time, the most comprehensive research and practical survey of SEL programs available.
During the decade since the dissemination of Safe and Sound, several major advances have occurred in SEL research, practice, and policy that warranted updating the review. Many more research studies, including program evaluations, have become more rigorous, which increases the confidence one can place in their findings. New approaches to fostering academic, social, and emotional learning have been developed, some of which emphasize traditional explicit instruction, while others focus on pedagogy or deeper integration of SEL within academic curricula. There is also better information about the outcomes one might expect from programs offered at different grade levels. The 2013 Guide incorporates these new developments.
Because of the major accomplishments of SEL research over the past few years, the 2013 CASEL Guide is different from the 2003 guide in several ways. To begin, the current Guide is more selective and the criteria for inclusion are more rigorous than they were in Safe and Sound. Other important distinctions include:
- In Safe and Sound we identified 80 social and emotional learning programs that met our design criteria. These programs were included whether or not they had been evaluated. Of these 80 programs, we identified 22 “SELect” SEL programs that met a higher standard for evidence of effectiveness. In this review, our criteria for inclusion as “evidence-based” are more stringent. In the 2003 review SELect programs were not required to include a comparison group. However, the evidence base for SEL programs has grown dramatically and become increasingly rigorous in the last decade (e.g., Durlak et al., 2011). In the 2013 Guide, the evaluations of CASEL SELect programs had to include a control group in addition to pretest and posttest measurement of behavior.
- We have broadened the types of programs included in the current Guide. The primary focus of Safe and Sound was lesson-based programs that provided explicit skill instruction in SEL. In this Guide, CASEL SELect programs include those that address teacher instructional practices and pedagogy and programs that fully integrate social and emotional learning with academic content in specific core content areas.
- We expanded our coverage to include preschool approaches because, as noted in the introduction, the importance of preschool education to support child development and school readiness is increasingly recognized. There is also now a stronger evidence base for SEL programming at the preschool level (Denham & Burton, 2003; Camilli et al., 2011).
- In the previous review we included programs for kindergarten through twelfth grade without distinguishing among programs for students from different age groups. Our new reviews are more developmentally focused, which is why we are separating the reviews of programs for preschool, elementary, middle, and high school. The 2013 Guide focuses on preschool and elementary programs. The review of secondary school programming was released in 2015.
Table of Contents
- About the Guide
- Overview of SEL
- Review Process
- Inclusion Criteria
- Rating Framework
- Rating Tables (PreK Programs)
- Rating Tables (Elem. Programs)
- Program Descriptions
- Guidelines for Selecting Programs
For this Guide, the review process began by establishing our inclusion and exclusion criteria. We then used several methods to identify potentially relevant classroom-based programs designed for use with a universal population of students.
2009: Initial call for nominations and identified potentially relevant programs
2011/2012: Additional outreach efforts to program developers and researchers.
2011/2012: Examined CASEL’s original program review, Safe and Sound, and other major literature reviews, national reports, key publications, and searched national database.
2012: All programs identified for possible inclusion were examined in several different ways by teams of trained coders. If the program was classroom-based and designed for use with a universal population of students, we requested copies of all available published and unpublished outcome evaluations that would meet our criteria from providers.
- We checked these reports against those we found through our own literature search procedures. Coders examined every outcome evaluation submitted by each program.
- We conducted an e-mail survey completed by program developers or their designated staff about the training they offered for program implementation. We supplemented these surveys through phone contact, if necessary, to clarify answers to certain questions. Our final sample consisted of 25 SELect programs.
- Graduate-level coders with extensive education and experience in social and emotional learning reviewed all program materials. The coders received more than 40 hours of training in the coding system from senior SEL researchers involved in the Guide development process
The review: For each review, coders scanned the complete set of program materials provided by the developers in order to familiarize themselves with the overall organization and content of the program.
The review cycle for the CASEL Program Guide has closed. We will be announcing the next review cycle in the coming months. Check back for updates on specific dates. Questions about the review should be directed to The Program Guide Review Team.
- Coders completed an intensive content analysis of sample years of each program. In most cases this involved review of the preschool materials, first-grade materials, and fourth-grade materials, depending on whether those were found to be representative of the program as a whole. Additional grades were reviewed as necessary.
- Before the coders worked independently, they had to be at least 85% in agreement on all rating elements for a subset (20%) of the programs. Reliability was monitored throughout the process to maintain the same level of agreement (85%) on the remaining programs. Any disagreements in coding were eventually resolved through discussion among the raters and supervising staff.To avoid conflicts of interest, no one having any financial relationship to any program was involved in reviewing the programs or in discussions about programs. | <urn:uuid:9477ead5-42d7-4cfb-9826-3bc7a44e6551> | CC-MAIN-2020-40 | https://casel.org/guide/review/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00727.warc.gz | en | 0.952984 | 1,309 | 2.6875 | 3 |
You are reading this lesson on the software. Yes, you read it properly on one software. Actually, computers cannot work alone. The computer needs some work tools and premises. These tools and programs work only on computers.
Let us know the software you are talking about in this lesson – what is software? Types of Computer Software?
And other complete information about the software
What is software?
Simply tell, the program’s name is a software. More to say, there is a set of software programs that run computers and equipment. The software provides users the ability to work on a computer. Without software, the computer will be usable. As such, you cannot read this lesson if you do not have a browser on your computer. Apart from this, MS Office, Photoshop, Adobe Reader, Picasa are all software that enables you to computer-wide.
Different types of software
The software has been created to facilitate the study. There are two main types of software.
1. System software
2. Application software
1. System Software
System software is software that allows you to manage and monitor hardware. And perform actions between hardware and software. There are many types of system software.
1.1 Operating System
The operating system is a computer program, and other computer programs run. Operating systems work as intermediaries between users and computers. It explains our suggestions on our computer.
- Mac OS
Utility service programs are also known as. It works as a computer resource management and security. However, they are not linked to the hardware directly. In this way, there is a utility program such as disk defragmenter, anti-virus program etc.
1.3 Device Drivers
A driver is a special program that connects input. And output devices to computers so that they can interact with computers. E.g. Audio drivers, graphics drivers, motherboard drivers, etc.
2. Application Software
Application software can be called end-user software because it belongs to the user directly. It is also called ‘apps’. Application software gives users the freedom to work specifically. There are many types of these.
2.1 Native applications
The basic application is also called general purpose software. This is a commonly used software. We use them for everyday activities. The basic application should be used for any computer to work on a computer. Below are some common-purpose software names.
- Word processing program
- Multimedia program
- DTP Program
- Spreadsheet program
- Presentation program
- Graphics application
- Web design application
2.2 Specific applications
Specialized applications are also called Special Proposition Software. This software has been created for a specific purpose. They are also used for specific work. Below is the name was given to the program created for a specific purpose.
- Accounting software
- Billing software
- Report Card Generator
- Reservation system
- Payroll Management System
How to install the software program on the computer?
The complete information about installing a software program on the computer
Installing a software program on a computer or a laptop is very easy. Any computer user knows about the process of installation. And you can install the computer in your fun preference app.
But, as easy as it is to read. It’s not really that easy. Because new users do not know the way to install the software into the computer. So installing a computer program for them is Teddy.
However, after reading this tutorial, you can easily install your computer on your favorite software, games, and apps. We have said in this tutorial on a step-by-step basis how a computer program is installed.
Install the software on the computer
We install programs on computers in two ways.
- Installing the software from CD / DVD
- Install software from the Internet
1. How to Install Software from CD / DVD
1. Install the software from CD / DVD. First of all, insert the CD / DVD of the software into your computer. And wait a little longer.
2. Now open some CD / DVD related options for you. From which you click Run. If you do not open these options in front of you. So go to Computer and open CD / DVD Manually. And from here, double click on the Setup.exe or mouse on the file Install.exe. And follow the on-screen instructions.
3. Doing so will establish the installation of your software. If you ask for an administrative password or confirmation here, then you should also complete. After that, the program will start.
4. When your computer software is installed, the program’s shortcut will appear on your desktop. You can play it by clicking on it.
2. Install the software from the Internet
1. First of all, you want to install any software on your computer. Go to the program’s Web pages and download it. Downloading programs is a safe way. Because you can scan it for viruses.
2. When your software is downloaded. Double click on the mouse. And follow the on-screen instructions.
3. As soon as the program starts installing on the computer. If you ask for an administrative password or confirmation here, then you should also complete.
4. Now let’s install the program. When the software is installed successfully on your computer,
Note: – Before downloading a program from the Internet, it is sure that the programmers and website (where the program is downloading) is reliable. So you can trust them.
What have you learned?
In this lesson, what does the software mean? Different types of computer software and their names. We hope this topic will be useful for you | <urn:uuid:e5b3fbce-7a53-48bf-b56e-de2c186a96c8> | CC-MAIN-2019-51 | https://outletcoach.org/types-of-software/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540529006.88/warc/CC-MAIN-20191210205200-20191210233200-00130.warc.gz | en | 0.920446 | 1,176 | 3.578125 | 4 |
Grand Jean Company
Founded in the 19th century, the Grand Jean Company survived the large economy crises in 1929. It became one of the largest clothing companies in the world around 1989. Its main products are pants for men and boys. But also women pants are produced there. With the “wash-and-wear”, bell-bottom and flare leans and modern casual pants, the company was market leading.
The company owns 25 plants for manufacturing with an output capacity of 20.000 pants per week. However, this production is not enough to satisfy the demand on the market. As a result of that, the company decided to employ independent manufacturers. Last year, these contractors produced one third of the total sales.
Grand Jean is a functional organization. The
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For example, a marketing division (for instance basic Jeans department) want to satisfy a customer's need for a certain quantity of product even if it causes problems for a plant (changeover costs, overworking). The functional organization could create « silos » for each function without real coordination.1 We could also see a competition between the marketing departments: Indeed, marketing department are organized by categories of jeans (basic...) and the sellers reward depends on their global sales on a territory so they could prefer sell higher quality jeans which are more expensive. The plants are considered as expense centers so the optimum dollar amount of input required to produce one jean is determined by standards and these standards are the same for all the plants. But the standards are not relevant because the plants have not the same equipment and yet there is no difference between the standard hours determined in the newer plants and the older ones. The older have yet more difficulties to reach the quotas due to machines break down and more maintenance. Then, the initial rate at which total production time per pair reaches standard is outdated. The management control system favor more efficiency than effectiveness: a plant is more efficient than another one if it uses fewer resources but produces the same amount of pants. In fact, there is no real measure to control the quality of the management and the goal is principally producing the quota no matter how | <urn:uuid:3d5b2cae-9ca2-40a6-b241-d51b7e58028c> | CC-MAIN-2019-04 | https://www.educationindex.com/essay/Grand-Jean-Company-FKJ572ZC2Z | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583705737.21/warc/CC-MAIN-20190120102853-20190120124853-00307.warc.gz | en | 0.948218 | 434 | 2.90625 | 3 |
- By Micah Dorfner
Breaking the Social Stigma of Mental Illness
As a psychiatrist who also is a self-confessed film buff, I get very excited to watch films with psychological themes. Whether it’s a film based on a Nobel-prize-winning schizophrenic mathematical genius in “A Beautiful Mind" or the fictional story “The Sixth Sense,” about a boy who sees dead people, I'm enthralled.
I find that popular media plays a big role in informing the general masses and shaping opinions. So, imagine my frustration as I watch films where orderlies dressed in white from head to toe subdue a patient in a straitjacket or scenes where doctors use shock treatments as punishment. Some of these movies are old classics, and certainly portray the sentiment and stigma surrounding mental illness at the time. Yet, the stigma still exists, and this can be quite debilitating for patients as they struggle to find balance between wanting help and not being judged. Personally, I find the stigma and misconceptions popularized by the media to be a hurdle I jump over almost daily to create a treatment plan for my patients.
So let’s try and bust a few myths:
- Lithium. Contrary to what some songs may lead you to believe, lithium is a very useful medication when monitored carefully, used for the right reasons and taken as prescribed. I wish all the patients who have been helped by lithium would get together and write a song about its benefits.
- Straitjackets. I have visited psychiatry wards in several different countries, some which may qualify as third-world. I have never seen an actual straitjacket. In the U.S., there are checks and balances to ensure that the least restrictive and most humane methods are used to restrain psychiatrically-ill patients to protect them from hurting themselves or others.
- Detaining patients. Doctors do not have any power or desire to lock anyone up and throw away the key. Our aim is to hospitalize for safety and treatment and bring the patient back into the community as quickly and safely as possible.
- Shock therapy. Electroconvulsive treatment (shock therapy) is not used to subdue patients. It is a treatment method that is safe in many different circumstances and extremely effective for specific conditions. Physicians will not use this treatment method casually, and your consent is an important step to moving forward with this treatment.
- Medications. Not all psychiatric medications are addictive. Your provider usually is more concerned about giving you addictive medications than you are. So, your provider likely will prescribe these medications judiciously.
- Hypnosis. Finally, hypnotherapy (hypnosis) can be a useful, non-medication treatment for chronic pain or smoking cessation. Not everyone responds to hypnosis, and a hypnotherapist cannot make you follow their commands, such as telling you to rob a bank. If you fall asleep during this relaxed state, you automatically will be out of hypnosis when you wake up.
This is by no means an exhaustive list of mental illness myths, but it’s a start. In this age of computers and the internet — when information is at our fingertips — let’s try to inform ourselves about mental illness. Let’s break the stigma so those needing help can seek it and those able to help can offer it without battling preconceived notions. | <urn:uuid:12a274bf-170a-4a47-935f-9ca98dbf3e4c> | CC-MAIN-2019-51 | https://newsnetwork.mayoclinic.org/discussion/breaking-the-social-stigma-of-mental-illness/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540547165.98/warc/CC-MAIN-20191212205036-20191212233036-00442.warc.gz | en | 0.948984 | 695 | 2.78125 | 3 |
Ringed Seal(redirected from Jar Seal)
Also found in: Dictionary.
(Pusa hispida), a pinniped of the family Phocidae. It measures up to 1.5 m long and weighs up to 70 kg. The pelt is dark gray with light rings.
The ringed seal is distributed in all the arctic seas and in the northern parts of the Pacific and Atlantic oceans, mainly near the coasts. In USSR waters it is found from the Barents Sea to the Sea of Japan and in the Baltic Sea and Lake Ladoga. The pup, measuring about 60 cm long, is born on the ice, usually in a snow burrow, at the end of winter or in the spring. It attains sexual maturity at five or six years of age.
The ringed seal feeds on fish and crustaceans. It is an object of commerce: its pelt, subcutaneous fat, and flesh (for feeding dogs and fur-bearing animals) are used. Closely related species —the Baikal seal and the Caspian seal—live in Lake Baikal and the Caspian Sea.
REFERENCEMlekopitaiushchie fauny SSSR, vol. 2. Moscow-Leningrad, 1963.
A. G. TOMILIN | <urn:uuid:7ce179c7-5653-4951-8aae-5b40b27637ce> | CC-MAIN-2018-30 | http://encyclopedia2.thefreedictionary.com/Jar+Seal | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676596204.93/warc/CC-MAIN-20180723090751-20180723110751-00355.warc.gz | en | 0.914723 | 278 | 2.703125 | 3 |
Time reports a study released today in the Journal of Pediatrics finds a simple questionnaire that asks parents about their child's behavior could help pediatricians identify autism as early as the 1-year well-baby visit.
Researchers looked at questionnaires filled out by parents of 10,479 babies, the magazine says, and 1,318 were flagged as "failing."
After more testing by lead researcher Karen Pierce, professor of neuroscience at the Autism Center for Excellence at the University of California, San Diego, and her team, 184 children were then evaluated using autism-specific tests, and 32 cases of autism spectrum disorders were eventually found, Time reports.
The magazine says the test, introduced in 2002, was actually made to identify children at risk for language and communication delays.
"Our results show we may detect about half of autism cases at the first birthday, and get these babies into treatment," Pierce tells Time. "We don't know the impact of that treatment, but based on what we do know about early brain plasticity, and how the brain is wired in the first year, we really believe it helps kids to be in treatment when they are young."
Questions on the test, according to Time, include:
- Do you know when your child is happy and when your child is upset?
- When you are not paying attention to your child, does he/she try to get your attention?
- Does your child point to objects?
- Does your child use sounds or words to get attention or help?
- Does your child show interest in playing with a variety of objects? | <urn:uuid:a0eee68d-6156-41ec-8e89-98c1b0b4959e> | CC-MAIN-2017-30 | http://jpsumo.blogspot.com/2011/04/5-minute-test-could-identify-autism-in.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423512.93/warc/CC-MAIN-20170720222017-20170721002017-00454.warc.gz | en | 0.973671 | 323 | 2.953125 | 3 |
Jewish emigration involved people from a very heterogeneous population group. They often had little in common except the fact of their Jewish identity as asserted, or rather, alleged by the Nazi regime. The racial policies of the Nazis assigned numerous people the label of “Jewish” who themselves did not identify with Judaism in the least. This caused a conflict of identity for many assimilated Jews who considered Germany to be their homeland.
Precise information regarding the number of Jewish emigrants is not available because neither German nor Jewish authorities or organisations recorded comprehensive data for this purpose. According to estimates, in the period from 1933 to 1945, between 250,000 and 300,000 Jews and those persecuted as Jews left Germany. The largest wave of emigration was triggered by the pogroms of November 1938: between 33,000 and 40,000 people emigrated from Germany in 1938. In 1939 the number of Jewish emigrants was between 75,000 and 80,000.
As of 23 October 1941 there was a ban on emigration. In September 1941 there were only 75,816 Jews within the limits of the “Old Reich”. The systematic mass deportation of German Jews to the East began from October 15, 1941. Extermination camps with gas chambers were put into operation from March 1942. Jews and those persecuted as Jews were murdered immediately after their arrival there.
With regard to Jewish emigration from Germany, the Nazi state pursued contradictory policies. On the one hand the Nazi regime forced emigration until the early years of the war. Laws that aimed to drive out of Jews from cultural, scientific and economic life were supposed to encourage the Jewish population to emigrate. The Law for the Restoration of the Professional Civil Service of 7 April 1933 sharply curtailed the career opportunities for Jews.
The Nuremberg laws, which were passed on 15 September 1935, formed the basis for the anti-Jewish policies and took away civil rights from Jewish people. Works by Jewish artists were often slandered as “degenerate”. Their art was removed from museums and public collections and performing artists were banned from performing. At the same time numerous taxes and export regulations prevented emigration and left most people almost penniless at the time of their departure. The main destinations of Jewish emigration were Palestine, Britain and the United States.
Krohn, Claus-Dieter (Hg.): Jüdische Emigration. Zwischen Assimilation und Verfolgung, Akkulturation und Jüdischer Identität. München: Edition text + kritik 2001
Krohn, Claus-Dieter (Hg.): Das Jüdische Exil und andere Themen. München: Edition text + kritik 1986
Rosenstock, Werner: Exodus 1933-1939. A Survey of Jewish Emigration from Germany. In Leo Baeck Journal, 1956, S. 373-390 | <urn:uuid:531694da-fee7-41ab-beee-2029d5628fae> | CC-MAIN-2018-13 | http://kuenste-im-exil.de/KIE/Content/EN/Topics/juedische-emigration-en.html?single=1 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647530.92/warc/CC-MAIN-20180320185657-20180320205657-00345.warc.gz | en | 0.957386 | 603 | 4.0625 | 4 |
Oscillation motion is the most primitive and basic machine motion. This particular motion type has been around for a very long time. Most inexpensive vibration machines utilize this specific motion type. Often referred to as level 1 machines, these units have a platform that moves similar to a see-saw. One side of the platform tips upwards, while the other side tips downwards. This is considered a simple or isolated movement since there is only a basic direction of motion involved.
This movement is typical with a high degree of amplitude, meaning that the platform moves about 11 mm with each stroke, and they move relatively slowly. This particular motion is effective for weight loss and improving lymphatic drainage.
Spiral Rotational motion is a relatively new motion style that has only been found on some higher-end vibration machines for the last several years. Considered one of the complex motion systems, since there are multiple directions of motion involved. Unlike oscillation motion, spiral rotational moves very rapidly, but with very little amplitude (only moves about 2 mm per cycle). The platform moves in a circular pattern, with no actual rotation) forward, then to the right, then back, then to the left and then the same pattern continues.
This particular motion is very effective for increasing circulation, muscle strength, and rehabilitation. This is also a very safe type of motion for people with concerns about their knee joints or other soft tissue.
Cross Lateral motion is another example of an isolated motion style since there is only a basic direction of movement involved. Having an even higher range of amplitude (16 mm) than oscillation, this particular movement also uses a low-speed motion, such as oscillation. The platform slides left and then right and back again, continuously.
The movement has gradual changes in direction when it reaches near the end of each cycle with no sudden or abrupt changes, so this is very safe to use when there are concerns about joint or soft tissue. There is no vertical displacement with this motion type. This unique motion style is extremely effective for concerns such as improving balance and spinal re-alignment.
Triplanar is another very old motion style that was popular in gyms and with athletes, but in the past few years have all but disappeared. Their decline is mainly due to the numerous research papers that have surfaced in the past several years indicating that the vertical component of this motion can be damaging to knee joints and other soft tissue.
This Triplanar motion moves the platform up/down, left right/left and front/back at very high speeds and with very little amplitude (2-4 mm). This high-speed motion was good for increasing muscle strength (especially explosive strength) and increasing circulation.
The Soft Triplanar motion was designed to replace regular Triplanar motion. It provides the same benefits as Triplanar motion, but is safe to use and will not harm knee joints or soft tissue. Soft Triplanar has all the same characteristics as regular Triplanar, but the vertical motion has been modified. This vertical, high-speed low amplitude movement is what was causes the joint damage, as found on regular Triplanar machines. There is a vertical motion to this system, which is added by use of a different motor and separate drive system. The vertical motion is derived from an oscillation motion, which a safe high amplitude low-speed movement.
Soft Triplanar, has only a left/right and front/back motion with 2 mm of amplitude and moving at high speed. Then oscillation motion is added at low speed and high amplitude to generate the vertical movement. Since the oscillation motion is operated by an independent motor the user can adjust the left/right speed separately from the vertical motion. It is considered a complex movement since the body must oppose the movements in different planes to one another.
This Soft Triplanar motion is effective for multiple purposes since there are several various motions occurring at the same time, with their own different characteristics. Traditionally used for strength gain while also losing weight at the same time, though this motion can also help with bone density concerns. | <urn:uuid:bf622ef3-c279-4d73-91ee-8d5d832f8bf0> | CC-MAIN-2024-10 | https://healthandmed.com/blogs/healthy-living/wbv-fitness-exercise-gym-machine-vibration-type | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475422.71/warc/CC-MAIN-20240301161412-20240301191412-00246.warc.gz | en | 0.953715 | 831 | 2.96875 | 3 |
The state-wide and station corrections for determining magnitudes will improve reporting for earthquakes in all of California on several counts. First, was being calculated using only a subset of the currently existing broadband stations in both Northern and Southern California, as only they had been calibrated. In the past 10 years, many broadband stations and strong motion stations have been added to the networks. With the additional stations, determination should become much more reliable. Second, until now Northern (Uhrhammer et al, 1996) and Southern California (Kanamori et al, 1999) have been using different functions, with their attendant values for each SNCL. Thus different magnitudes were often determined by Northern or Southern California for an earthquake if it was near the boundary of the reporting regions, or for very large earthquakes in the other region. When the results of this project are implemented in the realtime and event review systems, this should no longer be the case.
Berkeley Seismological Laboratory
215 McCone Hall, UC Berkeley, Berkeley, CA 94720-4760
Questions or comments? Send e-mail: firstname.lastname@example.org
© 2007, The Regents of the University of California | <urn:uuid:2d0dea27-d726-498e-8eef-bff705f59f26> | CC-MAIN-2017-43 | http://seismo.berkeley.edu/annual_report/ar06_07/node90.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825889.47/warc/CC-MAIN-20171023092524-20171023112524-00200.warc.gz | en | 0.955254 | 244 | 2.546875 | 3 |
Joseph Henry Lumpkin
Lumpkin attended the University of Georgia (UGA) in Athens, Georgia, for some time and then attended and graduated from Princeton College in 1819. After studying law under the tutelage of Thomas W. Cobb, Lumpkin was admitted to the state bar in 1820, and he began practicing in Lexington, Georgia.
After serving two terms in the Georgia General Assembly from 1824–1825, Lumpkin returned his full attention to his legal career. In 1830, Lumpkin worked in unison with future U.S. Congressman and Georgia Governor, William Schley, and John H. Cuthbert to create the Georgia state penal code.
After the creation of the Supreme Court of Georgia in 1845, Lumpkin was elected as one of three initial justices to preside over that court and was its first chief justice. He served on the court until his death. Lumpkin was offered the faculty chair of rhetoric and oratory at UGA in 1846, but he declined it. He did the same when offered the chancellorship of UGA in 1860. Even a presidential appointment to a federal seat on the Court of Claims was turned down by Lumpkin so that he could remain on the state supreme court.
University of Georgia School of Law
He co-founded the UGA law school. The school was previously referred to as the Lumpkin School of Law; however, Lumpkin's name has since been removed from the official name of the school. Lumpkin taught at the law school until the university shut down during the American Civil War. He also served as a trustee for the school for many years.
His writings and policies suggest a mixing of religion and politics:
- "In the early 1820s Lumpkin underwent an evangelical conversion that profoundly affected his life. He took an active part in the temperance movement on both the national and state levels. He also believed that slavery was sanctioned by the Bible and often cited religious arguments to support continuation of that institution."
However, early in his career he had expressed opposition to slavery.
Lumpkin died and was buried in Athens on June 4, 1867.
- Paul DeForest Hicks (2002). Joseph Henry Lumpkin: Georgia's First Chief Justice. Athens: University of Georgia Press. ISBN 0-8203-2365-9.
- New Georgia Encyclopedia entry for Joseph Henry Lumpkin
- William J. Northen, Men of Mark in Georgia, A. B. Caldwell, 1912, pp.302-307
- Timothy S. Huebner (1999). The Southern Judicial Tradition: State Judges and Sectional Distinctiveness, 1790-1890. University of Georgia Press. ISBN 0-8203-2101-X.
- Family Papers at the Digital Library of Georgia
|Chief Justices of the Supreme Court of Georgia
Hiram B. Warner | <urn:uuid:bd5f4e29-3661-44b9-b760-21f6e35ebf14> | CC-MAIN-2015-35 | https://en.wikipedia.org/wiki/Joseph_Henry_Lumpkin | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644064951.43/warc/CC-MAIN-20150827025424-00247-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.962621 | 591 | 2.71875 | 3 |
The bar that burgeoning storms must hurdle to become full-blown hurricanes is rising, a new study finds.
Hurricanes need hot ocean water to fuel the convection that drives their fearsome circulation. When seawater is hot enough, tropical cyclones — the generic term for hurricanes, tropical storms and typhoons — can start swirling.
Due to rising ocean temperatures caused by global climate change, the threshold for how hot these waters need to be is moving up the temperature scale, according to the new study. As a result, hurricanes and other severe storms could become more intense, though the number of storms is not expected to change.
"It is too difficult to say how our results relate precisely to the number of hurricanes, but our results do suggest that rising sea surface temperatures alone should not appreciably affect the number of tropical cyclones," said Nat Johnson, a study team member at the International Pacific Research Center of the University of Hawaii at Manoa. "However, most tropical cyclone studies do project that the total number of tropical cyclones will change little but the number of intense tropical cyclones will increase."
Ocean surface waters generally must be between 78 and 82 degrees Fahrenheit (26 to 28 degrees Celsius) to ignite deep convection (rapidly rising air that forms the thunderstorms that power the tropical cyclones). This hot water threshold has been rising at the same rate as that of the tropical oceans under global warming — about 0.18 degrees Fahrenheit (0.1 degrees C) per decade over the last 30 years, the study found.
"The correspondence between the two time series is rather remarkable," Johnson said. "The convective threshold and average sea surface temperatures are so closely linked because of their relation with temperatures in the atmosphere extending several miles above the surface."
Global climate models project that the threshold will continue to rise in tandem with the tropical average sea surface temperature, Johnson found. If true, this warming, along with other tropical cyclone ingredients, could muddle future hurricane forecasts.
"Other factors such as changes in the winds high in the atmosphere or changes in the regions where moisture converges could impact the number of hurricanes," Johnson told OurAmazingPlanet.
The study was detailed in the Nov. 7 online edition of the journal Nature Geoscience.
- What U.S. Cities are Most Vulnerable to Hurricanes?
- Surprisingly, Hurricanes Avoid U.S. Landfall in 2010
- How Do Cyclones, Hurricanes and Typhoons Differ?
This article was provided by OurAmazingPlanet, a sister site to LiveScience. | <urn:uuid:ac90d2bc-0c62-493a-a271-7fb48d8ecb90> | CC-MAIN-2016-22 | http://www.livescience.com/8933-study-future-hurricane-formation-warmer-water.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464051417337.23/warc/CC-MAIN-20160524005657-00122-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.923372 | 520 | 3.921875 | 4 |
Gerald L. Klingaman
CHRYSANTHEMUM x morifolium
Plant Common Name
Garden Chrysanthemum, Garden Mum
Nothing says fall like beautiful mounds of brightly colored mums. Originating from eastern Asia, the common chrysanthemum has been cultivated for centuries, and there are thousands of varieties available that come in a wide array of colors and floral forms. The garden mum is a long-time favorite for fall gardens and greenhouse displays, with its long-lasting, showy blossoms held above mounds of lustrous foliage.
In spring, this clump-forming herbaceous perennial puts forth dense stems lined with medium to deep green, fragrant leaves that are deeply lobed. Mums may begin blooming any time from late-summer to late-fall, depending on the cultivar. The fragrant flowers may be single and daisy-like, semi-doubled, or fully double and can come in many hues, including red, orange, yellow, white, purple, pink, bronze, burgundy or any bicolored combination. Insects pollinate the blooms, and on rare occasion plants can self-sow.
Ornamental chrysanthemums grow best in full sun and fertile, well-drained growing medium. Although typically planted as seasonal garden or greenhouse annuals, they can also be used as border perennials, with some cultivars overwintering in USDA Hardiness Zone 5. In late spring to early summer, their stems may be pinched back to ensure a more uniform growing habit and heavier flowering. Many cultivars are only marginally hardy and commonly treated as annuals. Mums look best planted in masses in mixed borders or in containers. Some are primarily grown for the cut flower industry or as exhibition specimens.
There 13 classes of chrysanthemums based on floral form. These are:
Irregular Incurve: These highly ornamental mum flowers are very large, fully double and favorite specialty mums for exhibitions. The upper petals are long, loose and dense and curve inward, creating a flower with a fluffy, rounded top. Towards the bottom of the blooms long petals loosely fall downwards and curl to create what’s called a “skirt”.
Reflex: Bushy and uniform, these fully double flowers have a flattened top and flattened petals that curve downwards.
Regular Incurve: Almost completely spherical, these fully double flowers have rounded petals that curve upwards and inwards towards the flower’s center. They are much like irregular incurves but are smaller and lack skirts.
Decorative: Most of the standard cushion mums on the market have decorative flowers. These blooms are fully double and look much like reflex flowers, but their petals face outward rather than downward.
Intermediate Incurve: As the name suggests, these flowers are the intermediate between irregular and regular incurved flowers, in form as well as size. Their fully double blooms have rounded petals that curve upwards and inwards. They are looser than regular incurves, but lack a defined skirt, unlike irregular incurves.
Pompon: Tight, neat and button-like, pompons are fully double and tend to have flattened tops when first emerging, but the tops become rounder as the flowers age. Flower sizes vary from small to medium.
Single or Semi-Double: Often daisy-like in appearance, single or semi-double mums have central or disc florets that are visible. These tend to be flattened and their petals radiate outward from the center.
Anemone: These are similar to semi-double flowers except their disc flowers are larger, raised and cushion-like. It is almost as if the blooms have a pompon-type flower surrounded by ray petals that radiate outward from the center.
Spoon: Daisy-like in appearance, spoon-type mums may be single or semi-double and have central or disc florets that are visible. Their ray florets (petals) are slender at the base and have rounded, flared tips with a spoon-like appearance.
Quill: These are generally fully double and have loose, linear, tubular petals.
Spider: One of the most fantastic of all mum flowers, spiders are fully double and have long, thin, tubular ray petals that are slightly curved or hooked at the ends. They often have a loose, moppy appearance.
Brush & Thistle: These may be single or double and have fine, tubular petals that ascend upward giving the flowers a brush-like appearance.
Exotic or unclassified: These flowers fall outside all other Chrysanthemum x morifolium floral classifications. | <urn:uuid:940f1ca0-564c-4fa4-94ae-7e9920904037> | CC-MAIN-2016-40 | http://www.learn2grow.com/plants/chrysanthemum-x-morifolium/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661962.7/warc/CC-MAIN-20160924173741-00066-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.930134 | 993 | 2.921875 | 3 |
Mutations in the Jagged1 (JAG1) gene may compromise the integrity of peripheral nerves — those found outside the brain and spinal cord — and lead to peripheral neuropathy associated with Charcot-Marie-Tooth disease type 2 (CMT2), a study reports.
The study, “Dominant mutations of the Notch ligand Jagged1 cause peripheral neuropathy,” was published in The Journal of Clinical Investigation.
The Notch signaling pathway plays a key role in tissue development and cell fate. Dysregulation of this signaling cascade has been shown to lead to several diseases, including cancer and developmental syndromes.
The JAG1 gene encodes a protein that works as a ligand and activator of the Notch pathway. Now, investigators in the U.S. and U.K. have discovered that mutations in this gene may lead to the onset of CMT2.
In the study, they examined individuals who had been diagnosed with CMT2 from two unrelated families. Patients had vocal fold paresis — loss of control over their vocal cords due to nerve damage — and mild limb weakness.
A genetic analysis of three members with CMT2 from one of the families showed that they all carried a genetic variant (c.1731C>G) in a region of the JAG1 gene. CMT2 patients in the second family also carried a genetic variant (c.1948T>C) in the same gene.
The newly identified genetic variants caused changes in the amino acids (the building blocks of proteins) of JAG1 that computer analyses estimated would likely affect the function of the protein. Structural modeling also predicted these amino acid alterations might affect the region of JAG1 that interacts with the Notch receptor, “raising the possibility that [these] mutations could disrupt [ligand-receptor] interaction.”
The researchers then performed a series of experiments in cells cultured in a lab dish to investigate how these mutations might alter the normal function of the JAG1 protein.
In their experiments, they introduced each of the mutated proteins into cells and saw that both were located at the cell’s membrane, albeit at lower levels compared to the normal JAG1 protein.
This was because both mutated proteins were also found inside cells in an organelle, called the endoplasmic reticulum (ER), which is responsible for producing and modifying proteins. Their retention at the ER led to a reduction of their levels at the cell surface compared to control cells that produced the normal protein.
Previous studies have suggested that JAG1 needs to undergo a modification process, called glycosylation. This modification, which adds sugar molecules to the protein (glycans), is thought to be required for JAG1 to be taken to the cell’s surface. This led researchers to investigate if the new mutations changed the glycosylation pattern of JAG1.
Their experiments confirmed that these mutations significantly reduced the glycosylated form of JAG1, which might also explain why these mutant proteins were found at lower levels at the cell’s surface.
Next, the researchers explored how these molecular alterations in the JAG1 protein could be linked to neuropathy using mice that had been genetically modified to carry the same mutation found in CMT2 patients from one of the families (c.1731C>G; p.Ser577Arg).
They found that when mice carried two copies of the mutated Jag1 gene, they died before birth. Conversely, animals carrying one healthy and one mutated copy of the gene (heterozygous mice) completed embryonic development and were born, but showed motor and behavior alterations later in life.
The inverted grid test (a test that measures how long animals can cling to a surface while upside down) showed that mutated mice had less limb strength compared to healthy animals (controls).
Yet, in the rotarod test — a test that measures balance while animals are running on a moving rod — no differences were found between mutated and control mice. Between 19 and 23 months of age, these mice showed a reduction in the compound muscle action potential, which is a test that measures muscle electric activity.
When investigators examined the animals’ recurrent laryngeal nerve, which controls larynx muscles, they found no morphological alterations. Yet, there was an increase of focally folded myelin (the protective sheath that covers nerves). This abnormality in peripheral nerves has been observed in different forms of heredity neuropathy and aging, suggesting that these mice had a mild form of peripheral neuropathy.
Overall, “our clinical, genetic, biochemical, and mouse model findings implicate JAG1 mutations as a cause of CMT2 with severe vocal fold paresis,” the researchers wrote.
“[They also] highlight a critical role for JAG1 in maintaining peripheral nerve integrity … and provide a basis for the evaluation of peripheral neuropathy as part of the clinical development of Notch pathway-modulating therapeutics,” they added.
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National Alliance on Mental Illness
page printed from http://www.nami.org/
(800) 950-NAMI; firstname.lastname@example.org
For Immediate Release, January 3, 2001
The U.S. Surgeon General's national action agenda on children's mental health released earlier today is an unprecedented document. It is only the second Surgeon General's report devoted to mental illness, and the first to focus specifically on the urgent, unmet needs of children and adolescents.
Dr. David Satcher has sounded an alarm. The United States faces a public health crisis in addressing mental illness among the youngest members of society, on whom our nation's future very much depends. One in ten children and adolescents suffer from illnesses severe enough to cause some level of impairment, yet in any given year, fewer than one in five of those in need receive necessary treatment. Too many children are suffering needlessly. The long-term consequences are costly, in both human and economic terms.
The Surgeon General correctly emphasizes the need for greater scientific research to identify early indictors of brain disorders, and to integrate mental health examinations into regular healthcare examinations. Standard screening, assessment, and treatment tools are needed, and appropriate treatment is essential. Some children today who take psychiatric medications may not actually need them, but most of those in need are not even being screened, let alone treated.
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Contains over 1000 pieces of remarkable information about birds, bird life and birdwatching.
Chapters include: The Last of the Dinosaurs: How birds evolved and adapted; The Cloaca Monologues: Courtship & Breeding; A Cracking Start: Raising a family; Sing A Song of Sixpence: Why birds sing and call; 'Why don't birds wee?' Birds and their bodies; A Complex Relationship: Birds & man; The Majesty of Flight: How and why birds fly; Pole to pole without a map: The mystery of migration; Bird Brain: 'Instinct or intelligence?'; Weird Birds & Strange Behavior: A curate's egg of a chapter; and, The Battle for Survival: How birds are faring in a damaged world. Woven into this wealth of knowledge are famous quotations, anecdotes, traditional sayings, lines of verse, practical advice for attracting and spotting birds, and words of rural wisdom.
The spirit and focus of the Almanac is British but the book also travels as far and distant as the world's birds themselves. It is truly an essential handbook for every bird lover.
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Basic Ways You Can Accomplish Better NutritionMany people in this world do not take enough time to consider the things that they are putting in their body. This can cause you to lose a great deal of energy and can cause long-term damage to your body. Getting the most out of your food is not as difficult as many people think, and if you follow these tips, it can be easier than you ever thought.
Omega 3 fatty acids should be consumed for a healthy heart. These poly unsaturated fatty acids work to lower the triglycerides and increase HDL, the good cholesterol, in your body. Omega 3 fatty acids can also prevent blood from clotting inside your body. Studies also show that consuming Omega 3 fats can help to lower blood pressure.
Many people take an inconsistent approach to nutrition because the subject isn't naturally exciting. They may start the day with a donut, then feel guilty later and try to go for something healthier. If you are one of these people, consider simplifying things for yourself by making different, less unhealthy choices when you get your junk-food fix. If you like donuts, try a low-fat muffin next time. Then maybe work collagen powder gain weight down to an egg-white flatbread. Also try changing your half-and-half to milk. If you make slow, incremental changes, soon you will find that you're making more nutritious choices and that the old junky choices just don't taste as good.
Try eating low-fat dairy products. Milk and cheese have very high fat levels, and instead of cutting them out of a healthy diet completely, try eating them in a more sensible, low-fat way. Try http://blogs.rediff.com/stevie35eldora/2017/06/05/the-tricks-to-great-nutrition-what-you-had-to-know/ that are lower in fat, such as cottage cheese, and try purchasing 1% or 2% milk. This way you can still enjoy dairy foods and their benefits.
Leeks, garlic and onions are sometimes frowned upon due to their odor. But if you have avoided them, you should reconsider. They provide B and C vitamins and help liver function. Many studies have indicated their properties in deterring cancer. Cooking them in complex dishes, reduces their strong odor.
Suppose you are deciding whether to eat meat or not. There are two types of considerations. One is whether meat is "clean" food. Is it raised on a "factory farm" under toxic conditions? Is it loaded with hormones, nitrites and nitrates? If so, it is not a healthy food. The other consideration is ethical; this is a more complicated and individual decision.
If you are very concerned about not getting the proper amount of nutrients, supplement your diet with a quality multivitamin. There are collagen supplement nature's promise at your local health store. By choosing the right multivitamin, you stand a better chance of getting all the nutrients that are needed.
When trying to add more nutrition to your diet, it is wise to consult your doctor. They can help to direct you to what your specific needs are. It is often very easy to switch to a more nutritious diet by cutting down on fat and sugar, while increasing fiber rich foods such as fruit and vegetables.
Raw vegetables are some of the very best foods to include in a healthy nutrition plan. It is not enough to eat vegetables in any form. Cooking vegetables, leaches vital nutrients and vitamins out of them. Many recipes for vegetables call for the addition of unhealthy, fattening taste enhancers. It is better by far, to develop a taste for vegetables in their natural, unaltered form.
Keep your portions reasonable to your body size. Try resisting the urge to get up, and fill up your plate with that second helping. Look online to see the recommended potions of food that you should be having for a variety of foods such as meat, dairy, and whole grains.
Sweet potatoes are a terrific addition to the diet. Their sweet, somewhat bland, starchy nature makes them readily accessible to just about anyone, and the variety of bright colors they come in naturally makes them appealing to children. They're full of Vitamin A, C, and B6 in addition to a host of minerals. They make a good substitute for pasta or rice as a starch.
Make your own breakfast smoothie for a healthy first thing in the morning pick me up. Use low-fat milk for a healthier option. Pour it in a blender along with some ice cubes. Throw in some fresh fruit like bananas, strawberries, and blueberries and get ready for a real treat.
Diabetes requires its own form of nutrition. You can address them by eating often to help maintain good blood sugar levels. They must eat plenty of low-fat dairy, whole grain, and fresh produce. Consistency is key, so they must maintain a regular eating schedule.
You might have heard many negative comments about carbohydrates, but you should include good forms of carbohydrates in your daily nutritional plan. Good sources include fruits and vegetables, whole grains, and legumes. Whole fruits and vegetables provide your body with fiber. Whole grains contain essential vitamins and minerals, and legumes are an excellent source of low-fat protein.
It is very important to get enough Vitamin A in your diet. It is important for many parts of your body, including your skin, immune system and your eyesight. Good sources of vitamin A include dark green or orange vegetables and liver meats. It is also often used to fortify milk.
Legumes and beans are also excellent sources of protein. They lack the high fat content of red meat and provide many of the essential amino acids that meat does. However, beans alone will not provide the same amino acids that meat provides, so it's necessary for a vegetarian's diet to be composed of many other sources of proteins as well. Beans are also cheap and easy to prepare.
The Best Food to Help Relieve Your Joint Pain – Health Essentials from Cleveland Clinic
Cleveland Clinic is a non-profit academic medical center. We do not endorse non-Cleveland Clinic products or services. A Mediterranean diet consists of a high level of low-glycemic fruit, vegetables and legumes; a high level of unsaturated fats, especially olive oil, complemented by a modest amount of alcohol, mainly in the form of wine; a moderate to high level of wild fish; and a low level of dairy products and red meat. The Best Food to Help Relieve Your Joint Pain – Health Essentials from Cleveland Clinic
If you are going to a restaurant that you are not familiar with, try to find their menu online. If you have a gameplan before you go you will be more likely to find options that fit into the kind of diet you have without being seduced by all of the beautiful descriptions and smells.
Do not completely eliminate carbohydrates from your diet. Some carbohydrates are very high in nutritional value, such as fresh fruits and vegetables. Whole grains are a healthy way to add carbohydrates too. Carbohydrates give you energy and so, are an important part of your daily diet. Eliminating them completely can have a negative impact on your health.
Your nutrition can be improved in many different ways. By creating a nutrition plan with these tips in mind, you will soon feel more energized and healthy. In turn, this will help prolong your life. You have everything to gain in the way of benefits, if you incorporate these changes into your life. | <urn:uuid:a2000271-acab-4044-bebe-5cf7b4a733fc> | CC-MAIN-2017-43 | http://fibreenergy88leeanne.total-blog.com/basic-ways-you-can-accomplish-better-nutrition-8315599 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825700.38/warc/CC-MAIN-20171023054654-20171023074654-00071.warc.gz | en | 0.955639 | 1,548 | 2.71875 | 3 |
Gen Z & What does it mean in your classroom?
Generation Z, the Internet Generation, Digital Natives — these are a few of the names used to describe children born between the mid 1990s and the present. They grew up with computers and the World Wide Web, and they’re comfortable with all kinds of technology, from smart phones to MP3 players to iPads. Most of them conduct their social lives via texting and social media, and spend more time watching YouTube then network television.
The oldest members of Gen Z are now in high school and college. Being part of the most technologically advanced generation in history has provided them with some distinct advantages. They have a positive attitude towards technology and are not afraid to try new things. Because they’re comfortable exploring the Internet, they’re more connected to the world than previous generations. When they’re curious about a subject, they’ll often research it online. They know more about other cultures and are often more tolerant of cultural differences.
One of the most striking characteristics of Gen Z is their ability to multitask. In 2006, TIME called them genM, recognizing their ability to simultaneously talk, listen to music, text, browse the Internet and (sometimes) do homework. They believe they can do it all at the same time, but many mental health experts disagree. The California Teachers Association reports that John Raley of Harvard Medical School has coined the term “acquired attention deficit disorder” to describe the changes to the brain that are being induced by Gen Z’s use of technology, and there does seem to be some consensus among teachers that the attention span of this generation is more limited compared to previous ones.
In addition to attention issues, an over-dependence on technology has brought some other disadvantages to the digital natives of Gen Z. Many teachers find that they expect instant results and constant feedback. They have access to more information than at any other time in history, but they often don’t know how to judge the reliability of information (as evidenced by the popularity of Wikipedia as a research tool). They put too much value on opinion and not enough on facts.
A side effect of technology for many members of Gen Z is that it has caused them to spend more time indoors than previous generations. Parents who want to protect their children often encourage this behavior, but it can lead to troubling results. Currently, one-third of American children are overweight and one-fifth are obese due in part to technology usage replacing physical activity.
Given the opportunities and challenges associated with technology, it may seem daunting to adapt the classroom for Gen Z. Here are a few suggestions for leveraging this generation’s affinity for technology and helping them to overcome its setbacks:
- Use technology’s immediate feedback to motivate students and increase their learning confidence. Computer-based educational games and independent projects can give a broad range of students feelings of empowerment and accomplishment.
- Engage students by planning projects and activities that allow them to collaborate online. Blogging, podcasting and digital media are some of the new tools that allow students to connect with each other and with other students around the world.
- Take advantage of Gen Z’s increased visual learning ability by enhancing lectures with film, PowerPoint presentations and digital images.
- Help students develop critical thinking and problem solving skills, especially in their use of technology. Provide instruction on how to find reliable and reputable sources when searching online.
- Train students to focus their attention on a single task that has depth and complexity. Present challenges that require concentrated effort for success.
- Encourage students to set aside time for outdoor physical activity. Instead of just talking about nature and looking at pictures, plan field trips that allow students to experience nature firsthand. | <urn:uuid:010b34e2-6de8-4e30-b640-f22c1982030f> | CC-MAIN-2017-34 | https://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105927.27/warc/CC-MAIN-20170819220657-20170820000657-00707.warc.gz | en | 0.961254 | 767 | 3.953125 | 4 |
In one large survey, one fourth of U.S. adults reported that they had felt extremely lonely at least once within the previous two weeks.
This quote’s from the Dalai Lama’s book The Art of Happiness (p.70). Talking about causes of loneliness, co-author Howard C. Cutler cites studies that show that loneliness can arise from several sources, one of which is the inability to pick up conversational cues: knowing when to nod, to respond appropriately, or to remain silent.
Cutler says this research suggests improving social skills should therefore be a good strategy for overcoming loneliness. However, the Dalai Lama suggests a different approach.
Develop Compassion, is the simple message of this sage. Recognize your interconnectedness with the world and you will be grateful for all that you have and do and are.
Cutler states he had always felt pride in his independence, in not needing anyone’s help to sustain him. But when he thought about how many people were involved in providing an article as simple as his shirt, he began to see a new world vision.
He thought of the farmer who grew the cotton. The person who sold the farmer his tractor. The many people involved in the manufacture of the tractor, the repair and maintenance of it, even the people who mined the ore that made the metal parts on the tractor, and the designers of the tractor. He thought about the weavers of the cloth, the people who cut and sewed the fabric, who colored it. The cargo workers and truck drivers who got the shirt to the store. The many clerks and administrators in the store.
Cutler realized then that “virtually every aspect of my life came about as the results of others’ efforts. My precious self-reliance was a complete illusion.”
Something I’m sure, for every Aspie to think deeply about. Would this be a good exercise? When you are feeling isolated? Just take a simple object and spend a few minutes considering how many people it took to put it in your hand.
Karl Marx said that one of the tragedies of modern society was the distancing of the producer from the product. How isolated it made both the producer and the consumer feel. It seems the Dalai Lama would agree. | <urn:uuid:656c2d71-a8cc-4e67-ad98-891dd1e35278> | CC-MAIN-2018-43 | https://margaretjeanadam.com/2012/03/11/happiness-social-skills-or-compassion/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511761.78/warc/CC-MAIN-20181018084742-20181018110242-00519.warc.gz | en | 0.974843 | 467 | 2.609375 | 3 |
Online Books for kids & families
Scholastic BookFlix is an online literacy resource that pairs classic video storybooks from Weston Woods with related nonfiction eBooks from Scholastic to build a love of reading and learning. The engaging way to link fact and fiction, BookFlix reinforces early reading skills and introduces children to a world of knowledge and exploration.
TrueFlix is an online resource that combines award-winning True Books content with reading supports and a deep and diverse collection of related videos, images, Web links, and text.
The TumbleBook Library is a collection of animated, talking picture books. TumbleBooks are created from existing picture books licensed from children's book publishers and converted to the TumbleBook format.
Online Resources for kids & families
Indiana History Online provides a core primary source documents for the study of Indiana history. With state and regional histories, travel guides, biographies, speeches and more, the collection provides a range of primary documents.
INSPIRE is supported by the Institute of Museums and Library Services under the provisions of the Library Services and Technology Act, administered by the Indiana State Library. Kids Search is for younger children and Student Research Center is for older students.
Need more information about a particular book or author? Looking for readalikes for your new favorite book? Does your child need books on a particular reading level? Novelist can help!
PebbleGo is for Pre-K through third grade researchers. Children can search for pictures and information about Animals or Earth and Space.
PowerKids Life Science is a great, comprehensive science resource for researchers in grades 3-6.
Find information about thousands of children's authors and illustrators. Most entries have a picture of the author, information about the author's life, a book list, a list of awards the author has won, and more.
Includes World Book Reference Center for advanced researchers, Info Finder for school-aged information seekers, World Book for Kids for younger children, World Book Discover for ESL and Adult Literacy students, World Book Dramatic Learning and World Book in Spanish. | <urn:uuid:d74afc34-42b9-489c-8954-d1726d8d9b7e> | CC-MAIN-2014-23 | http://www.hepl.lib.in.us/node/272 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267865.20/warc/CC-MAIN-20140728011747-00417-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.877104 | 428 | 2.734375 | 3 |
Clearly defined in the United States Constitution is this: “Treason against the United States, shall consist only of Levying war against them, or in adhering to their Enemies, giving them Aid and Comfort . . .” Note the word “them” – not the United States collectively, and that John Brown was convicted of treason against Virginia. Though Lincoln’s predecessor did not agree with secession, he saw no constitutional authority to coerce a State, and knew that to wage war against a State was treason. Lincoln had no such inhibitions. The following is excerpted from a letter from Jefferson Davis to Mississippi newspaper publisher and war veteran J.L. Power, dated June 19, 1884.
Bernhard Thuersam, www.Circa1865.com The Great American Political Divide
A Palpable Violation of the Constitution
[From] the statement in regard to Fort Sumter, a child might suppose that a foreign army had attacked the United States – certainly could not learn that the State of South Carolina was merely seeking possession of a fort on her own soil, and claiming that her grant of the site had become void.
The tyrant’s plea of necessity to excuse despotic usurpation is offered for the unconstitutional act of emancipation, and the poor resort to prejudice is invoked in the use of the epithet “rebellion” – a word inapplicable to States generally, and most especially so to the sovereign members of a voluntary union. But, alas for their ancient prestige, [the States] have even lost the plural reference they had in the Constitution . . . Such language would be appropriate to an imperial Government, which in absorbing territories required the subject inhabitants to swear allegiance to it.
Ignorance and artifice have combined so to misrepresent the matter of official oaths in the United States that it may be well to give the question more than a passing notice. When the “sovereign, independent States of America,” formed a constitutional compact of union it was provided in the sixth article thereof that the officers “of the United States and of the several States shall be bound by oath or affirmation to support this Constitution . . .”
That was the oath. The obligation was to support the Constitution. It created no new obligation, for the citizen already owed allegiance to his respective State, and through her to the Union of which she was a member.
The conclusion is unavoidable that those who did not support, but did not violate the Constitution, were they who broke their official oaths.
The General Government had only the powers delegated to it by the States. The power to coerce a State was not given, but emphatically refused.
Therefore, to invade a State, to overthrow its government by force of arms, was a palpable violation of the Constitution, which officers had sworn to support, and thus to levy war against States which the Federal officers claimed to be, notwithstanding their ordinances of secession, still in the Union, was the treason defined in the third section of the third article of the Constitution, thee only treason recognized by the fundamental law of the United States.
By all that is revered in the memory of our Revolutionary sires, and sacred in the principles they established, let not the children of the United States be taught that our Federal Government is sovereign; that our sires, after having, by a long and bloody war, won community independence, used the power, not for the end sought, but to transfer their allegiance, and by oath or otherwise bind their posterity to be the subjects of another government, from which they could only free themselves by force of arms.”
Respectfully, Jefferson Davis”
(Jefferson Davis, the Essential Writings, William J. Cooper, Jr., editor, Modern Library, 2003, excerpts, pp. 431-432) | <urn:uuid:c82f949c-bd75-4275-851b-19d717ca89ee> | CC-MAIN-2017-04 | https://freenorthcarolina.blogspot.com/2016/12/a-palpable-violation-of-constitution.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279923.28/warc/CC-MAIN-20170116095119-00350-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.972333 | 793 | 3.328125 | 3 |
Time to pick the correct pronoun to use in a sentence!
Pronoun Agreement Worksheets
Pronouns are demanding little words. In order to be correct, they must agree with the noun or pronoun they refer to, called the antecedent. A pronoun must agree in number (it vs. they), in gender (she, he, or it), and in person (I, you, she, they). That’s a lot for a young writer to remember. The worksheets below are intended to help that youngster meet the demands of those little pronouns. You may view or download each one by clicking on the title. They are free for use at home or in the classroom.
This is a fun match game on pronoun – antecedent agreement!
In this worksheet your student will idenify the pronoun and its antecedent.
Your student will find the pronoun error in a sentence and correct it.
Everybody knows that eveybody is singular! | <urn:uuid:e3b8a448-4f40-4087-bda8-faa5dfa02ff7> | CC-MAIN-2022-40 | https://www.k12reader.com/subject/grammar/word-usage/pronoun-agreement/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334974.57/warc/CC-MAIN-20220927002241-20220927032241-00733.warc.gz | en | 0.944149 | 204 | 3.890625 | 4 |
Pneumonia is an infection of the lungs and it can be serious when found in an older adult.
The numbers reported by the Center for Disease Control and Prevention (CDC) state that around 250,000 people (of all ages) are hospitalized each year due to pneumonia complications and that about 50,000 of those cases pass away. A large number of these cases are older adults, seniors are at a higher risk of complications leading to death from pneumonia.
If you have an elderly loved one, it is important to know about pneumonia, how it is contracted, and how to take preventative measures for elderly adults.
What is Pneumonia?
Pneumonia is a respiratory infection of that lungs that causes inflammation in the air sacs called alveoli. Many times the alveoli fill with fluid or pus and this makes it difficult to get oxygen to the bloodstream. This can make it difficult to breathe. Other symptoms include fever, chills, etc.
Pneumonia can be found in just one or both lungs. If pneumonia is found in both lungs it is referred to as double pneumonia. Severity of infection is not dependent on whether it is found in both lungs, rather it is on the patient’s age, overall health, and how the infection was caught.
Main Symptoms of Pneumonia
- High fever
- Productive cough with phlegm
- Shortness of breath
- Chest pain when breathing or coughing
Pneumonia symptoms in seniors may look different than those listed above.
Some senior adults may have a low-grade fever or may not experience a raise in temperature at all. Seniors may be less alert when sick with pneumonia, show signs of confusion, or have changes in cognitive/mental awareness. If you feel your loved one has pneumonia, it is best to seek medical help immediately instead of questioning it.
How Serious Can Pneumonia be to Elderly Adults?
Those aged 65 and older are more susceptible to catch pneumonia than younger persons. They are also at an increased likeliness to have complications, need hospitalized care, or pass away from the illness.
Pneumonia can progress and worsen much quicker in the elderly. Pneumonia has been found to be the second leading cause of hospitalized care for Medicare beneficiaries. The American Lung Association has also reported that most pneumonia deaths are in elderly adults. The death rate in severe elderly pneumonia cases is about 20%.
It is not yet known why pneumonia is more aggressive in the elderly, but it is believed to have something to do with the natural aging process and a normal decline in the immune system as people age which decreases lung function. It is also believed to be due to the higher number of elderly with underlying health issues.
How Can Elderly People Contract Pneumonia?
This lung infection can be caused by bacteria, viruses, fungi, and other organisms. Most cases of pneumonia in elderly adults in America are caused by a bacteria or virus. Pneumococcal pneumonia is the most common type of bacterial pneumonia in the U.S. This is caused by Streptococcus pnemoniae that can occur as a result of cold or flu or all on its own.
The flu is also a large reason people contract pneumonia and the recent COVID-19 virus can also cause double pneumonia that causes lasting lung damage.
Complications of Pneumonia in the Elderly
- Bacteremia: an infection that can be fatal, it enters the bloodstream from the lungs and can spread to other organs
- Pleurisy: an inflammation in the pleura membrane that covers the lungs, this can result in a need for surgery or drainage of the fluid on the lungs
- Lung Abscess: this is a pus-filled cavity that develops in the infected portion of the lungs
- Acute Respiratory Distress Syndrome (ARDS): a severe injuring of the lungs that can lead to respiratory failure. ARDS sometimes requires the use of a ventilator to help the patient breathe.
When Hospitalized Care Is Needed for Elderly That Have Pneumonia
A senior adult may have a severe case of pneumonia and need more specialized care and attention when they experience
- Rapid breathing
- Low blood pressure
- Very low or very fast heart rate
If your loved one is recovering from a serious case of pneumonia after a hospital stay a short term stay at an assisted living community may be best.
This gives you peace of mind that your loved one will be cared for around the clock with trained personnel on hand and ready in case of emergency.
Encouraging these healthy habits will help to prevent pneumonia in older adults
- Pneumococcal Vaccine: talk to your health care provider to see if this is a good option for your loved one
- Flu Shot: a yearly flu shot is a good idea as flu is a leading cause of pneumonia. People who obtain a flu shot are less likely to contract flu and much less likely to see complications like pneumonia from the flu.
- Washing Hands Properly and Often: washing hands is the first and best defense for any illness in all humans. Hands should be washed with soap and water for at least 30 seconds before eating, after using the bathroom, and after coming in contact with high touch surfaces outside the home.
- Diet and Exercise: a healthy nutrient rich diet and physical activity help to boost the immune system and keep lungs strong
- Manage Chronic Conditions: this can include diabetes, asthma, allergies, and more.
- Don’t Smoke: smoking drastically reduces lung function and health
For more information on our assisted living care services in Burien please contact us at any time. We are here to care for your loved ones like they are part of our family. | <urn:uuid:09060916-e857-41a7-a3ea-c2408be470bb> | CC-MAIN-2021-31 | https://threetreeliving.com/important-facts-to-know-about-pneumonia-in-elderly-adults/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046150308.48/warc/CC-MAIN-20210724191957-20210724221957-00119.warc.gz | en | 0.947854 | 1,175 | 3.015625 | 3 |
Enthusiasts say technology allows students — and customers — to tap into the feelings behind the facts. A colorized photo of a frightened little girl in Auschwitz makes her less like an archived shadow and more like children we see every day. It is easier to comprehend how Henry V spurred his outnumbered troops into battle by hearing his exhortations rather than just reading them.
On the other:
But not everyone is embracing the magic. For many history purists, creating images and sounds that depend on guesswork, subjective choices and even acting rubs against cherished academic norms. How do you footnote the barking of a medieval dog?
Sometimes the issue is more with execution than norms and ethics. I feel like these kinds of projects have the potential to dip into the uncanny valley. According to the article, “Kennedy scholar Jeff Shesol said he appreciated the interest the synthesized JFK speech was bringing to a little-known bit of presidential rhetoric. But he found the audio rendition to be ‘creepy and unsettling.'”
Every project must be evaluated according to its own merits, of course, but it’s worth considering what it means to creatively manipulate history in this era of “fake news.” At the same time, some of the article’s commenters raise the point that history has always been manipulated (the example of Confederate monuments built during Jim Crow comes to my mind). Maybe digital re-creations can actually help historians challenge the notion of history as a series of facts and draw attention to the interpretive nature of the discipline. Maybe digital re-creations will help, not hurt, students’/the public’s ability to discern fact from fiction and recognize subjectivity. We’re doing a unit on AR/VR in my digital history minor field this fall, so I’m interested to see how my thoughts evolve as I learn more about this aspect of DH.
Read the original article here. | <urn:uuid:e1366427-bcb2-40d7-983d-f6443057ee2c> | CC-MAIN-2021-31 | http://lcrossley.com/blog/2018/05/30/is-technology-bringing-history-to-life-or-distorting-it-the-washington-post/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154127.53/warc/CC-MAIN-20210731234924-20210801024924-00195.warc.gz | en | 0.954881 | 401 | 2.890625 | 3 |
( Originally Published Early 1900's )
As compared with the Iroquoian cosmogony, that of the Algonquian tribes is nebulous and confused: their gods are less anthropomorphic, more prone to animal form; the order of events is not so clearly defined. There is hardly a person-age or event in the Iroquoian story that does not appear in Algonquian myth, and indeed the Algonquians would seem to have been the originators, or at least the earlier possessors, of these stories; yet the same power for organization which is reflected in the Iroquoian Confederacy appears in the Iroquois's more masterful assimilation and depiction of the cosmic story which he seems to have borrowed from his Algonquian neighbours.
The central personage of Algonquian myth is Manabozho, the Great Hare (also known by many other names and variants, as Nanibozho, Manabush, Michabo, Messou, Glooscap), who is the incarnation of vital energy: creator or restorer of the earth, the author of life, giver of animal food, lord of bird and beast. Brinton, by a dubious etymology, would make the original meaning of the name to be "the Great White One," identifying Manabozho with the creative light of day; but if we remember that the Algonquians are, by their own tradition, sons of the frigid North, where the hare is one of the most prolific and staple of all food animals, and if we bear in mind the universal tendency of men whose sustenance is precarious to identify the source of life with their principal source of food, it is no longer plausible to question the identification, which the Indians themselves make, of their great demiurge with the Elder of the Hares, who is also the Elder Brother of Man and of all life.
With Manabozho is intimately associated his grandmother, Nokomis, the Earth, and his younger brother, Chibiabos, who himself is customarily in animal form (e. g., the Micmac know the pair as Glooscap and the Marten; to the Montagnais they were Messou and the Lynx; to the Menominee, Manabush and the Wolf). This younger brother is sometimes represented as a twin; and it is not difficult to see in Nokomis, Manabozho, and Chibiabos the Algonquian prototypes of the Huron Ataentsic, Iouskeha, and Tawiscara.
Various tales are told as to the origin of the Great Hare. The Micmac declare that Glooscap was one of twins, who quarrelled before being born; and that the second twin killed the mother in his birth, in revenge for which Glooscap slew him. The Menominee say: "The daughter of Nokomis, the Earth, is the mother of Manabush, who is also the Fire. The Flint grew up out of Nokomis, and was alone. Then the Flint made a bowl and dipped it into the earth; slowly the bowlful of earth became blood, and it began to change its form. So the blood was changed into Wabus, the Rabbit. The Rabbit grew into human form, and in time became a man, and thus was Manabush formed." According to another version, the daughter of Nokomis gave birth to twins, one of whom died, as did the mother. Nokomis placed a wooden bowl (and we must remember that this is a symbol of the heavens) over the remaining child for its protection; upon removing the bowl, she beheld a white rabbit with quivering ears: "O my dear little Rabbit," she cried, "my Manabush!"
Other tribes tell how the Great Hare came to earth as a gift from the Great Spirit. The Chippewa recognize, high over all, Kitshi Manito, the Great Spirit, and next in rank Dzhe Manito, the Good Spirit, whose servant is Manabozho. The abode of all these is the Upper World. "When Minabozho, the servant of Dzhe Manido, looked down upon the earth he beheld human beings, the Anishinabeg, the ancestors of the Ojibwa. They occupied the four quarters of the earth — the northeast, the southeast, the southwest, and the north-west. He saw how helpless they were, and desiring to give them the means of warding off the diseases with which they were constantly afflicted, and to provide them with animals and plants to serve as food, Minabozho remained thoughtfully hovering over the center of the earth, endeavoring to devise some means of communicating with them." Beneath Minabozho was a lake of waters, wherein he beheld an Otter, which appeared at each of the cardinal points in succession and then approached the centre, where Minabozho descended (upon an island) to meet it and where he instructed it in the mysteries of the Midewiwin, the sacred Medicine Society.
According to the Potawatomi, also, the Great Hare appears as the founder of a sacred mystery and the giver of medicine.
The story is recorded by Father De Smet: "A great manitou came on earth, and chose a wife from among the children of men. He had four sons at a birth; the first-born was called Nanaboojoo, the friend of the human race, the mediator between man and the Great Spirit; the second was named Chipiapoos, the man of the dead, who presides over the country of the souls; the third, Wabasso, as soon as he saw the light, fled toward the north where he was changed into a white rabbit, and under that name is considered there as a great manitou; the fourth was Chakekenapok, the man of flint, or fire-stone. In coming into the world he caused the death of his mother." The tale goes on to tell the deeds of Nanaboojoo. (1) To avenge his mother he pursues Chakekenapok and slays him: "all fragments broken from the body of this man of stone then grew up into large rocks; his entrails were changed into vines of every species, and took deep root in all the forests; the flintstones scattered around the earth indicate where the different combats took place." (2) Chipiapoos, the beloved brother of Nanaboojoo, venturing one day upon the ice, was dragged to the bottom by malignant manitos, where-upon Nanaboojoo hurled multitudes of these beings into the deepest abyss. For six years he mourned Chipiapoos, but at the end of that time four of the oldest and wisest of the manitos, by their medicine, healed him of his grief. "The manitous brought back the lost Chipiapoos, but it was forbidden him to enter the lodge; he received, through a chink, a burning coal, and was ordered to go and preside over the region of souls, and there, for the happiness of his uncles and aunts, that is, for all men and women, who should repair thither, kindle with this coal a fire which should never be extinguished." Nanaboojoo then initiated all his family into the mysteries of the medicine which the manitos had brought. (3) After-ward Nanaboojoo created the animals, put the earth, roots, and herbs in charge of his grandmother, and placed at the four cardinal points the spirits that control the seasons and the heavenly bodies, while in the clouds he set the Thunderbirds, his intermediaries. | <urn:uuid:adedd32a-ad25-419b-8f78-6712cb52d595> | CC-MAIN-2013-20 | http://www.oldandsold.com/articles26/indian-mythology-10.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368699238089/warc/CC-MAIN-20130516101358-00036-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.974696 | 1,640 | 2.546875 | 3 |
The spiritual capital of India derives the name from a amalgamation of two rivers Varuna still flowing and a small stream named Assi near Assi Ghat. The old city is located on the north shores of the Ganges, bounded by its two tributaries: Varuna and Assi. As per the legend, Varanasi was founded by the god Shiva, regarded as one of seven holy cities which can provide Moksha. Buddha is believed to have founded Buddhism here around 528 BC when he gave his first sermon, “The Setting in Motion of the Wheel of Dharma”, at nearby Sarnath. Varanasi has been a cultural centre of North India for several thousand years, and is closely associated with the Ganges. Hindus believe that death in the city will bring salvation, making it a major centre for pilgrimage. The city is known worldwide for its many ghats. Varanasi also grew as an important industrial centre, famous for its muslin and silk fabrics, perfumes, ivory works, and sculpture. | <urn:uuid:46ad0419-5c84-447c-872a-ac0cefcf7c88> | CC-MAIN-2024-10 | https://www.madcapodyssey.com/varanasi | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00752.warc.gz | en | 0.979304 | 212 | 2.96875 | 3 |
Getting Started…. In teaching a successful and engaging social studies lesson, thoughtful planning and preparation is the key. . What prompts the teacher to teach in the way he/she teaches?. Philosophy of education Perceived value of social studies Understandings of social studies
In teaching a successful and engaging social studies lesson, thoughtful planning and preparation is the key.
If a topic is not analyzed, students will most likely only memorize the information.
ONLY memorizing key points about history will lead to forgetting concepts after the exam since information has not been stored in a student’s long-term memory.
These are ways to motivate learners and capture the attention of students…
Read Aloud memorize the information. an excerpt from a primary source, historical novel, or newspaper article.
Find text selections that are highly visual, intriguing, humorous, or that relate to issues that your students face.
Storytelling memorize the information. is an effective strategy for gaining attention and focusing students.
Fables, cultural tales, tall tales, real-life stories and your own personal anecdotes can be well told to engage student interest and thinking about a topic.
Alter or recreate the learning environment memorize the information. and place students in new roles to generate interest through participation in studies.
Conduct a treasure hunt memorize the information.
Introduce the topic, concept, or big idea for the unit, then brainstorm with students the kinds of information they think will be important to find and learn about.
Mysterious Artifacts memorize the information. will gain the attention of students. It should help students pay closer attention to the details that over time hold a great deal of information and generate a number of questions in the mind of a historian or archaeologist.
Political Cartoons memorize the information. grab the attention of students. Historic as well as contemporary examples of cartoons and comic strips often provide rich mining ground for perspectives, opinions, beliefs, and misconceptions.
Predictions memorize the information. can be used to generate student interest. Provide the topic, concept, or big idea and engage students in discussions. Offer clues through the unit vocabulary or titles from the chapters.
What will happen as a result of the Civil War?
KWL Chart memorize the information.
A KWL Chart is an extremely useful graphic organizer that asks students to specify what they know about the topic in one column, what they want to know in the second column, and then what they learned in the third column.
ACTIVITY memorize the information.
Create a KWL Chart for
the Personal History Assignment
What you already KNOW…
What you WANT to learn…
What have you LEARNED so far…
For example, you could introduce a unit on the Constitution and the Bill of Rights by stating, “We are going to hold an election in class, but only the girls can vote.”
Work with students to identify the issues they have with your statement and use their often-heated opinions to frame and introduce the unit.
Provocative or startling statements can be used effectively to introduce a topic.
Provocative questions and the Bill of Rights by stating, “We are going to hold an election in class, but only the girls can vote.” can be used in much the same manner. Introduce students to a curious, overarching, or essential question from/about the unit.
For example, ask students what they do when they encounter someone who looks or sounds differently than they do. This will lead into a discussion about European explorers’ contact with Native Americans.
Questioning and critical thinking promotes reading, research, discussion, analysis, and evaluation among students.
Questions can serve to access prior knowledge or draw connections between the students and people of the past.
(Example: Personal History assignment)
Musical Chairs: Use International Music and the Bill of Rights by stating, “We are going to hold an election in class, but only the girls can vote.”
There are many strategies that you can use to effectively teach social studies in the classroom.
What you are teaching will determine the best way to teach. | <urn:uuid:4dcd4bf8-4212-4ce7-93e3-b1dded1cc7c3> | CC-MAIN-2017-39 | http://www.slideserve.com/tana/getting-started | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00143.warc.gz | en | 0.916422 | 857 | 3.875 | 4 |
You hear it. You read it. Executive functioning, which is almost always broken in ADHD or autism and other developmental disorders and learning disabilities. Ever wonder what is executive functioning? What is executive functioning?
Image courtesy of Psychology Today. Executive Function in the brain.
Executive function (EF) (also known as cognitive control and supervisory attentional system) is an umbrella term for the management (regulation, control) of cognitive processes, including working memory, reasoning, task flexibility, and problem solving, as well as planning and execution.
Executive function consists of several mental skills that help the brain organize and act on information. These skills enable people to plan, organize, remember things, prioritize, pay attention and get started on tasks. They also help people use information and experiences from the past to solve current problems.
In short, executive function is comparable to a company’s CEO, a celebrity’s manager, a sport team’s coach, the film’s director, an orchestra’s conductor, or a computer’s CPU; all of them direct what a group or a person will do to make a group run smoothly.
Image courtesy of Balboa School. The brain’s executive function is comparable to a computer’s CPU.
There are 8 key executive functions in the brain according to Understood. What are they?
Eight Key Executive Functions:
- Impulse Control – helps your child think before acting.
- Emotional Control – helps you child keep his feelings in check.
- Flexible Thinking – allows your child to adjust to the unexpected.
- Working Memory -helps your child keep key information in mind.
- Self-Monitoring – allows your child to evaluate how you’re doing.
- Planning and Prioritizing – help your child decide on a goal and a plan to meet it.
- Task Initiation – helps your child take action and get started.
- Organization – lets your child keep track of things physically and mentally.
Two of the major ADHD researchers involved in studying EF are Russell Barkley, PhD, and Tom Brown, PhD, have also their own version of key executive functions:
Barkley breaks executive functions down into four areas:
- Nonverbal working memory
- Internalization of Speech (verbal working memory)
- Self-regulation of affect/motivation/arousal
- Reconstitution (planning and generativity)
Brown breaks executive functions down into six different “clusters.”
- Organizing, prioritizing and activating for tasks
- Focusing, sustaining and shifting attention to task
- Regulating alertness, sustaining effort and processing speed
- Managing frustration and modulating emotions
- Utilizing working memory and accessing recall
- Monitoring and self-regulating action
Hmm.. they’re like the soccer team. Each member must function and cooperate well to win a game.
(C) Cartoon Network. Key executive functions are like a soccer team.
With executive function in sync, learning is much easier for a growing child up to his adulthood.
How executive function develops?
A range of tests measuring different forms of executive function skills indicate that they begin to develop shortly after birth, with ages 3 to 5 providing an important window of opportunity for dramatic growth in these skills. Growth continues throughout adolescence and early adulthood; proficiency begins to decline later in life.
Image courtesy of Harvard University/NIH Toolbox project. This graph shows executive function development and proficiency across the life span.
Where in the brain is executive function?
Historically, the executive functions have been seen as regulated by the prefrontal regions of the frontal lobes, but a review found indications for the sensitivity but not for the specificity of executive function measures to frontal lobe functioning. This means that both frontal and non-frontal brain regions are necessary for intact executive functions.
Neuroimaging and lesion studies have identified the functions which are most often associated with the particular regions of the prefrontal cortex.
The prefrontal cortex has its parts where specific executive functions are:
- The dorsolateral prefrontal cortex (DLPFC) is involved with “on-line” processing of information such as integrating different dimensions of cognition and behaviour. As such, this area has been found to be associated with verbal and design fluency, ability to maintain and shift set (mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously), planning, response inhibition, working memory, organisational skills, reasoning, problem solving and abstract thinking.
- The anterior cingulate cortex (ACC) is involved in emotional drives, experience and integration. Associated cognitive functions include inhibition of inappropriate responses, decision making and motivated behaviours. Lesions in this area can lead to low drive states such as apathy (absence of feelings), abulia (lack of will or initiative) or akinetic mutism (patients tending neither to move (akinesia) nor speak (mutism)) and may also result in low drive states for such basic needs as food or drink and possibly decreased interest in social or vocational activities and sex.
- The orbitofrontal cortex (OFC) plays a key role in impulse control, maintenance of set, monitoring ongoing behaviour and socially appropriate behaviours. The orbitofrontal cortex also has roles in representing the value of rewards based on sensory stimuli and evaluating subjective emotional experiences. Lesions can cause disinhibition, impulsivity, aggressive outbursts, sexual promiscuity and antisocial behaviour.
Image courtesy of Wikipedia/Natalie M. Zahr, Ph.D., and Edith V. Sullivan, Ph.D. Preforntal cortex in the brain’s frontal lobe.
When children have opportunities to develop executive function and self-regulation skills, individuals and society experience lifelong benefits. These skills are crucial for learning and development. They also enable positive behavior and allow us to make healthy choices for ourselves and our families.
When children have opportunities to develop executive function and self-regulation skills, individuals and society experience lifelong benefits.
We usually have this executive function taken for granted. But for people in neurodiversity, their executive function is broken or impaired, inhibiting their normal functioning.
What happens if executive function is impaired?
If executive functioning is working well and the task is fairly simple, the brain may go through these steps in a matter of seconds. If your child has weak executive skills, though, performing even a simple task can be challenging. Remembering a specific word may be as big a struggle as planning tomorrow’s schedule.
When executive functioning is impaired, all of its functions cannot be done or sustained. Hence, this is called executive function disorder (EFD) or executive dysfunction.
If your child has executive functioning issues, any task requiring these skills could be a challenge. That could include doing a load of laundry or completing a school project. Having issues with executive functioning makes it difficult to:
- Keep track of time
- Make plans
- Make sure work is finished on time
- Apply previously learned information to solve problems
- Analyze ideas
- Look for help or more information when it is needed
To explain this further, let’s include the 8 key executive functions and how they become impaired when executive function is broken:
- Impulse Control – Kids with weak impulse control might blurt out inappropriate things. They’re more also likely to engage in risky behavior.
- Emotional Control – Kids with weak emotional control often overreact. They can have trouble dealing with criticism and regrouping when something goes wrong.
- Flexible Thinking – Kids with “rigid” thinking don’t roll with the punches. They might get frustrated if asked about something from a different angle.
- Working Memory – Kids with weak working memory have trouble remembering directions – even if they’ve taken notes or you’ve repeated them several times.
- Self-Monitoring -Kids with weak self-monitoring may be surprised by a bad grade or negative feedback.
- Planning and Prioritizing – Kids with weak planning and prioritizing skills may not know which parts of a project are most important.
- Task Initiation – Kids who have weak task initiation skills may freeze up because they have no idea where to begin.
- Organization -Kids with weak organization skills can lose their train of thought – as well as their cell phone or homework.
EFD is relatively common in neurodiversity and less so in neurotypical people and can affect people of any degree of intelligence and capability. Unfortunately, EFD is often mistaken as ADHD or LD (learning disabilities) by doctors (ADHD can have no EFD, just their hyperactive and inattentive problems). But despite giving learning therapies, children with EFD do not respond to them, thus mistaking them as lazy, unmotivated, stubborn or uncooperative. Usually, nothing could be further from the truth. They are working as hard as they can to keep pace with the demands in their lives.
Very bad. Not only they will suffer in school and cause educational underachievement – suspension, dropping out of school, repeating a grade, but also they will have a high risk of becoming unemployed and socially isolated, increasing risk for mental disorders.
What causes EFD?
In most cases of executive dysfunction, deficits are attributed to either frontal lobe damage or dysfunction, or to disruption in fronto-subcortical connectivity. Neuroimaging with PET and fMRI has confirmed the relationship between executive function and functional frontal pathology. Certain genes have been identified with a clear correlation to executive dysfunction and related psychopathologies. Not surprisingly, plaques and tangles in the frontal cortex can cause disruption in functions as well as damage to the connections between prefrontal cortex and the hippocampus. Another important point is in the finding that structural MRI images link the severity of white matter lesions to deficits in cognition.
The heritability of executive functions is among the highest of any psychological trait. The dopamine receptor D4 gene (DRD4) with 7′-repeating polymorphism (7R) has been repeatedly shown to correlate strongly with impulsive response style on psychological tests of executive dysfunction.
Image courtesy of The Telegraph. This is a messy table. Can be an EFD or just simply lazy.
What needs to be done for EFD?
Early assessment needs to be done to avoid problems in school, work, and social relationships that could affect a person with EFD.
According to a local expert on EFD, Sarah Ward, M.S.,CCCSLP, of Lincoln, Massachusetts, one of the biggest complaints about children with EFD is, “They did it yesterday, why can’t they do it today?” For such children, however, the organizing pattern is not established in one pass; pathways must be developed through repeated practice. An important method of helping these kids is by teaching processing skills. Ward believes that this can be done most effectively through:
- Segmentation: Teaching (not telling) students how to break down a task into smaller, manageable parts.
- Verbal approach: Using declarative language, instead of imperative language
- Mental picturing: Teaching students to think through a situation in order to envision how a goal can be accomplished
- Using visuals as a reinforcement.
Now, there is an application of these strategies in the following quotation from aane.org:
Ward gives an example that uses these four techniques. A child was asked to set the table for dinner. She got stuck and overwhelmed in her attempts to do the task.
- The child was helped to break down the task to a manageable level, in this case putting out four plates.
- Once this was accomplished, the use of declarative language helped determine the next step. Rather than saying, “Okay, now put out the forks and knives” (imperative), the statement Ward made was, “Great, the plates are out. Now we’ll need something to eat the food with” (declarative).
- In this one brief statement, the child was given specific positive feedback for what she had done (“Great, the plates are out” as opposed to the generic “Good job”), and was asked to assess the situation and figure out what came next.
- Ward often uses photos or drawings to reinforce the concept being taught. In this case she used a photo of a correctly set table. It “conjured up the whole” and showed what it would look like if the table were set properly. Ward often uses stock images such as those found in Google Images (Ward even Googled Hamlet to show whatever images there were to help a student write an essay about the character!)
These concepts work equally well in school situations. As teachers we often say something like, “Take out your ruler and calculator and get ready for math.” Ward suggests that a better way to help students develop skills that will generalize to future situations is to say, “We’re going to do graphing now. How would your desk look? What is involved in graphing?” This teaches the student to become more self-directed by encouraging the development of self-talk, which Ward calls “notes to self.” The development of this kind of self monitoring is essential to effective, independent thinking and functioning.
Another crucial concept children need to learn, Ward says, is the “sweep and passage of time.” She explains that we teach kids to read the clock, but this has little to do with monitoring the passage of time. Ward uses a wall clock with a glass cover and actually draws on its surface with erasable markers to block off the amount of time that will be allowed for a task. In Ward’s estimation this concrete visual “pie shape” method of demonstrating the passage of time gives a sense of control and improves motivation, because “They can see they are succeeding.”
There are tests to diagnose EFD in people. Here they are:
Clock Drawing Test (CDT) – The Clock drawing test (CDT) is a brief cognitive task that can be used by physicians who suspect neurological dysfunction based on history and physical examination.
The procedure of the CDT begins with the instruction to the participant to draw a clock reading a specific time (generally 11:10). After the task is complete, the test administrator draws a clock with the hands set at the same specific time. Then the patient is asked to copy the image. Errors in clock drawing are classified according to the following categories: omissions, perseverations, rotations, misplacements, distortions, substitutions and additions. Memory, concentration, initiation, energy, mental clarity and indecision are all measures that are scored during this activity. Those with deficits in executive functioning will often make errors on the first clock but not the second.
Stroop task – The Stroop task requires the participant to engage in and allows assessment of processes such as attention management, speed and accuracy of reading words and colours and of inhibition of competing stimuli. The stimulus is a colour word that is printed in a different colour than what the written word reads. For example, the word “red” is written in a blue font. One must verbally classify the colour that the word is displayed/printed in, while ignoring the information provided by the written word. In the aforementioned example, this would require the participant to say “blue” when presented with the stimulus. Although the majority of people will show some slowing when given incompatible text versus font colour, this is more severe in individuals with deficits in inhibition. The Stroop task takes advantage of the fact that most humans are so proficient at reading colour words that it is extremely difficult to ignore this information, and instead acknowledge, recognize and say the colour the word is printed in.
Wisconsin card sorting test (WCST) – The WCST utilizes a deck of 128 cards that contains four stimulus cards. The figures on the cards differ with respect to color, quantity, and shape. The participants are then given a pile of additional cards and are asked to match each one to one of the previous cards. Typically, children between ages 9 and 11 are able to show the cognitive flexibility that is needed for this test.
Trail-making test – This test is composed of two main parts (Part A & Part B). The participant’s objective for this test is to connect the circles in order, alternating between number and letter (e.g. 1-A-2-B) from start to finish. The participant is required not to lift their pencil from the page. The task is also timed as a means of assessing speed of processing. Set-switching tasks in Part B have low motor and perceptual selection demands, and therefore provide a clearer index of executive function. Throughout this task, some of the executive function skills that are being measured include impulsivity, visual attention and motor speed.
What about the adult with EFD?
Just like the child/student with EFD, an adult who has it certainly has problems in working memory, task completion, and emotional regulation. An adult with EFD will struggle to sustain a regular job, run a household, and control her emotions as well as maintaining relationships.
The adult with EFD experiences the following struggles in an excerpt from the Yellow Brick Program:
For those emerging adults who are not competent in these life skills, their self-image and self-esteem suffer tremendously. They feel debilitating shame and self-recrimination. They try to hide their incompetence, not asking for help, soon they are overwhelmed with dirty laundry, broken appliances, messy refrigerators, and unpaid bills. For example, one young man is fully capable of showering, dressing himself, and making it to appointments, but he has never experienced independent living. He has not learned how to do laundry, budget his money, or set up utilities in a new apartment.
He feels great shame and self-contempt, as if he’s “supposed to know how” to do these things, even though he has not had a chance to learn. Instead of reaching out to those around him who can show him the way, he denies his needs out of humiliation and self-condemnation. Instead of asking for assistance, he laughs at the thought, stating he doesn’t need the help. At these moments, he feels utterly alone in the world, unable to request the help he needs because he thinks he should already know how to do everything. Even when those around him offer support, he brushes it off, later resenting that no one is there to support him. The idea of successfully living an independent life seems hopeless.
To a parent, teacher, or boss, what looks like laziness or irresponsibility may actually be executive functioning deficits, which are neurological mechanisms tied to specific brain functions key to development at this age. The parent sees the son who isn’t showering and is distressed, concludes that he is lazy or doesn’t care about his appearance, when it is really a deficit in the executive function of “initiation.” A teacher observes a student who forgets to turn in homework all the time and concludes that student is irresponsible when, really, it is a deficit in “planning.” A boss sees an employee who gets stuck on simple tasks as “dumb” when, in reality, it is a deficit in “problem-solving.”
Very embarrassing, isn’t it?
That’s why identification of a executive function disorder is important in order to manage its problems so the person affected will have less problems in his everyday life. Managing EFD in adults is similar to therapies done on children, but on an adult level.
If you are a person with EFD or suspected EFD, follow the given intervention above of segmentation of tasks to avoid confusion. Also, try to choose a job with less “procedural” tasks, i.e., musician versus nurse (where a nurse has a lot of “procedural” tasks that needs very intact executive function; musicians do not need to have that as they are only require to repeatedly play a musical instrument plus memorize a particular piece).
Remember, next time you encounter a”lazy” child or “disorganized person,” maybe you can suspect that he has impaired executive function, which most of us would normally take it for granted.
To conclude this, let’s take an excerpt from all-gifted.com:
Before that goes away, we as parents must work hard so that our children at least keep up with the work required of them. We must chip in to help, teach time management and organization skills, and look out for tools to phase them into self-reliance.
That’s right. The earlier the identification and assessment, the better.
So if you have a child who is so gifted in other areas that his executive function falls behind and into judgmental eyes, would you crucify him for what he lacks, or would you patiently work and put things in place for him until he finds his next champion or develop his own planning methodologies and coping strategies?
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- Arbuthnott K, Frank J (2000). Trail making test, Part B as a measure of executive control: validation using a set-switching paradigm. Journal of Clinical and Experimental Neuropsychology. 22(4); 518–28 | <urn:uuid:76f14f67-1dca-4dc2-abd0-08d622df7883> | CC-MAIN-2019-22 | https://aegyokawaiisneurodiversityblog.wordpress.com/tag/adhdhyperkinetic-disorder/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232254889.43/warc/CC-MAIN-20190519141556-20190519163556-00250.warc.gz | en | 0.917676 | 5,872 | 3.96875 | 4 |
Vivien Stewart, senior advisor to Asia Society, offers advice to districts and states based on the lessons from high-performing school systems. To learn more, please be sure to read her new book, A World-Class Education: Lessons from International Models of Excellence and Innovation (ASCD 2012).
On Wednesday, I shared five big lessons on what the world’s high-performing systems have done to improve their education systems through long-term vision, sustained leadership, ambitious standards, commitment to equity, and the development of high-quality teachers and school leaders. Here are five more.
6. Alignment and Coherence
Lower performing systems have large “implementation gaps” between the policies enacted at the national, state, or even district level, and what actually happens in classrooms.
There are frequent inconsistencies between, for example, the stated policy goals of higher-order skills and the lower-level tests that are used to assess them, or between the goals of schools and the conflicting orientation of the higher education system that produces teachers.
Policies are also frequently enacted without the support to schools needed to carry them out. Common Core State Standards are a good first step towards higher performance but won’t become the real standards in classrooms unless curriculum, teacher preparation, professional development, and assessment are all aligned and consistent.
In many high-performing countries, consistency is achieved by curriculum or syllabus-based instructional and examination systems, around which everything is aligned. Others have traditions of regular work among teachers within or across schools to raise the quality and consistency of classroom instruction.
7. Intelligent Accountability
All systems struggle with the balance between top-down managerial prescription and bottom-up professional judgment. In recent years some systems, like Singapore and Finland, have devolved more responsibility to the school level as the quality of their teachers and school leaders has become stronger and to encourage innovation. However, other systems where performance has been weak or uneven have used more centralized mechanisms to promote more consistent performance.
There is a lot of variation in the design of management and accountability systems. Overreliance on simple student outcome tests for accountability is not effective in moving systems to high performance, but nor is uniformed professional judgment.
High-performing systems combine multi-faceted and transparent accountability, using a broad set of student and school outcomes, with initiatives that build professional knowledge and capacity, thereby creating a culture of continuous improvement and ever-higher expectations.
8. Effective Use of Resources
High educational expenditures don’t necessarily lead to high performance. In fact, many high-performing countries have relatively modest expenditures. That said, resources do matter.
Expenditure is an area where more research is needed but it appears that high-performing systems spend money differently. For example, they don’t spend as much of their budget on buildings, sports, administrative positions, or separate special education functions. They also tend to make different trade offs between class size and time for teachers to devote to professional development.
Most fundamentally, high-performing systems have relatively equal expenditures across schools, as well as mechanisms to target more resources at the students who need them most.
9. Student Motivation and Engagement
Every country has students with varying degrees of motivation, but the intensity of focus and time on task of students in high-performing systems is striking.
High-performing systems motivate their students to study hard through both intrinsic and external incentives.
In Asian systems, the intense belief that effort, not ability, is the prime determinant of success, combined with the high value placed on education by families as a route to social mobility, plus the examination system, create powerful motivation.
Students in Finnish classrooms are also intently engaged, but by a different means. Finnish education is rooted in ideas of discovery and self-directed learning. Teachers are extremely well-trained in this type of education.
In Ontario, the focus is on individualization. The system employs student success officers, who work individually with at-risk students to create multiple pathways to graduation.
10. Global and Future Orientation
Recognizing the increasingly interconnected and digital world into which we are moving, high-performing systems are going global.
These systems are developing a global and future orientation among their teachers, school leaders, and students. They are modernizing curriculum to deal with the imperatives of the 21st century and forming international school partnerships to prepare students to function as workers and citizens in a globalized world, and not just their own local communities. They also emphasize international benchmarking, constantly looking around the world for international best practices, and using benchmarking as a tool for improving their system.
All countries face challenges in adapting their education systems to the vast transformations taking place around the world. No nation has a monopoly on excellence.
None of these lessons is rocket science and many of these elements can indeed be found in districts and states around the U.S., but rarely all of them together. Many of the high-performing countries have, in fact, studied the “peaks” of American research and innovation and then adapted them, often more systematically, to their own systems.
Ours is a very resourceful country. If we combine our own assets with the world’s best practices, we could indeed develop a world-class education system for our children and grandchildren.
The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications. | <urn:uuid:8a3ba98c-714a-48f0-9663-5c8626b1d49c> | CC-MAIN-2021-10 | https://www.edweek.org/policy-politics/opinion-top-ten-ways-to-become-a-high-performing-system-part-two/2012/02 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178376006.87/warc/CC-MAIN-20210307013626-20210307043626-00142.warc.gz | en | 0.958661 | 1,129 | 3.015625 | 3 |
Tropical Forest Cries: A Poem
Right now, Tropical Forest is crying.
His crying was loud and audible.
nowadays, the harder and closer in our ears.
Because of the tropical forest, has been entered by humans gradually.
Dry bushes have been burned by fire.
Smoke had sent a sign in the dry season.
caused by whom?
and happened repeatedly.
The soil is poisoned by mercury.
The springs dried up and traded.
There was a cry from a distance.
Crying Voice Animals, insects and other creatures.
Plants and plants participate moan in pain.
After which they are taken and traded.
By those who lust big.
Using a motorized hand.
Knock down, repel, and plunder whatever is valuable.
All that is inside and what is seen standing in the fertile soil.
The sky is cloudy and similar to air pollution.
Delivering a cry of sadness.
The old trees fell for hundreds of years.
The red soil by the wound continues to be dismantled.
To build a greedy man's palace on the other side.
Actually, we all see and every day hear crying.
In front of the television screen in the living room.
Fascinated by the beauty of grief from the tropical forests.
Tropical forests have lost their drizzle.
Because she is tired of crying.
Whether it takes a few more years he can survive to always provide a lot of important things for humans.
To clean the water for the sake of life and clean the air to enjoy.
Their suffering is only for the beauty paid.
To be displayed on a television screen.
With reasons to get to know the tropical forest and its contents.
What is shown is tropical forest.
That radiates cries all over the world.
But we do not care, because we live behind the fireplace, then enjoy and watch the cries as entertainment.
Tropical forests are decorated, as the entrance for settlements, for universities, or scientific visits.
The tropical forests have been surrounded by many interests.
She kept crying and we laughed.
because we are far apart just watched from the television screen.
"Save Them", can only be spoken by some of us.
Because we are all weak and helpless.
Because actually many of us are busy with our own cries.
The issue of global warming has always been a major topic in the Campaign on the environment. Earth's condition is getting worse. We who live in the tropics know the activities that damage the environment. especially, the destruction of existing tropical forests. We no longer have any power to prevent it.
One of the largest "Tropical Forests" in Southeast Asia is in the country of Indonesia. We are currently powerless with circumstances, and have no power to protect tropical forests. Fortunately, we all can still enjoy the state of nature in various places. However, Someday. if, the tropical forests are reduced and replaced with oil palm plantations, illegal logging and environmental pollution by burning forests for new land.
The poem is the message of the future. The constantly destroying tropical forests will bring a message to our children and grandchildren. That they have become victims of the actions of parents today. When it's too late, there will be many things like: mineral-rich drinking water will be a step, clean air will be traded, and all that has happened in big cities today due to high air pollution. The land does not want to be a place to grow crops, there will be no more trees to produce
fruits and flowers are reluctant to grow. It's all because the Tropical forest is crying and we do not care. At that moment, all the "Tropical Forests Cry" her crying sounds, and we hear together. at that time, we will cry together by the devastating environmental disaster. Probably, only a small part of human survivors in the future.
At that time, we do not know where we stand. Whether crying for the first time or being the last to realize our mistakes has let the Tropical Forest continue to weep because it is destroyed. Let us occasionally convey in a simple way to preserve every seed of the existing tree, by not polluting the environment, throwing garbage in its place, and sparingly in using energy.
For you readers who have the power to create rules. I would like to convey to you to be kind to publish rules aimed at preserving the environment. and for everyone who has read this message. let's start with ourselves with small, meaningful actions such as keeping the environment clean and educating and instilling a sense of love for our children towards their environment.
"Save the Tropical Forest and do not let her cry"
Questions & Answers
© 2018 Halley Kawistoro | <urn:uuid:f6fdea0f-c728-4c2b-adb8-e265a8e7878f> | CC-MAIN-2019-13 | https://letterpile.com/poetry/Tropical-Forests-are-Crying | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00171.warc.gz | en | 0.960144 | 992 | 2.671875 | 3 |
So what if you are a scientist in Germany and you are working on a bacteria that scientists in America and Italy are also studying. How can you share information? How will you know what each other is talking about? How will you tell them about the bacteria you are studying in a way they can understand? They speak different languages.
The answer is that scientist have common languages they use to do this. One is the language of measurement. Scientist use the SI system of measurement so that no matter where you call home, you can understand the measurement they are talking about. SI stands for "System International". It uses the metric system when measuring in science. There are certain units all scientists use for difffferent types of measurement. For example, the SI unit for mass is Kilograms and the SI unit for length is the meter. We will learn these in class as well as practice measuring like real scientists do.
Our discussion question for the week is this: DESCRIBE how you use measurement at home AND the units you use in the measurement. An example is that I like scrapbooking and I use the English ruler measurement of inches when I measure and crop (trim) pictures for my scrapbooks. | <urn:uuid:c2b61953-6953-4436-a9b4-bf6de955d129> | CC-MAIN-2022-21 | https://www.mrscooksbayhighscienceclass.com/mrs-cookies-blog/archives/09-2012 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662521152.22/warc/CC-MAIN-20220518052503-20220518082503-00357.warc.gz | en | 0.959306 | 246 | 3.890625 | 4 |
There are various methods for teaching social skills to a child on the spectrum. Probably the most significant of these autism treatments is social stories.
Social skills stories ARE used as a role model which shows an autistic child a step by step plan, giving visual prompts WHICH explain what happens in a given situation: For example the autism social story shows the autistic child:
- A social story shows what the situations is or where the place is
- A social story shows who the people are
- A social story shows what happens, the event, skill or behaviour being mastered
- A social story shows what the people say/do, what they are thinking/feeling and why
- A social story shows what the child is expected to say/do in this situation. What others will expect.
- A social story answers the “wh†questions – who, where, why, when and what as well as “HOWâ€
What does a social skills story look like?
An autism social story is short with visual images rather like a comic strip. Children with autism tend to be visual thinkers and learners, meaning they think in pictures rather like a film script.
Autism social stories use this concept and are generally visually rich with images and or pictures the child on the spectrum will understand.
Teachers of autistic students use autism social skills stories in and around school to help their autistic student cope with and understand what is expected of them and what they can expect at school; for example school rules, assembly, PE lessons, recess and so on.
Many parents of autistic kids use autism social stories as methods for teaching social skills to a child on the spectrum LIKE: hygiene, visiting a dentist, hairdresser a meal out, MAKING FRIENDS, respecting personal space, asking questions and so on; in-fact almost all difficult or confusing skills or situations can be eased using social stories.
Unlike typically developing children a child with autism will not pick up social cues; read facial expression or body language and can be confused by social etiquette and rules, social stories ARE excellent methods which can help OVERCOME these issues by showing and explaining in a step by step plan the child with autism can follow and understand.
This will help avoid social mistakes and blunders and cut down on negative behaviours, stress and meltdowns.
Social skills stories used as methods for teaching social skills to a child on the spectrum can be downloaded directly from sites such as: http://www.autismsocialstories.com/social_skills
Other sites offering an array of various social stories can be found at: http://www.autismsocialstories.com
Tags: autism social skills stories, autism social story, autistic child, autistic students, child on the spectrum, child with autism, Methods for teaching social skills to a child on the sp, on the spectrum, Social skills stories, social stories, social story, teaching social skills to a child on the spectrum, with autism | <urn:uuid:1c043711-4f5b-4edf-b839-386d81a83102> | CC-MAIN-2015-40 | http://www.autismsocialstories.com/blog/?p=410 | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736682102.57/warc/CC-MAIN-20151001215802-00085-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.915435 | 616 | 4.1875 | 4 |
Concern Grows Over Chemicals in Cosmetics
There's increasing concern about the risks of chemicals in personal care products. The Independent reports that the growing use of cosmetics and toiletries, which contain many known toxic or untested chemicals, may be harming children who will develop cancer and fertility problems as adults.
In recent years, research has connected health problems with untested chemicals regularly used in products such as nail polish, shaving gels and lotions. Because health studies are not required, most personal care products in the United States contain ingredients that have never been tested for safety. Little is known about the health effects of repeated exposures to small doses of untested chemicals over a consumer's lifetime.
An EWG investigation of beauty products reported that scientists are finding high levels of a chemical called dibutyl phthalate in women of reproductive age, placing them at possible risk of birth defects. EWG's investigation pushed several cosmetics companies to phase out this chemical. | <urn:uuid:c2cd7ff7-fe04-4015-ad13-45e04fc4237e> | CC-MAIN-2014-42 | http://www.ewg.org/node/15797/print | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119646269.50/warc/CC-MAIN-20141024030046-00236-ip-10-16-133-185.ec2.internal.warc.gz | en | 0.957338 | 195 | 2.6875 | 3 |
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Tuesday, June 24, 2014
Student Essay - Advertising aimed at children and young teenagers under 16 should be banned. Do you agree? – by Kim Sung Won, Year 11, Sayfol International School
Advertising aimed at children and young teenagers under 16 should be banned. Do you agree? – by Kim Sung Won, Year 11, Sayfol International School
Advertisements are everywhere all the time. Our children live their lives surrounded by uncontrolled advertisements. There are many types of commercials. There are strong, interesting, impulsive or informative types of advertisements shown everywhere. I think that uncontrolled promotions are dangerous to our children. Therefore, I believe to a large extent that advertising aimed at children and young teenagers under 16 should be banned.
Firstly, children cannot control their desires. They will waste all their pocket money on useless things. Commercials aimed at children will seem very interesting to them but makes them impatient to open their purses to purchase the thing being promoted. Children don’t know the value of money. The pocket money obtained from their parents is much more valuable that they think. Money doesn’t grow on trees. Parents have to work hard to earn the money but children don’t know that and spend money carelessly. Therefore, advertising aimed at children and teenagers is very dangerous.
Secondly, children are gullible. They are not mature enough so they believe everything they see or hear. Commercials always give attractive information and explanation about a product. However, our children will accept everything they see or hear without much thought and harass their parents to buy the things for them. Children are not mature enough to think discriminatingly so they will make mistakes. Advertising gives a lot of misleading information. However, children cannot differentiate between truth and deception. They do not consider the disadvantages of the products in the commercials.
Some people argue that being exposed to advertisements will teach children to think more discriminatingly. It is true that commercials give us a lot of information - some true and some not. Children and young teenagers can learn to sort this information. As a result, children will grow up more quickly and become more mature. Their thoughts will become deeper. While this is true, I still believe that uncontrolled advertising is dangerous to children and young teenagers.
In conclusion, I don’t think companies should be allowed to advertise to children and young teenagers. They will waste a lot of money as they are too young to think deeply. No doubt commercials give us a lot of information and provide children a chance to mature more quickly but the disadvantages definitely outweigh the advantages. | <urn:uuid:03f96cab-a395-410a-8ce6-48efce65bb90> | CC-MAIN-2017-43 | http://wee-english.blogspot.com/2014/06/student-essay-advertising-aimed-at.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823309.55/warc/CC-MAIN-20171019141046-20171019161046-00036.warc.gz | en | 0.964589 | 526 | 2.625 | 3 |
Safety is always the priority when caring for young children!
In this post we're sharing information and tips for keeping children safe this summer - around water, in the heat, and in the sun.
We want everyone to enjoy the summer safely!
“Every pool, every lake and every warm summer day holds the possibility of new, fun summer experiences. All you need to add is your undivided attention.” - National Safety Council
Did you know?
Here are some tips from the National Safety Council for keeping children safe around water:
Even when we’re not supervising young children in or around water, there are things we can all do to prevent drownings. We can find a local drowning prevention charity and take advantage of the programs they offer to keep your children safe. Or support their mission. Or better yet, do both!
Here are two Texas charities I've found. Sadly, both were formed after a young child drowned:
Together, let’s save lives!
Here are 7 sun safety tips for you from the American Academy of Pediatrics, through the website healthychildren.org:
-Keep infants under 6 months old out of the sun
-Dress children in lightweight clothes with a tight weave that cover the body
-Have kids wear wide-brim hats
-Stay out of the sun between 10am and 4pm
-Provide youth sunglasses with 99% UV protection
-Use sunscreen, reapplying every 2 hours
-Model sun safety for kids
Here are some ways to keep children safe on hot days, also from healthychildren.org:
Lastly, here’s one more important heat safety fact: “Between Memorial Day and Labor Day, about three kids die each week in hot cars,” according to the National Safety Council. “Even on mild or cloudy days, temperatures inside vehicles can reach life-threatening levels. Leaving windows slightly open doesn't help. Children should never be left unattended or be able to get inside a vehicle.”
See the page “Kids in Hot Cars: One Child is Too Many” on their website for more info. The NSC also has free resources you can share with your program’s families.
References & Resources
Healthychildren.org. (2023, July 26). Extreme heat: Tips to keep kids safe when temperatures soar. American Academy of Pediatrics. https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Protecting-Children-from-Extreme-Heat-Information-for-Parents.aspx
Healthychildren.org. (2023, November 20). Sun safety: Information for parents about sunburn & sunscreen. American Academy of Pediatrics. https://www.healthychildren.org/English/safety-prevention/at-play/Pages/Sun-Safety.aspx
National Safety Council. (n.d.). Drowning can happen in an instant. https://www.nsc.org/community-safety/safety-topics/seasonal-safety/drowning
National Safety Council. (n.d.). Kids in hot cars: One child is too many. https://www.nsc.org/community-safety/safety-topics/seasonal-safety/summer-safety/heat
I'm Diane Goyette, a Child Development Specialist, Trainer, Consultant and Keynote Speaker. I'm excited to share my blog! | <urn:uuid:6f65e8dd-3b80-473a-bac0-e063fdfe9f1f> | CC-MAIN-2024-10 | https://www.earlychildhoodspecialties.com/blog/summer-safety-tips-for-young-children | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00859.warc.gz | en | 0.898088 | 719 | 2.703125 | 3 |
d(n) are the positive factors of n. Ex: d(12) = 6 (the factors are 1, 2, 3, 4, 6, 12).
Well, it took a while but I think I got it. Of course, using Dirichlet's product I suppose it could be way faster, but I'm assuming you haven't yet covered that, so let's try it the long way
Let be the prime decomposition of n, with . We'll need the following easy lemma:
Lemma: The number of positive divisors of n is
Now,by induction on n = the number of distinct prime divisors of n: if , then , and we're cool.
Assume now the claim's true for all natural numbers divisible by up to n-1 different primes, and let and define
, the 2nd equality being due to the inductive hypothesis and the fact that the factor appears
multiplying each and every one of the divisors of m , . Thus:
, since . Q.E.D. | <urn:uuid:caab5d8e-df8b-4e47-a671-fbee8db958a4> | CC-MAIN-2014-10 | http://mathhelpforum.com/number-theory/112096-multiplicative-arithmetic-functions.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010451932/warc/CC-MAIN-20140305090731-00029-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.942796 | 226 | 2.5625 | 3 |
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